Neurocognitive Correlates of Socioeconomic Status in Kindergarten Children

Autor/inn/en	Noble, Kimberly G.; Norman, M. Frank; Farah, Martha J.
Titel	Neurocognitive Correlates of Socioeconomic Status in Kindergarten Children
Quelle	In: Developmental Science, 8 (2005) 1, S.74-87 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2005.00394.x
Schlagwörter	Socioeconomic Status; Young Children; Kindergarten; Cognitive Processes; Cognitive Ability; Socioeconomic Influences; Cognitive Development; Child Development; Correlation; Neurological Organization; Neurological Impairments; Predictor Variables; Spatial Ability; Brain Hemisphere Functions; Language Skills; Memory; Visual Perception; Language Acquisition; Individual Differences + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Frühe Kindheit; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Sozioökonomischer Faktor; Kognitive Entwicklung; Kindesentwicklung; Korrelation; Neurodegenerative Erkrankung; Prädiktor; Räumliches Vorstellungsvermögen; Language skill; Sprachkompetenz; Gedächtnis; Visuelle Wahrnehmung; Sprachaneignung; Spracherwerb; Individueller Unterschied
Abstract	Socioeconomic status (SES) is strongly associated with cognitive ability and achievement during childhood and beyond. Little is known about the developmental relationships between SES and specific brain systems or their associated cognitive functions. In this study we assessed neurocognitive functioning of kindergarteners from different socioeconomic backgrounds, using tasks drawn from the cognitive neuroscience literature in order to determine how childhood SES predicts the normal variance in performance across different neurocognitive systems. Five neurocognitive systems were examined: the occipitotemporal/visual cognition system, the parietal/spatial cognition system, the medial temporal/memory system, the left perisylvian/language system, and the prefrontal/executive system. SES was disproportionately associated with the last two, with low SES children performing worse than middle SES children on most measures of these systems. Relations among language, executive function, SES and specific aspects of early childhood experience were explored, revealing intercorrelations and a seemingly predominant role of individual differences in language ability involved in SES associations with executive function. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10