Guinosso Stephanie A, Johnson Sara B, Riley Anne W
Department of Population, Family and Reproductive Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland.
Department of Pediatrics, Johns Hopkins School of Medicine, Baltimore, Maryland.
Pediatr Res. 2016 Jan;79(1-2):220-6. doi: 10.1038/pr.2015.195. Epub 2015 Oct 13.
During childhood and adolescence, children's social environments shape their cognitive development. Children exposed to multiple adversities in their social environment are more likely to have poorer cognitive outcomes. These findings have prompted interest among pediatric and public health communities to screen and connect youth to appropriate interventions that ameliorate the detrimental effects of adverse exposures. Such intervention efforts can be improved with a stronger conceptual understanding of the relationship between multiple adverse exposures and child cognitive development. This includes disentangling adverse exposures from other risk factors or underlying mechanisms, specifying mechanisms of action, and determining when adverse exposures are most detrimental. This review summarizes findings from the literature on each of these areas and proposes a conceptual model to guide further research and intervention.
在儿童期和青少年期，儿童的社会环境塑造其认知发展。在社会环境中经历多种逆境的儿童更有可能出现较差的认知结果。这些发现引发了儿科和公共卫生领域的兴趣，促使他们对青少年进行筛查，并为其提供适当的干预措施，以减轻不良暴露的有害影响。通过对多种不良暴露与儿童认知发展之间的关系有更深入的概念性理解，可以改进此类干预措施。这包括区分不良暴露与其他风险因素或潜在机制，明确作用机制，并确定不良暴露何时最具危害性。本综述总结了关于这些领域中每一个领域的文献研究结果，并提出了一个概念模型，以指导进一步的研究和干预。
