Childhood poverty: specific associations with neurocognitive development.

By Martha J. Farah, David Shera, Jessica H Savage, Laura M. Betancourt, Joan M. Giannetta, Nancy L. Brodsky, E. Malmud, Hallam Hurt. Brain Research, 2006

846 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Pediatrics, Perinatology and Child Health

View Paper: https://www.semanticscholar.org/paper/2ae2ef1c336c01100e0e1b47ecd01c8c410adb24

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

In Experimental and Cognitive Psychology

In Pediatrics, Perinatology and Child Health

Citations in the corpus

Socioeconomic gradients predict individual differences in neurocognitive abilities. (2007, methodology): “Recently, we applied this approach in two preliminary investigations of the developmental relationships between SES and certain cognitive functions associated with specific brain systems (Noble, Norman & Farah, 2005; Farah, Shera, Savage, Betancourt, Gianetta, Brodsky, Malmud & Hurt, 2006 ).”
Childhood poverty, chronic stress, and adult working memory (2009, background): “This finding is consistent with work by the Farah laboratory showing that concurrent SES among elementary school children (8, 10) and middle school children (9) is inversely related to working memory.”
Measuring early childhood development at a global scale: Evidence from the Caregiver-Reported Early Development Instruments (2018, result): “Consistent with the prior literature, small differnces in CREDI scores emerged based on child gender, with girls coring on average 0.08 SDs higher than boys (Else-Quest, Hyde, oldsmith, & Van Hulle, 2006; Fenson et al., 1994; Lung, Shu, hiang, Chen, & Lin, 2009).”
Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders (2009, background): “Individuals cannot be randomly assigned to ingest lead and we cannot determine from ANCOVA whether lower IQ and/or lower SES is a result or a cause of lead exposure.”
Identifying Pathways Between Socioeconomic Status and Language Development (2017, background): “Findings from behavioral research have been corroborated by neuroimaging studies that identified significant SES differences in regional brain volume in areas that are associated with language and executive function (Farah et al. 2006, Hackman & Farah 2009, Noble et al. 2012, Hanson et al. 2013).”
Socioeconomic Disparities Affect Prefrontal Function in Children (2009, background): “For example, LSES children have reduced performance on tests of language, long-term memory, and executive function compared to middle SES children (ages 10–13 years) (Farah et al., 2006).”
Socioeconomic status and the brain: mechanistic insights from human and animal research (2010, background): “Studies that assessed multiple neurocognitive systems found that the largest effects of SES are on language processing, with more moderate effects on executive function — particularly on working memory and cognitive contro”
Neurobiological and Systemic Effects of Chronic Stress (2017, background): “Moreover, low SES children are found to be more likely to be deficient in language skills, as well as self-regulatory behaviors and also in certain types of memory that are likely to be reflections of impaired development of parasylvian gyrus language centers, prefrontal cortical systems and tempora”
Executive Function: Implications for Education. NCER 2017-2000. (2016, background): “It is now well established that lower SES is associated with lower EF skills, even when controlling for general cognitive ability (e.g., Farah et al. 2006; Farah et al. 2008; Masten et al. 2012; Mezzacappa 2004; Noble, Norman, and Farah 2005; Obradović 2010).”
Agency and Expanding Capabilities in Early Grade Classrooms: What it Could Mean for Young Children (2014, background): “If we hope for a nation of adults with agency, we must cultivate this skill in young children (Bandura, 2001; Baraldi, 2008; Farah et al., 2006; Kamii, 1984; Shonkoff & Phillips, 2000).”
Executive function: Reflection, iterative reprocessing, complexity, and the developing brain (2015, background): “Children with lower SES show lower levels of EF skill, even controlling for general cognitive skills (e.g., Farah et al., 2006; Masten et al., 2012; Mezzacappa, 2004; Noble, Norman, & Farah, 2004; Obradović, 2010).”
Brain on stress: How the social environment gets under the skin (2012, background): “Without a determination of exact causes, it has been reported that low SES children are found to be more likely to be deficient in language skills as well as self-regulatory behaviors and certain types of memory that are likely to be reflections of impaired development of parasylvian gyrus language ”
Socioeconomic status and the developing brain (2009, positive): “In a third study, with older children in middle school, a similar pattern was observed: SES disparities in language, memory and working memory, with borderline significant disparities in cognitive control and spatial cognition [ 18 ].”
“Geography of Opportunity”: Poverty, Place, and Educational Outcomes (2008, background): “In addition, neuroscientists hypothesize that brain development is negatively altered by the environmental conditions associated with poverty (Farah et al., 2006).”