Early-Life Adversity and Executive Functioning—Highlighting an Urgent Need for Identification, Prevention, and Intervention in Childhood

Slomine, Beth S.; Copeland‐Linder, Nikeea

doi:10.1001/jamapediatrics.2021.2517

Cited by 2 publications

(1 citation statement)

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“…Poverty occurs at multiple hierarchical levels ranging from a more proximal individual level (such as family and school) to a more distal community level (such as the government). At the community level, existing policies and programmes aimed at mitigating the deleterious consequences of poverty aim to enable the children to realize their basic needs, such as food, housing, health care and education (Slomine & Copeland‐Linder, 2021). Additionally, the current findings indicate that high‐level construal may serve as a valid intervention at the individual level to facilitate the EF of poor children.…”

Section: Discussionmentioning

confidence: 99%

Construal level among poor children: Executive function implications

Ren

Zuo

Ming

et al. 2023

British J of Psychology

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Poverty impedes children's executive function (EF).Therefore, it is necessary to mitigate the negative effect of poverty by developing efficient interventions to improve poor children's cognitive function. In three studies, we examined whether high-level construals can improve EF among poor children in China. In Study 1, we observed a positive relationship between family socioeconomic status and children's EF, which was moderated by construal level (n = 206; M age = 9.71; 45.6% girls). In Study 2a, we experimentally induced high-versus low-level construals and found that poor children with high-level construals exhibited better EF than those with low-level construals (n = 65; M age = 11.32; 47.7% girls). However, the same intervention did not affect the performance of affluent children in Study 2b (n = 63; M age = 10.54; 54% girls). Moreover, we found that the interventional effects of high-level construals improved the ability of children living in poverty to make healthy decisions and delayed gratification in Study 3 (n = 74; M age = 11.10; 45.9% girls). These findings may have implications for using high-level construals as an effective intervention to improve poor children's EF and cognitive capacity.

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Section: Discussionmentioning

confidence: 99%