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Neurodevelopmental Effects of Early Deprivation in Postinstitutionalized Children
Open accessAbstract
The neurodevelopmental sequelae of early deprivation were examined by testing (N = 132) 8- and 9-year-old children who had endured prolonged versus brief institutionalized rearing or rearing in the natal family. Behavioral tasks included measures that permit inferences about underlying neural circuitry. Children raised in institutionalized settings showed neuropsychological deficits on tests of visual memory and attention, as well as visually mediated learning and inhibitory control. Yet, these children performed at developmentally appropriate levels on similar tests where auditory processing was also involved and on tests assessing executive processes such as rule acquisition and planning. These findings suggest that specific aspects of brain-behavioral circuitry may be particularly vulnerable to postnatal experience.
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In the citing paper
“EF performance is worse in children with more severe and longer lasting deprivation.(98, 109, 124, 125)”
From Neglect as a violation of species-expectant experience: neurodevelopmental consequences (2017) · cites this paper as [98]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Children raised in institutions exhibit poor performance on tests of working memory, inhibition, planning, sustained attention, and cognitive flexibility(98, 109, 121–127)”
From Neglect as a violation of species-expectant experience: neurodevelopmental consequences (2017) · cites this paper as [98]
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“PI children displayed greater spatial working memory deficits than children adopted at young ages from non-institutional settings such as foster care (Pollak et al., 2010).”
From Inhibitory control and working memory in post-institutionalized children (2013) · cites this paper as Pollak et al., 2010
In the citing paper
“Recent findings suggest that post-institutionalized (PI) children may have underlying difficulties with executive processes such as inhibiting automatic responses to goal-irrelevant stimuli and storing and processing information in working memory (Pollak et al., 2010).”
From Inhibitory control and working memory in post-institutionalized children (2013) · cites this paper as Pollak et al., 2010
In the citing paper
“Pollak et al. (2010) found differences between PI and non-institutional adopted groups on working memory despite these groups not differing significantly in birth weight.”
From Inhibitory control and working memory in post-institutionalized children (2013) · cites this paper as Pollak et al. (2010)
In the citing paper
“PI children showed poorer performance on “simple” inhibitory control tasks assessing the ability to withhold a primary or dominant response (e.g., go/no-go, stop-signal tasks; Eigsti, Weitzman, Schuh, De Marchena, & Casey, 2011; McDermott, Westerlund, Zeanah, Nelson, & Fox, 2011) as well as on more complex inhibitory or interference control tasks assessing suppression of a competing secondary”
From Inhibitory control and working memory in post-institutionalized children (2013) · cites this paper as Pollak et al., 2010
In the citing paper
“Prior studies also included PI children adopted from other areas of the world (e.g., Asia, Latin America) and/or excluded children with facial indicators of PAE and still found executive function deficits (Bauer et al., 2009; Bos et al., 2009; Pollak et al., 2010).”
From Inhibitory control and working memory in post-institutionalized children (2013) · cites this paper as Pollak et al., 2010
In the citing paper
“Poor stimulus-response learning has been observed in children raised in institutions and is associated with the duration of institutional care.(98)”
From Neglect as a violation of species-expectant experience: neurodevelopmental consequences (2017) · cites this paper as [98]
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Metadata
- Authors
- Pollak, S. D., Nelson, C. A., Schlaak, M. F., Roeber, B. J., Wewerka, S. S., Wiik, K. L., Frenn, K. A., Loman, M. M., & Gunnar, M. R.
- Affiliations
- University of Wisconsin System (US)
- Boston Children's Hospital (US)
- University of Minnesota (US)
- Corresponding author
- Gunnar, Megan R
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2010-01-01
- Volume
- 81
- Issue
- 1
- Pages
- 224-236
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- PMC
- PMC2846096
- OpenAlex
- W2160036112
- Cited by
- 418
- References
- 93
- Citations by year
- 2026: 6 · 2025: 13 · 2024: 12 · 2023: 13 · 2022: 18 · 2021: 41 · 2020: 55 · 2019: 32 · 2018: 25 · 2017: 32 · 2016: 32 · 2015: 27 · 2014: 26 · 2013: 21 · 2012: 29
- FWCI
- 67.65
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- Locations
- Child Development (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (R01MH068857, MH078829, R01MH068858, R01MH078829, R01MH061285)
- National Institute of Neurological Disorders and Stroke (R01NS034458, NS034458)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (P30HD003352)
- Topics
- Social Sciences › Sociology and Political Science › Child Welfare and Adoption
- Social Sciences › Psychology › Clinical Psychology › Child Abuse and Trauma
- Health Sciences › Medicine › Pediatrics, Perinatology and Child Health › Infant Development and Preterm Care
- Keywords
- early deprivation, brain development, visual memory, attention, inhibitory control, auditory processing, executive function, rule acquisition, planning, neural circuits, brain-behavior relationship
- MeSH terms
- Adoption, Attention, Auditory Perception, Child, Child Development, Child, Institutionalized, Cognition, Critical Period, Psychological, Female, Humans, Male, Memory, Neuropsychological Tests, Psychomotor Performance, Psychosocial Deprivation, Time Factors, Visual Perception
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