Changing the conversation: A culturally responsive perspective on executive functions, minoritized children and their families

Miller‐Cotto, Dana; Smith, Lawrence H.; Wang, Aubrey H.; Ribner, Andrew

doi:10.1002/icd.2286

Cited by 65 publications

(62 citation statements)

References 66 publications

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“…The weaker link between test scores and school performance for children below poverty could stem in part from the use of cognitive tests that are argued to be culturally biased methods of assessment ( Miller-Cotto et al, 2021 ). Of course, scholastic assessments are themselves considered to be culturally biased—a concern that led to the development of cognitive tests designed to measure aptitude without requiring extensive background knowledge.…”

Section: Discussionmentioning

confidence: 99%

Exploring neural correlates of behavioral and academic resilience among children in poverty

Ellwood-Lowe

Irving

Bunge

2022

Developmental Cognitive Neuroscience

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Section: Discussionmentioning

confidence: 99%

Exploring neural correlates of behavioral and academic resilience among children in poverty

Ellwood-Lowe

Irving

Bunge

2022

Developmental Cognitive Neuroscience

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“…This work challenges the assumption that “baseline” performance is best captured by standard, abstract tests. In fact, they suggest that abstract stimuli, and more broadly standard testing conditions, are specific contexts that may not match one's lived experience (Doebel, 2020; Miller‐Cotto et al, 2021; Nketia et al, 2021; Zuilkowski et al, 2016). These ideas also raise an important question: do adversity‐exposed youth score higher on tests with ecologically relevant stimuli relative to those with abstract stimuli?…”

Section: Unpredictability Violence Poverty 1 2 3 4 5 6 7 8 9 10mentioning

confidence: 99%

Hidden talents in context: Cognitive performance with abstract versus ecological stimuli among adversity‐exposed youth

et al. 2022

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Adversity‐exposed youth tend to score lower on cognitive tests. However, the hidden talents approach proposes some abilities are enhanced by adversity, especially under ecologically relevant conditions. Two versions of an attention‐shifting and working memory updating task—one abstract, one ecological—were administered to 618 youth (Mage = 13.62, SDage = 0.81; 48.22% female; 64.56% White). Measures of environmental unpredictability, violence, and poverty were collected to test adversity × task version interactions. There were no interactions for attention shifting. For working memory updating, youth exposed to violence and poverty scored lower than their peers with abstract stimuli but almost just as well with ecological stimuli. These results are striking compared to contemporary developmental science, which often reports lowered performance among adversity‐exposed youth.

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“…Multiple studies also originated from the same population (e.g., Perry et al., 2016; Swingler et al., 2017). More heterogenous and larger samples are therefore needed to allow for greater generalizability (and contextualization) of results (Bhavnani et al., 2021; Miller‐Cotto et al., 2022).…”

Section: Discussionmentioning

confidence: 99%

Self‐regulation and frontal EEG alpha activity during infancy and early childhood: A multilevel meta‐analysis

Hofstee

Huijding

Cuevas

et al. 2022

Developmental Science

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Integrating behavioral and neurophysiological measures has created new and advanced ways to understand the development of self-regulation. Electroencephalography (EEG) has been used to examine how self-regulatory processes are related to frontal alpha power during infancy and early childhood. However, findings across previous studies have been inconsistent. To address this issue, the current meta-analysis synthesized all prior literature examining associations between individual differences in self-regulation and frontal EEG alpha power (baseline and/or task). In total, 23 studies consisting of 1275 participants between 1 month and 6 years of age were included, which yielded 149 effect sizes. Findings of the three-level meta-analytic model demonstrated a non-significant overall association between self-regulation and frontal alpha power. Yet, significant moderating effects were found for self-regulation construct (emotion regulation, effortful control, executive function), self-regulation measurement (behavioral task, computer assessment, lab observation, questionnaire), and children's mean age. Self-regulation was only significantly correlated with frontal alpha power when studies focused on the executive functioning construct. Moreover, the use of behavioral tasks or questionnaires and a higher mean age of the children resulted in small but significant effect size estimates. Higher frontal alpha power values were related to higher order top-down mechanisms of self-regulation, indicating that these mechanisms might become stronger when the frontal cortex is sufficiently developed. The findings of the current meta-analysis highlight the importance of longitudinal analyses and multimethod approaches in future work to reach a more comprehensive understanding of the role of frontal EEG alpha activity in the etiology of individual differences in early self-regulation.

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Changing the conversation: A culturally responsive perspective on executive functions, minoritized children and their families

Cited by 65 publications

References 66 publications

Exploring neural correlates of behavioral and academic resilience among children in poverty

Exploring neural correlates of behavioral and academic resilience among children in poverty

Hidden talents in context: Cognitive performance with abstract versus ecological stimuli among adversity‐exposed youth

Self‐regulation and frontal EEG alpha activity during infancy and early childhood: A multilevel meta‐analysis

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