Caughy Margaret O'Brien, O'Campo Patricia J
University of Texas School of Public Health, Dallas, Texas 75390, USA.
Am J Community Psychol. 2006 Mar;37(1-2):141-54. doi: 10.1007/s10464-005-9001-8.
In this investigation, we examine the impact of the ecological context of the residential neighborhood on the cognitive development of children by considering social processes not only at the family-level but also at the neighborhood-level. In a socioeconomically diverse sample of 200 African American children living in 39 neighborhoods in Baltimore, we found that neighborhood poverty was associated with poorer problem-solving skills over and above the influence of family economic resources and level of positive parent involvement. Sampson has theorized that neighborhood poverty affects child well-being by altering levels of neighborhood social capital as well as family social capital. Although we found that indicators of neighborhood and family social capital were associated with cognitive skills, these factors did not explain the association between neighborhood poverty and problem-solving ability. Implications for future research in the area of neighborhoods and child development are discussed.
在本研究中，我们通过不仅考虑家庭层面而且考虑邻里层面的社会过程，来考察居住社区的生态环境对儿童认知发展的影响。在巴尔的摩39个社区中生活的200名非裔美国儿童组成的社会经济背景多样的样本中，我们发现，除了家庭经济资源和积极的父母参与程度的影响之外，邻里贫困还与较差的问题解决能力相关。桑普森提出理论认为，邻里贫困通过改变邻里社会资本以及家庭社会资本的水平来影响儿童的幸福。尽管我们发现邻里和家庭社会资本的指标与认知技能相关，但这些因素并不能解释邻里贫困与问题解决能力之间的关联。本文讨论了该领域未来研究的意义。
