Socioeconomic Gradients Predict Individual Differences in Neurocognitive Abilities

Autor/inn/en	Noble, Kimberly G.; McCandliss, Bruce D.; Farah, Martha J.
Titel	Socioeconomic Gradients Predict Individual Differences in Neurocognitive Abilities
Quelle	In: Developmental Science, 10 (2007) 4, S.464-480 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2007.00600.x
Schlagwörter	Short Term Memory; Cognitive Processes; Cognitive Ability; Neurological Organization; Socioeconomic Influences; Predictor Variables; Socioeconomic Status; Child Development; Cognitive Development; Low Income Groups; Brain Hemisphere Functions; Language Acquisition; Rewards; Young Children; Grade 1; Spatial Ability + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Sozioökonomischer Faktor; Prädiktor; Socio-economic status; Sozioökonomischer Status; Kindesentwicklung; Kognitive Entwicklung; Sprachaneignung; Spracherwerb; Reward; Belohnung; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Räumliches Vorstellungsvermögen
Abstract	Socioeconomic status (SES) is associated with childhood cognitive achievement. In previous research we found that this association shows neural specificity; specifically we found that groups of low and middle SES children differed disproportionately in perisylvian/language and prefrontal/executive abilities relative to other neurocognitive abilities. Here we address several new questions: To what extent does this disparity between groups reflect a gradient of SES-related individual differences in neurocognitive development, as opposed to a more categorical difference? What other neurocognitive systems differ across individuals as a function of SES? Does linguistic ability mediate SES differences in other systems? And how do specific prefrontal/executive subsystems vary with SES? One hundred and fifty healthy, socioeconomically diverse first-graders were administered tasks tapping language, visuospatial skills, memory, working memory, cognitive control, and reward processing. SES explained over 30% of the variance in language, and a smaller but highly significant portion of the variance in most other systems. Statistically mediating factors and possible interventional approaches are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10