Childhood poverty, chronic stress, and adult working memory

By G. W. Evans, Michelle A Schamberg. Proceedings of the National Academy of Sciences of the United States of America, 2009

715 citations recorded by the source corpus.

Subfields: Behavioral Neuroscience, Physiology

View Paper: https://www.semanticscholar.org/paper/f11c060920586291e5aef2089821a9a1b0e2df5a

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Citations in the corpus

Stressors and Turning Points in High School and Dropout (2015, background): “Analogous concepts developed in the child development literature, convey the notion that the accumulation of stressors is particularly problematic (e.g., Evans & Cassells, 2014; Evans & Schamberg, 2009).”
Executive Function: Implications for Education. NCER 2017-2000. (2016, background): “Longitudinal developmental studies have demonstrated that chronic stress is associated with elevated stress hormone levels and reduced EF (Blair et al. 2011; Evans and Schamberg 2009; Hostinar, Sullivan, and Gunnar 2014).”
Economic Decision-Making in Poverty Depletes Behavioral Control (2011, background): “15Although an example of a general effect of poverty, rather than an effect of making a particular decision while poor, Evans and Schamberg (2009) importantly document that childhood poverty is inversely related to working memory in young adulthood, and that this association is mediated by…”
Exposure to Neighborhood Affluence and Poverty in Childhood and Adolescence and Academic Achievement and Behavior (2014, background): “…research on family economic status has explicitly tested whether the association between economic conditions and children’s outcomes varies across developmental periods (Brooks Gunn, Duncan, & Maritato, 1997; Duncan & Brooks-Gunn, 1997; Evans & Schamberg, 2009; Guo, 1998; McLeod & Shanahan, 1996).”
Growth mindset tempers the effects of poverty on academic achievement (2016, background): “It is well-known that economic disadvantage can depress students ’ academic achievement through multiple mechanisms, including reduced access to educational resources, higher levels of stress, poorer nutrition, and reduced access to healthcare (3 – 5).”
Higher Education: Gaps in Access and Persistence Study. Statistical Analysis Report. NCES 2012-046. (2012, background): “Further, growing up in poverty is negatively correlated with children’s physical health, as well as their working memory, possibly due to the chronic psychological stress of living in poverty (Evans and Schamberg 2009).”
How Poverty Affects Classroom Engagement. (2013, background): “It also impairs behaviors; reduces attentional control (Liston, McEwen, & Casey, 2009); boosts impulsivity (Evans, 2003); and impairs working memory (Evans & Schamberg, 2009).”
The persistent sampling bias in developmental psychology: A call to action (2017, neutral): “…generalizable), lack of attention to cultural variation and its psychological consequences risks yielding incomplete, and potentially inaccurate, conclusions (e.g., Apicella & Barrett, 2016; Evans & Schamberg, 2009; Mani, Mullainathan, Shafir, & Zhao, 2013; Votruba-Drzal, Miller, & Coley, 2016).”
Socioeconomic status and executive function: developmental trajectories and mediation. (2015, background): “…at identifying the mediators of the association between SES and EF show mixed findings overall, with some support for parenting practices for early childhood EF (Blair et al., 2011), allostatic load for EF in adolescence (Evans & Schamberg, 2009) and the home environment (Sarsour et al., 2011).”
Allostatic load biomarkers of chronic stress and impact on health and cognition. (2010, background): “More recently, longer poverty duration has been linked to working memory impairments at age 17 (Evans and Schamberg, 2009).”
Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students (2012, background): “Research suggests that excessive stress impacts the developing brain (Evans and Schamberg 2009; Hedges and Woon 2010).”
Structural competency: Theorizing a new medical engagement with stigma and inequality (2014, background): “Meanwhile, nueuroscientists show neuronal linkages between social exclusion, poverty, hampered brain development, and mental disorders (Buwaldaa et al. 2005; Evans, 2009).”
Avoiding uncertainty in Hofstede and GLOBE (2010, background): “One is the direct relationship between stress and poverty, as shown by Ferris (2002), and by Evans and Schamberg (2009), who identify neurocognitive and biological mechanisms to explain the negative relationship between stress and prosperity.”
Childhood Adversity and Neural Development: Deprivation and Threat as Distinct Dimensions of Early Experience (2014, background): “Unsurprisingly, given this difference in exposure to complex cognitive stimuli, low SES is associated with decreased performance on complex cognitive tasks, including those tapping executive function and long-term memory (Evans and Schamberg, 2009; Farah et al., 2006; Hackman et al., 2010; Kishiyama”
Out of Control (2015, neutral): “In a prospective longitudinal study, Evans and Schamberg (2009) found that childhood poverty predicts impairments in executive functioning over time and that this link is mediated by chronic stress.”