The Neuroscience of Imagination, Cognition and Emotion Research (NICER) Lab, Carleton University, Ottawa, Ontario, Canada.
Ann N Y Acad Sci. 2017 May;1396(1):19-38. doi: 10.1111/nyas.13369.
We review current findings associating socioeconomic status (SES), development of neurocognitive functions, and neurobiological pathways. A sizeable interdisciplinary literature was organized through a bifurcated developmental trajectory (BiDeT) framework, an account of the external and internal variables associated with low SES that may lead to difficulties with attention and learning, along with buffers that may protect against negative outcomes. A consistent neurocognitive finding is that low-SES children attend to information nonselectively, and engage in late filtering out of task-irrelevant information. Attentional preferences influence the development of latent inhibition (LI), an aspect of learning that involves reassigning meaningful associations to previously learned but irrelevant stimuli. LI reflects learning processes clarifying the relationship between neurobiological mechanisms related to attention and socioeconomic disadvantage during child development. Notably, changes in both selective attention and typical LI development may occur via the mesocorticolimbic dopamine (MsCL-DA) system. Chaotic environments, social isolation, and deprivation associated with low SES trigger stress responses implicating imbalances in the MsCL-DA and consolidating anxiety traits. BiDeT describes plausible interactions between socioemotional traits and low-SES environments that modify selective attention and LI, predisposing individuals to vulnerability in cognitive development and academic achievement. However, positive role models, parental style, and self-regulation training are proposed as potential promoters of resilience.
我们回顾了与社会经济地位（SES）、神经认知功能发展和神经生物学途径相关的现有发现。通过二分法发展轨迹（BiDeT）框架组织了大量跨学科文献，该框架解释了与 SES 较低相关的外部和内部变量，这些变量可能导致注意力和学习困难，以及可能防止负面结果的缓冲因素。一个一致的神经认知发现是，SES 较低的儿童会非选择性地关注信息，并在任务不相关信息的后期过滤中参与。注意力偏好会影响潜伏抑制（LI）的发展，这是学习的一个方面，涉及将有意义的关联重新分配给以前学习过但无关的刺激。LI 反映了学习过程，阐明了儿童发育过程中与注意力和社会经济劣势相关的神经生物学机制之间的关系。值得注意的是，选择性注意力和典型 LI 发展的变化都可能通过中脑边缘多巴胺（MsCL-DA）系统发生。与 SES 较低相关的混乱环境、社会隔离和剥夺会引发应激反应，从而导致 MsCL-DA 失衡，并巩固焦虑特征。BiDeT 描述了社会情感特征和 SES 较低环境之间的可能相互作用，这些相互作用会改变选择性注意力和 LI，使个体易受认知发展和学业成绩的脆弱性影响。然而，正向的榜样、父母的风格和自我调节训练被提议作为恢复力的潜在促进因素。
