Socioeconomic Inequality and the Developing Brain: Spotlight on Language and Executive Function

Abstract

Robust evidence of the deleterious effects of poverty on children's academic achievement has generated considerable interest in the neural mechanisms underlying these associations. In studies of specific neurocognitive skills, researchers have found pronounced socioeconomic disparities in children's language and executive function (EF) skills. In this article, we review research linking socioeconomic factors (e.g., family income, parental education) with children's brain structure and function, focusing on the neural systems involved in language and EF. Then, we cover the potential mediators of these associations, developmental timing, and strategies for prevention and intervention. To complement research at the behavioral level, we conclude with recommendations for integrating measures of the developing brain into this ongoing work.

What is an adaptive pattern of brain network coupling for a child? It depends on their environment

“…This pattern of results is also in line with prior structural and task-based brain imaging studies showing interactions between SES and neural variables in relation to test performance (Leonard et al, 2019;Merz, Wiltshire, et al, 2019). For example, several studies have found SES differences in lateral prefrontal and parietal activation during cognitive tasks, core nodes of the LFPN (e.g., Finn et al, 2017;Sheridan et al, 2012).…”

Executive function in the school context: The role of peer relationships

“…Fourth, in this study, we have not included a measure of socio‐economic status. Future studies should consider that socio‐economic status may have a role in the interplay between EFs and peer acceptance/rejection, given that it is associated with both EFs and social relationships (Merz, Wiltshire, & Noble, ; Ridge, ). Fifth, we also acknowledge that although cross‐lagged panel models are widely used to examine structural relations of repeated measures constructs (Selig & Little, ), they focus on interindividual variability and are not informative with respect to intraindividual variability in the study of developmental processes (Berry & Willoughby, ).…”

Developmental science aimed at reducing inequality: Maximizing the social impact of research on executive function in context

“…Humans are a highly adaptable species, and one aspect of this adaptivity is adaptation of biological processes and systems, including stress response systems and epigenetic profiles to conditions of adversity in ways that affect brain function and behaviour. The adverse consequences of this adaptation has been demonstrated repeatedly in multiple programs of research (Evans & Schamberg, ; Merz, Wiltshire & Noble, ), including our own (Blair et al, ). But unless these models are accompanied with extensive and careful qualification, they can be easily interpreted as implicitly supporting deficit models of children's development through a lens that is largely individually rather than structurally and community‐focused.…”