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Socioeconomic status and the developing brain

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Hackman, Daniel A., Farah, Martha J.·2009·Trends in Cognitive Sciences
DOI 10.1016/j.tics.2008.11.003
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Abstract

Childhood socioeconomic status (SES) is associated with cognitive achievement throughout life. How does SES relate to brain development, and what are the mechanisms by which SES might exert its influence? We review studies in which behavioral, electrophysio-logical and neuroimaging methods have been used to characterize SES disparities in neurocognitive function. These studies indicate that SES is an important predictor of neurocognitive performance, particularly of language and executive function, and that SES differences are found in neural processing even when performance levels are equal. Implications for basic cognitive neuroscience and for understanding and ameliorating the problems related to childhood poverty are discussed.

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Metadata

Authors
Hackman, D. A., & Farah, M. J.
Venue
Trends in Cognitive Sciences
Publisher
Elsevier BV
Published
2009-02
Volume
13
Issue
2
Pages
65-73
ISSN
1364-6613 (ISSN-L)
DOI
10.1016/j.tics.2008.11.003
OpenAlex
W2055404511
Cited by
1,550
References
21
FWCI
14.41
Type
journal article
Language
en
Open access
green
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)

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Hackman, D. A., & Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences. https://doi.org/10.1016/j.tics.2008.11.003

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