The relationship between cognitive enrichment and cognitive control: A systematic investigation of environmental influences on development through socioeconomic status

The relationship between cognitive enrichment and cognitive control: A systematic investigation... 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Developmental Psychobiology Wiley

The relationship between cognitive enrichment and cognitive control: A systematic investigation of environmental influences on development through socioeconomic status

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Publisher
Wiley
Copyright
"Copyright © 2019 Wiley Periodicals, Inc."
ISSN
0012-1630
eISSN
1098-2302
D.O.I.
10.1002/dev.21794
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

Developmental PsychobiologyWiley

Published: Mar 1, 2019

Keywords: ; ; ;

References

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