Journal
DEVELOPMENTAL SCIENCE
Volume 10, Issue 4, Pages 464-480Publisher
WILEY
DOI: 10.1111/j.1467-7687.2007.00600.x
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Funding
- NICHD NIH HHS [R01 HD 043078, P50 HD 25802-13] Funding Source: Medline
- NIDA NIH HHS [R01 DA 20011, R01 DA 014129, R21 DA 015856] Funding Source: Medline
- NIMH NIH HHS [T32 MH 17168] Funding Source: Medline
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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.
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