Socioeconomic status and the brain: mechanistic insights from human and animal research
Open accessAbstract
Human brain development occurs within a socioeconomic context and childhood socioeconomic status (SES) influences neural development--particularly of the systems that subserve language and executive function. Research in humans and in animal models has implicated prenatal factors, parent-child interactions and cognitive stimulation in the home environment in the effects of SES on neural development. These findings provide a unique opportunity for understanding how environmental factors can lead to individual differences in brain development, and for improving the programmes and policies that are designed to alleviate SES-related disparities in mental health and academic achievement.
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Low SES is associated with decreased performance on complex cognitive tasks, language ability, and overall cognitive and academic achievement.
“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 et al., 2009; Noble et al., 2007), language ability (Fernald et al., 2013; Weisleder and Fernald, 2013), and overall cognitive and academic achievement (Brooks-Gunn and Duncan, 1”
From Childhood adversity and neural development: Deprivation and threat as distinct dimensions of early experience (2014) · cites this paper as Hackman et al., 2010
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“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 et al., 2009; Nobl…”
BackgroundChildhood Poverty, Chronic Stress, Self-Regulation, and Coping
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- Authors
- Hackman, D. A., Farah, M. J., & Meaney, M. J.
- Affiliations
- University of Pennsylvania (US)
- Douglas Mental Health University Institute (CA)
- Corresponding author
- Meaney, Michael J.
- Venue
- Nature Reviews Neuroscience
- Published
- 2010-09
- Volume
- 11
- Issue
- 9
- Pages
- 651-659
- ISSN
- 1471-003X (ISSN-L)
- 1471-0048
- PMC
- PMC2950073
- OpenAlex
- W1993227273
- Cited by
- 1,409
- References
- 167
- Citations by year
- 2026: 70 · 2025: 86 · 2024: 79 · 2023: 72 · 2022: 93 · 2021: 127 · 2020: 98 · 2019: 110 · 2018: 110 · 2017: 122 · 2016: 91 · 2015: 91 · 2014: 76 · 2013: 79 · 2012: 74
- FWCI
- 48.39
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Nature reviews. Neuroscience (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- ScholarlyCommons (University of Pennsylvania) (submittedVersion)
- Scholarly Commons (University of Pennsylvania) (submittedVersion)
- Funders
- Heffter Research Institute
- Canadian Institutes of Health Research
- National Institute on Drug Abuse (R01 DA 14129, R01DA014129)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01HD055689)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Health › Health disparities and outcomes
- Keywords
- socioeconomic status, brain development, prenatal factors, parent-child interaction, cognitive stimulation, family environment, language development, executive function, mental health disparities, academic performance, animal models
- MeSH terms
- Animals, Mental Disorders, Brain, Cognition, Humans, Social Class
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