Attending, learning, and socioeconomic disadvantage: developmental cognitive and social neuroscience of resilience and vulnerability

Schibli, Kylie; Wong, Kyle; Hedayati, Nina

doi:10.1111/nyas.13369

Cited by 33 publications

(33 citation statements)

References 127 publications

(263 reference statements)

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“…To extend the existing knowledge on the combined effects of race and family SES on adolescents' outcomes, we built this study on the MDRs literature and compared racial groups of adolescents for the effects of family SES on school performance. We expected weaker effects of family SES on adolescents' attention, as a main predictor of school performance [30,74,75] for NHB than NHW adolescents.…”

Section: Aimsmentioning

confidence: 80%

“…High SES adolescents also have access to a wide range of educational and stimulating resources in their homes [ 26 ]. Finally, high SES adolescents are being raised in environments which are low in stress [ 27 , 28 , 29 , 30 , 31 ]. All these factors have strong positive effects on adolescents’ development [ 32 , 33 , 34 , 35 , 36 ].…”

Section: Introductionmentioning

confidence: 99%

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Subjective Family Socioeconomic Status and Adolescents’ Attention: Blacks’ Diminished Returns

2020

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Background: Racial minorities, particularly non-Hispanic blacks (NHBs) in the US, experience weaker effects from their families’ socioeconomic status on tangible outcomes, a pattern called the Minorities’ Diminished Returns (MDRs) theory. These MDRs are frequently shown in the effects of the families’ socioeconomic status (SES) on NHB adolescents’ school performance. As a result of these MDRs, NHB adolescents from high SES families show a worse than expected school performance. The existing knowledge is, however, minimal about the role of attention in explaining the diminished returns of the families’ SES with regard to the adolescents’ outcomes. Aim: To investigate the racial differences in the effects of the subjective family SES on adolescents’ attention, we compared non-Hispanic white (NHW) and NHB adolescents to assess the effect of the subjective family SES on adolescents’ attention. Methods: This was a cross-sectional analysis that included 4188 adolescents from the Adolescent Brain Cognitive Development (ABCD) Study. The independent variable was the subjective family SES. The primary outcome was the adolescents’ attention to be measured by the stop-signal task (SST). The attention domain of the Child Behavior Checklist (CBCL) was also measured. Results: Overall, a high subjective family SES was associated with a higher task-based and CBCL-based attention. Race showed statistically significant interactions with subjective family SES in terms of adolescents’ attention outcomes. These interactions suggested that a high subjective family SES has smaller tangible effects on increasing the attention of NHB than NHW adolescents. Conclusion: The boosting effect of subjective family SES on attention is diminished for NHB rather than NHW adolescents. To minimize the racial gap in attention-related behaviors, such as school performance, we need to address the diminished returns of resources in the lives of NHB families. Not only should we equalize SES, but also increase the marginal returns of SES for racial minorities, particularly NHB families. Such efforts require public policies that empower NHB families to better leverage their SES resources and turn them into tangible outcomes. In addition, social policies should directly aim to alter the societal barriers that limit NHB families’ ability to effectively utilize their resources. Discrimination, segregation, and racism should be targets of our policy solutions.

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Section: Aimsmentioning

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Subjective Family Socioeconomic Status and Adolescents’ Attention: Blacks’ Diminished Returns

2020

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“…Research suggests that instead of intervening once problems arise, early interventions that have a remediating effect on the brain following early traumatic events can help to reduce the likelihood of negative outcomes (Bick & Nelson, 2016). This would include interventions that focus on self-regulation training (Schibli, Wong, Hedayati, & D'Angiulli, 2017) such as mindfulness (Marchand, 2014) and neurofeedback (van der Kolk, 2014; van der Kolk et al, 2016), in addition to the interventions that have already demonstrated success related to childhood adversity (e.g., trauma-focused cognitive behavioral therapy; Cohen et al, 2016). As an example, nascent research on mindfulness-based programs has begun to address potential neural mechanisms at play through this practice.…”

Section: Discussionmentioning

confidence: 99%

Childhood adversity, externalizing behavior, and substance use in adolescence: Mediating effects of anterior cingulate cortex activation during inhibitory errors

et al. 2018

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Childhood adversity can negatively impact development across various domains, including physical and mental health. Adverse childhood experiences have been linked to aggression and substance use; however, developmental pathways to explain these associations are not well characterized. Understanding early precursors to later problem behavior and substance use can inform preventive interventions. The aim of the current study was to examine neurobiological pathways through which childhood adversity may lead to early adolescent problem behavior and substance use in late adolescence by testing two prospective models. Our first model found that early adolescent externalizing behavior mediates the association between childhood adversity and alcohol, cigarette, and marijuana use in late adolescence. Our second model found that activation in the anterior cingulate cortex (ACC) during an inhibitory control task mediates the association between childhood adversity and early adolescent externalizing behavior, with lower ACC activation associated with higher levels of adversity and more externalizing behavior. Together these findings indicate that the path to substance use in late adolescence from childhood adversity may operate through lower functioning in the ACC related to inhibitory control and externalizing behavior. Early life stressors should be considered an integral component in the etiology and prevention of early and problematic substance use.

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“…On the other hand, the level of family income is the variable which most contributes to predicting the performance of the student on the ENEM, emphasizing that learning inequality in Brazil is related not only to the type of school the student attends but also to the family's socioeconomic level 21 . Moreover, the socioeconomic level has already been associated with cognitive development in childhood 22 . Thus, the data obtained suggest the need for specific performance standards for time and type of school.…”

Section: Discussionmentioning

confidence: 99%

Initial reading and writing skills in childhood education: achievement sample in the Northeast of Brazil for obtaining specific regional performance standards

et al. 2019

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Purpose: the study aims to obtain preliminary normative data for early reading and writing skills of 5-year-old children in a sample from the Northeast of Brazil. It also aims to investigate the effects of the type of school (public vs. private) and the time of assessment (beginning vs. end of the school year), and whether there were significant differences in performance, as compared to those of children from the Southeast of Brazil. Methods: 389 5-year-old children from 17 private and 12 public schools were assessed in the beginning and at the end of the school year, by using the Reading and Writing Test. Each student was individually assessed in the two times of the year. Appropriate statistical tests were applied, adopting a significance level lower than 0.05. Results: the progress in the performance of private school children was stronger than that of their peers from public schools, accentuating the existing learning gap. The comparison with normative data from the Southeast revealed that the public schools in the Northeast outperformed those in all topics of comparison. Private schools in the Southeast had a better performance at the beginning of the year, but were outperformed by those of the Northeast at the end of the year. Conclusion: the differences in performance identified in the samples suggest the need for specific norms by geographical regions of Brazil, and by type of school (public or private). The data presented in this study are preliminary and can be enlarged in future studies.

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Attending, learning, and socioeconomic disadvantage: developmental cognitive and social neuroscience of resilience and vulnerability

Cited by 33 publications

References 127 publications

Subjective Family Socioeconomic Status and Adolescents’ Attention: Blacks’ Diminished Returns

Subjective Family Socioeconomic Status and Adolescents’ Attention: Blacks’ Diminished Returns

Childhood adversity, externalizing behavior, and substance use in adolescence: Mediating effects of anterior cingulate cortex activation during inhibitory errors

Initial reading and writing skills in childhood education: achievement sample in the Northeast of Brazil for obtaining specific regional performance standards

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