Associations between cortical thickness and reasoning differ by socioeconomic status in development
Name
1-s2.0-S1878929318300586-main.pdf
Description
Published version
Size
1.22 MB
Format
Adobe PDF
Checksum (MD5)
9fe573fd1644c5810544356d4d9b7f3d
Author(s)
Leonard, Julia Anne
Romeo, Rachel R
Park, Anne T.
Takada, Megumi E.
Robinson, Sydney T.
Grotzinger, Hannah M
Last, Briana S.
Finn, Amy S.
Gabrieli, John D. E.
Mackey, Allyson P.
Date Issued
April 2019
Journal
Developmental Cognitive Neuroscience
Publisher
Elsevier BV
Citation
Leonard, Julia A. et al. "Associations between cortical thickness and reasoning differ by socioeconomic status in development." Developmental Cognitive Neuroscience 36 (April 2019): 100641 © 2019 The Authors
Version
Final published version
Abstract
Although lower socioeconomic status (SES) is generally negatively associated with performance on cognitive assessments, some children from lower-SES backgrounds perform as well as their peers from higher-SES backgrounds. Yet little research has examined whether the neural correlates of individual differences in cognition vary by SES. The current study explored whether relationships between cortical structure and fluid reasoning differ by SES in development. Fluid reasoning, a non-verbal component of IQ, is supported by a distributed frontoparietal network, with evidence for a specific role of rostrolateral prefrontal cortex (RLPFC). In a sample of 115 4–7-year old children, bilateral thickness of RLPFC differentially related to reasoning by SES: thicker bilateral RLPFC positively correlated with reasoning ability in children from lower-SES backgrounds, but not in children from higher-SES backgrounds. Similar results were found in an independent sample of 59 12–16-year old adolescents. Furthermore, young children from lower-SES backgrounds with strong reasoning skills were the only group to show a positive relationship between RLPFC thickness and age. In sum, we found that relationships between cortical thickness and cognition differ by SES during development.
MIT Department
Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences
Terms of Use
Creative Commons Attribution 4.0 International license
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1016/j.dcn.2019.100641
