RTI International.
Child Maltreat. 2009 Nov;14(4):299-315. doi: 10.1177/1077559508326355. Epub 2008 Oct 29.
Early adversity can alter development of neurocognition, including executive cognitive and emotional regulatory functions. This is the first study to explore differential relationships between personal (physical and emotional abuse and neglect, school and parental stressors) and community (neighborhood problems and witnessing neighborhood violence) stressors and neurocognition. Predominantly Latino children (n = 553) aged 10 to 12 years completed tasks measuring intelligence, impulsivity, problem solving, cognitive flexibility, decision making, and emotion attributions. Adjusting for age and parent education, bivariate regression analyses found exposure to personal stressors to be associated with relative deficits in at least one neurocognitive function. Community stressors were related to relative deficits in emotion attributions and problem solving. In multivariate analyses, neglect was related to misattributions of emotion and IQ deficits, and physical abuse was related to problem solving. Community stressors were not correlated with neurocognition when viewed relative to personal stressors. Stressor types were differentially associated with performance on specific neurocognitive tasks.
早期逆境会改变神经认知的发展，包括执行认知和情绪调节功能。这是第一项探索个人（身体和情感虐待和忽视、学校和父母压力源）和社区（邻里问题和目睹邻里暴力）压力源与神经认知之间差异关系的研究。主要为拉丁裔的儿童（n = 553）年龄在 10 到 12 岁之间，完成了衡量智力、冲动性、解决问题、认知灵活性、决策和情绪归因的任务。在调整年龄和父母教育程度后，双变量回归分析发现，个人压力源的暴露与至少一种神经认知功能的相对缺陷有关。社区压力源与情绪归因和解决问题的相对缺陷有关。在多变量分析中，忽视与情绪的错误归因和智商缺陷有关，身体虐待与解决问题有关。当相对于个人压力源来看时，社区压力源与神经认知没有相关性。压力源类型与特定神经认知任务的表现存在差异关联。
