Poverty and the Brain: A Cognitive Neuroscience Analysis

贫困与大脑：认知神经科学分析

• 批准号: 6999279
• 负责人: MARTHA J FARAH
• 金额: $ 6.11万
• 依托单位: UNIVERSITY OF PENNSYLVANIA
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-12-01 至 2006-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6999279
• 关键词: Poverty; Brain; Cognitive; Neuroscience; Analysis

DESCRIPTION (provided by applicant): Beginning as early as preschool, and persisting throughout childhood and beyond, individuals of low SES perform below their middle class counterparts on a variety of psychometric tests. The cognitive disparities between poor and middle class children are robust, persistent over time, and have consequences for future life success. The research proposed here seeks to characterize the nature of the disparity in terms of the underlying systems of the mind and brain affected by poverty. Additional goals are to understand the relation of these underlying effects to both antecedent early life experiences and resultant future life trajectories. Specifically, the theoretical framework and methods of Cognitive Neuroscience will be used to address several basic questions about the relation between poverty and cognitive. First and foremost: What underlying systems of the developing mind and brain are impacted by poverty? This project will partition the known cognitive disparities, previously assessed with the relatively complex tasks of standardized psychological assessment, into 5 key neurocognitive systems: Parietal/spatial, Occipito-temporal/pattern vision, Temporal/memory, and Fronto-temporal/language, and Prefrontal/executive, with further analysis of the latter into working memory, reward processing, and conflict monitoring. This will be accomplished with behavioral testing and functional neuroimaging of a cohort of carefully screened middle school-aged low SES children and a middle SES comparison group. Subsequently, the results of the neurocognitive analysis will be used in the search for causal mechanisms, drawing upon a rich database of information about the life experiences of the low SES children. Neurocognitive systems mediating resilience and successful adolescence will also be sought. Finally, the same set of neurocognitive systems will be assessed in a younger sample of low SES children, at age 5, when developmental disparities can consist of presence versus absence of ability, rather than degrees of proficiency, and when the foundations of school performance are being laid.

描述（由申请人提供）：早在学龄前开始，并在整个童年及以后都坚持下去，低SES的个人在各种心理测验下都在中产阶级以下表现。贫穷和中产阶级儿童之间的认知差异是强大的，随着时间的推移而持久的，并对未来的生活成功产生了影响。这里提出的研究试图以贫困影响的思想和大脑的基本系统来表征差异的性质。其他目标是了解这些潜在影响与先前的早期生活经历和由此产生的未来生活轨迹的关系。具体而言，认知神经科学的理论框架和方法将用于解决有关贫困与认知之间关系的几个基本问​​题。首先，最重要的是：发展中心的思想和大脑的基本系统受到贫困的影响？该项目将以标准化心理评估的相对复杂的任务进行评估，将已知的认知差异分为5个关键的神经认知系统：顶/空间，枕骨 - 宁静/模式视觉，时间/记忆，时间/记忆，额 - 周期/语言，以及前额叶/执行/执行/前额外/执行，并进一步分析了对后来的记忆记忆，奖励记忆和奖励处理，并进行奖励。这将通过行为测试和功能性神经成像来完成，仔细筛选的中学低SES儿童和中间SES比较组。随后，借助有关低SES儿童生活经验的丰富信息数据库，将使用神经认知分析的结果来寻找因果机制。还将寻求介导弹性和成功的青春期的神经认知系统。最后，将在5岁的低SES儿童样本中评估相同的神经认知系统，当时发育差异可以包括存在与不存在能力，而不是熟练程度的情况，以及在学校表现的基础时。