“…Relative to their peers, children from disadvantaged backgrounds demonstrate lower performance on tests of attention (D'Angiulli et al, 2008;Kishiyama et al, 2009;Lipina et al, 2013;Mezzacappa, 2004;Neville et al, 2013;Stevens et al, 2009;Weatherholt et al, 2006), shortterm memory (Farah et al, 2006;Kishiyama et al, 2009;Lipina et al, 2013;Noble et al, 2007;Sarsour et al, 2011), long-term memory (Farah et al, 2006;Noble et al, 2007), executive function (Farah et al, 2006;Kishiyama et al, 2009;Lipina et al, 2005Lipina et al, , 2013Noble et al, 2005Noble et al, , 2007, inhibition (Farah et al, 2006;Lipina et al, 2013;Noble et al, 2005;Sarsour et al, 2011;Sheridan et al, 2020), phonological awareness (Noble et al, 2005(Noble et al, , 2006(Noble et al, , 2007Whitehurst, 1997), reading-DALMAIJER ET AL. SOCIO-ECONOMIC STATUS AND CHILD DEVELOPMENT related factors (Dolean et al, 2019;Noble et al, 2006;Sheridan et al, 2020), and general intelligence (Brito & Noble, 2014;Brooks-Gunn & Duncan, 1997;Gottfried et al, 2003;Hanscombe et al, 2012; J. R. . Indeed, Sheridan and colleagues use a network approach to demonstrate that deprivation is tightly connected with cognitive performance, more so than with emotional reactivity measures (Sheridan et al, 2020).…”