Neurocognitive correlates of socioeconomic status in kindergarten children.

By Kimberly G Noble, M. Norman, Martha J. Farah. Developmental Science, 2005

1,060 citations recorded by the source corpus.

Subfields: Behavioral Neuroscience, Cognitive Neuroscience

View Paper: https://www.semanticscholar.org/paper/9436eb43812b284357f6975dda5906cbc50698d8

How researchers see this paper

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

In Behavioral Neuroscience

1. Martha J. Farah
2. Daniel A. Hackman
3. Kimberly Andrews Espy
4. Sandra A. Wiebe
5. G. W. Evans
6. Bruce D. McCandliss
7. D. Charak
8. W. Boyce

In Cognitive Neuroscience

1. Martha J. Farah
2. G. W. Evans
3. Bruce D. McCandliss
4. Michelle A Schamberg
5. Daniel A. Hackman
6. Kimberly Andrews Espy
7. Sandra A. Wiebe
8. Kimberly G Noble

Citations in the corpus

• Self-Control as an Executive Function (2007, background): “In a recent study, Noble, Norman, and Farah (2005) administered tests that tapped prefrontal and executive system functioning in a sample of children.”
• Developmental Changes in Working Memory, Updating, and Math Achievement. (2016, background): “Similar to Noble, Norman, and Farah (2005), they argued that variation in early childhood family environment is the most likely cause of WM differences.”
• 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”
• Building Links Between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement (2017, methodology): “The same is true with respect to the development of executive function, as measured with the go/no-go and spatial working-memory tasks (Noble et al., 2005; Sarsour et al., 2011).”
• Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders (2009, background): “The brain systems with the most protracted postnatal development (e.g., the perisylvian areas important for language) are most susceptible to environmental infl uences and show the strongest associations with SES (Farah et al., 2006 ; Noble et al., 2005 ).”
• Socioeconomic gradients predict individual differences in neurocognitive abilities. (2007, methodology): “This finding is in line with previous work that did not find SES differences in the ability to delay gratification ( Noble et al., 2005 ), delay response, or reverse stimulus‐reward associations (Farah et al., 2006).”