Hertzman C, Wiens M
Department of Health Care and Epidemiology, University of British Columbia, Vancouver, Canada.
Soc Sci Med. 1996 Oct;43(7):1083-95. doi: 10.1016/0277-9536(96)00028-7.
Studies of socioeconomic gradients in mortality in wealthy societies reveal that they have been persist, and included most of the principal causes of death, even during the era when these principal causes of death have entirely changed. This observation has led to an interest in the ways in which the diversity of conditions of life, unfolding over the life cycle, can become embedded in human biology and subsequently affect health status and vitality. There is evidence that childhood experiences affect subsequent health status (as well as well-being and competence) in profound and long-lasting ways. Conflicting explanatory models of the impact of childhood experiences have been advanced, whose conflicts are political in nature, in that the reflect divergent beliefs about how human potential expresses itself, and, also, about the nature of the obligations which members of society have to one another. Notwithstanding these conflicts, a body of evidence derived from intervention studies in the post-neonatal, preschool, and school age periods suggest that performance in two basic domains of child development, the cognitive and the social-emotional, can be modified in ways which improve health, well-being, and competence in the long-term.
对富裕社会中死亡率的社会经济梯度研究表明，这些梯度一直存在，且涵盖了大多数主要死因，即便在这些主要死因已完全改变的时代也是如此。这一观察结果引发了人们对以下问题的兴趣：在整个生命周期中不断展现的生活条件多样性，是如何融入人类生物学并随后影响健康状况和活力的。有证据表明，童年经历会以深刻且持久的方式影响后续的健康状况（以及幸福感和能力）。关于童年经历影响的相互冲突的解释模型已经提出，这些冲突本质上是政治性的，因为它们反映了关于人类潜能如何展现以及社会成员彼此之间义务性质的不同信念。尽管存在这些冲突，但来自新生儿后期、学龄前和学龄期干预研究的大量证据表明，儿童发展的两个基本领域——认知和社会情感——的表现可以通过某些方式得到改善，这些方式能够长期改善健康、幸福感和能力。
