Brown University, Providence, Rhode Island.
Northeastern University, Boston, Massachusetts.
Dev Psychobiol. 2019 Mar;61(2):159-178. doi: 10.1002/dev.21794. Epub 2018 Oct 30.
We measured the impact of socioeconomic status (SES) on cognitive processes. We examined cognitive control, specifically working memory (WM), in a sample of N = 141 7- to 17-year-olds using rule-guided behavior tasks. Our hypothesis is based on computational modeling data that suggest that the development of flexible cognitive control requires variable experiences in which to implement rule-guided action. We found that not all experiences that correlated with SES in our sample impacted task performance, and not all experiential variables that impacted performance were associated with SES. Of the experiential variables associated with task performance, only cognitive enrichment opportunities worked indirectly through SES to affect WM as tested with rule-guided behavior tasks. We discuss the data in the context of necessary precision in SES research.
我们衡量了社会经济地位（SES）对认知过程的影响。我们使用规则导向行为任务，在一个包含 141 名 7 至 17 岁儿童的样本中检查了认知控制，特别是工作记忆（WM）。我们的假设基于计算模型数据，该数据表明灵活认知控制的发展需要可变的经验来实施规则导向的行动。我们发现，我们样本中与 SES 相关的并非所有经验都能影响任务表现，而且并非所有影响表现的经验变量都与 SES 相关。在与任务表现相关的经验变量中，只有认知丰富机会通过 SES 间接起作用，从而影响使用规则导向行为任务测试的 WM。我们根据 SES 研究中必要的精度来讨论数据。
