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The biological side of social determinants: Neural costsof childhood poverty
Abstract
Interdisciplinary efforts to foster the development and education of childrenliving in poverty require a comprehensive concept of multiple dimensions, within a sys-temic approach involving ecological and transactional perspectives. Constructing a com-mon interdisciplinary language dealing with child development in ecological terms is anecessary first step toward building networks that can guide us in designing and imple-menting comprehensive, coherent actions. In this context, studies of how social determi-nants influence brain development include critical and sensitive growth periods fordifferent neural systems, modulation of brain development by epigenetics mechanisms,influences of environmental toxins, lack of adequate nutrition, and stress and self-regu-latory mechanisms. This neuroscientific agenda pioneers these explorations concerning theelemental components that bear on different levels of organization. Ecological consider-ations about how poverty shapes child neurocognitive development and its biological andsocial determinants should identify different protective and risk factors—as well asmediation mechanisms—that could help us better understand poverty’s effects and shouldguide us in designing actions to optimize children’s emotional, cognitive, and learningdevelopment.
... The ecological systems theory approach is here considered in terms of developmental social ecologies (DSEs), as elaborated by Bronfenbrenner [35][36][37]. The theory has been extended recently as an algorithmic computer-based analysis by Lipina and colleagues [38,39] and used extensively as the basis for implementation of service provision that overlays and integrates individual needs and interactions within four (and sometimes five) system levels. ...
... Although the exploration of DSEs shares considerable synergy with explorations of social-ecological systems [10,11,40], the DSEs are generally confined to elaborations in terms of social systems rather than systems that include physical factors, such as water (although see some ecological considerations as they relate to DSEs) [39]. ...
Efforts to address problems such as mental health, poverty, social exclusion, and chronic disease have often proven resistant to traditional policies or interventions. In this paper, we take up the challenge and present a pioneering new method of analysis in drawing on theoretical and methodological extensions of two prominent approaches, namely, social network analysis and developmental social ecology. Considered in combination, these two seemingly disparate approaches frame a powerful new way of thinking about person-centred care, as well as offer a methodologically more rigorous set of analytical tools. The conceptual model developed from this combination offers to bridge the apparent disconnect between service integration levels and patient needs in such a way as to direct optimal effort to interventions at the individual level and to provide a new innovative approach to the delivery of integrated care.
... In terms of optimal child development, the concept of the toxic stress of poverty and disadvantage is useful in relation to understanding the mechanisms linking housing to biophysiological responses to stress [16]. Living conditions associated with poverty impede healthy physical and cognitive development [17]. In addition, poverty results in increased levels of parental stress and subsequent low levels of positive stimulation provided to children [18]. ...
This study aimed to explore the effect of socioeconomic disadvantage accumulated in marginalised Roma communities (MRCs) on early childhood development and to assess the role of selected socioeconomic indicators in the association between belonging to MRCs vs. the majority and early childhood development. We obtained cross-sectional data from 232 mother-child dyads from MRCs and the majority population. The differences in early childhood development and background variables between the two groups were tested using chi-square and Mann-Whitney U tests. The moderated mediation was tested using PROCESS Macro in SPSS Model 14 on 5000 bootstrap samples. Statistically significant differences between children from MRCs and the majority were found in terms of maternal age, parental education, household equipment, as well as early childhood development. Household equipment moderated the indirect effect of being from MRCs vs. the majority on early childhood development through parental education. The indirect effect through parental education was high at a low household equipment level, reduced at an average level and non-significant at a high level of household equipment. Our study uncovered disparities in early childhood development between children from MRCs and the majority population. Parental education significantly influenced developmental outcomes, while household equipment mitigated its impact.
... This contradicts the findings that poverty is directly related to the standard of education (Nortje, 2017) and that there is a positive relationship between both school resources and academic success (Lemmon, 2017;Letsoalo et al., 2019) and family resources and academic success (Gaillard, 2019;Uleanya & Bunmi Omoniyi, 2019). However, various factors have been shown to protect disadvantaged children from the poverty trap, namely being identified as gifted (Bolland et al., 2019); good child-rearing methods (Lipina, 2016), a positive relationship with a teacher; support from family or the community (Williams et al., 2017); a positive attitude to school (Palomar-Lever & Victorio-Estrada, 2017), and having a goal on which to focus (Kotzé & Niemann, 2013). The learners from this study had been identified as gifted by their selection to the study, had aboveaverage scores in study attitude, and may have had some of the other protective factors despite the poverty of their community. ...
Background: Gifted learners are South Africa’s future leaders and investment in the skills of disadvantaged learners would benefit the country. Objectives: This study investigated whether Olympiad participation could develop problem-solving skills in mathematically gifted disadvantaged learners. Methods: The methodology of the study was quantitative. A total of 100 mathematically gifted Grade 7 learners from two quintile two schools in the same disadvantaged area of South Africa were exposed either to Olympiad-style questions (South African Mathematics Challenge past papers), or traditional Department of Education worksheets. Five aspects of Study Orientation, including problem-solving behaviour, were assessed using the Study Orientation in Mathematics (SOM) before and after the intervention. Results: The findings revealed a correlation between success in traditional mathematics and study attitude, study habits, and overall study orientation, as well as an interaction between disadvantage and success in mathematics. The intervention did not increase problem-solving skills. Participants found the Olympiad-type questions unfamiliar and difficult, which is indicative of the limited enrichment opportunities for mathematically gifted learners in disadvantaged areas of South Africa. Conclusion: Poverty and giftedness were shown to interact: the gifted disadvantaged learners in this study were less disadvantaged by their surroundings than one would expect and conversely had higher mathematics anxiety than expected for their achievement level. Contribution: This study highlights the need to nurture the skills of mathematically gifted disadvantaged children.
... Highly relevant is also how a child's activity pattern and social behaviour may affect the exposure and intake (Lipina, 2016;Tulve et al., 2016). For example, it has been shown that preschool children are exposed to significantly higher noise levels as compared to their preschool teachers -a difference amounted to as much as 6 to 8 dB LAeq indoors over the day (Persson Waye and Karlberg, 2021). ...
... Social environments establish social norms, create social control patterns, regulate stress (positively or negatively), and shape environmental opportunities, thereby influencing behaviors that may be favorable or detrimental to health. 6 Consequently, prior research 7,8 has indicated that many aspects of health, including neurocognitive, are affected by environmental factors throughout the lifespan. Namely, social determinants of health (SDH), defined as "the non-medical factors that influence health outcomes… the conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life." ...
Background
American Indian and Alaska Native (AI/AN) peoples are disproportionately impacted by substance use disorders (SUDs) and health consequences in contrast to all racial/ethnic groups in the United States. This is alarming that AI/AN peoples experience significant health disparities and disease burden that are exacerbated by settler-colonial traumas expressed through prejudice, stigma, discrimination, and systemic and structural inequities. One such compounding disease for AI/AN peoples that is expected to increase but little is known is Alzheimer's disease and related dementias (ADRD). AI/AN approaches for understanding and treating disease have long been rooted in culture, context, and worldview. Thus, culturally based prevention, service, and caregiving are critical to optimal outcomes, and investigating cultural beliefs regarding ADRD can provide insights into linkages of chronic stressors, disease, prevention and treatment, and the role of substance misuse.
Method
To understand the cultural practices and values that compose AI/AN Elder beliefs and perceptions of ADRD, a grounded theory, qualitative study was conducted. Twelve semistructured interviews with AI/AN Elders (M age = 73; female = 8, male = 4) assessed the etiology, course, treatment, caregiving, and the culturally derived meanings of ADRD, which provides a frame of understanding social determinants of health (SDH; eg, healthcare equity, community context) and impacts (eg, historical trauma, substance misuse) across the lifespan.
Results
Qualitative analyses specific to disease etiology, barriers to treatment, and SDH revealed 6 interrelated and nested subthemes elucidating both the resilience and the chronic stressors and barriers faced by AI/AN peoples that directly impact prevention, disease progression, and related services: (1) postcolonial distress; (2) substance misuse; (3) distrust of Western medicine; (4) structural inequities; (5) walking in two worlds; and (6) decolonizing and indigenizing medicine.
Conclusion
Barriers to optimal wellbeing and SDH for AI/AN peoples are understood through SUDs, ADRD, and compounding symptoms upheld by colonial traumas and postcolonial distress. En masse historical and contemporary discrimination and stress, particularly within Western medicine, both contextualizes the present and points to the ways in which the strengths, wisdom, and balance inherent in AI/AN culture are imperative to the holistic health and healing of AI/AN peoples, families, and communities.
... Socioeconomic disparities in literacy skills have been increasing over the past forty years (Chmielewski & Reardon, 2016). The correlation between family income and a child's academic achievement has also grown (Lipina, 2016). The evidence demonstrates significant disparities between children in terms of literacy development and social-emotional outcomes based on socioeconomic status (Magnuson & Duncan, 2016). ...
This chapter addresses the association between nurturing prosocial classroom behavior in young children, literacy, and income inequality. Literacy will be explored as it relates to social competence in the classroom as influenced by income inequity. One highlighted area of importance is a play-based, child-focused environment that is culturally sensitive and responsive to the needs of the whole child. Socioeconomic disparities in literacy skills have been increasing over the past 40 years. This subject must be addressed in order to effectively meet the cognitive, social, and emotional needs of each individual child. Literacy skills are developed during early childhood. It is also the case that limited literacy during early childhood increases the risk of children displaying aggressive behavior at school as they progress to higher grades. For these reasons, tackling the problem during the early years with developmentally appropriate adult-child interventions are what is needed to reverse the trends placing an increasing number of young children at-risk of academic underachievement.
... Socioeconomic disparities in literacy skills have been increasing over the past forty years (Chmielewski & Reardon, 2016). The correlation between family income and a child's academic achievement has also grown (Lipina, 2016). The evidence demonstrates significant disparities between children in terms of literacy development and social-emotional outcomes based on socioeconomic status (Magnuson & Duncan, 2016). ...
This chapter addresses the association between nurturing prosocial classroom behavior in young children, literacy, and income inequality. Literacy will be explored as it relates to social competence in the classroom as influenced by income inequity. One highlighted area of importance is a play-based, child-focused environment that is culturally sensitive and responsive to the needs of the whole child. Socioeconomic disparities in literacy skills have been increasing over the past 40 years. This subject must be addressed in order to effectively meet the cognitive, social, and emotional needs of each individual child. Literacy skills are developed during early childhood. It is also the case that limited literacy during early childhood increases the risk of children displaying aggressive behavior at school as they progress to higher grades. For these reasons, tackling the problem during the early years with developmentally appropriate adult-child interventions are what is needed to reverse the trends placing an increasing number of young children at-risk of academic underachievement.
... In addition to associating with brain structure, measures of early life poverty also associate with indices of brain function, with evidence coming from studies using functional magnetic resonance imaging (fMRI) as well as electroencephalograms (EEGs) (Johnson et al., 2016;Lipina, 2016;Pavlakis, Noble, Pavlakis, Ali, & Frank, 2015). For example, in a large population-based cohort of adolescents, family income and parental education positively associated with, while neighbourhood deprivation negatively associated with, resting state functional connectivity assessed using fMRI (Modabbernia et al., 2020). ...
Almost one in three children globally live in households lacking basic necessities, and 356 million of these children were living in extreme poverty as of 2017. Disasters such as the COVID-19 pandemic further increase rates of child poverty due to widespread job and income loss and economic insecurity among families. Poverty leads to unequal distribution of power and resources, which impacts the economic, material, environmental and psychosocial conditions in which children live. There is evidence that poverty is associated with adverse child health and developmental outcomes in the short term, as well as increased risk of chronic diseases and mental illnesses over the life course. Over the past decade, advances in genomic and epigenomic research have helped elucidate molecular mechanisms that could in part be responsible for these long-term effects. Here, we review evidence suggestive of biological embedding of early life poverty in three, interacting physiological systems that are potential contributors to the increased risk of disease: the hypothalamic pituitary adrenal axis, the brain, and the immune system. We also review interventions that have been developed to both eliminate childhood poverty and alleviate its impact on pediatric development and health. Pertinently, studies estimate that the costs of child poverty, calculated by increased healthcare expenditures and loss of productivity, are immense. We argue that investing in child development by reducing child poverty has the potential to improve the health and well-being at the population level, which would go a long way towards benefiting the economy and promoting a more just society by helping all individuals reach their full potential.
... Supporting this possibility, a recent study found that high school demographics are a better predictor of teens' engagement in risky behavior than is their own family income (Coley et al., 2017). In fact, the influence of socioeconomic factors on child outcomes is likely to be highly variable depending on the geographic context in which differences are being examined (i.e., urban versus rural neighborhoods), the structure of systems within those contexts, and the extent to which upward social comparisons are readily available (Duncan et al., 1994;Lipina, 2017;Marks et al., 2006;Reuman, 1989). All of these factors could systematically influence children's exposures to different types of deviations from the "typical" environment, leading to differences in outcomes (Humphreys and Zeanah, 2015;Sheridan and McLaughlin, 2016). ...
Children from lower-SES families exhibit smaller hippocampal volume than do their higher-SES peers. Few studies, however, have compared hippocampal developmental trajectories as a function of SES. Thus, it is unclear whether initial rank-order stability is preserved, or whether volumes diverge/converge over the course of adolescence. In a sample of 101 girls ages 10-24 years, we examined the longitudinal association between family income and parental education, proxies for SES, and changes in hippocampal volume. Hippocampal volume was obtained using MRI; using mixed modeling, we examined the effects of income and education on hippocampal volume across age. As expected, changes in volume were non-linear across development. Further, trajectories diverged in mid-adolescence, with lower-income girls exhibiting reductions in hippocampal volume. Maximal income-related differences were observed at 18 years, and trajectories converged thereafter. This interaction remained significant when accounting for maternal hippocampal volume, suggesting a unique contribution of environment over potential heritable differences. In contrast, the association between parental education and offspring hippocampal volume appeared to be stable across adolescence, with higher levels of parental education predicting consistently larger hippocampal volume. These findings constitute preliminary evidence that girls from lower-income homes exhibit unique trajectories of hippocampal growth, with differences most evident in late adolescence.
The importance of the social environment and social inequalities in disease etiology is well-known due to the profound research and conceptual framework on social determinants of health. For a long period, in exposome research with its classical orientation towards detrimental health effects of biological, chemical, and physical exposures, this knowledge remained underrepresented. But currently it gains great awareness and calls for innovations in rethinking the role of social environmental health determinants. To fill this gap that exists in terms of the social domain within exposome research, we propose a novel conceptual framework of the Social Exposome, to integrate the social environment in conjunction with the physical environment into the exposome concept. The iterative development process of the Social Exposome was based on a systematic compilation of social exposures in order to achieve a holistic portrayal of the human social environment - including social, psychosocial, socioeconomic, sociodemographic, local, regional, and cultural aspects, at individual and contextual levels. In order to move the Social Exposome beyond a mere compilation of exposures, three core principles are emphasized that underly the interplay of the multitude of exposures: Multidimensionality, Reciprocity, and Timing and Continuity. The key focus of the conceptual framework of the Social Exposome is on understanding the underlying mechanisms that translate social exposures into health outcomes. In particular, insights from research on health equity and environmental justice have been incorporated to uncover how social inequalities in health emerge, are maintained, and systematically drive health outcomes. Three transmission pathways are presented: Embodiment, Resilience and Susceptibility or Vulnerability, and Empowerment. The Social Exposome conceptual framework may serve as a strategic map for both research and intervention planning aiming to further explore the impact of the complex social environment and to alter transmission pathways to minimize health risks and health inequalities and to foster equity in health.
Learning Under the Lens: Applying Findings from the Science of Learning to the Classroom highlights the innovative approach being undertaken by researchers from the disparate fields of neuroscience, education and psychology working together to gain a better understanding of how we learn, and its potential to impact student learning outcomes.
The book is structured in four parts: ‘Science of learning: a policy perspective’ sets the scene for this emerging field of research; ‘Self regulation of learning’ and ‘Technology and learning’ feature findings by eminent international and national researchers in the field and provides an insight into some of the innovative research illustrating the depth, breadth and multi-disciplinarity of the research; and ‘Research translation’ focuses on the scaled-up implementation of research findings in authentic learning settings, and showcases research findings which are having impact in learning environments.
This fascinating book is intended as a reference tool to create awareness among researchers, policy makers, and education practitioners of the research being undertaken in the science of learning field and its potential to impact student learning outcomes.
PhD Thesis in Anthropology. Index, summary and bibliography.
The "great diversity of coupling between psychologists and psychological phenomena can be divided into 2 types which produce data of crucially different significance for the science of psychology." (1) Psychologists as Transducers––T Data: The psychologist transforms data and in effect is a translating machine. (2) Psychologists as Operators––O Data: The psychologist "achieves control which allows him to focus upon segments and processes of particular concern to him, via data that refer to events which he, in part, contrives." Psychologists "as operators and as transducers are not analogous, and . . . the data they produce have fundamentally different uses within science. A central problem of our science is the relation between ecological events (the distal stimuli) at the origin of E-O-E [environment-organism-environment] arcs and the succeeding events along these arcs." There "are a number of reasons for avoiding the role of transducer in psychological research . . . . The skills and personality attributes required of a successful transducer are different from those of a successful operator . . . . The techniques of the transducer are in many respects more difficult than those of the operator."
Several studies have identified associations between poverty and development of self-regulation during childhood, which is broadly defined as those skills involved in cognitive, emotional, and stress self-regulation. These skills are influenced by different individual and contextual factors at multiple levels of analysis (i.e., individual, family, social, and cultural). Available evidence suggests that the influences of those biological, psychosocial, and sociocultural factors on emotional and cognitive development can vary according to the type, number, accumulation of risks, and co-occurrence of adverse circumstances that are related to poverty, the time in which these factors exert their influences, and the individual susceptibility to them. Complementary, during the past three decades, several experimental interventions that were aimed at optimizing development of self-regulation of children who live in poverty have been designed, implemented, and evaluated. Their results suggest that it is possible to optimize different aspects of cognitive performance and that it would be possible to transfer some aspects of these gains to other cognitive domains and academic achievement. We suggest that it is an important task for ethics, notably but not exclusively neuroethics, to engage in this interdisciplinary research domain to contribute analyses of key concepts, arguments, and interpretations. The specific evidence that neuroscience brings to the analyses of poverty and its implications needs to be spelled out in detail and clarified conceptually, notably in terms of causes of and attitudes toward poverty, implications of poverty for brain development, and for the possibilities to reduce and reverse these effects.
Recent findings indicate robust associations between socioeconomic status (SES) and brain structure in children, raising questions about the ways in which SES may modify structural brain development. In general, cortical thickness and surface area develop in nonlinear patterns across childhood and adolescence, with developmental patterns varying to some degree by cortical region. Here, we examined whether age-related nonlinear changes in cortical thickness and surface area varied by SES, as indexed by family income and parental education. We hypothesized that SES disparities in age-related change may be particularly evident for language-and literacy-supporting cortical regions. Participants were 1148 typically-developing individuals between 3 and 20 years of age. Results indicated that SES factors moderate patterns of age-associated change in cortical thickness but not surface area. Specifically, at lower levels of SES, associations between age and cortical thickness were curvilinear, with relatively steep age-related decreases in cortical thickness earlier in childhood, and subsequent leveling off during adolescence. In contrast, at high levels of SES, associations between age and cortical thickness were linear, with consistent reductions across the age range studied. Notably, this interaction was prominent in the left fusi-form gyrus, a region that is critical for reading development. In a similar pattern, SES factors significantly moderated linear age-related change in left superior temporal gyrus, such that higher SES was linked with steeper age-related decreases in cortical thickness in this region. These findings suggest that SES may moderate patterns of age-related cortical thinning , especially in language-and literacy-supporting cortical regions.
Developmental psychology and developmental cognitive neuroscience generated evidence at different levels of analysis about the influences of poverty on neurocognitive development (i.e., molecular, neural activation, cognition, behaviour). In addition, different individual and environmental factors were identified as mediators of such influences. Such a complexity is also illustrated through the many poverty conceptual and operational definitions generated by social, human and health sciences. However, to establish the causal relationships between the different factors of poverty and neurocognitive outcomes is still an issue under construction. Most studies of this area apply classic unidimensional poverty indicators such as income and maternal education. Nonetheless, this approach does not take into adequate consideration the variability of neurocognitive outcomes depending on the type of poverty measures, and the dynamic nature of changes during development. This creates a virtual underestimation of the complexity imposed by the involved mediating mechanisms. The scientific and policy implications of this underestimation include the risk of not adequately addressing children rights and developmental opportunities. This article proposes to explore such scenario, which is necessary for the reconsideration of the criteria used to analyse the influences of poverty on child development in general and neurocognitive development in particular.
In the United States, >40% of children are either poor or near-poor. As a group, children in poverty are more likely to experience worse health and more developmental delay, lower achievement, and more behavioral and emotional problems than their more advantaged peers; however, there is broad variability in outcomes among children exposed to similar conditions. Building on a robust literature from animal models showing that environmental deprivation or enrichment shapes the brain, there has been increasing interest in understanding how the experience of poverty may shape the brain in humans. In this review, we summarize research on the relationship between socioeconomic status and brain development, focusing on studies published in the last 5 years. Drawing on a conceptual framework informed by animal models, we highlight neural plasticity, epigenetics, material deprivation (eg, cognitive stimulation, nutrient deficiencies), stress (eg, negative parenting behaviors), and environmental toxins as factors that may shape the developing brain. We then summarize the existing evidence for the relationship between child poverty and brain structure and function, focusing on brain areas that support memory, emotion regulation, and higher-order cognitive functioning (ie, hippocampus, amygdala, prefrontal cortex) and regions that support language and literacy (ie, cortical areas of the left hemisphere). We then consider some limitations of the current literature and discuss the implications of neuroscience concepts and methods for interventions in the pediatric medical home.
Socioeconomic status (SES) has been linked to functioning across a variety of neurocognitive domains including language, memory, executive functioning, and social-emotional processing. We review these findings and discuss the ways in which socioeconomic context may shape neural processes such that these skills are supported by different neurobiological pathways in children from lower versus higher SES backgrounds. Moreover, we consider the mechanisms by which SES may be related to specific neurocognitive functions. Specifically, we focus on linguistic exposure and stress as two main pathways through which SES could influence neurocognitive processes and shape relations between the neural and behavioral levels of functioning. Finally, suggestions for conceptualizing and measuring SES in future work are offered.
Children from low-income families are at heightened risk for a number of poor outcomes, including depression, antisocial behavior, poor physical health, and educational failure. Growing up in poverty is generally seen as toxic for children. However, less is known about how the “economic distance” between children and their peers influences behavior and health. This article examines how both poverty and the growing divide between low-income children and their peers may be influencing low-income children’s life chances. Among wealthy nations, children in countries with higher levels of income inequality consistently fare worse on multiple indices of health, educational attainment, and well-being. New research also suggests that low-income children may be experiencing worse outcomes, and a form of “double disadvantage,” when they live and attend school alongside more affluent versus similarly positioned peers. The role of subjective social status in explaining why some low-income children appear to suffer when growing up alongside more affluent peers is explored, alongside a call for additional research focused on how children come to understand, and respond to, their perceived social status.
El estudio neurocientífico de la pobreza infantil realizado por diferentes grupos de investigación durante las últimas dos décadas ha permitido acumular evidencia que indica que el impacto de las carencias materiales y simbólicas por pobreza, desde la concepción, puede limitar las oportunidades de desarrollo e inclusión social de las personas durante todo su ciclo vital. No obstante, la potencialidad de cambio inherente a la plasticidad neural, las diferencias individuales y las posibilidades de modificación del desarrollo autorregulatorio por intervención ambiental (i.e., familiar, escolar y comunitaria) también indican que los impactos no son iguales en todos los casos, que no hay un período crítico para el desarrollo cognitivo y las competencias de aprendizaje que se limite a los primeros 1000 días, que la irreversibilidad del impacto de la pobreza no es un fenómeno que afecte a todos los niños que la padecen y que la pobreza no implica necesariamente déficit del desarrollo.
What are the long-term effects of childhood experience on brain development? Research with animals shows that the quality of environmental stimulation and parental nurturance both play important roles in shaping lifelong brain structure and function. Human research has so far been limited to the effects of abnormal experience and pathological development. Using a unique longitudinal dataset of in-home measures of childhood experience at ages 4 and 8 and MRI acquired in late adolescence, we were able to relate normal variation in childhood experience to later life cortical thickness. Environmental stimulation at age 4 predicted cortical thickness in a set of automatically derived regions in temporal and prefrontal cortex. In contrast, age 8 experience was not predictive. Parental nurturance was not predictive at either age. This work reveals an association between childhood experience and later brain structure that is specific relative to aspects of experience, regions of brain, and timing.
Children living in poverty generally perform poorly in school, with markedly lower standardized test scores and lower educational attainment. The longer children live in poverty, the greater their academic deficits. These patterns persist to adulthood, contributing to lifetime-reduced occupational attainment.
To determine whether atypical patterns of structural brain development mediate the relationship between household poverty and impaired academic performance.
Longitudinal cohort study analyzing 823 magnetic resonance imaging scans of 389 typically developing children and adolescents aged 4 to 22 years from the National Institutes of Health Magnetic Resonance Imaging Study of Normal Brain Development with complete sociodemographic and neuroimaging data. Data collection began in November 2001 and ended in August 2007. Participants were screened for a variety of factors suspected to adversely affect brain development, recruited at 6 data collection sites across the United States, assessed at baseline, and followed up at 24-month intervals for a total of 3 periods. Each study center used community-based sampling to reflect regional and overall US demographics of income, race, and ethnicity based on the US Department of Housing and Urban Development definitions of area income. One-quarter of sample households reported the total family income below 200% of the federal poverty level. Repeated observations were available for 301 participants.
Household poverty measured by family income and adjusted for family size as a percentage of the federal poverty level.
Children's scores on cognitive and academic achievement assessments and brain tissue, including gray matter of the total brain, frontal lobe, temporal lobe, and hippocampus.
Poverty is tied to structural differences in several areas of the brain associated with school readiness skills, with the largest influence observed among children from the poorest households. Regional gray matter volumes of children below 1.5 times the federal poverty level were 3 to 4 percentage points below the developmental norm (P < .05). A larger gap of 8 to 10 percentage points was observed for children below the federal poverty level (P < .05). These developmental differences had consequences for children's academic achievement. On average, children from low-income households scored 4 to 7 points lower on standardized tests (P < .05). As much as 20% of the gap in test scores could be explained by maturational lags in the frontal and temporal lobes.
The influence of poverty on children's learning and achievement is mediated by structural brain development. To avoid long-term costs of impaired academic functioning, households below 150% of the federal poverty level should be targeted for additional resources aimed at remediating early childhood environments.
The disparity in the amount and quality of language that low-income children hear relative to their more-affluent peers is often referred to as the 30-million-word gap. Here, we expand the literature about this disparity by reporting the relative contributions of the quality of early parent-child communication and the quantity of language input in 60 low-income families. Including both successful and struggling language learners from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, we noted wide variation in the quality of nonverbal and verbal interactions (symbol-infused joint engagement, routines and rituals, fluent and connected communication) at 24 months, which accounted for 27% of the variance in expressive language 1 year later. These indicators of quality were considerably more potent predictors of later language ability than was the quantity of mothers' words during the interaction or sensitive parenting. Bridging the word gap requires attention to how caregivers and children establish a communication foundation within low-income families.
© The Author(s) 2015.
Socioeconomic disparities are associated with differences in cognitive development. The extent to which this translates to disparities in brain structure is unclear. We investigated relationships between socioeconomic factors and brain morphometry, independently of genetic ancestry, among a cohort of 1,099 typically developing individuals between 3 and 20 years of age. Income was logarithmically associated with brain surface area. Among children from lower income families, small differences in income were associated with relatively large differences in surface area, whereas, among children from higher income families, similar income increments were associated with smaller differences in surface area. These relationships were most prominent in regions supporting language, reading, executive functions and spatial skills; surface area mediated socioeconomic differences in certain neurocognitive abilities. These data imply that income relates most strongly to brain structure among the most disadvantaged children.
This paper reviews the magnetic resonance imaging (MRI) literature on the effects of prenatal alcohol exposure on the developing human brain.
A literature search was conducted through the following databases: PubMed, PsycINFO and Google Scholar. Combinations of the following search terms and keywords were used to identify relevant studies: 'alcohol', 'fetal alcohol spectrum disorders', 'fetal alcohol syndrome', 'FAS', 'FASD', 'MRI', 'DTI', 'MRS', 'neuroimaging', 'children' and 'infants'.
A total of 64 relevant articles were identified across all modalities. Overall, studies reported smaller total brain volume as well as smaller volume of both the white and grey matter in specific cortical regions. The most consistently reported structural MRI findings were alterations in the shape and volume of the corpus callosum, as well as smaller volume in the basal ganglia and hippocampi. The most consistent finding from diffusion tensor imaging studies was lower fractional anisotropy in the corpus callosum. Proton magnetic resonance spectroscopy studies are few to date, but showed altered neurometabolic profiles in the frontal and parietal cortex, thalamus and dentate nuclei. Resting-state functional MRI studies reported reduced functional connectivity between cortical and deep grey matter structures. Discussion There is a critical gap in the literature of MRI studies in alcohol-exposed children under 5 years of age across all MRI modalities. The dynamic nature of brain maturation and appreciation of the effects of alcohol exposure on the developing trajectory of the structural and functional network argue for the prioritisation of studies that include a longitudinal approach to understanding this spectrum of effects and potential therapeutic time points.
Social resources (i.e., number and nature of relationships with family and friends) are an important, yet largely unrecognized, feature of the sociocultural contexts of social class that influence psychological functioning. To assess the nature and content of social resources, we conducted semistructured interviews with American women living in poverty (n = 21) and working-class (n = 31) contexts. In contrast to previous research, which demonstrates that lower social class contexts foster greater social connection and interdependence than middle-class or upper-class contexts, this study revealed that poverty constitutes a clear cutoff point at which reduced material resources no longer predict higher levels of social connection, but instead social isolation. Our interview data revealed that women in poverty had fewer connections to family and friends, experienced greater difficulty with trust, and reported more challenges involving relationships compared with working-class women. These findings extend psychological theories regarding how social class shapes psychological functioning and have important implications for understanding the maintenance and reproduction of poverty.
We draw on the theory of allostasis to develop an integrative model of the current stress process that highlights the brain as a dynamically adapting interface between the changing environment and the biological self. We review evidence that the core emotional regions of the brain constitute the primary mediator of the well-established association between stress and health, as well as the neural focus of wear and tear due to ongoing adaptation. This mediation, in turn, allows us to model the interplay over time between context, current stressor exposure, internal regulation of bodily processes, and health outcomes. We illustrate how this approach facilitates the integration of current findings in human neuroscience and genetics with key constructs from stress models from the social and life sciences, with implications for future research and the design of interventions targeting individuals at risk.
Recent advances in neuroimaging methods have made accessible new ways of disentangling the complex interplay between genetic and environmental factors that influence structural brain development. In recent years, research investigating associations between socioeconomic status (SES) and brain development have found significant links between SES and changes in brain structure, especially in areas related to memory, executive control, and emotion. This review focuses on studies examining links between structural brain development and SES disparities of the magnitude typically found in developing countries. We highlight how highly correlated measures of SES are differentially related to structural changes within the brain.
A growing body of cognitive research uses sophisticated behavioral and neuroimaging measurements to demonstrate associations between family socioeconomic status (SES) and specific cognitive functions. We argue for the value in these kinds of studies of increased sophistication in the measurement and modeling of SES. With regard to measurement, SES combines several components, each of which represents distinct resources that might benefit children's cognitive development in different ways. Policy implications of studies using omnibus SES composites are problematic because there are no 'treatments' for enhancing overall SES, although policies abound for enhancing specific components of SES such as family income. Past literature offers guidance regarding how best to measure each of the SES components. With regard to modeling, we point out that the manipulability of economic, educational, and occupational components of SES varies, which provides opportunities for generating experimental or quasi-experimental variation in some components but not others. Evidence on the causal connections between SES components and child outcomes is summarized. Both experimental and quasi-experimental studies involving manipulation of family income have demonstrated consistent associations with a number of cognitive measures. Quasi-experimental increases in maternal education have also shown associations with child achievement. We end with a discussion of useful directions in SES-related cognitive research. WIREs Cogn Sci 2012, 3:377-386. doi: 10.1002/wcs.1176 For further resources related to this article, please visit the WIREs website.
Copyright © 2012 John Wiley & Sons, Ltd.
Using a population-based sampling strategy, the National Institutes of Health (NIH) Magnetic Resonance Imaging Study of Normal Brain Development compiled a longitudinal normative reference database of neuroimaging and correlated clinical/behavioral data from a demographically representative sample of healthy children and adolescents aged newborn through early adulthood. The present paper reports brain volume data for 325 children, ages 4.5-18 years, from the first cross-sectional time point. Measures included volumes of whole-brain gray matter (GM) and white matter (WM), left and right lateral ventricles, frontal, temporal, parietal and occipital lobe GM and WM, subcortical GM (thalamus, caudate, putamen, and globus pallidus), cerebellum, and brainstem. Associations with cross-sectional age, sex, family income, parental education, and body mass index (BMI) were evaluated. Key observations are: 1) age-related decreases in lobar GM most prominent in parietal and occipital cortex; 2) age-related increases in lobar WM, greatest in occipital, followed by the temporal lobe; 3) age-related trajectories predominantly curvilinear in females, but linear in males; and 4) small systematic associations of brain tissue volumes with BMI but not with IQ, family income, or parental education. These findings constitute a normative reference on regional brain volumes in children and adolescents.
The association between socioeconomic status and child cognitive development, and the positive impact of interventions aimed at optimizing cognitive performance, are well-documented. However, few studies have examined how specific socio-environmental factors may moderate the impact of cognitive interventions among poor children. In the present study, we examined how such factors predicted cognitive trajectories during the preschool years, in two samples of children from Argentina, who participated in two cognitive training programs (CTPs) between the years 2002 and 2005: the School Intervention Program (SIP; N = 745) and the Cognitive Training Program (CTP; N = 333). In both programs children were trained weekly for 16 weeks and tested before and after the intervention using a battery of tasks assessing several cognitive control processes (attention, inhibitory control, working memory, flexibility and planning). After applying mixed model analyses, we identified sets of socio-environmental predictors that were associated with higher levels of pre-intervention cognitive control performance and with increased improvement in cognitive control from pre- to post-intervention. Child age, housing conditions, social resources, parental occupation and family composition were associated with performance in specific cognitive domains at baseline. Housing conditions, social resources, parental occupation, family composition, maternal physical health, age, group (intervention/control) and the number of training sessions were related to improvements in specific cognitive skills from pre- to post-training.
Significance
Childhood poverty has been linked to emotion dysregulation, which is further associated with negative physical and psychological health in adulthood. The current study provides evidence of prospective associations between childhood poverty and adult neural activity during effortful attempts to regulate negative emotion. Adults with lower family income at age 9 exhibited reduced ventrolateral and dorsolateral prefrontal cortex activity and failure to suppress amygdala activation at age 24. Chronic stressor exposure across childhood mediated the relations between family income at age 9 and prefrontal cortex activity. The concurrent adult income, on the other hand, was not associated with neural activity. The information on the developmental timing of poverty effects and neural mechanisms may inform early interventions aimed at reducing health disparities.
The mother/child data set of the National Longitudinal Survey of Youth was used to test a mediation model of the effects of poverty on the mathematics and reading achievement of 1,324 young adolescents 12 through 14 years of age. A revised model provided a better fit than the hypothesized model and generally was supported by cross-validation on a split-half sample. Poverty was related to lower mathematics and reading achievement indirectly through its associations with less cognitively stimulating and emotionally supportive home environments, which in turn were related to adolescents’school behavior problems. Poverty was related also to lower mathematics and reading achievement indirectly through a direct link with school behavior problems. Poverty was related to lower reading, but not mathematics, achievement through its association with less stimulating cognitive home environments. The model was estimated separately for female, male, Black, Hispanic, and White young adolescents; group differences are discussed.
Socioeconomic status affects a variety of mental and physical health outcomes, such as language development. Indeed, with poverty, disparities in the development of language processing are arguably among the most consistently found- with decreases in vocabulary, phonological awareness, and syntax at many different developmental stages. In this review, after considering basic brain systems affected by low socioeconomic status that are important for language development and related peripartum issues, we focus on two theoretical models that link poverty with the brain systems affected in language problems. The family stress model connects poverty with parental emotional distress that affects parenting, whereas the parental investment model involves a focus on basic needs that affects children's language. Understanding the mechanisms through which poverty affects the brain, parenting behaviors and language development may have implications for identification and treatment of individuals as well as social policy.
Childhood multiple risk factor exposure exceeds the adverse developmental impacts of singular exposures. Multiple risk factor exposure may also explain why sociodemographic variables (e.g., poverty) can have adverse consequences. Most research on multiple risk factor exposure has relied upon cumulative risk (CR) as the measure of multiple risk. CR is constructed by dichotomizing each risk factor exposure (0 = no risk; 1 = risk) and then summing the dichotomous scores. Despite its widespread use in developmental psychology and elsewhere, CR has several shortcomings: Risk is designated arbitrarily; data on risk intensity are lost; and the index is additive, precluding the possibility of statistical interactions between risk factors. On the other hand, theoretically more compelling multiple risk metrics prove untenable because of low statistical power, extreme higher order interaction terms, low robustness, and collinearity among risk factors. CR multiple risk metrics are parsimonious, are statistically sensitive even with small samples, and make no assumptions about the relative strengths of multiple risk factors or their collinearity. CR also fits well with underlying theoretical models (e.g., Bronfenbrenner's, 1979, bioecological model; McEwen's, 1998, allostasis model of chronic stress; and Ellis, Figueredo, Brumbach, & Schlomer's, 2009, developmental evolutionary theory) concerning why multiple risk factor exposure is more harmful than singular risk exposure. We review the child CR literature, comparing CR to alternative multiple risk measurement models. We also discuss strengths and weaknesses of developmental CR research, offering analytic and theoretical suggestions to strengthen this growing area of scholarship. Finally, we highlight intervention and policy implications of CR and child development research and theory. (PsycINFO Database Record (c) 2013 APA, all rights reserved).
Event-related potentials (ERPs) and other electroencephalographic (EEG) evidence show that frontal brain areas of higher and lower socioeconomic status (SES) children are recruited differently during selective attention tasks. We assessed whether multiple variables related to self-regulation (perceived mental effort) emotional states (e.g., anxiety, stress, etc.) and motivational states (e.g., boredom, engagement, etc.) may co-occur or interact with frontal attentional processing probed in two matched-samples of fourteen lower-SES and higher-SES adolescents. ERP and EEG activation were measured during a task probing selective attention to sequences of tones. Pre- and post-task salivary cortisol and self-reported emotional states were also measured. At similar behavioural performance level, the higher-SES group showed a greater ERP differentiation between attended (relevant) and unattended (irrelevant) tones than the lower-SES group. EEG power analysis revealed a cross-over interaction, specifically, lower-SES adolescents showed significantly higher theta power when ignoring rather than attending to tones, whereas, higher-SES adolescents showed the opposite pattern. Significant theta asymmetry differences were also found at midfrontal electrodes indicating left hypo-activity in lower-SES adolescents. The attended vs. unattended difference in right midfrontal theta increased with individual SES rank, and (independently from SES) with lower cortisol task reactivity and higher boredom. Results suggest lower-SES children used additional compensatory resources to monitor/control response inhibition to distracters, perceiving also more mental effort, as compared to higher-SES counterparts. Nevertheless, stress, boredom and other task-related perceived states were unrelated to SES. Ruling out presumed confounds, this study confirms the midfrontal mechanisms responsible for the SES effects on selective attention reported previously and here reflect genuine cognitive differences.
Studies show that children from low-income families have smaller brains and lower cognitive abilities.
Children who have experienced environmental adversity—such as abuse, neglect, or poverty—are more likely to develop physical and mental health problems, perform poorly at school, and have difficulties in social relationships than children who have not encountered adversity. What is less clear is how and why adverse early experiences exert such a profound influence on children’s development. Identifying developmental processes that are disrupted by adverse early environments is the key to developing better intervention strategies for children who have experienced adversity. Yet much existing research relies on a cumulative-risk approach that is unlikely to reveal these mechanisms. This approach tallies the number of distinct adversities experienced to create a risk score. This risk score fails to distinguish between distinct types of environmental experiences, implicitly assuming that very different experiences influence development through the same underlying mechanisms. We advance an alternative model. This novel approach conceptualizes adversity along distinct dimensions, emphasizes the central role of learning mechanisms, and distinguishes between different forms of adversity that might influence learning in distinct ways. A key advantage of this approach is that learning mechanisms provide clear targets for interventions aimed at preventing negative developmental outcomes in children who have experienced adversity.
We review some of the growing evidence of the costs of poverty to children's neuroendocrine function, early brain development, and cognitive ability. We underscore the importance of addressing the negative consequences of poverty-related adversity early in children's lives, given evidence supporting the plasticity of executive functions and associated physiologic processes in response to early intervention and the importance of higher order cognitive functions for success in school and in life. Finally, we highlight some new directions for prevention and intervention that are rapidly emerging at the intersection of developmental science, pediatrics, child psychology and psychiatry, and public policy.
Over fifteen million children live in families subsisting below the federal poverty level, and there are nearly four million more children living in poverty today than at the turn of the twenty-first century. When compared to their more affluent counterparts, children living in fragile circumstancesâ�"including homeless children, children in foster care, and children living in families affected by chronic physical or mental health problemsâ�"are more likely to have low academic achievement, to drop out of school, and to have health and behavioral problems. This publication provides a comprehensive analysis of the mechanisms through which socioeconomic, cultural, familial, and community-level factors impact the early and long-term cognitive, neurobiological, socio-emotional, and physical development of children living in poverty. Contributors from various disciplines review basic and applied multidisciplinary research, and propose questions and answers regarding the short- and long-term impact of poverty, contexts, and policies on child-developmental trajectories. In addition, the book features analyses involving diverse children of all ages, particularly those from understudied groups (e.g. Pacific Islanders, Native Americans, immigrants) and those from understudied geographic areas (e.g., the rural United States; international humanitarian settings). Each of the seven sections begins with an overview of basic biological and behavioral research on child development and poverty, followed by applied analyses of contemporary issues that are currently at the heart of public debates on child health and well-being, and concludes with suggestions for policy reform.
There is increasing interest in both the cumulative and long-term impact of early life adversity on brain structure and function, especially as the brain is both highly vulnerable and highly adaptive during childhood. Relationships between SES and neural development have been shown in children older than age 2 years. Less is known regarding the impact of SES on neural development in children before age 2. This paper examines the effect of SES, indexed by income-to-needs (ITN) and maternal education, on cortical gray, deep gray, and white matter volumes in term, healthy, appropriate for gestational age, African-American, female infants. At 5 weeks postnatal age, unsedated infants underwent MRI (3.0T Siemens Verio scanner, 32-channel head coil). Images were segmented based on a locally constructed template. Utilizing hierarchical linear regression, SES effects on MRI volumes were examined. In this cohort of healthy African-American female infants of varying SES, lower SES was associated with smaller cortical gray and deep gray matter volumes. These SES effects on neural outcome at such a young age build on similar studies of older children, suggesting that the biological embedding of adversity may occur very early in development.
Caregiving is requisite to wholesome child development from the beginning of life. A cross-sectional microgenetic analysis of six caregiving practices across the child's 1st year (0-12 months) in 42,539 families from nationally representative samples in 38 low- and middle-income countries is reported. Rates of caregiving varied tremendously within and across countries. However, caregiving practices followed one of two developmental trajectories: (a) greater proportions of caregivers read, told stories, and named, counted, and drew with each additional month of infant age, and (b) proportions of caregivers who played, sang songs, and took their infants outside increased each month from birth but reached an asymptote at 4-5 months. Rates and growth functions of caregiving have implications for infant care and development.
Published 2015. This article has been contributed to by US Government employees and their work is in the public domain in the USA.
Economic deprivation during childhood adversely affects achievement in adolescence and early adulthood. Economically disadvantaged children tend to achieve less than their more advantaged peers on a variety of measures of educational and socioeconomic achievement. Researchers recognize that what matters for achievement is not merely exposure to economic deprivation during childhood but also the temporal dynamics of deprivation. Recent studies have found that the effects of childhood economic disadvantage on achievement depend on the timing of deprivation (early childhood vs. middle or late childhood), the sequencing of deprivation (whether family income is rising or falling), and the overall duration of exposure to deprivation. In this article, I describe conceptual and methodological advances in understanding the temporal dynamics of childhood economic disadvantage, and address the implications of these improvements for our knowledge of how deprivation affects children's achievement.
The human brain undergoes a remarkable transformation during fetal life and the first postnatal years from a relatively undifferentiated but pluripotent organ to a highly specified and organized one. The outcome of this developmental maturation is highly dependent on a sequence of environmental exposures that can have either positive or negative influences on the ultimate plasticity of the adult brain. Many environmental exposures are beyond the control of the individual, but nutrition is not. An ever-increasing amount of research demonstrates not only that nutrition shapes the brain and affects its function during development but also that several nutrients early in life have profound and long-lasting effects on the brain. Nutrients have been shown to alter opening and closing of critical and sensitive periods of particular brain regions. This paper discusses the roles that various nutrients play in shaping the developing brain, concentrating specifically on recently explicated biological mechanisms by which particularly salient nutrients influence childhood and adult neural plasticity.
In the United States, the difference in academic achievement between higher- and lower-income students (i.e., the income-achievement gap) is substantial and growing. In the research reported here, we investigated neuroanatomical correlates of this gap in adolescents (N = 58) in whom academic achievement was measured by statewide standardized testing. Cortical gray-matter volume was significantly greater in students from higher-income backgrounds (n = 35) than in students from lower-income backgrounds (n = 23), but cortical white-matter volume and total cortical surface area did not differ significantly between groups. Cortical thickness in all lobes of the brain was greater in students from higher-income than lower-income backgrounds. Greater cortical thickness, particularly in temporal and occipital lobes, was associated with better test performance. These results represent the first evidence that cortical thickness in higher- and lower-income students differs across broad swaths of the brain and that cortical thickness is related to scores on academic-achievement tests.
© The Author(s) 2015.
Childhood socioeconomic status (SES) predicts executive function (EF), but fundamental aspects of this relation remain unknown: the developmental course of the SES disparity, its continued sensitivity to SES changes during that course, and the features of childhood experience responsible for the SES–EF relation. Regarding course, early disparities would be expected to grow during development if caused by accumulating stressors at a given constant level of SES. Alternatively, they would narrow if schooling partly compensates for the effects of earlier deprivation, allowing lower-SES children to ‘catch up’. The potential for later childhood SES change to affect EF is also unknown. Regarding mediating factors, previous analyses produced mixed answers, possibly due to correlation amongst candidate mediators. We address these issues with measures of SES, working memory and planning, along with multiple candidate mediators, from the NICHD Study of Early Childcare (n = 1009). Early family income-to-needs and maternal education predicted planning by first grade, and income-to-needs predicted working memory performance at 54 months. Effects of early SES remained consistent through middle childhood, indicating that the relation between early indicators of SES and EF emerges in childhood and persists without narrowing or widening across early and middle childhood. Changes in family income-to-needs were associated with significant changes in planning and trend-level changes in working memory. Mediation analyses supported the role of early childhood home characteristics in explaining the association between SES and EF, while early childhood maternal sensitivity was specifically implicated in the association between maternal education and planning. Early emerging and persistent SES-related differences in EF, partially explained by characteristics of the home and family environment, are thus a potential source of socioeconomic disparities in achievement and health across development.
Prenatal tobacco exposure (PTE) has a well-documented association with disruptive behavior in childhood, but the neurocognitive effects of exposure that underlie this link are not sufficiently understood. The present study was designed to address this gap, through longitudinal follow-up in early childhood of a prospectively enrolled cohort with well-characterized prenatal exposure. Three-year-old children (
n
= 151) were assessed using a developmentally sensitive battery capturing both cognitive and motivational aspects of self-regulation. PTE was related to motivational self-regulation, where children had to delay approach to attractive rewards, but not cognitive self-regulation, where children had to hold information in mind and inhibit prepotent motor responses. Furthermore, PTE predicted motivational self-regulation more strongly in boys than in girls, and when propensity scores were covaried to control for confounding risk factors, the effect of PTE on motivational self-regulation was significant only in boys. These findings suggest that PTE's impact on neurodevelopment may be greater in boys than in girls, perhaps reflecting vulnerability in neural circuits that subserve reward sensitivity and emotion regulation, and may also help to explain why PTE is more consistently related to disruptive behavior disorders than attention problems.
Over the past decade, a growing area of research has focused on adverse childhood experiences (ACEs) and their impacts on neural and developmental outcomes. Work in the field to-date has generally conceptualized ACEs in terms of exposure to stress while overlooking the underlying dimensions of environmental experience that may distinctly impact neural development. Here, we propose a novel framework that differentiates between deprivation (absence of expected cognitive and social input) and threat (presence of a threat to one's physical integrity). We draw support for the neural basis of this distinction from studies on fear learning and sensory deprivation in animals to highlight potential mechanisms through which experiences of threat and deprivation could affect neural structure and function in humans.
Although researchers have studied disparities in early language development related to socioeconomic status (SES), it is unclear how early and through which mechanisms these differences emerge. As income inequality continues to widen across the world, it is crucial to examine the child-level mechanisms that mediate the effects of SES on individual differences in language development. A deeper understanding of the nature of the differences will allow development of more effective intervention techniques. In this article, we discuss work on child-level cognitive and neural mechanisms underlying the relation between SES and early language development. We discuss possible factors behind individual differences in child-level mechanisms and cascading effects of these differences. We conclude with recommendations for research.
To understand the way children develop, Bronfenbrenner believes that it is necessary to observe their behavior in natural settings, while they are interacting with familiar adults over prolonged periods of time. His book offers an important blueprint for constructing a new and ecologically valid psychology of development.
Neurodevelopmental disabilities, including autism, attention-deficit hyperactivity disorder, dyslexia, and other cognitive impairments, affect millions of children worldwide, and some diagnoses seem to be increasing in frequency. Industrial chemicals that injure the developing brain are among the known causes for this rise in prevalence. In 2006, we did a systematic review and identified five industrial chemicals as developmental neurotoxicants: lead, methylmercury, polychlorinated biphenyls, arsenic, and toluene. Since 2006, epidemiological studies have documented six additional developmental neurotoxicants-manganese, fluoride, chlorpyrifos, dichlorodiphenyltrichloroethane, tetrachloroethylene, and the polybrominated diphenyl ethers. We postulate that even more neurotoxicants remain undiscovered. To control the pandemic of developmental neurotoxicity, we propose a global prevention strategy. Untested chemicals should not be presumed to be safe to brain development, and chemicals in existing use and all new chemicals must therefore be tested for developmental neurotoxicity. To coordinate these efforts and to accelerate translation of science into prevention, we propose the urgent formation of a new international clearinghouse.
Roger Barker, influenced by Lewin, developed a powerful theory in psychology, behavior setting theory. Paradoxically, this theory is still not widely known or understood in mainstream American psychology. Oral histories of the core group whoworked with Barker were collected and examined to determine influences on them and subsequent directions in the field of ecological psychology in an attempt to understand this paradox. Three clusters of factors emerged. Behavior setting theory has been affirmed in a number of places, including other behavioral sciences, but has not as yet moved into mainstream psychology, although there are some indications that the theory is moving in that direction. These directions as well as barriers are discussed.
America's unprecedented levels of inequality have far-reaching negative consequences for society as a whole. Although differential access to resources contributes to inequality, the current review illuminates how ongoing participation in different social class contexts also gives rise to culture-specific selves and patterns of thinking, feeling, and acting. We integrate a growing body of interdisciplinary research to reveal how social class culture cycles operate over the course of the lifespan and through critical gateway contexts, including homes, schools, and workplaces. We first document how each of these contexts socializes social class cultural differences. Then, we demonstrate how these gateway institutions, which could provide access to upward social mobility, are structured according to middle-class ways of being a self and thus can fuel and perpetuate inequality. We conclude with a discussion of intervention opportunities that can reduce inequality by taking into account the contextual responsiveness of the self. Expected final online publication date for the Annual Review of Psychology Volume 65 is January 03, 2014. Please see http://www.annualreviews.org/catalog/pubdates.aspx for revised estimates.
Socioeconomic disadvantage confers risk for ill health. Historically, the pathways by which socioeconomic disadvantage may affect health have been viewed from epidemiological perspectives emphasizing environmental, behavioral, and biopsychosocial risk factors. Such perspectives, however, have yet to integrate findings from emerging neuroscience studies demonstrating that indicators of socioeconomic disadvantage relate to patterns of brain morphology and functionality that have been associated with aspects of mental, physical, and cognitive health over the lifecourse. This commentary considers findings from one such study appearing in the current issue of Psychosomatic Medicine. It reports that an area-level indicator of socioeconomic disadvantage relates to cortical morphology in brain regions important for language, executive control, and other cognitive and behavioral functions-possibly via a systemic inflammatory pathway. These findings are put into context by discussing broader questions and challenges that need to be addressed in order for neuroscience approaches to a) become better integrated with existing epidemiological perspectives and b) more fully advance our understanding of the pathways by which socioeconomic disadvantage becomes embodied by the brain in relation to health.
In the past few decades, a particular need for a child-centered perspective has emerged,
based on evidence that children are more susceptible to environmental and social risks,
and that they have different needs than adults do. This article examines issues affecting
children in existing measurements and presents conceptual considerations for future
work toward defining and measuring child poverty. Current definitions and measures
of poverty are generally circumscribed to levels of income, satisfaction of basic needs,
and issues of basic human rights; in a few cases, some well-being measures include
child health, nutrition, and education. These limitations likely impede the chances that
researchers will be able to capture and understand the effects of other important aspects
of this phenomenon. Measures need to address the diversity of issues and dimensions
that current child developmental frameworks define as the most important. A broader
approach to definition and measurement that includes these developmental issues
would not only affect the way we understand poverty but also inform the design of
future research, social programs, and policies.
Attentional control, working memory, and planning paradigms associated with prefrontalexecutive
subsystems have been administered to compare the non-verbal executive control
performance of healthy children from different socioeconomic backgrounds. In addition,
mediations of several sociodemographic variables, identified in the literature as part of the
experience of child poverty, between socioeconomic status and cognitive performance have been
assessed. Results have shown: (1) significant differences in performance between groups in most
dependent variables analyzed –however, no in all variables associated with attentional control
domains; (2) significant indirect effects of literacy activities on working memory and fluid
processing domains, as well as computer resources effects on fluid processing; and (3) marginal
indirect effects of computer resources on attentional control and working memory domains.
These findings extend the impact of poverty analysis on the development of executive control,
through information based on the assessment of combined neurocognitive paradigms, and the
identification of specific environmental mediators from a viewpoint considering the specificity of
child poverty.
Background:
Adaptation is key to survival. An organism must adapt to environmental challenges in order to be able to thrive in the environment in which they find themselves. Resilience can be thought of as a measure of the ability of an organism to adapt, and to withstand challenges to its stability. In higher animals, the brain is a key player in this process of adaptation and resilience, and through a process known as "allostasis" can obtain "stability through change"; protecting homeostasis in the face of stressors in the environment. Mediators of allostasis, such as glucocorticoids, can cause changes in the structure and function of neural circuits, clearly impacting behavior. How developmental stage interacts with stress and leads to long-lasting changes is a key question addressed in this review.
Scope and methods:
We discuss the concept of allostasis, its role in resilience, the neural and physiological systems mediating these responses, the modulatory role of development, and the consequences for adult functioning. We present this in the context of mediators the brain and body engage to protect against threats to homeostasis. The review has been informed by comprehensive searches on PubMed and Scopus through November 2012.
Findings:
Stressors in the environment can have long lasting effects on development, depending upon the stage of life at which they are experienced. As such, adverse childhood experiences can alter resilience of individuals, making it more difficult for them to respond normally to adverse situations in adulthood, but the brain maintains the capacity to re-enter a more plastic state where such effects can be mitigated.
Conclusions:
The brain regulates responses that allow for adaptation to challenges in the environment. The capacity of the brain and body to withstand challenges to stability can be considered as "resilience". While adverse childhood experiences can have long-term negative consequences, under the right circumstances, the brain can re-enter plastic states, and negative outcomes may be mitigated, even later in life.