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Abo Hamza E, Tindle R, Pawlak S, Bedewy D, Moustafa AA. The impact of poverty and socioeconomic status on brain, behaviour, and development: a unified framework. Rev Neurosci 2024; 35:597-617. [PMID: 38607658 DOI: 10.1515/revneuro-2023-0163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2023] [Accepted: 03/17/2024] [Indexed: 04/13/2024]
Abstract
In this article, we, for the first time, provide a comprehensive overview and unified framework of the impact of poverty and low socioeconomic status (SES) on the brain and behaviour. While there are many studies on the impact of low SES on the brain (including cortex, hippocampus, amygdala, and even neurotransmitters) and behaviours (including educational attainment, language development, development of psychopathological disorders), prior studies did not integrate behavioural, educational, and neural findings in one framework. Here, we argue that the impact of poverty and low SES on the brain and behaviour are interrelated. Specifically, based on prior studies, due to a lack of resources, poverty and low SES are associated with poor nutrition, high levels of stress in caregivers and their children, and exposure to socio-environmental hazards. These psychological and physical injuries impact the normal development of several brain areas and neurotransmitters. Impaired functioning of the amygdala can lead to the development of psychopathological disorders, while impaired hippocampus and cortex functions are associated with a delay in learning and language development as well as poor academic performance. This in turn perpetuates poverty in children, leading to a vicious cycle of poverty and psychological/physical impairments. In addition to providing economic aid to economically disadvantaged families, interventions should aim to tackle neural abnormalities caused by poverty and low SES in early childhood. Importantly, acknowledging brain abnormalities due to poverty in early childhood can help increase economic equity. In the current study, we provide a comprehensive list of future studies to help understand the impact of poverty on the brain.
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Affiliation(s)
- Eid Abo Hamza
- College of Education, Humanities & Social Sciences, 289293 Al Ain University , 64141, Al Jimi, UAE
- Faculty of Education, Tanta University, Al-Geish St., 122011, Tanta, Egypt
| | - Richard Tindle
- JMS Allied Services, 1109 Coffs Harbour , NSW, 2452, Australia
| | - Simon Pawlak
- Department of Psychological Sciences, Swinburne University of Technology, John Street, Hawthorn, VIC 3122, Australia
| | - Dalia Bedewy
- Department of Psychology, College of Humanities and Sciences, 59104 Ajman University , University Street, Al jerf 1, Ajman, UAE
- Department of Psychology, Faculty of Education, Tanta University, Al-Geish St., 122011, Tanta, Egypt
- 59104 Humanities and Social Sciences Research Center (HSSRC), Ajman University , University Street, Al jerf 1, Ajman, UAE
| | - Ahmed A Moustafa
- Department of Human Anatomy and Physiology, The Faculty of Health Sciences, University of Johannesburg, Cnr Kingsway & University Roads, Auckland Park, Johannesburg, 2092, South Africa
- School of Psychology, Faculty of Society and Design, 448704 Bond University , 14 University Dr, Robina QLD 4226, Gold Coast, QLD, Australia
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Perkins SC, Shaun Ho S, Evans GW, Liberzon I, Gopang M, Swain JE. Language processing following childhood poverty: Evidence for disrupted neural networks. BRAIN AND LANGUAGE 2024; 252:105414. [PMID: 38640643 DOI: 10.1016/j.bandl.2024.105414] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Revised: 01/31/2024] [Accepted: 04/10/2024] [Indexed: 04/21/2024]
Abstract
Childhood poverty is related to deficits in multiple cognitive domains including adult language function. It is unknown if the brain basis of language is disrupted in adults with childhood poverty backgrounds, controlling for current functioning. Fifty-one adults (age 24) from an existing longitudinal study of childhood poverty, beginning at age 9, were examined on behavioral phonological awareness (LP) and completed an event-related fMRI speech/print processing LP task. Adults from childhood poverty backgrounds exhibited lower LP in adulthood. The middle-income group exhibited greater activation of the bilateral IFG and hippocampus during language processing. In psychophysiological interaction (PPI) analyses, the childhood poverty group exhibited greater coupling between ventral Broca's and the middle temporal gyrus (MTG) as well as coupling between Wernicke's region and bilateralization. Childhood poverty disrupts language processing neural networks in adulthood, after controlling for LP, suggesting that poverty in childhood influences the neurophysiological basis for language processing into adulthood.
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Affiliation(s)
- Suzanne C Perkins
- Research Center for Group Dynamics, Institute for Social Research, University of Michigan, Ann Arbor, MI 48106, United States.
| | - S Shaun Ho
- Department of Psychiatry and Behavioral Health, Renaissance School of Medicine, Stony Brook University, Stony Brook, NY 11794-8434, United States
| | - Gary W Evans
- Departments of Human Centered Design and Psychology, Cornell University, Ithaca, NY 14853-4401, United States
| | - Israel Liberzon
- Department of Psychiatry, Texas A&M University, Bryan, TX 77802, United States
| | - Meroona Gopang
- Department of Psychiatry and Behavioral Health, Renaissance School of Medicine, Stony Brook University, Stony Brook, NY 11794-8434, United States; Program in Public Health, Department of Psychiatry and Behavioral Health, Renaissance School of Medicine, Stony Brook University, Stony Brook, NY 11794-8434, United States
| | - James E Swain
- Department of Psychiatry and Behavioral Health, Renaissance School of Medicine, Stony Brook University, Stony Brook, NY 11794-8434, United States; Psychology, Obstetrics, Gynecology & Reproductive Medicine, Program in Public Health, Renaissance School of Medicine, Stony Brook University, Stony Brook, NY 11794-8434, United States
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3
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Lanfranco RC, Dos Santos Sousa F, Wessel PM, Rivera-Rei Á, Bekinschtein TA, Lucero B, Canales-Johnson A, Huepe D. Slow-wave brain connectivity predicts executive functioning and group belonging in socially vulnerable individuals. Cortex 2024; 174:201-214. [PMID: 38569258 DOI: 10.1016/j.cortex.2024.03.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Revised: 01/19/2024] [Accepted: 03/05/2024] [Indexed: 04/05/2024]
Abstract
Important efforts have been made to describe the neural and cognitive features of healthy and clinical populations. However, the neural and cognitive features of socially vulnerable individuals remain largely unexplored, despite their proneness to developing neurocognitive disorders. Socially vulnerable individuals can be characterised as socially deprived, having a low socioeconomic status, suffering from chronic social stress, and exhibiting poor social adaptation. While it is known that such individuals are likely to perform worse than their peers on executive function tasks, studies on healthy but socially vulnerable groups are lacking. In the current study, we explore whether neural power and connectivity signatures can characterise executive function performance in healthy but socially vulnerable individuals, shedding light on the impairing effects that chronic stress and social disadvantages have on cognition. We measured resting-state electroencephalography and executive functioning in 38 socially vulnerable participants and 38 matched control participants. Our findings indicate that while neural power was uninformative, lower delta and theta phase synchrony are associated with worse executive function performance in all participants, whereas delta phase synchrony is higher in the socially vulnerable group compared to the control group. Finally, we found that delta phase synchrony and years of schooling are the best predictors for belonging to the socially vulnerable group. Overall, these findings suggest that exposure to chronic stress due to socioeconomic factors and a lack of education are associated with changes in slow-wave neural connectivity and executive functioning.
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Affiliation(s)
- Renzo C Lanfranco
- Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden; Center for Research in Cognition & Neurosciences, Université libre de Bruxelles, Brussels, Belgium
| | | | - Pierre Musa Wessel
- Department of Criminology, University of Cambridge, Cambridge, United Kingdom
| | - Álvaro Rivera-Rei
- Center for Social and Cognitive Neuroscience (SCN), School of Psychology, Universidad Adolfo Ibáñez, Santiago, Chile
| | - Tristán A Bekinschtein
- Cambridge Consciousness and Cognition Lab, Department of Psychology, University of Cambridge, Cambridge, United Kingdom
| | - Boris Lucero
- The Neuropsychology and Cognitive Neurosciences Research Center, Faculty of Health Sciences, Universidad Católica del Maule, Talca, Chile
| | - Andrés Canales-Johnson
- Cambridge Consciousness and Cognition Lab, Department of Psychology, University of Cambridge, Cambridge, United Kingdom; The Neuropsychology and Cognitive Neurosciences Research Center, Faculty of Health Sciences, Universidad Católica del Maule, Talca, Chile.
| | - David Huepe
- Center for Social and Cognitive Neuroscience (SCN), School of Psychology, Universidad Adolfo Ibáñez, Santiago, Chile.
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Raturi AK, Narayanan SS, Jena SPK. Performance monitoring and error detection: The role of mid frontal theta and error-related negativity (ERN) among Indian adolescents from different socioeconomic background. APPLIED NEUROPSYCHOLOGY. CHILD 2024:1-13. [PMID: 38557246 DOI: 10.1080/21622965.2024.2333809] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/04/2024]
Abstract
The aim of the study was to investigate the relationship between socioeconomic status (SES) and executive functioning, focusing specifically on performance monitoring, error detection, and their association with mid-frontal theta and error-related negativity (ERN). Employing the widely used flanker task, the research involved two phases with participants aged 10-16 years (15 individuals in the pilot phase and 35 in the second phase). Electroencephalogram (EEG) recordings from distinct brain regions were analyzed during various conditions. The study revealed a notable increase in both absolute and relative theta power at Fcz during the flanker task, with a stronger effect observed during incorrect trials. Furthermore, it underscored the influence of socioeconomic status (SES) on mid-frontal theta, highlighting interactions between SES, gender, and experimental conditions impacting both absolute and relative theta. Intriguingly, the research disclosed a positive correlation between parental occupation and error-related negativity (ERN), as well as between age and ERN. These findings underscore the significance of SES, gender, and age in shaping the neural mechanisms associated with performance monitoring and executive functions. The study contributes valuable insights into the intricate interplay between socio-demographic factors and cognitive processes, shedding light on their impact on goal-directed behaviors and brain activity.
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Affiliation(s)
| | | | - S P K Jena
- Department of Psychology, University of Delhi, New Delhi, India
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Kruszon-Moran D, Brody D, Pearce B. Association of infection with Toxoplasma gondii and Toxocara on cognitive function among US adults aged 60 and over, NHANES 2011-2014. J Epidemiol Community Health 2023; 77:315-321. [PMID: 36849240 PMCID: PMC10127138 DOI: 10.1136/jech-2022-219772] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Accepted: 02/11/2023] [Indexed: 03/01/2023]
Abstract
BACKGROUND Toxoplasma gondii and Toxocara are common parasites that infect humans globally. Our aim was to examine the relationship between T. gondii and Toxocara infection and cognition. METHODS Multivariate logistic regression was used to test the association of T. gondii and Toxocara seropositivity on indices of cognitive function (a word list learning trial with delayed recall from the Consortium to Establish a Registry for Alzheimer's Disease, an animal fluency test (AFT) and a digit symbol substitution test (DSST)) among 2643 adults aged 60 years and older in the 2011-2014 National Health and Nutrition Examination Survey. RESULTS Seropositivity to T. gondii or Toxocara were both associated with lower scores in all three cognitive function measures examined in univariate analyses. Except for the DSST, these associations were not significant after adjustment for age, gender, race and Hispanic origin, poverty level, education, US birth status, depression and hypertension. On stratification to account for significant interactions, Toxocara seropositivity was associated with worse scores on the AFT among those born outside the USA, worse scores on the DSST among those aged 60-69 years, female, Hispanic and with a high school diploma or less. Lower DSST scores with Toxocara infection was greater for adults living below compared with at or above the poverty level. CONCLUSIONS Seropositivity to these parasites, particularly to Toxocara, may be associated with diminished cognitive performance in certain subgroups of older adults.
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Affiliation(s)
- Deanna Kruszon-Moran
- National Center for Health Statistics, Division of Health and Nutrition Examination Surveys, Centers for Disease Control and Prevention, Hyattsville, Maryland, USA
| | - Debra Brody
- National Center for Health Statistics, Division of Health and Nutrition Examination Surveys, Centers for Disease Control and Prevention, Hyattsville, Maryland, USA
| | - Bradley Pearce
- Department of Epidemiology, Emory University, Atlanta, Georgia, USA
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Heitzer AM, Schreiber JE, Yuan X, Wang F, Pan H, Graff JC, Murphy L, Rupff R, Russell K, Wang W, Estepp JH, Hankins JS, Porter JS, Jacola LM. Working memory and school readiness in preschool children with sickle cell disease compared to demographically matched controls. Br J Haematol 2023; 200:358-366. [PMID: 36264030 PMCID: PMC9852012 DOI: 10.1111/bjh.18507] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Revised: 09/07/2022] [Accepted: 09/28/2022] [Indexed: 01/22/2023]
Abstract
Children diagnosed with sickle cell disease (SCD) are at risk of the development of neurobehavioural problems early in life. Specific impairments in executive function skills, including working memory, have been documented in school-aged children with SCD. These executive skills are known to strongly contribute to early academic skills and preparedness for entering kindergarten. This study examined working memory and school readiness in preschool children with SCD compared to a healthy control group matched for race, sex and parent education. A total of 84 patients diagnosed with SCD (61.9% haemoglobin [Hb]SS/HbSβ0 -thalassaemia) and 168 controls completed testing. The mean (SD) ages of patients and controls at testing were 4.53 (0.38) and 4.44 (0.65) years respectively. The SCD group performed worse than controls on measures of executive function, working memory and school readiness (p < 0.01; Cohen's D range: 0.32-0.39). Measures of working memory were associated with school readiness after accounting for early adaptive development. Multiple linear regression models among patients diagnosed with SCD revealed that college education of the primary caregiver was positively associated with school readiness (p < 0.001) after controlling for sex, genotype, age and early adaptive development. These results highlight the need to implement school readiness interventions in young children diagnosed with SCD emphasising executive function skills.
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Affiliation(s)
- Andrew M. Heitzer
- Department of Psychology, St. Jude Children’s Research Hospital, Memphis, TN
| | - Jane E. Schreiber
- Child & Adolescent Psychiatry and Behavioral Sciences, Children’s Hospital of Philadelphia, Philadelphia, PA
| | - Xiaomeng Yuan
- Department of Biostatistics, St. Jude Children’s Research Hospital, Memphis, TN
| | - Fang Wang
- Department of Biostatistics, St. Jude Children’s Research Hospital, Memphis, TN
| | - Haitao Pan
- Department of Biostatistics, St. Jude Children’s Research Hospital, Memphis, TN
| | - J. Carolyn Graff
- College of Nursing, University of Tennessee Health Science Center, Memphis, TN
| | - Laura Murphy
- Department of Psychiatry, University of Tennessee Health Science Center, Memphis, TN
| | - Rebecca Rupff
- Alabama College of Osteopathic Medicine, Dothan, AL, USA
| | - Kathryn Russell
- Department of Psychology, St. Jude Children’s Research Hospital, Memphis, TN
| | - Winfred Wang
- Department of Hematology, St. Jude Children’s Research Hospital, Memphis, TN
| | - Jeremie H. Estepp
- Department of Hematology, St. Jude Children’s Research Hospital, Memphis, TN
| | - Jane S. Hankins
- Department of Hematology, St. Jude Children’s Research Hospital, Memphis, TN
| | - Jerlym S. Porter
- Department of Psychology, St. Jude Children’s Research Hospital, Memphis, TN
| | - Lisa M. Jacola
- Department of Psychology, St. Jude Children’s Research Hospital, Memphis, TN
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7
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Liu C, Li X. The Mechanism of Socioeconomic Status Effects on Cognition. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1419:73-81. [PMID: 37418207 DOI: 10.1007/978-981-99-1627-6_6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 07/08/2023]
Abstract
Socioeconomic status (SES) is a measurement of the sociological and economic statuses of individuals compared to others within the social and economic hierarchies. The common indicators of SES are income, education, and occupation statuses. Recently, researchers have used mixed measurements of SES, such as the MacArthur Scale. Numerous researches have proven the influence of SES on human development. Individuals who are less educated, have lower job status, and earn less or no income are at greater risk of poor health than their higher SES counterparts. SES has also been proven to influence life satisfaction, academic achievement, emotion regulation, cognitive function, and decision-making tendencies. SES has life span influence, which correlates with the level of cognition, rate of cognitive decline, and incidence of Alzheimer's disease among elderly individuals. Besides the individual level of SES, neighborhood SES can also affect cognitive function as an environmental factor. Low-SES individuals exhibit hypoactivation of the executive network and hyperactivation of the reward network, indicating low-SES individuals tend to focus more on monetary issues, while neglecting other non-monetary issues, which is consistent with the scarcity hypothesis.
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Affiliation(s)
- Chen Liu
- State Key Laboratory of Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China
- Beijing Aging Brain Rejuvenation Initiative (BABRI) Centre, Beijing Normal University, Beijing, China
| | - Xin Li
- State Key Laboratory of Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China.
- Beijing Aging Brain Rejuvenation Initiative (BABRI) Centre, Beijing Normal University, Beijing, China.
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Schreiber WB, Robinson-Drummer PA. Opportunities to Discuss Diversity-Related Topics in Neuroscience Courses. JOURNAL OF UNDERGRADUATE NEUROSCIENCE EDUCATION : JUNE : A PUBLICATION OF FUN, FACULTY FOR UNDERGRADUATE NEUROSCIENCE 2022; 20:A361-A375. [PMID: 39036724 PMCID: PMC11256382 DOI: 10.59390/aoin4016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2021] [Revised: 03/31/2022] [Accepted: 04/04/2022] [Indexed: 07/23/2024]
Abstract
Diversity is a foundational topic in psychology, and APA recommends that diversity is covered across the psychology curriculum. Neuroscience courses face challenges with incorporating diversity-related topics owing to the historical lack of neuroscience research that focuses on diversity and the restricted range of diversity-related topics that neuroscience is typically associated with (i.e., health and disability status). This may limit students' learning of neuroscience's contributions towards understanding diversity. We review some specific examples of diversity-related topics that can be incorporated into neuroscience courses. These examples have been selected to include topics across the three major content domains of neuroscience (cellular/molecular, neuroanatomy/systems, and cognitive/behavioral), as well as across multiple diversity-related topics. Neuroscience instructors can use these examples to incorporate greater coverage of diversity-related topics within their courses and/or as points of inspiration for their own curricular additions. Providing systematic coverage of diversity-related topics in neuroscience courses highlights the ways neuroscience advances our understanding of human diversity and contributes to the educational objectives of psychology and neuroscience programs.
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Durkin K, Lipsey MW, Farran DC, Wiesen SE. Effects of a statewide pre-kindergarten program on children's achievement and behavior through sixth grade. Dev Psychol 2022; 58:470-484. [PMID: 35007113 PMCID: PMC9716729 DOI: 10.1037/dev0001301] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
As state-funded pre-kindergarten (pre-K) programs expand, it is critical to investigate their short- and long-term effects. This article presents the results through sixth grade of a longitudinal randomized control study of the effects of a scaled-up, state-supported pre-K program. The analytic sample includes 2,990 children from low-income families who applied to oversubscribed pre-K program sites across the state and were randomly assigned to offers of admission or a wait list control. Data through sixth grade from state education records showed that the children randomly assigned to attend pre-K had lower state achievement test scores in third through sixth grades than control children, with the strongest negative effects in sixth grade. A negative effect was also found for disciplinary infractions, attendance, and receipt of special education services, with null effects on retention. The implications of these findings for pre-K policies and practices are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Affiliation(s)
- Kelley Durkin
- Department of Teaching and Learning, Vanderbilt University
| | - Mark W. Lipsey
- Department of Human and Organizational Development, Vanderbilt University
| | - Dale C. Farran
- Department of Teaching and Learning, Vanderbilt University
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Mills-Koonce WR, Willoughby MT, Short SJ, Propper CB. The Brain and Early Experience Study: Protocol for a Prospective Observational Study (Preprint). JMIR Res Protoc 2021; 11:e34854. [PMID: 35767351 PMCID: PMC9280455 DOI: 10.2196/34854] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2021] [Revised: 02/11/2022] [Accepted: 02/26/2022] [Indexed: 11/13/2022] Open
Affiliation(s)
| | | | - Sarah J Short
- School of Education, University of Wisconsin at Madison, Madison, WI, United States
| | - Cathi B Propper
- Frank Porter Graham Child Development Institute, The University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
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11
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Conflict-Related Brain Activity after Individualized Cognitive Training in Preschoolers from Poor Homes. JOURNAL OF COGNITIVE ENHANCEMENT 2021. [DOI: 10.1007/s41465-021-00223-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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12
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Within-person changes in basal cortisol and caregiving modulate executive attention across infancy. Dev Psychopathol 2021; 34:1386-1399. [PMID: 34210373 DOI: 10.1017/s0954579421000262] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
One pathway by which environments of socioeconomic risk are thought to affect cognitive development is through stress physiology. The biological systems underpinning stress and attention undergo a sensitive period of development during infancy. Psychobiological theory emphasizes a dynamic pattern of context-dependent development, however, research has yet to examine how basal cortisol and attention dynamically covary across infancy in ecologically valid contexts. Thus, to address these gaps, we leveraged longitudinal, multilevel analytic methods to disentangle between- from within-person associations of hypothalamic-pituitary-adrenal (HPA) axis activity and executive attention behaviors across infancy. We use data from a large longitudinal sample (N = 1,292) of infants in predominantly low-income, nonurban communities at 7-, 15-, and 24-months of age. Using multilevel models, we investigated longitudinal associations of infant attention and basal cortisol levels and examined caregiving behaviors as moderators of this relationship. Results indicated a negative between- and within-person association between attention and cortisol across infancy and a within-person moderation by caregiver responsiveness. In other words, on the within-person level, higher levels of cortisol were concomitantly associated with lower infant attention across the first 2 years of life. However, variation in the caregiver's level of responsiveness either buffered or sensitized the executive attention system to the negative effects of physiological stress.
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Riaz T, Murtaza G, Arif A, Mahmood S, Sultana R, Al-Hussain F, Bashir S. Nicotine smoking is associated with impaired cognitive performance in Pakistani young people. PeerJ 2021; 9:e11470. [PMID: 34141471 PMCID: PMC8179217 DOI: 10.7717/peerj.11470] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2020] [Accepted: 04/26/2021] [Indexed: 11/20/2022] Open
Abstract
Nicotine smoking is the most common mode of tobacco smoking among young people. It affects the areas of the brain associated with memory, attention, and learning. This study has investigated the effect of nicotine smoking on cognitive performance. One hundred male volunteers (50 nicotine smokers and 50 nonsmokers) aged 18–30 years with similar socioeconomic backgrounds were recruited for this study. Clinical history of participants was obtained using a questionnaire. Their brain health and handedness were determined using the Mini Mental State Examination (MMSE) and the Edinburgh Handedness Inventory (EHI), respectively. The dependent variables examined in the study were attention-switching tasks (AST), pattern recognition memory (PRM), and choice reaction time (CRT). These parameters were assessed using the Cambridge Neuropsychological Automated Battery (CANTAB). The average ages of participating smokers and nonsmokers were 24.02 ± 3.41 years (mean ± standard deviation) and 22.68 ± 1.87 years, respectively. MMSE and EHI scores of smokers were 28.42 ± 1.09 and 99.75 ± 1.77, respectively; for nonsmokers, these scores were 28.54 ± 1.34 and 98 ± 1.91, respectively. The mean score for AST correct latency/delay was significantly higher (p = 0.050) in smokers (620.26 ± 142.03) than in nonsmokers (570.11 ± 108.39). The percentage of correct AST trials was significantly higher (p = 0.000) in nonsmokers (96.95 ± 2.18) than in smokers (83.75 ± 11.22). The PRM percent correct were significantly higher (p = 0.000) of nonsmokers (93.42 ± 8.34) than of smokers (79.75 ± 13.44). The mean correct latency for CRT was significantly higher (p = 0.009) in smokers (509.87 ± 129.83) than in nonsmokers (455.20 ± 65.73). From this data, it can be concluded that nicotine smoking is linked with impaired cognitive functions in smokers.
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Affiliation(s)
- Tuba Riaz
- Department of Zoology, University of Gujrat, Gujrat, Pakistan
| | - Ghulam Murtaza
- Department of Zoology, University of Gujrat, Gujrat, Pakistan
| | - Areej Arif
- Department of Zoology, University of Gujrat, Gujrat, Pakistan
| | - Shahid Mahmood
- Department of Zoology, University of Gujrat, Gujrat, Pakistan
| | - Razia Sultana
- Institute of Agricultural Sciences, University of the Punjab, Lahore, Pakistan
| | - Fawaz Al-Hussain
- College of Medicine, Department of Neurology King Saud University, Riyadh, Saudi Arabia
| | - Shahid Bashir
- Neuroscience Center, King Fahad Specialist Hospital, Dammam, Saudi Arabia
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Johnson A, Bathelt J, Akarca D, Crickmore G, Astle DE. Far and wide: Associations between childhood socio-economic status and brain connectomics. Dev Cogn Neurosci 2021; 48:100888. [PMID: 33453544 PMCID: PMC7811130 DOI: 10.1016/j.dcn.2020.100888] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2020] [Revised: 11/07/2020] [Accepted: 11/16/2020] [Indexed: 12/30/2022] Open
Abstract
Previous studies have identified localized associations between childhood environment - namely their socio-economic status (SES) - and particular neural structures. The primary aim of the current study was to test whether associations between SES and brain structure are widespread or limited to specific neural pathways. We employed advances in whole-brain structural connectomics to address this. Diffusion tensor imaging was used to construct whole-brain connectomes in 113 6-12 year olds. We then applied an adapted multi-block partial-least squares (PLS) regression to explore how connectome organisation is associated with childhood SES (parental income, education levels, and neighbourhood deprivation). The Fractional Anisotropy (FA) connectome was significantly associated with childhood SES and this effect was widespread. We then pursued a secondary aim, and demonstrated that the connectome mediated the relationship between SES and cognitive ability (matrix reasoning and vocabulary). However, the connectome did not significantly mediate SES relationships with academic ability (maths and reading) or internalising and externalising behavior. This multivariate approach is important for advancing our theoretical understanding of how brain development may be shaped by childhood environment, and the role that it plays in predicting key outcomes. We also discuss the limitations with this new methodological approach.
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Affiliation(s)
- Amy Johnson
- Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, United Kingdom
| | - Joe Bathelt
- Department of Psychology, Royal Holloway, University of London, United Kingdom
| | - Danyal Akarca
- Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, United Kingdom
| | - Gemma Crickmore
- Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, United Kingdom
| | - Duncan E Astle
- Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, United Kingdom.
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Schiariti V, Simeonsson RJ, Hall K. Promoting Developmental Potential in Early Childhood: A Global Framework for Health and Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18042007. [PMID: 33669588 PMCID: PMC7923196 DOI: 10.3390/ijerph18042007] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/26/2020] [Revised: 01/29/2021] [Accepted: 02/16/2021] [Indexed: 02/06/2023]
Abstract
In the early years of life, children’s interactions with the physical and social environment- including families, schools and communities—play a defining role in developmental trajectories with long-term implications for their health, well-being and earning potential as they become adults. Importantly, failing to reach their developmental potential contributes to global cycles of poverty, inequality, and social exclusion. Guided by a rights-based approach, this narrative review synthesizes selected studies and global initiatives promoting early child development and proposes a universal intervention framework of child-environment interactions to optimize children’s developmental functioning and trajectories.
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Affiliation(s)
- Verónica Schiariti
- Division of Medical Sciences, University of Victoria, Victoria, BC V8W 2Y2, Canada
| | - Rune J Simeonsson
- School Psychology Program, School of Education, University of North Carolina, Chapel Hill, NC 27599, USA
- School of Education and Communication, Jönköping University, SE-551 11 Jönköping, Sweden
| | - Karen Hall
- School Psychology Program, School of Education, University of North Carolina, Chapel Hill, NC 27599, USA
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16
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Elevated infant cortisol is necessary but not sufficient for transmission of environmental risk to infant social development: Cross-species evidence of mother-infant physiological social transmission. Dev Psychopathol 2021; 32:1696-1714. [PMID: 33427190 DOI: 10.1017/s0954579420001455] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
Environmental adversity increases child susceptibility to disrupted developmental outcomes, but the mechanisms by which adversity can shape development remain unclear. A translational cross-species approach was used to examine stress-mediated pathways by which poverty-related adversity can influence infant social development. Findings from a longitudinal sample of low-income mother-infant dyads indicated that infant cortisol (CORT) on its own did not mediate relations between early-life scarcity-adversity exposure and later infant behavior in a mother-child interaction task. However, maternal CORT through infant CORT served as a mediating pathway, even when controlling for parenting behavior. Findings using a rodent "scarcity-adversity" model indicated that pharmacologically blocking pup corticosterone (CORT, rodent equivalent to cortisol) in the presence of a stressed mother causally prevented social transmission of scarcity-adversity effects on pup social behavior. Furthermore, pharmacologically increasing pup CORT without the mother present was not sufficient to disrupt pup social behavior. Integration of our cross-species results suggests that elevated infant CORT may be necessary, but without elevated caregiver CORT, may not be sufficient in mediating the effects of environmental adversity on development. These findings underscore the importance of considering infant stress physiology in relation to the broader social context, including caregiver stress physiology, in research and interventional efforts.
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17
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Santos RDS, Francisco GCP, Lukasova K. Expressive and receptive vocabulary in preschool children and socioeconomic factors. REVISTA CEFAC 2021. [DOI: 10.1590/1982-0216/20212365921] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
ABSTRACT Purpose: to assess the expressive and receptive vocabulary of preschool children and trace the relationship with different socioeconomic factors. Methods: 108 children, aged between 4 and 6 years, were evaluated, 84 from a public preschool and 24 from a private preschool, using the following instruments: CMMS - Columbia Mental Maturity Scale; ABFW; Peabody Image Vocabulary Test (PPVT); CONFIAS - Phonological Awareness: Sequential Assessment Instrument; Rapid Automatic Naming Test (NAR); Questionnaires for the definition of economic classification, general health and family habits. For statistical analyses, the non-parametric Kruskal-Wallis test, Bonferroni post hoc corrections to check significant differences and Spearman correlation were used. Results: the results found showed a statistically significant relationship between factors such as salary range, mother's and father's education and performance on tests of receptive and expressive vocabulary and mental maturity. Conclusion: evidence showed the relationship of socioeconomic factors with language development in preschoolers.
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Affiliation(s)
| | | | - Katerina Lukasova
- Universidade Cruzeiro do Sul, Brazil; Universidade Federal do ABC, Brazil
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18
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Shannon KA, Scerif G, Raver CC. Using a multidimensional model of attention to predict low-income preschoolers' early academic skills across time. Dev Sci 2020; 24:e13025. [PMID: 32749034 DOI: 10.1111/desc.13025] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2018] [Revised: 07/16/2020] [Accepted: 07/23/2020] [Indexed: 11/30/2022]
Abstract
The current study examines the organization of attention skills across the preschool year before kindergarten, and tests how distinct attention subcomponents predict early academic skills in a sample of low-income children (n = 99). Children completed well-validated attention tasks in fall at 4.5 years old and spring at 5 years old, capturing the abilities to selectively focus, sustain attention, and employ executive control. Exploratory factor analyses at both time points support a 2-factor model differentiating selective and sustained attention from attention processing speed and executive attention, suggesting that attention in low-income preschoolers may have a simpler organization than the 3-factor structure found in adulthood. Multiple regression models find children's ability to selectively focus and sustain attention serves as a robust concurrent and longitudinal predictor of academic skills. These results highlight the role of selective and sustained attention processes in supporting school readiness for economically vulnerable children.
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Affiliation(s)
| | | | - C Cybele Raver
- Applied Psychology, New York University, New York, NY, USA
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19
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Judd N, Sauce B, Wiedenhoeft J, Tromp J, Chaarani B, Schliep A, van Noort B, Penttilä J, Grimmer Y, Insensee C, Becker A, Banaschewski T, Bokde ALW, Quinlan EB, Desrivières S, Flor H, Grigis A, Gowland P, Heinz A, Ittermann B, Martinot JL, Paillère Martinot ML, Artiges E, Nees F, Papadopoulos Orfanos D, Paus T, Poustka L, Hohmann S, Millenet S, Fröhner JH, Smolka MN, Walter H, Whelan R, Schumann G, Garavan H, Klingberg T. Cognitive and brain development is independently influenced by socioeconomic status and polygenic scores for educational attainment. Proc Natl Acad Sci U S A 2020; 117:12411-12418. [PMID: 32430323 PMCID: PMC7275733 DOI: 10.1073/pnas.2001228117] [Citation(s) in RCA: 50] [Impact Index Per Article: 12.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023] Open
Abstract
Genetic factors and socioeconomic status (SES) inequalities play a large role in educational attainment, and both have been associated with variations in brain structure and cognition. However, genetics and SES are correlated, and no prior study has assessed their neural associations independently. Here we used a polygenic score for educational attainment (EduYears-PGS), as well as SES, in a longitudinal study of 551 adolescents to tease apart genetic and environmental associations with brain development and cognition. Subjects received a structural MRI scan at ages 14 and 19. At both time points, they performed three working memory (WM) tasks. SES and EduYears-PGS were correlated (r = 0.27) and had both common and independent associations with brain structure and cognition. Specifically, lower SES was related to less total cortical surface area and lower WM. EduYears-PGS was also related to total cortical surface area, but in addition had a regional association with surface area in the right parietal lobe, a region related to nonverbal cognitive functions, including mathematics, spatial cognition, and WM. SES, but not EduYears-PGS, was related to a change in total cortical surface area from age 14 to 19. This study demonstrates a regional association of EduYears-PGS and the independent prediction of SES with cognitive function and brain development. It suggests that the SES inequalities, in particular parental education, are related to global aspects of cortical development, and exert a persistent influence on brain development during adolescence.
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Affiliation(s)
- Nicholas Judd
- Department of Neuroscience, Karolinska Institute, Stockholm, 17165, Sweden
| | - Bruno Sauce
- Department of Neuroscience, Karolinska Institute, Stockholm, 17165, Sweden
| | - John Wiedenhoeft
- Department of Medical Statistics, University of Göttingen, Göttingen, 37073, Germany
| | - Jeshua Tromp
- Department of Cognitive Psychology, Leiden University, Leiden, 2311, The Netherlands
| | - Bader Chaarani
- Department of Psychiatry, University of Vermont, Burlington, VT 05405
- Department of Psychological Science, University of Vermont, Burlington, VT 05405
| | - Alexander Schliep
- Department of Computer Science and Engineering, University of Gothenburg, Gothenburg, 41756, Sweden
| | - Betteke van Noort
- Hochschule für Gesundheit und Medizin, Medical School Berlin, Berlin, 14197, Germany
| | - Jani Penttilä
- Department of Social and Health Care, Psychosocial Services Adolescent Outpatient Clinic, University of Tampere, Lahti, 33100, Finland
| | - Yvonne Grimmer
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, 69117, Germany
| | - Corinna Insensee
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Medical Center, Göttingen, 37075, Germany
| | - Andreas Becker
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Medical Center, Göttingen, 37075, Germany
| | - Tobias Banaschewski
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, 69117, Germany
| | - Arun L W Bokde
- Discipline of Psychiatry, School of Medicine, Trinity College Dublin, Dublin, D02 PN40, Ireland
- Trinity College Institute of Neuroscience, Trinity College Dublin, Dublin, D02 PN40, Ireland
| | - Erin Burke Quinlan
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, SE5 8AF, United Kingdom
| | - Sylvane Desrivières
- Centre for Population Neuroscience and Precision Medicine (PONS), Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, SE5 8AF, United Kingdom
| | - Herta Flor
- Institute of Cognitive and Clinical Neuroscience, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, 69117, Germany
- Department of Psychology, School of Social Sciences, University of Mannheim, Mannheim, 68131, Germany
| | - Antoine Grigis
- NeuroSpin, French Alternative Energies and Atomic Energy Commission (CEA), Université Paris-Saclay, F-91191 Gif-sur-Yvette, France
| | - Penny Gowland
- Sir Peter Mansfield Imaging Centre, School of Physics and Astronomy, University of Nottingham, Nottingham, NG7 2RD, United Kingdom
| | - Andreas Heinz
- Department of Psychiatry and Psychotherapy, Campus Charité Mitte, Charité, Universitätsmedizin Berlin, Berlin, 10117, Germany
| | - Bernd Ittermann
- Physikalisch-Technische Bundesanstalt, Berlin, 38116, Germany
| | - Jean-Luc Martinot
- INSERM Unit 1000 "Neuroimaging & Psychiatry," Institut National de la Santé et de la Recherche Médicale, University Paris Saclay, University Paris Descartes, Paris, 75006, France
| | - Marie-Laure Paillère Martinot
- INSERM Unit 1000 "Neuroimaging & Psychiatry," Institut National de la Santé et de la Recherche Médicale, University Paris Saclay, University Paris Descartes, Paris, 75006, France
- Department of Child and Adolescent Psychiatry, Pitié-Salpêtrière Hospital, Assistance Publique-Hôpitaux de Paris, Sorbonne Université, Paris, 75006, France
| | - Eric Artiges
- INSERM Unit 1000 "Neuroimaging & Psychiatry," Institut National de la Santé et de la Recherche Médicale, University Paris Saclay, University Paris Descartes, Paris, 75006, France
| | - Frauke Nees
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, 69117, Germany
- Department of Psychology, School of Social Sciences, University of Mannheim, Mannheim, 68131, Germany
| | - Dimitri Papadopoulos Orfanos
- NeuroSpin, French Alternative Energies and Atomic Energy Commission (CEA), Université Paris-Saclay, F-91191 Gif-sur-Yvette, France
| | - Tomáš Paus
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, University of Toronto, Toronto, ON M6A 2E1, Canada
- Department of Psychology, University of Toronto, Toronto, ON M6A 2E1, Canada
- Department of Psychiatry, University of Toronto, Toronto, ON M6A 2E1, Canada
| | - Luise Poustka
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Medical Center, Göttingen, 37075, Germany
| | - Sarah Hohmann
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, 69117, Germany
| | - Sabina Millenet
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, 69117, Germany
| | - Juliane H Fröhner
- Department of Psychiatry and Psychotherapy, Technische Universität Dresden, Dresden, 01087, Germany
| | - Michael N Smolka
- Department of Psychiatry, Technische Universität Dresden, Dresden, 01062, Germany
- Neuroimaging Center, Technische Universität Dresden, Dresden, 01069, Germany
| | - Henrik Walter
- Department of Psychiatry and Psychotherapy, Campus Charité Mitte, Charité, Universitätsmedizin Berlin, Berlin, 10117, Germany
| | - Robert Whelan
- School of Psychology, Trinity College Dublin, Dublin, D02 PN40, Ireland
- Global Brain Health Institute, Trinity College Dublin, Dublin, D02 PN40, Ireland
| | - Gunter Schumann
- Centre for Population Neuroscience and Precision Medicine (PONS), Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, SE5 8AF, United Kingdom
| | - Hugh Garavan
- Department of Psychiatry, University of Vermont, Burlington, VT 05405
- Department of Psychological Science, University of Vermont, Burlington, VT 05405
| | - Torkel Klingberg
- Department of Neuroscience, Karolinska Institute, Stockholm, 17165, Sweden;
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20
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Vrantsidis DM, Clark CAC, Chevalier N, Espy KA, Wiebe SA. Socioeconomic status and executive function in early childhood: Exploring proximal mechanisms. Dev Sci 2020; 23:e12917. [PMID: 31680392 DOI: 10.1111/desc.12917] [Citation(s) in RCA: 25] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2018] [Revised: 09/11/2019] [Accepted: 10/29/2019] [Indexed: 11/27/2022]
Abstract
Although there is substantial evidence that socioeconomic status (SES) predicts children's executive function (EF), the mechanisms underlying this association are poorly understood. This study tested the utility of two theories proposed to link SES to children's EF: the family stress model and the family investment model. Data came from the Midwestern Infant Development Study (N = 151). To measure SES, parental education and income were assessed during pregnancy, and income was also assessed when children were 6 and 36 months old. Children's EF, operationalized as working memory/inhibitory control (WMIC) and self-control, was assessed at 36 months of age, along with potential mediators including maternal psychological distress, harsh parenting, and cognitive stimulation. Using structural equation modeling, we tested simultaneous pathways from SES to EF: (a) via maternal psychological distress to harsh parenting (family stress model) and (b) via cognitive stimulation (family investment model). Of the SES measures, lower education predicted poorer WMIC directly and indirectly via greater maternal psychological distress. Lower education also predicted poorer self-control via greater maternal psychological distress. This effect was partially suppressed by an indirect path from lower education to better self-control via greater psychological distress and increased harsh parenting. Cognitive stimulation did not act as a mediator. Income was not directly or indirectly associated with EF. These findings provide partial support for the family stress model and suggest that family functioning is an important proximal mechanism for children's EF development. This study also highlights the importance of considering SES as a multidimensional construct.
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Affiliation(s)
| | - Caron A C Clark
- Department of Educational Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA
| | | | | | - Sandra A Wiebe
- Department of Psychology, University of Alberta, Edmonton, AB, Canada
- Neuroscience and Mental Health Institute, University of Alberta, Edmonton, AB, Canada
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21
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Pérez-Marfil MN, Fernández-Alcántara M, Fasfous AF, Burneo-Garcés C, Pérez-García M, Cruz-Quintana F. Influence of Socio-Economic Status on Psychopathology in Ecuadorian Children. Front Psychiatry 2020; 11:43. [PMID: 32116858 PMCID: PMC7034357 DOI: 10.3389/fpsyt.2020.00043] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/11/2019] [Accepted: 01/16/2020] [Indexed: 11/13/2022] Open
Abstract
The socioeconomic status (SES) of parents has been reported to have a crucial impact on emotional competence in childhood. However, studies have largely been carried out in developed countries and in children in a specific age range, and it is not clear whether the effect of the SES of parents varies by age. The objective of this study was to investigate the psychopathological profile (including externalizing and internalizing problems) of children aged 7, 9, and 11 years old with low SES in a developing country (Ecuador). The study included 274 children (139 boys and 135 girls), who were divided between medium-SES (n = 133) and low-SES (n = 141) groups. Data were gathered on socioeconomic and anthropometric variables of the children, and the parents completed the Child Behavior Check-List (CBCL). In comparison to the medium-SES group, children in the low-SES group obtained higher scores for internalizing and externalizing symptoms and for total problems, and they obtained lower scores for social competence skills. The housing risk index and school competence were the two main predictors of internalizing and externalizing problems in this population.
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Affiliation(s)
| | - Manuel Fernández-Alcántara
- Mind, Brain and Behavior Research Center (CIMCYC-UGR), University of Granada, Granada, Spain.,Department of Health Psychology, University of Alicante, Alicante, Spain
| | - Ahmed F Fasfous
- Mind, Brain and Behavior Research Center (CIMCYC-UGR), University of Granada, Granada, Spain.,Department of Social Sciences, Bethlehem University, Bethlehem, Palestine
| | - Carlos Burneo-Garcés
- Mind, Brain and Behavior Research Center (CIMCYC-UGR), University of Granada, Granada, Spain.,Carrera de Derecho, Universidad de Otavalo, Otavalo, Ecuador
| | - Miguel Pérez-García
- Mind, Brain and Behavior Research Center (CIMCYC-UGR), University of Granada, Granada, Spain
| | - Francisco Cruz-Quintana
- Mind, Brain and Behavior Research Center (CIMCYC-UGR), University of Granada, Granada, Spain
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22
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Brown CS, Mistry RS, Yip T. Moving from the Margins to the Mainstream: Equity and Justice as Key Considerations for Developmental Science. CHILD DEVELOPMENT PERSPECTIVES 2019; 13:235-240. [PMID: 33828612 DOI: 10.1111/cdep.12340] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Worldwide, most children face marginalization and societal inequities to varying degrees. For developmental science to have both scientific and societal value, scientists must account for the impact of societal inequities, regardless of the focus of their research. In this article, we illustrate how equity and justice are relevant for all children. We also argue that equity and justice are essential components for all developmental science and should be the basis for how we evaluate scientific rigor. Ignoring equity and justice issues perpetuates biases within the field and limits our understanding of developmental processes. We offer graduated recommendations for all developmental scientists to consider, starting with minimal standards for inclusion and descriptions of participants, and continuing with guidance for articulating what mechanisms lead to observed differences. We also urge researchers to examine why and how social inequities and contexts shape their focal domain of developmental science.
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23
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Yaple ZA, Yu R. Functional and Structural Brain Correlates of Socioeconomic Status. Cereb Cortex 2019; 30:181-196. [DOI: 10.1093/cercor/bhz080] [Citation(s) in RCA: 41] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2018] [Revised: 03/04/2019] [Accepted: 03/24/2019] [Indexed: 12/28/2022] Open
Abstract
Abstract
Socioeconomic status (SES) is a multidimensional construct that includes not only measures of material wealth, but also education, social prestige, and neighborhood quality. Socioeconomic correlates between wealth and cognitive functions have been well established in behavioral studies. However, functional and structural brain correlates of SES remain unclear. Here, we sought to uncover the most likely neural regions to be affected by low SES, specifically associated with age. Using effect size–seed-based d Mapping, we compiled studies that examined individuals with low SES and performed functional magnetic resonance imaging and voxel-based morphometry meta-analyses. The results revealed that as from early to late age, individuals exposed to low SES are less likely to have sustained executive network activity yet a greater likelihood to enhanced activity within reward-related regions. A similar activity was shown for gray matter volume across early to older age. These findings provide the first quantitative integration of neuroimaging results pertaining to the neural basis of SES. Hypoactivation of the executive network and hyperactivation of the reward network in low SES individuals may support the scarcity hypothesis and animal models of the effects of early adversity.
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Affiliation(s)
- Zachary A Yaple
- Department of Psychology, National University of Singapore, Singapore
| | - Rongjun Yu
- Department of Psychology, National University of Singapore, Singapore
- NUS Graduate School for Integrative Sciences and Engineering, National University of Singapore, Singapore
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24
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Oshri A, Hallowell E, Liu S, MacKillop J, Galvan A, Kogan SM, Sweet LH. Socioeconomic hardship and delayed reward discounting: Associations with working memory and emotional reactivity. Dev Cogn Neurosci 2019; 37:100642. [PMID: 31004982 PMCID: PMC6546101 DOI: 10.1016/j.dcn.2019.100642] [Citation(s) in RCA: 33] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2018] [Revised: 04/02/2019] [Accepted: 04/02/2019] [Indexed: 12/17/2022] Open
Abstract
Prolonged exposure to socioeconomic hardship (SH) is associated with greater delayed reward discounting (DRD), a form of impulsive decision-making that reflects a reduced capacity to delay gratification and a significant correlate of diverse risk behaviors, but the neurobehavioral mechanisms linking SH and DRD are unknown. An emerging hypothesis suggests that cognitive and affective stress associated with poverty may tax neurocognitive functions, such as working memory (WM), and lead to impulsive DRD. Furthermore, research suggests that emotional reactivity (ER) is an important dispositional factor to consider in the link between executive functions and DRD. Thus, we longitudinally examined the indirect effect of SH on impulsive DRD via a network of brain regions associated with WM function in a sample of young adults, and whether that link was moderated by ER. Participants were 119 rural African Americans (aged 19–24 years) assessed behaviorally on four occasions, with fMRI at the last time point. Results showed that, among emerging adults with higher ER, SH severity was predictive of increased DRD via reduced response in brain regions activated during an n-back WM task. These findings reveal both the cognitive and affective mechanisms that underlie the relationship between SH and DRD.
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Affiliation(s)
- Assaf Oshri
- Department of Human Development and Family Science, The Youth Development Institute, University of Georgia, 123 Dawson Hall, 305 Sanford Dr., Athens, GA, 30602, Greece.
| | - Emily Hallowell
- Department of Psychology, University of Georgia, 125 Baldwin Street, Athens, GA, 30602, Greece
| | - Sihong Liu
- Department of Human Development and Family Science, The Youth Development Institute, University of Georgia, 123 Dawson Hall, 305 Sanford Dr., Athens, GA, 30602, Greece
| | - James MacKillop
- Peter Boris Centre for Addictions Research, McMaster University/St. Joseph's Healthcare Hamilton, 100 West 5th, Hamilton, ON, L8N 3K7, Canada
| | - Adriana Galvan
- Department of Psychology, University of California in Los Angeles Los Angeles, 1285 Franz Hall, Box 951563, Los Angeles, CA, 90095, United States
| | - Steven M Kogan
- Department of Human Development and Family Science, The Youth Development Institute, University of Georgia, 123 Dawson Hall, 305 Sanford Dr., Athens, GA, 30602, Greece
| | - Lawrence H Sweet
- Department of Psychology, University of Georgia, 125 Baldwin Street, Athens, GA, 30602, Greece
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25
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Zarse EM, Neff MR, Yoder R, Hulvershorn L, Chambers JE, Chambers RA. The adverse childhood experiences questionnaire: Two decades of research on childhood trauma as a primary cause of adult mental illness, addiction, and medical diseases. COGENT MEDICINE 2019. [DOI: 10.1080/2331205x.2019.1581447] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Affiliation(s)
- Emily M. Zarse
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA
- Midtown Mental Health Center/Eskenazi Hospital, Indianapolis, IN, USA
| | - Mallory R. Neff
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA
- Division of Child Psychiatry, Riley Hospital, IU School of Medicine, Indianapolis, IN, USA
| | - Rachel Yoder
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA
- Division of Child Psychiatry, Riley Hospital, IU School of Medicine, Indianapolis, IN, USA
| | - Leslie Hulvershorn
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA
- Division of Child Psychiatry, Riley Hospital, IU School of Medicine, Indianapolis, IN, USA
| | - Joanna E. Chambers
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA
- Midtown Mental Health Center/Eskenazi Hospital, Indianapolis, IN, USA
| | - R. Andrew Chambers
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA
- Midtown Mental Health Center/Eskenazi Hospital, Indianapolis, IN, USA
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26
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Cohen-Zimerman S, Kachian ZR, Krueger F, Gordon B, Grafman J. Childhood socioeconomic status predicts cognitive outcomes across adulthood following traumatic brain injury. Neuropsychologia 2019; 124:1-8. [DOI: 10.1016/j.neuropsychologia.2019.01.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2018] [Revised: 12/18/2018] [Accepted: 01/02/2019] [Indexed: 01/25/2023]
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27
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Rogers CE, Lean RE, Wheelock MD, Smyser CD. Aberrant structural and functional connectivity and neurodevelopmental impairment in preterm children. J Neurodev Disord 2018; 10:38. [PMID: 30541449 PMCID: PMC6291944 DOI: 10.1186/s11689-018-9253-x] [Citation(s) in RCA: 75] [Impact Index Per Article: 12.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/27/2017] [Accepted: 11/14/2018] [Indexed: 12/15/2022] Open
Abstract
Background Despite advances in antenatal and neonatal care, preterm birth remains a leading cause of neurological disabilities in children. Infants born prematurely, particularly those delivered at the earliest gestational ages, commonly demonstrate increased rates of impairment across multiple neurodevelopmental domains. Indeed, the current literature establishes that preterm birth is a leading risk factor for cerebral palsy, is associated with executive function deficits, increases risk for impaired receptive and expressive language skills, and is linked with higher rates of co-occurring attention deficit hyperactivity disorder, anxiety, and autism spectrum disorders. These same infants also demonstrate elevated rates of aberrant cerebral structural and functional connectivity, with persistent changes evident across advanced magnetic resonance imaging modalities as early as the neonatal period. Emerging findings from cross-sectional and longitudinal investigations increasingly suggest that aberrant connectivity within key functional networks and white matter tracts may underlie the neurodevelopmental impairments common in this population. Main body This review begins by highlighting the elevated rates of neurodevelopmental disorders across domains in this clinical population, describes the patterns of aberrant structural and functional connectivity common in prematurely-born infants and children, and then reviews the increasingly established body of literature delineating the relationship between these brain abnormalities and adverse neurodevelopmental outcomes. We also detail important, typically understudied, clinical, and social variables that may influence these relationships among preterm children, including heritability and psychosocial risks. Conclusion Future work in this domain should continue to leverage longitudinal evaluations of preterm infants which include both neuroimaging and detailed serial neurodevelopmental assessments to further characterize relationships between imaging measures and impairment, information necessary for advancing our understanding of modifiable risk factors underlying these disorders and best practices for improving neurodevelopmental trajectories in this high-risk clinical population.
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Affiliation(s)
- Cynthia E Rogers
- Departments of Psychiatry and Pediatrics, Washington University School of Medicine, 660 South Euclid Avenue, Campus Box 8504, St. Louis, MO, 63110, USA.
| | - Rachel E Lean
- Departments of Psychiatry, Washington University School of Medicine, 660 South Euclid Avenue, Campus Box 8504, St. Louis, MO, 63110, USA
| | - Muriah D Wheelock
- Departments of Psychiatry, Washington University School of Medicine, 660 South Euclid Avenue, Campus Box 8504, St. Louis, MO, 63110, USA
| | - Christopher D Smyser
- Departments of Neurology, Pediatrics and Mallinckrodt Institute of Radiology, Washington University School of Medicine, 660 South Euclid Avenue, Campus Box 8111, St. Louis, MO, 63110, USA
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28
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Burneo-Garcés C, Cruz-Quintana F, Pérez-García M, Fernández-Alcántara M, Fasfous A, Pérez-Marfil MN. Interaction between Socioeconomic Status and Cognitive Development in Children Aged 7, 9, and 11 Years: A Cross-Sectional Study. Dev Neuropsychol 2018; 44:1-16. [PMID: 30537871 DOI: 10.1080/87565641.2018.1554662] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
The socioeconomic status (SES) of parents has a crucial influence on the cognitive development of children, but it is not clear whether this effect varies as a function of the children's age. The objective of this study was to investigate the development of children aged 7, 9, and 11 years of parents with extremely low SES in a developing country (Ecuador). Participating children were divided between a medium-SES group and a low-SES group. Statistically significant differences were observed as a function of SES group and age in verbal memory, language, and executive function, observing wider between-group differences among the 11-year-olds.
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Affiliation(s)
- Carlos Burneo-Garcés
- a Mind, Brain and Behavior Research Center (CIMCYC-UGR) , University of Granada , Granada , Spain.,b Universidad de Otavalo , Otavalo , Ecuador
| | - Francisco Cruz-Quintana
- a Mind, Brain and Behavior Research Center (CIMCYC-UGR) , University of Granada , Granada , Spain
| | - Miguel Pérez-García
- a Mind, Brain and Behavior Research Center (CIMCYC-UGR) , University of Granada , Granada , Spain
| | - Manuel Fernández-Alcántara
- a Mind, Brain and Behavior Research Center (CIMCYC-UGR) , University of Granada , Granada , Spain.,c Department of Health Psychology , University of Alicante , Alicante , Spain
| | - Ahmed Fasfous
- a Mind, Brain and Behavior Research Center (CIMCYC-UGR) , University of Granada , Granada , Spain.,d Department of Social Sciences , Bethlehem University , Bethlehem , Palestine , State of Palestine
| | - Mª Nieves Pérez-Marfil
- a Mind, Brain and Behavior Research Center (CIMCYC-UGR) , University of Granada , Granada , Spain
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29
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Pietto ML, Giovannetti F, Segretin MS, Belloli LML, Lopez-Rosenfeld M, Goldin AP, Fernández-Slezak D, Kamienkowski JE, Lipina SJ. Enhancement of inhibitory control in a sample of preschoolers from poor homes after cognitive training in a kindergarten setting: Cognitive and ERP evidence. Trends Neurosci Educ 2018. [DOI: 10.1016/j.tine.2018.11.004] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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30
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Linnavalli T, Putkinen V, Huotilainen M, Tervaniemi M. Maturation of Speech-Sound ERPs in 5-6-Year-Old Children: A Longitudinal Study. Front Neurosci 2018; 12:814. [PMID: 30459549 PMCID: PMC6232289 DOI: 10.3389/fnins.2018.00814] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2018] [Accepted: 10/19/2018] [Indexed: 11/17/2022] Open
Abstract
The maturation of 5-6-year-old children's auditory discrimination - indicated by the development of the auditory event-related-potentials (ERPs) - has not been previously studied in longitudinal settings. For the first time, we present here the results based on extensive dataset collected from 75 children. We followed the 5- to 6-year-olds for 20 months and measured their ERPs four times with the same multifeature paradigm with phonemic stimuli. The amplitude of the mismatch negativity (MMN) response increased during this time for vowel, vowel duration and frequency changes. Furthermore, the P3a component started to mature toward adult-like positivity for the vowel, intensity and frequency deviants and the late discriminative negativity (LDN) component decreased with age for vowel and intensity deviants. All the changes in the components seemed to happen during the second follow-up year, when Finnish children are taught letter symbols and other preliminary academic skills before going to school at the age of seven. Therefore, further studies are needed to clarify if these changes in the auditory discrimination are purely age-related or due to increasing linguistic knowledge of the children.
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Affiliation(s)
- Tanja Linnavalli
- Cognitive Brain Research Unit, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Cicero Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Vesa Putkinen
- Cognitive Brain Research Unit, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Turku PET Centre, University of Turku, Turku, Finland
| | - Minna Huotilainen
- Cognitive Brain Research Unit, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Cicero Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Mari Tervaniemi
- Cognitive Brain Research Unit, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Cicero Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
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31
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O’Neil LV, Pakulak E, Stevens C, Bell TA, Fanning JL, Gaston M, Gomsrud M, Hampton Wray A, Holmes KB, Klein S, Longoria Z, Reynolds MM, Snell K, Soto A, Neville H. Creating Connections Between Researchers and Educators. JOURNAL OF COGNITION AND DEVELOPMENT 2018. [DOI: 10.1080/15248372.2018.1515078] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
| | - Eric Pakulak
- University of Oregon
- Stockholm University, Sweden
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32
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Neuroethics and Philosophy in Responsible Research and Innovation: The Case of the Human Brain Project. NEUROETHICS-NETH 2018. [DOI: 10.1007/s12152-018-9372-9] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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33
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Pakulak E, Stevens C, Neville H. Neuro-, Cardio-, and Immunoplasticity: Effects of Early Adversity. Annu Rev Psychol 2018; 69:131-156. [DOI: 10.1146/annurev-psych-010416-044115] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Eric Pakulak
- Brain Development Lab, Department of Psychology, University of Oregon, Eugene, Oregon, 97403;,
| | - Courtney Stevens
- Department of Psychology, Willamette University, Salem, Oregon 97301
| | - Helen Neville
- Brain Development Lab, Department of Psychology, University of Oregon, Eugene, Oregon, 97403;,
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34
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Piche J, Kaylegian J, Smith D, Hunter SJ. The Relationship between Self-Reported Executive Functioning and Risk-Taking Behavior in Urban Homeless Youth. Behav Sci (Basel) 2018; 8:E6. [PMID: 29301347 PMCID: PMC5791024 DOI: 10.3390/bs8010006] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2017] [Revised: 12/11/2017] [Accepted: 12/21/2017] [Indexed: 01/03/2023] Open
Abstract
Introduction: Almost 2 million U.S. youth are estimated to live on the streets, in shelters, or in other types of temporary housing at some point each year. Both their age and living situations make them more likely to engage in high-risk behaviors, particularly during adolescence, a time of increased risk taking. Much of self-control appears related to the development of the prefrontal cortex, which is at a particularly crucial period of elaboration and refinement during adolescence and emerging adulthood. Executive processes like decision-making, inhibition, planning, and reasoning may be vulnerable to adversity experienced as a result of homelessness and related impoverishment during childhood and adolescence. No study to date, to our knowledge, has directly investigated differences in risk-taking by homeless youth as it relates to their developing executive control. Objective: Examine the relationship between the level of self-reported executive function (EF) and engagement in risk taking behaviors among a sample of shelter-living urban homeless youth. We predicted that homeless youth who have lower levels of self-reported EF would more readily engage in risky behaviors that could lead to negative outcomes. Participants: One hundred and forty-nine youths between 18 and 22 years of age were recruited from homeless agencies in Chicago. Of this study sample, 53% were female and 76% African American. Measures: All participants completed, as part of a broader neuropsychological assessment, the Behavior Rating Inventory of Executive Functioning-Adult Version (BRIEF-A), the National Youth Risk Behavior Survey (YRBS), and the Mini-International Neuropsychiatric Interview (MINI). Analyses: Groups were separated based on level of self-reported EF, with two groups identified: High self-reported EF fell >1 SD above the normative average, and low self-reported EF fell >1 SD below the normative average. All analyses utilized Chi-square and Mann-Whitney tests. Results and Conclusions: Analyses revealed a relationship between the level of self-reported EF and risk taking behaviors in this group of sheltered homeless urban youths. Those with lower self-reported executive functioning had higher rates of engagement in multiple substance-related risk taking behaviors. These findings are important because they are a first step towards identifying contributions to risk-taking behavior in urban homeless youths. Identifying potential factors like low self-reported EF better allows us to potentially intervene, thereby providing focused support to youths who are at higher risk for engaging in problematic behaviors.
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Affiliation(s)
- Joshua Piche
- Pritzker School of Medicine, The University of Chicago, Chicago, IL 60637, USA.
| | - Jaeson Kaylegian
- Department of Psychiatry and Behavioral Neuroscience, The University of Chicago, 5841 S. Maryland Ave., MC 3077, Chicago, IL 60637, USA.
| | - Dale Smith
- Department of Psychology, Olivet Nazarene University, Bourbonnais, IL 60914, USA.
| | - Scott J Hunter
- Department of Psychiatry and Behavioral Neuroscience, The University of Chicago, 5841 S. Maryland Ave., MC 3077, Chicago, IL 60637, USA.
- Department of Pediatrics, The University of Chicago, Chicago, IL 60637, USA.
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Pakulak E, Hampton Wray A, Longoria Z, Garcia Isaza A, Stevens C, Bell T, Burlingame S, Klein S, Berlinski S, Attanasio O, Neville H. Cultural Adaptation of a Neurobiologically Informed Intervention in Local and International Contexts. New Dir Child Adolesc Dev 2017; 2017:81-92. [DOI: 10.1002/cad.20226] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2017] [Revised: 09/12/2017] [Accepted: 09/22/2017] [Indexed: 11/11/2022]
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Valle-Lisboa J, Cabana Á, Eisinger R, Mailhos Á, Luzardo M, Halberda J, Maiche A. Cognitive abilities that mediate SES’s effect on elementary mathematics learning: The Uruguayan tablet-based intervention. ACTA ACUST UNITED AC 2017. [DOI: 10.1007/s11125-017-9392-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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37
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Duval ER, Garfinkel SN, Swain JE, Evans GW, Blackburn EK, Angstadt M, Sripada CS, Liberzon I. Childhood poverty is associated with altered hippocampal function and visuospatial memory in adulthood. Dev Cogn Neurosci 2017; 23:39-44. [PMID: 28011437 PMCID: PMC5253253 DOI: 10.1016/j.dcn.2016.11.006] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2016] [Revised: 11/20/2016] [Accepted: 11/21/2016] [Indexed: 01/15/2023] Open
Abstract
Childhood poverty is a risk factor for poorer cognitive performance during childhood and adulthood. While evidence linking childhood poverty and memory deficits in adulthood has been accumulating, underlying neural mechanisms are unknown. To investigate neurobiological links between childhood poverty and adult memory performance, we used functional magnetic resonance imaging (fMRI) during a visuospatial memory task in healthy young adults with varying income levels during childhood. Participants were assessed at age 9 and followed through young adulthood to assess income and related factors. During adulthood, participants completed a visuospatial memory task while undergoing MRI scanning. Patterns of neural activation, as well as memory recognition for items, were assessed to examine links between brain function and memory performance as it relates to childhood income. Our findings revealed associations between item recognition, childhood income level, and hippocampal activation. Specifically, the association between hippocampal activation and recognition accuracy varied as a function of childhood poverty, with positive associations at higher income levels, and negative associations at lower income levels. These prospective findings confirm previous retrospective results detailing deleterious effects of childhood poverty on adult memory performance. In addition, for the first time, we identify novel neurophysiological correlates of these deficits localized to hippocampus activation.
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Affiliation(s)
- Elizabeth R Duval
- Department of Psychiatry, University of Michigan Health System, Ann Arbor, MI, USA.
| | | | - James E Swain
- Department of Psychiatry, University of Michigan Health System, Ann Arbor, MI, USA; Child Study Center, Yale University, New Haven, CT, USA; Department of Psychiatry, Stony Brook University Medical Center, Stony Brook, NY, USA
| | - Gary W Evans
- College of Human Ecology, Cornell University, Ithaca, NY, USA
| | | | - Mike Angstadt
- Department of Psychiatry, University of Michigan Health System, Ann Arbor, MI, USA
| | - Chandra S Sripada
- Department of Psychiatry, University of Michigan Health System, Ann Arbor, MI, USA
| | - Israel Liberzon
- Department of Psychiatry, University of Michigan Health System, Ann Arbor, MI, USA
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38
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Lipina SJ, Evers K. Neuroscience of Childhood Poverty: Evidence of Impacts and Mechanisms as Vehicles of Dialog With Ethics. Front Psychol 2017; 8:61. [PMID: 28184204 PMCID: PMC5266697 DOI: 10.3389/fpsyg.2017.00061] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2016] [Accepted: 01/10/2017] [Indexed: 12/22/2022] Open
Abstract
Several studies have identified associations between poverty and development of self-regulation during childhood, which is broadly defined as those skills involved in cognitive, emotional, and stress self-regulation. These skills are influenced by different individual and contextual factors at multiple levels of analysis (i.e., individual, family, social, and cultural). Available evidence suggests that the influences of those biological, psychosocial, and sociocultural factors on emotional and cognitive development can vary according to the type, number, accumulation of risks, and co-occurrence of adverse circumstances that are related to poverty, the time in which these factors exert their influences, and the individual susceptibility to them. Complementary, during the past three decades, several experimental interventions that were aimed at optimizing development of self-regulation of children who live in poverty have been designed, implemented, and evaluated. Their results suggest that it is possible to optimize different aspects of cognitive performance and that it would be possible to transfer some aspects of these gains to other cognitive domains and academic achievement. We suggest that it is an important task for ethics, notably but not exclusively neuroethics, to engage in this interdisciplinary research domain to contribute analyses of key concepts, arguments, and interpretations. The specific evidence that neuroscience brings to the analyses of poverty and its implications needs to be spelled out in detail and clarified conceptually, notably in terms of causes of and attitudes toward poverty, implications of poverty for brain development, and for the possibilities to reduce and reverse these effects.
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Affiliation(s)
- Sebastián J Lipina
- Unidad de Neurobiología Aplicada (Centro de Educación Médica e Investigaciones Clínicas "Norberto Quirno"-Consejo Nacional de Investigaciones Científicas y Técnicas) Buenos Aires, Argentina
| | - Kathinka Evers
- Centre for Research Ethics and Bioethics (CRB), Uppsala Universitet Uppsala, Sweden
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39
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Evers K, Changeux J. Proactive epigenesis and ethical innovation: A neuronal hypothesis for the genesis of ethical rules. EMBO Rep 2016; 17:1361-1364. [PMID: 27613656 PMCID: PMC5048375 DOI: 10.15252/embr.201642783] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
The social and cultural environment influences the development of the human brain and its synaptic connectivity from birth into adulthood. This knowledge could inspire and inform educational programs to constructively interact with the neuronal architecture of the brain.
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Affiliation(s)
- Kathinka Evers
- Centre for Research Ethics & Bioethics (CRB)Uppsala UniversityUppsalaSweden
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40
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Johnson SB, Riis JL, Noble KG. State of the Art Review: Poverty and the Developing Brain. Pediatrics 2016; 137:peds.2015-3075. [PMID: 26952506 PMCID: PMC4811314 DOI: 10.1542/peds.2015-3075] [Citation(s) in RCA: 307] [Impact Index Per Article: 38.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/20/2015] [Indexed: 12/14/2022] Open
Abstract
In the United States, >40% of children are either poor or near-poor. As a group, children in poverty are more likely to experience worse health and more developmental delay, lower achievement, and more behavioral and emotional problems than their more advantaged peers; however, there is broad variability in outcomes among children exposed to similar conditions. Building on a robust literature from animal models showing that environmental deprivation or enrichment shapes the brain, there has been increasing interest in understanding how the experience of poverty may shape the brain in humans. In this review, we summarize research on the relationship between socioeconomic status and brain development, focusing on studies published in the last 5 years. Drawing on a conceptual framework informed by animal models, we highlight neural plasticity, epigenetics, material deprivation (eg, cognitive stimulation, nutrient deficiencies), stress (eg, negative parenting behaviors), and environmental toxins as factors that may shape the developing brain. We then summarize the existing evidence for the relationship between child poverty and brain structure and function, focusing on brain areas that support memory, emotion regulation, and higher-order cognitive functioning (ie, hippocampus, amygdala, prefrontal cortex) and regions that support language and literacy (ie, cortical areas of the left hemisphere). We then consider some limitations of the current literature and discuss the implications of neuroscience concepts and methods for interventions in the pediatric medical home.
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Affiliation(s)
- Sara B. Johnson
- Department of Pediatrics, Johns Hopkins School of Medicine, Baltimore, Maryland;,Department of Population Family and Reproductive Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland; and
| | - Jenna L. Riis
- Department of Population Family and Reproductive Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland; and
| | - Kimberly G. Noble
- Department of Neuroscience and Education, Teachers College, Columbia University, New York, New York
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41
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Markant J, Ackerman LK, Nussenbaum K, Amso D. Selective attention neutralizes the adverse effects of low socioeconomic status on memory in 9-month-old infants. Dev Cogn Neurosci 2016; 18:26-33. [PMID: 26597046 PMCID: PMC4834267 DOI: 10.1016/j.dcn.2015.10.009] [Citation(s) in RCA: 50] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2015] [Revised: 10/29/2015] [Accepted: 10/30/2015] [Indexed: 11/29/2022] Open
Abstract
Socioeconomic status (SES) has a documented impact on brain and cognitive development. We demonstrate that engaging spatial selective attention mechanisms may counteract this negative influence of impoverished environments on early learning. We previously used a spatial cueing task to compare target object encoding in the context of basic orienting ("facilitation") versus a spatial selective attention orienting mechanism that engages distractor suppression ("IOR"). This work showed that object encoding in the context of IOR boosted 9-month-old infants' recognition memory relative to facilitation (Markant and Amso, 2013). Here we asked whether this attention-memory link further interacted with SES in infancy. Results indicated that SES was related to memory but not attention orienting efficacy. However, the correlation between SES and memory performance was moderated by the attention mechanism engaged during encoding. SES predicted memory performance when objects were encoded with basic orienting processes, with infants from low-SES environments showing poorer memory than those from high-SES environments. However, SES did not predict memory performance among infants who engaged selective attention during encoding. Spatial selective attention engagement mitigated the effects of SES on memory and may offer an effective mechanism for promoting learning among infants at risk for poor cognitive outcomes related to SES.
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Affiliation(s)
| | - Laura K Ackerman
- Cognitive, Linguistic, & Psychological Sciences, Brown University, USA
| | - Kate Nussenbaum
- Cognitive, Linguistic, & Psychological Sciences, Brown University, USA
| | - Dima Amso
- Cognitive, Linguistic, & Psychological Sciences, Brown University, USA
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42
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Abstract
This study aimed to specify the neural mechanisms underlying the link between low household income and diminished executive control in the preschool period. Specifically, we examined whether individual differences in the neural processes associated with executive attention and inhibitory control accounted for income differences observed in performance on a neuropsychological battery of executive control tasks. The study utilized a sample of preschool-aged children (N = 118) whose families represented the full range of income, with 32% of families at/near poverty, 32% lower income, and 36% middle to upper income. Children completed a neuropsychological battery of executive control tasks and then completed two computerized executive control tasks while EEG data were collected. We predicted that differences in the event-related potential (ERP) correlates of executive attention and inhibitory control would account for income differences observed on the executive control battery. Income and ERP measures were related to performance on the executive control battery. However, income was unrelated to ERP measures. The findings suggest that income differences observed in executive control during the preschool period might relate to processes other than executive attention and inhibitory control.
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43
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Ballieux H, Tomalski P, Kushnerneko E, Johnson MH, Karmiloff-Smith A, Moore DG. Feasibility of Undertaking Off-Site Infant Eye-Tracking Assessments of Neuro-Cognitive Functioning in Early-Intervention Centres. INFANT AND CHILD DEVELOPMENT 2016; 25:95-113. [PMID: 26869855 PMCID: PMC4747115 DOI: 10.1002/icd.1914] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Recent work suggests that differences in functional brain development are already identifiable in 6- to 9-month-old infants from low socio-economic status (SES) backgrounds. Investigation of early SES-related differences in neuro-cognitive functioning requires the recruitment of large and diverse samples of infants, yet it is often difficult to persuade low-SES parents to come to a university setting. One solution is to recruit infants through early intervention children's centres (CCs). These are often located in areas of high relative deprivation to support young children. Given the increasing portability of eye-tracking equipment, assessment of large clusters of infants could be undertaken in centres by suitably trained early intervention staff. Here, we report on a study involving 174 infants and their parents, carried out in partnership with CCs, exploring the feasibility of this approach. We report the processes of setting up the project and participant recruitment. We report the diversity of sample obtained on the engagement of CC staff in training and the process of assessment itself. We report the quality of the data obtained, and the levels of engagement of parents and infants. We conclude that this approach has great potential for recruiting large and diverse samples worldwide, provides sufficiently reliable data and is engaging to staff, parents and infants.
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Affiliation(s)
- Haiko Ballieux
- Department of Psychology, Faculty of Science & Technology, University of Westminster, London, UK
- Institute for Research in Child Development, School of Psychology, University of East London, London, UK
| | - Przemyslaw Tomalski
- Neurocognitive Development Lab, Faculty of Psychology, University of Warsaw, Warsaw, Poland
| | - Elena Kushnerneko
- Institute for Research in Child Development, School of Psychology, University of East London, London, UK
| | - Mark H. Johnson
- Centre for Brain and Cognitive Development, Department of Psychological Science, Birkbeck, University of London, London, UK
| | - Annette Karmiloff-Smith
- Centre for Brain and Cognitive Development, Department of Psychological Science, Birkbeck, University of London, London, UK
| | - Derek G. Moore
- Institute for Research in Child Development, School of Psychology, University of East London, London, UK
- School of Psychology, University of Surrey, Guildford, UK
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44
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van Anders SM, Steiger J, Goldey KL. Effects of gendered behavior on testosterone in women and men. Proc Natl Acad Sci U S A 2015; 112:13805-10. [PMID: 26504229 PMCID: PMC4653185 DOI: 10.1073/pnas.1509591112] [Citation(s) in RCA: 54] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023] Open
Abstract
Testosterone is typically understood to contribute to maleness and masculinity, although it also responds to behaviors such as competition. Competition is crucial to evolution and may increase testosterone but also is selectively discouraged for women and encouraged for men via gender norms. We conducted an experiment to test how gender norms might modulate testosterone as mediated by two possible gender→testosterone pathways. Using a novel experimental design, participants (trained actors) performed a specific type of competition (wielding power) in stereotypically masculine vs. feminine ways. We hypothesized in H1 (stereotyped behavior) that wielding power increases testosterone regardless of how it is performed, vs. H2 (stereotyped performance), that wielding power performed in masculine but not feminine ways increases testosterone. We found that wielding power increased testosterone in women compared with a control, regardless of whether it was performed in gender-stereotyped masculine or feminine ways. Results supported H1 over H2: stereotyped behavior but not performance modulated testosterone. These results also supported theory that competition modulates testosterone over masculinity. Our findings thus support a gender→testosterone pathway mediated by competitive behavior. Accordingly, cultural pushes for men to wield power and women to avoid doing so may partially explain, in addition to heritable factors, why testosterone levels tend to be higher in men than in women: A lifetime of gender socialization could contribute to "sex differences" in testosterone. Our experiment opens up new questions of gender→testosterone pathways, highlighting the potential of examining nature/nurture interactions and effects of socialization on human biology.
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Affiliation(s)
- Sari M van Anders
- Departments of Psychology and Women's Studies, Program in Neuroscience, Reproductive Sciences and Science, Technology, and Society Programs, and Biosocial Methods Collaborative, University of Michigan, Ann Arbor, MI 48109;
| | - Jeffrey Steiger
- The New Theater of Medicine, The George Washington University School of Medicine & Health Sciences, Washington, DC 20052; Center for Research on Learning and Teaching Players Theatre Program, University of Michigan, Ann Arbor, MI 48109
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45
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Barbot B, Krivulskaya S, Hein S, Reich J, Thuma PE, Grigorenko EL. Identifying learning patterns of children at risk for Specific Reading Disability. Dev Sci 2015; 19:402-18. [PMID: 26037654 DOI: 10.1111/desc.12313] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2013] [Accepted: 02/26/2015] [Indexed: 11/29/2022]
Abstract
Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (-SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga-speaking Zambia. A multi-group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across trials. Results showed that the +SRD group recalled fewer words correctly in the first trial, learned at a slower rate during the subsequent trials, and demonstrated a more linear learning pattern compared to the -SRD group. This study illustrates the promise of LGCM applied to multi-trial learning tasks, by isolating three components of the learning process (initial recall, rate of learning, and functional pattern of learning). Implications of this microdevelopmental approach to SRD research in low-to-middle income countries are discussed.
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Affiliation(s)
- Baptiste Barbot
- Department of Psychology, Pace University, New York, USA.,Child Study Center, Yale University, USA
| | | | | | - Jodi Reich
- Child Study Center, Yale University, USA.,Department of Communication Sciences and Disorders, Temple University, USA
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Cognitive neuroscience, developmental psychology, and education: Interdisciplinary development of an intervention for low socioeconomic status kindergarten children. Trends Neurosci Educ 2015. [DOI: 10.1016/j.tine.2015.03.003] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Lipina SJ, Segretin MS. Strengths and weakness of neuroscientific investigations of childhood poverty: future directions. Front Hum Neurosci 2015; 9:53. [PMID: 25717299 PMCID: PMC4324136 DOI: 10.3389/fnhum.2015.00053] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2013] [Accepted: 01/19/2015] [Indexed: 02/03/2023] Open
Abstract
The neuroscientific study of child poverty is a topic that has only recently emerged. In comparison with previous reviews (e.g., Hackman and Farah, 2009; Lipina and Colombo, 2009; Hackman et al., 2010; Raizada and Kishiyama, 2010; Lipina and Posner, 2012), our perspective synthesizes findings, and summarizes both conceptual and methodological contributions, as well as challenges that face current neuroscientific approaches to the study of childhood poverty. The aim of this effort is to identify target areas of study that could potentially help build a basic and applied research agenda for the coming years.
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Affiliation(s)
- Sebastián J Lipina
- Unidad de Neurobiología Aplicada (UNA, CEMIC-CONICET), Buenos Aires, Capital Federal Argentina
| | - M Soledad Segretin
- Unidad de Neurobiología Aplicada (UNA, CEMIC-CONICET), Buenos Aires, Capital Federal Argentina
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Long Z, Duan X, Wang Y, Liu F, Zeng L, Zhao JP, Chen H. Disrupted structural connectivity network in treatment-naive depression. Prog Neuropsychopharmacol Biol Psychiatry 2015; 56:18-26. [PMID: 25092218 DOI: 10.1016/j.pnpbp.2014.07.007] [Citation(s) in RCA: 55] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/25/2013] [Revised: 07/12/2014] [Accepted: 07/23/2014] [Indexed: 01/15/2023]
Abstract
BACKGROUND Neuroimaging studies suggest that treatment-naive depression (TD) is characterized by abnormal functional connectivity between specific brain regions. However, the question surrounding the structural basis of functional aberrations in TD patients still remains. METHODS In the present study, diffusion tensor imaging tractography was employed to construct structural connectivity networks in 22 early adult-onset, first-episode TD patients and 19 healthy controls (HC). Graph theory and network-based statistic (NBS) were then employed to investigate systematically the alteration of whole brain structural topological organization and structural connectivity in TD patients. RESULTS Graph theoretical analysis revealed that, compared with HC, TD patients exhibited altered structural topological measures, including decreased shortest path length, normalized clustering coefficient, normalized shortest path length, and small-worldness, as well as increased global and local efficiency. NBS results further revealed that TD patients showed two altered structural sub-networks. One sub-network mainly involved connections between the right orbitofrontal cortex (OFC) and the right insula, putamen, caudate, hippocampus, fusiform gyrus, inferior temporal gyrus and lingual gyrus. The other sub-network mainly included connections between the left OFC and the left gyrus rectus, insula, putamen, caudate, thalamus, pallidum and middle occipital gyrus. CONCLUSIONS The findings suggest that TD patients exhibit a disruption in the topological organization of structural brain networks. The altered orbitofrontal connectivity may particularly contribute to the manifestation of symptoms in TD patients. The abnormalities may facilitate understanding of the functional disturbances of mood and cognition in the disease.
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Affiliation(s)
- Zhiliang Long
- Key Laboratory for NeuroInformation of Ministry of Education, School of Life Science and Technology, University of Electronic Science and Technology of China, Chengdu 610054, PR China
| | - Xujun Duan
- Key Laboratory for NeuroInformation of Ministry of Education, School of Life Science and Technology, University of Electronic Science and Technology of China, Chengdu 610054, PR China
| | - Yifeng Wang
- Key Laboratory for NeuroInformation of Ministry of Education, School of Life Science and Technology, University of Electronic Science and Technology of China, Chengdu 610054, PR China
| | - Feng Liu
- Key Laboratory for NeuroInformation of Ministry of Education, School of Life Science and Technology, University of Electronic Science and Technology of China, Chengdu 610054, PR China
| | - Ling Zeng
- Key Laboratory for NeuroInformation of Ministry of Education, School of Life Science and Technology, University of Electronic Science and Technology of China, Chengdu 610054, PR China
| | - Jing-Ping Zhao
- Mental Health Institute, The Second Xiangya Hospital, Central South University, Changsha, Hunan 410011, PR China.
| | - Huafu Chen
- Key Laboratory for NeuroInformation of Ministry of Education, School of Life Science and Technology, University of Electronic Science and Technology of China, Chengdu 610054, PR China.
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Associations Between Diabetes and Cognitive Function in Socioeconomically Diverse African American and White Men and Women. Psychosom Med 2015; 77:643-52. [PMID: 26163817 PMCID: PMC4563816 DOI: 10.1097/psy.0000000000000196] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
OBJECTIVES To examine whether race and poverty (income <125% of the federal poverty limit), modifies associations between diabetes and cognition in a biracial, urban-dwelling sample. METHODS Cross-sectional data for 2066 participants (mean age = 47.6 years, 56.8% women, 56.2% African American, 38.6% below poverty) from the first wave of the Healthy Aging in Neighborhoods of Diversity across the Life Span study were used for analyses. Eleven tests measured cognitive function. Interactions among diabetes, race, and poverty status with cognition were assessed in multiple regression analyses. RESULTS Significant interactions among diabetes, race, and poverty status were observed. Among African Americans below poverty, diabetic individuals performed lower than nondiabetic individuals on California Verbal Learning Test Free Recall Short Delay (z = -0.444 [0.123] versus z = -0.137 [0.045]) and Long Delay (z = -0.299 [0.123] versus z = -0.130 [0.045]), Digit Span Backward (z = -0.347 [0.109] versus z = -0.072 [0.041]), and the Brief Test of Attention (z = -0.452 [-0.099] versus z = -0.099 [0.047]), and higher on Category Fluency (z = 0.114 [0.117] versus z = -0.118 [0.044]). No consistent differences between diabetic and nondiabetic individuals were found for African American and white participants above poverty. CONCLUSIONS Diabetes was associated with poorer verbal memory, working memory, and attention among African Americans living in poverty. Diabetic African Americans below poverty may have increased risk of cognitive deficit at a younger age. Improving health literacy, doctor-patient communication, and multidisciplinary medical care for impoverished individuals may reduce differences. Additional research is needed to clarify mechanisms underlying these associations.
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Jensen SKG, Dumontheil I, Barker ED. Developmental inter-relations between early maternal depression, contextual risks, and interpersonal stress, and their effect on later child cognitive functioning. Depress Anxiety 2014; 31:599-607. [PMID: 24027237 DOI: 10.1002/da.22147] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
BACKGROUND Maternal depression and contextual risks (e.g. poverty) are known to impact children's cognitive and social functioning. However, few published studies have examined how stress in the social environment (i.e. interpersonal stress) might developmentally inter-relate with maternal depression and contextual risks to negatively affect a child in these domains. This was the purpose of the current study. METHOD Mother-child pairs (n = 6979) from the Avon Longitudinal Study of Parents were the study participants. Mothers reported on depression, contextual risks, and interpersonal stress between pregnancy and 33 months child age. At age 8, the children underwent cognitive assessments and the mothers reported on the children's social cognitive skills. RESULTS Maternal depression, contextual risks, and interpersonal stress showed strong continuity and developmental inter-relatedness. Maternal depression and contextual risks directly predicted a range of child outcomes, including executive functions and social cognitive skills. Interpersonal stress worked indirectly via maternal depression and contextual risks to negatively affect child outcomes. CONCLUSION Maternal depression and contextual risks each increased interpersonal stress in the household, which, in turn, contributed to reduced child cognitive and social functioning.
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Affiliation(s)
- Sarah K G Jensen
- Department of Psychology, Institute of Psychiatry, King's College London, London, United Kingdom; Department of Psychological Sciences, Birkbeck, University of London, London, United Kingdom
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