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      Determinantes sociales de la salud. Estatus socioeconómico, neurodesarrollo y funciones ejecutivas en la infancia Translated title: Social determinants of health. Socioeconomic status, neurodevelopment and executive functions in childhood

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          Abstract

          Resumen Objetivo principal: El objetivo principal de esta revisión ha sido analizar las relaciones entre el estatus socioeconómico (SES) y el desarrollo de las funciones ejecutivas (FE) durante la infancia, partiendo del conocimiento de que los niveles bajos de SES afectan al neurodesarrollo. Metodología: Se ha realizado una búsqueda en diferentes bases de datos seleccionándose 15 artículos de interés. Resultados principales: Tras su lectura, se ha encontrado una clara relación entre SES y FE. Conclusión principal: Se ha apreciado que niveles bajos de SES afectan de forma negativa al desarrollo de las FE. Asimismo, en los estudios se han tenido en cuenta qué variables del SES podrían influir en esta relación, qué componentes de las FE se ven afectadas y qué factores pueden servir como mediadores.

          Translated abstract

          Abstract Objective: The main purpose of this review has been to analyse the relationship between socioeconomic status (SES) and the development of the executive functions (EF) during childhood, based on the knowledge that low levels of SES affect neurodevelopment. Methods: A search in different data bases has been made shortlisting 15 articles of interest. Results: After their analysis, a clear relationship has been found between SES and EF. Conclusions: It has been noted that low levels of SES negatively affect the development of the EF. Also, research has taken into account which SES variables could influence this relationship, which EF components can be affected, and which factors can be used as mediators.

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          State of the Art Review: Poverty and the Developing Brain

          In the United States, >40% of children are either poor or near-poor. As a group, children in poverty are more likely to experience worse health and more developmental delay, lower achievement, and more behavioral and emotional problems than their more advantaged peers; however, there is broad variability in outcomes among children exposed to similar conditions. Building on a robust literature from animal models showing that environmental deprivation or enrichment shapes the brain, there has been increasing interest in understanding how the experience of poverty may shape the brain in humans. In this review, we summarize research on the relationship between socioeconomic status and brain development, focusing on studies published in the last 5 years. Drawing on a conceptual framework informed by animal models, we highlight neural plasticity, epigenetics, material deprivation (eg, cognitive stimulation, nutrient deficiencies), stress (eg, negative parenting behaviors), and environmental toxins as factors that may shape the developing brain. We then summarize the existing evidence for the relationship between child poverty and brain structure and function, focusing on brain areas that support memory, emotion regulation, and higher-order cognitive functioning (ie, hippocampus, amygdala, prefrontal cortex) and regions that support language and literacy (ie, cortical areas of the left hemisphere). We then consider some limitations of the current literature and discuss the implications of neuroscience concepts and methods for interventions in the pediatric medical home.
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            Socioeconomic status and executive function: developmental trajectories and mediation.

            Childhood socioeconomic status (SES) predicts executive function (EF), but fundamental aspects of this relation remain unknown: the developmental course of the SES disparity, its continued sensitivity to SES changes during that course, and the features of childhood experience responsible for the SES-EF relation. Regarding course, early disparities would be expected to grow during development if caused by accumulating stressors at a given constant level of SES. Alternatively, they would narrow if schooling partly compensates for the effects of earlier deprivation, allowing lower-SES children to 'catch up'. The potential for later childhood SES change to affect EF is also unknown. Regarding mediating factors, previous analyses produced mixed answers, possibly due to correlation amongst candidate mediators. We address these issues with measures of SES, working memory and planning, along with multiple candidate mediators, from the NICHD Study of Early Childcare (n = 1009). Early family income-to-needs and maternal education predicted planning by first grade, and income-to-needs predicted working memory performance at 54 months. Effects of early SES remained consistent through middle childhood, indicating that the relation between early indicators of SES and EF emerges in childhood and persists without narrowing or widening across early and middle childhood. Changes in family income-to-needs were associated with significant changes in planning and trend-level changes in working memory. Mediation analyses supported the role of early childhood home characteristics in explaining the association between SES and EF, while early childhood maternal sensitivity was specifically implicated in the association between maternal education and planning. Early emerging and persistent SES-related differences in EF, partially explained by characteristics of the home and family environment, are thus a potential source of socioeconomic disparities in achievement and health across development.
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              Independent effects of bilingualism and socioeconomic status on language ability and executive functioning.

              One hundred and seventy-five children who were 6-years old were assigned to one of four groups that differed in socioeconomic status (SES; working class or middle class) and language background (monolingual or bilingual). The children completed tests of nonverbal intelligence, language tests assessing receptive vocabulary and attention based on picture naming, and two tests of executive functioning. All children performed equivalently on the basic intelligence tests, but performance on the language and executive functioning tasks was influenced by both SES and bilingualism. Middle-class children outperformed working-class children on all measures, and bilingual children obtained lower scores than monolingual children on language tests but higher scores than monolingual children on the executive functioning tasks. There were no interactions with either group factors or task factors. Thus, each of SES and bilingualism contribute significantly and independently to children's development irrespective of the child's level on the other factor. Copyright © 2013 Elsevier B.V. All rights reserved.
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                Author and article information

                Contributors
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Journal
                index
                Index de Enfermería
                Index Enferm
                Fundación Index (Granada, Granada, Spain )
                1132-1296
                1699-5988
                September 2018
                : 27
                : 3
                : 143-146
                Affiliations
                [5] Alicante Valencia orgnameUniversidad de Alicante orgdiv1Departamento de Psicología de la Salud Spain
                [2] Sevilla Andalucía orgnameUniversidad de Sevilla Spain
                [4] Jaén Andalucía orgnameUniversidad de Jaén orgdiv1Departamento de Psicología Spain
                [3] Granada Andalucía orgnameUniversidad de Granada orgdiv1Departamento de Personalidad, Evaluación y Tratamiento Psicológico Spain
                [1] Granada Andalucía orgnameUniversidad de Granada orgdiv1Departamento de Enfermería Spain
                Article
                S1132-12962018000200008
                34e442b2-f6f6-4cf2-a547-caf9b45d7860

                This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 International License.

                History
                : 05 February 2018
                : 01 December 2017
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 24, Pages: 4
                Product

                SciELO Spain

                Categories
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                Executive functions,Infancia,Estatus socioeconómico,Funciones ejecutivas,Cognitive development,Childhood,Socioeconomic status,Desarrollo cognitivo

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