2010
DOI: 10.3389/neuro.09.003.2010
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Effects of socioeconomic status on brain development, and how cognitive neuroscience may contribute to leveling the playing field

Abstract: The study of socioeconomic status (SES) and the brain finds itself in a circumstance unusual for Cognitive Neuroscience: large numbers of questions with both practical and scientific importance exist, but they are currently under-researched and ripe for investigation. This review aims to highlight these questions, to outline their potential significance, and to suggest routes by which they might be approached. Although remarkably few neural studies have been carried out so far, there exists a large literature … Show more

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Cited by 120 publications
(123 citation statements)
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“…During early childhood, adversity, parental socioeconomic status (SES), and enriched environments have been shown to shift risk for psychiatric and developmental disorders, including ADHD. [22][23][24][25][26][27][28][29][30] Predictors of ADHD stability among children diagnosed during preschool or kindergarten are poorly understood. In the studies available, children with persistent ADHD have higher psychiatric comorbidities, family history of psychopathology, and exposure to childhood adversity than children who no longer meet criteria for ADHD at followup.…”
Section: Discussionmentioning
confidence: 99%
“…During early childhood, adversity, parental socioeconomic status (SES), and enriched environments have been shown to shift risk for psychiatric and developmental disorders, including ADHD. [22][23][24][25][26][27][28][29][30] Predictors of ADHD stability among children diagnosed during preschool or kindergarten are poorly understood. In the studies available, children with persistent ADHD have higher psychiatric comorbidities, family history of psychopathology, and exposure to childhood adversity than children who no longer meet criteria for ADHD at followup.…”
Section: Discussionmentioning
confidence: 99%
“…Among kindergarteners, neural activations during a phonological awareness task of discriminating rhymed monosyllabic words versus nonwords were assessed (Raizada and Kishiyama 2010). Phonological processing is a critical, underlying process in reading acquisition.…”
Section: Brain: Functionmentioning
confidence: 99%
“…Early to late adolescence represents a crucial period for neuromaturation (Giedd, 2004), and age was associated with follow-up performance in all neuropsychological domains (ps < .05) and, therefore, was controlled for in all analyses. Some research suggests a correlation between performance on cognitive tests and SES (Raizada & Kishiyama, 2010;Roberts et al, 1999), so SES was included as a covariate. In this sample, SES was associated with verbal memory but not other domains (p < .05).…”
Section: Data Analysesmentioning
confidence: 99%