Socioeconomic status is a predictor of neurocognitive performance of early female adolescents

2018 ◽  
Vol 0 (0) ◽  
Author(s):  
H. J. Madhushanthi ◽  
Savithri W. Wimalasekera ◽  
C. Sampatha E. Goonewardena ◽  
A. A. Thamara D. Amarasekara ◽  
Janaka Lenora
Keyword(s):  
Socioeconomic Status ◽  
Working Memory ◽  
Executive Function ◽  
Inhibitory Control ◽  
Parental Education ◽  
Maternal Education ◽  
Female Adolescents ◽  
Low Ses ◽  
Neurocognitive Performance ◽  
Verbal Comprehension

Abstract Objective Previous studies have shown that high socioeconomic status (SES) is significantly associated with inhibitory control, working memory, verbal comprehension and IQ. However, in the Asian setting, with its prevailing poverty, information about the influence of SES on cognitive development of female adolescents is limited. This study was aimed to investigate the association between SES and neurocognitive performance of early female adolescents in Sri Lanka. Methods Female adolescents aged 11–14 years (n = 200) of low and middle SES were studied to assess neurocognitive function. After obtaining baseline data, eight subtests of the Wechsler Intelligence Scale for Children (WISC – IV), Test Of Nonverbal Intelligence (TONI-3) and two computer-based executive function tests (inhibition and visuo-spatial working memory) were administered to assess neurocognitive measures of the above adolescents. The results were compiled into a data base and analyzed using SPSS version 20 statistical software. Results Higher SES was associated with higher performance in all neurocognitive tests. Low SES adolescents obtained significantly poor test scores for executive function test (inhibitory control: p < 0.0001) and for WISC [verbal comprehension index (VCI): p < 0.0001), working memory index (WMI): p < 0.0001 and estimated full scale IQ (EFSIQ): p < 0.0001)] when compared with middle SES adolescents. Maternal education alone significantly predicts VCI and EFSIQ than the combined influence of parental education, occupation and income. Psychosocial adversities of adolescents were inversely correlated with VCI (r = −0.30; p < 0.001) and EFSIQ (r = −0.20; p < 0.001) of WISC and mathematics performance (r = −0.34; p < 0.001) at examination in school. Conclusion Findings of the study revealed the importance of upliftment of SES of the society to improve the cognitive and academic outcomes of low SES individuals.

scholarly journals Word learning from context : relations with language ability, socioeconomic status, and executive function

2017 ◽  
Author(s):  
◽  
Margaret Hill
Keyword(s):  
Socioeconomic Status ◽  
Working Memory ◽  
Executive Function ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Word Learning ◽  
Learning Process ◽  
Language Ability ◽  
Word Knowledge ◽  
Word Meanings

During the school-age years, children learn most new word meanings from context rather than through deliberate vocabulary instruction. However, the actual process of word learning from context among schoolage children remains poorly understood. Prior research suggests that language ability and higher-order executive function skills such as working memory and inhibitory control of attention may aid children in acquiring new word meanings from context, but studies have not examined the effect of cognitive flexibility on word learning. In addition, although research has shown that children from families of low socioeconomic status (SES) often lag behind their peers from higher-SES backgrounds in vocabulary, there is no evidence to suggest that SES directly influences the word learning process itself. The purpose of this study was to examine the effects of language ability, SES, and executive function on word learning from context among typically developing children. Fifty children of ages nine to 11 years completed a standardized measure of language ability and tasks of working memory, inhibitory control, and cognitive flexibility along with a pretest to assess their understanding of 12 rare target words. Approximately one week later, the children read along with two short stories containing the target words while listening as the stories were narrated aloud by a computer. Posttest results showed that as a group, children made small but significant gains in knowledge of target word meanings from the stories. Analyses showed that both language ability and cognitive flexibility were related to gains in word knowledge, and that children tended to rely more on the stronger of these two skills if either language or cognitive flexibility was relatively weak. Children's SES backgrounds were not directly related to word knowledge gains, but results suggested that SES may influence the word learning process indirectly through an effect on children's cognitive flexibility.

scholarly journals Race, Socioeconomic Status, and Sex Hormones among Male and Female American Adolescents

2020 ◽  
Vol 1 (2) ◽  
pp. 108-121
Author(s):  
Shervin Assari ◽  
Shanika Boyce ◽  
Mohsen Bazargan ◽  
Cleopatra H. Caldwell
Keyword(s):  
Socioeconomic Status ◽  
Marital Status ◽  
Sex Hormones ◽  
Parental Education ◽  
Sexual Initiation ◽  
Female Adolescents ◽  
Low Ses ◽  
Early Puberty ◽  
Male And Female ◽  
Financial Difficulties

Although early sexual initiation and childbearing are major barriers against the upward social mobility of American adolescents, particularly those who belong to a low socioeconomic status (SES) and racial minorities such as Blacks, less is known on how SES and race correlate with adolescents’ sex hormones. An understanding of the associations between race and SES with adolescents’ sex hormones may help better understand why racial, and SES gaps exist in sexual risk behaviors and teen pregnancies. To extend the existing knowledge on social patterning of adolescents’ sex hormones, in the current study, we studied social patterning of sex hormones in a national sample of male and female American adolescents, with a particular interest in the role of race and SES. For this cross-sectional study, data came from the baseline data (wave 1) of the Adolescent Brain Cognitive Development (ABCD) study, a national longitudinal prospective study of American adolescents. This analysis included 717 male and 576 female non-Hispanic White or Black adolescents ages 9–10. The dependent variables were sex hormones (testosterone for males and estradiol for females). Independent variables were age, race, family marital status, parental education, and financial difficulties. For data analysis, linear regression models were used. Age, race, parental education, and financial difficulties were associated with estradiol in female and testosterone levels in male adolescents. Associations were not identical for males and females, but the patterns were mainly similar. Low SES explained why race is associated with higher estradiol in female adolescents. Marital status of the family did not correlate with any of the sex hormones. Being Black and low SES were associated with a higher level of sex hormones in male and female adolescents. This information may help us understand the social patterning of sexual initiation and childbearing. Addressing racial and economic inequalities in early puberty, sexual initiation, and childbearing is an essential part of closing the racial and economic gaps in the US.

scholarly journals Effects of Sport-Based Interventions on Children’s Executive Function: A Systematic Review and Meta-Analysis

2021 ◽  
Vol 11 (6) ◽  
pp. 755
Author(s):  
Falonn Contreras-Osorio ◽  
Christian Campos-Jara ◽  
Cristian Martínez-Salazar ◽  
Luis Chirosa-Ríos ◽  
Darío Martínez-García
Keyword(s):  
Systematic Review ◽  
Working Memory ◽  
Executive Function ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Meta Analysis ◽  
Scientific Evidence ◽  
Healthy Children ◽  
Meta Analyses ◽  
The Impact

One of the most studied aspects of children’s cognitive development is that of the development of the executive function, and research has shown that physical activity has been demonstrated as a key factor in its enhancement. This meta-analysis aims to assess the impact of specific sports interventions on the executive function of children and teenagers. A systematic review was carried out on 1 November 2020 to search for published scientific evidence that analysed different sports programs that possibly affected executive function in students. Longitudinal studies, which assessed the effects of sports interventions on subjects between 6 and 18 years old, were identified through a systematic search of the four principal electronic databases: Web of Science, PubMed, Scopus, and EBSCO. A total of eight studies, with 424 subjects overall, met the inclusion criteria and were classified based on one or more of the following categories: working memory, inhibitory control, and cognitive flexibility. The random-effects model for meta-analyses was performed with RevMan version 5.3 to facilitate the analysis of the studies. Large effect sizes were found in all categories: working memory (ES −1.25; 95% CI −1.70; −0.79; p < 0.0001); inhibitory control (ES −1.30; 95% CI −1.98; −0.63; p < 0.00001); and cognitive flexibility (ES −1.52; 95% CI −2.20; −0.83; p < 0.00001). Our analysis concluded that healthy children and teenagers should be encouraged to practice sports in order to improve their executive function at every stage of their development.

Risk Factors Associated with Failure to Receive Vaccinations

PEDIATRICS ◽  
1979 ◽  
Vol 64 (3) ◽  
pp. 304-309 ◽  
Author(s):  
James S. Marks ◽  
Thomas J. Halpin ◽  
John J. Irvin ◽  
Deane A. Johnson ◽  
John R. Keller
Keyword(s):  
Socioeconomic Status ◽  
Family Size ◽  
Parental Education ◽  
Maternal Education ◽  
Oral Polio Vaccine ◽  
Health Department ◽  
Major Purpose ◽  
Factors Associated ◽  
Basic Series ◽  
To Receive

A major purpose of a state-wide survey to document the vaccination status of 1,003 2-year-old children was to identify factors associated with failure to receive the recommended vaccinations. With a basic series of immunization defined as three doses of diphtheriatetanus-pertussis (DTP), three oral polio vaccine (OPV), one measles, and one rubella, 72.5% of the children had completed the series. When the completed series was redefined to include a fourth DTP and mumps vaccine the rate of completion dropped to 40.8%. However, 59.1% of the children who had not completed this optimal series could be brought up-to-date with a single visit to their provider of medical care. Demographic variables independently associated with completion of the basic series were increased paternal education (P &lt; .001), increased maternal education (P &lt; .02), smaller family size (P &lt; .01) and higher socioeconomic status, as determined by census tract or rural town of residence (P &lt; .02). Race was not found to be a factor associated with vaccination rates when socioeconomic status was controlled. Patients who received their vaccinations from private physicians had a better vaccination rate than those who attended health department clinics. This difference persisted even when socioeconomic status was controlled by residence (P &lt; .02). The simultaneous comparison of parental education and family size demonstrated that a child having one parent with &lt; 12 years education or having at least three siblings has a fourfold greater risk of failure to complete his immunization than children whose parents are both college graduates. By using paternal and maternal education level and family size as screening variables, children at high risk for failure to complete their immunizations could be identified prospectively and made the target of intervention programs to improve compliance.

scholarly journals Relationship between the Socioeconomicsocio-Educational Context and Thecognitive Performance from WISC-IV Indexes

2017 ◽  
Vol 11 (2) ◽  
pp. 359
Author(s):  
Agustina Labin ◽  
Alejandra Taborda
Keyword(s):  
Working Memory ◽  
Public Schools ◽  
Environmental Factors ◽  
Extracurricular Activities ◽  
Maternal Education ◽  
Ad Hoc ◽  
School Level ◽  
Shared Environment ◽  
International Studies ◽  
Verbal Comprehension

Background: national and international studies attach particular importance to the average socio shared environment as an explanatory variable intellectual performance in psychometric test. Objetive: To analyze the relationship between maternal education, the number of books in the home, the initial school level and extracurricular activities such as measures of socioeconomic, educational and environmentally with cognitive production WISC-IV level. Method: We worked with 154 children as 6 to 12 who attend public schools in the city of San Luis (Argentina). A sociodemographic survey designed ad hoc and the Argentinian adapting Intelligence Scale for Children Wechsler were implemented. We used ANOVA and Student test to analyze the differences between the proposed variables and the WISC-IV. Results: We found associations between the ducational level of the mother and the production in verbal comprehension, perceptual reasoning, working memory and total IQ of their children. In addition, significant differences were found between the number of books available at home and the age of entry admission to initial school level with verbal comprehension, and total IQ; as well as perceptive reasoning and working memory and extracurricular activities, sports and/or language study, among other. Conclusion: the need to recognize the socio-environmental factors to develop a proper interpretation of the test production is ratified. In this context we propose an extended and integrated diagnostic destined to capture the complex plot by the combination of capacities from the stimulation provided by the environment and the development of specific abilities less influenced by environmental factors.

scholarly journals Association Between Weight Status and Executive Function in Young Adults

Medicina ◽  
2019 ◽  
Vol 55 (7) ◽  
pp. 363 ◽  
Author(s):  
Mohammad Narimani ◽  
Samad Esmaeilzadeh ◽  
Liane B. Azevedo ◽  
Akbar Moradi ◽  
Behrouz Heidari ◽  
...  
Keyword(s):  
Working Memory ◽  
Young Adults ◽  
Body Composition ◽  
Executive Function ◽  
Inhibitory Control ◽  
Weight Status ◽  
Positive Impact ◽  
Neuropsychological Test ◽  
Normal Weight ◽  
Analysis Of Covariance

Background and objectives: To explore the association between weight status and executive function in young adults. Materials and Methods: Ninety-seven young males (age 17–26 years) underwent adiposity and body composition measurements using body composition analyzer. Inhibitory control and working memory were measured using the Cambridge Neuropsychological Test Battery (CANTAB). Results: Multiple linear regression using both unadjusted and adjusted analyses revealed no association between adiposity and body composition variables with executive tasks, apart from a significant association between skeletal muscle mass (SMM) and mean reaction time on go trial (standardized B = -0.28; p = 0.02). Multivariate analysis of covariance (MANCOVA) revealed that underweight participants presented inferior working memory compared to their normal weight (p = 0.001) or overweight peers (p = 0.008). However, according to the percentage fat quartiles (Q) participants with the highest quartile (Q4) were inferior in inhibitory control than their peers with Q2 (p = 0.04), and participants with the lowest quartile (Q1) were inferior in working memory compared with their peers with Q2 (p = 0.01) or Q3 (p = 0.02). A worse inhibitory control was observed for participants with the highest fat/SMM (Q4) compared to participants in Q3 (p = 0.03), and in contrast worse working memory was observed for participants with the lowest fat/SMM (Q1) compared to participants in Q2 (p = 0.04) or Q3 (p = 0.009). Conclusions: Low adiposity is associated with worse working memory, whereas high adiposity is associated with worse inhibitory control. Therefore, our findings show that normal adiposity, but greater SMM may have a positive impact on executive function in young adults.

scholarly journals S47. A MULTICENTER STUDY OF COGNITIVE RESERVE IN FIRST-EPISODE PYCHOSIS

2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S50-S50
Author(s):  
Silvia Amoretti ◽  
Gerard Anmella ◽  
Ana Meseguer ◽  
Cristina Saiz ◽  
Sonia Canals ◽  
...  
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Processing Speed ◽  
Cognitive Reserve ◽  
Leisure Activities ◽  
First Episode ◽  
Trail Making Test ◽  
Neurocognitive Performance ◽  
Adult Intelligence Scale ◽  
Trail Making

Abstract Background The cognitive reserve (CR) refers to the brain’s capacity to cope with pathology in order to minimize the symptoms. In the field of first episode psychosis (FEP), the CR was able to predict functional and neurocognitive performance. Nevertheless, CR has been estimated using heterogeneous methods, which, in term, difficult to compare studies. Therefore, there is a need to create a specific scale for the assessment of this relevant construct. The Cognitive Reserve Assessment Scale in Health (CRASH) is the first measure developed specifically for patients with severe mental illness with optimal psychometric properties, facilitating reliable and valid measurement of CR. The study of the internal structure of the CRASH determined a four-factor structure (Education, Occupation, Leisure activities and Sociability) that can be analyzed separately to know what kind of relationship they might have with other variables. The aim of this study was to analyze the effects of CR measured with CRASH scale on functioning and neurocognitive performance and to explore the relationship of each factor with the outcome in an adult sample of subjects with FEP. Methods The sample of this study came from a multicentre, naturalistic and longitudinal research project financed by a catalan grant (“Pla Estratègic de Recerca i Innovació en Salut” - PERIS 2016–2018). Expedient Nº: SLT006/17/00345; entitled “Identificación y caracterización del valor predictivo de la reserva cognitiva en el curso evolutivo y respuesta en terapéutica en personas con un primer episodio psicótico”. 23 FEP patients and 72 healthy control (HC) were enrolled. The premorbid IQ was estimated with the Wechsler Adult Intelligence Scale (WAIS-IV) vocabulary subtest. To assess processing speed, Trail Making Test-part A was used. Sustained attention was tested with the Continuous Performance Test–II. The working memory was assessed with the Letters and Numbers Subtest of the WAIS-IV. Finally, the executive functions tested set shifting, planning and cognitive flexibility using the Tower of London task and the Trail Making Test (TMT) part B. Results Significant differences between the total CRASH score of patients and HC groups have been found. The patient group obtained lower scores compared to the HC group (36.66±16.01 vs 49.83±11.08, p&lt;0.001). After performing a logistic regression to assess the predictive power of CRASH for each group, the model correctly classified 83.2% of the cases (B=0.091; p&lt;0.001; Exp(B)=1.095). In FEP patients, the CRASH score was associated with premorbid IQ (p&lt;0.001), processing speed (p=0.005), executive function (TMT-B, p=0.005; London Tower task, p=0.039) and attention (CPT Hit SE ISI change, p=0.004). Specifically, the Education factor was associated with premorbid IQ, processing speed, working memory and executive function. The Occupation was only associated with executive function. Leisure activities factor was correlated with premorbid IQ and functioning. Finally, Sociability was correlated with psychosocial functioning and duration of untreated psychosis. In HC, CRASH was associated with premorbid IQ (p&lt;0.001) and attention (p=0.015). Education and Occupation factors were associated with premorbid IQ and attention; Leisure activities with processing speed; and sociability with attention. Discussion FEP patients were shown to have lower CR than HC, and CRASH correctly classified 83.2% of the sample. Each CRASH factor was associated with different outcome, which is why it can be interesting to analyze the total CRASH score and each factor separately. Patients with higher CR showed a better cognitive performance. Therefore, enhancing each factor involved in cognitive reserve may improve outcomes in FEP.

scholarly journals A Longitudinal Study of the Relations Between Theory of Mind, Executive Function, and Lying in Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Changzhi Zhao ◽  
Siyuan Shang ◽  
Alison M. Compton ◽  
Genyue Fu ◽  
Liyang Sai
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Longitudinal Study ◽  
Theory Of Mind ◽  
Inhibitory Control ◽  
Emotion Understanding ◽  
False Belief ◽  
Chinese Children ◽  
False Belief Understanding ◽  
Knowledge Access

This study used longitudinal cross-lagged modeling to examine the contribution of theory of mind (ToM), executive function (EF) to children’s lying development and of children’s lying to ToM and EF development. Ninety-seven Chinese children (initial Mage = 46 months, 47 boys) were tested three times approximately 4 months apart. Results showed that the diverse desire understanding and knowledge access understanding components of ToM, as well as the inhibitory control component of EF predicted the development of children’s lying, while the diverse belief understanding and false belief understanding components of ToM, and the working memory component of EF did not predict development of children’s lying. Meanwhile, children’s lying predicted development of children’s belief-emotion understanding components of ToM, but not any other ToM components, or EF components. These findings provide longitudinal evidence for the relation between ToM, EF, and children’s lying during the preschool years.

scholarly journals The Role of Critical Thinking and Executive Function in Misconceptions in Psychology

2021 ◽  
Vol 20 (1) ◽  
pp. 10-21
Author(s):  
Heru Astikasari Setya Murti ◽  
Thomas Dicky Hastjarjo ◽  
Bhina Patria
Keyword(s):  
Working Memory ◽  
Regression Analysis ◽  
Critical Thinking ◽  
Executive Function ◽  
Inhibitory Control ◽  
Digit Span ◽  
Scientific Evidence ◽  
Sampling Technique ◽  
Card Sorting

Misconception in psychology is a belief that is broadly contradicting to scientific evidence and is particularlycommon in the field of psychology. It is important to study misconceptions in psychology considering thecontribution of the effort to provide education or to demonstrate rejection of fallacies of popular ideas/themes.Misconceptions in psychology relates to critical thinking as well as the executive function (EF) that controls andregulates cognitive processes. This research aims to determine the role of critical thinking and EF (cognitiveflexibility, working memory, and inhibitory control) with misconceptions in psychology. This study used non-experimental methods, using test (paper and pencil) and PEBL/ Psychology Experiment Building Language(computerized). The sampling technique used was convenience sampling. The subjects in this study were 153psychology students, consisting of 105 students from Universitas Gadjah Mada (UGM) and 48 students fromUniversitas Negeri Yogyakarta (UNY). Instruments that were used for data collection were the misconception inpsychology test, critical thinking test, Wisconsin/Berg Card Sorting Test (WCST/BCST), Backward Digit Span,and Stroop Test. There is no correlation between cognitive flexibility and misconceptions in psychology, socognitive flexibility is not included in the calculation of hierarchical regression analysis. Based on the results ofhierarchical regression analysis, it can be concluded that the role of inhibitory control on psychologicalmisconceptions is 11.4%, ΔR2 = .114; b* = .33; t(149) = 4.52, p < .001; the role of working memory is 3%, ΔR2 =.030; b* = -.16; t(149) = -2.19, p = .03; and the role of critical thinking is 2.6%, ΔR2 = .026; b* = -.19; t(149) = -2.53, p = .01.

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