The Independent and Interacting Effects of Socioeconomic Status and Dual-Language Use on Brain Structure and Cognition

Autor/inn/en	Brito, Natalie H.; Noble, Kimberly G.
Titel	The Independent and Interacting Effects of Socioeconomic Status and Dual-Language Use on Brain Structure and Cognition
Quelle	In: Developmental Science, 21 (2018) 6, (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brito, Natalie H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12688
Schlagwörter	Family Income; Family Characteristics; Socioeconomic Status; Bilingualism; Language Usage; Brain; Cognitive Structures; Cognitive Processes; Cognitive Development; Age Groups; Children; Adolescents + Suchen Sie Ihr Suchwort? Familieneinkommen; Socio-economic status; Sozioökonomischer Status; Bilingualismus; Sprachgebrauch; Gehirn; Cognitive structure; Kognitive Struktur; Cognitive process; Kognitiver Prozess; Kognitive Entwicklung; Age grop; Altersgruppe; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Family socioeconomic status (SES) is strongly associated with children's cognitive development, and past studies have reported socioeconomic disparities in both neurocognitive skills and brain structure across childhood. In other studies, bilingualism has been associated with cognitive advantages and differences in brain structure across the lifespan. The aim of the current study is to concurrently examine the joint and independent associations between family SES and dual-language use with brain structure and cognitive skills during childhood. A subset of data from the Pediatric Imaging, Neurocognition and Genetics (PING) study was analyzed; propensity score matching established an equal sample (N = 562) of monolinguals and dual-language users with similar socio-demographic characteristics (M[subscript age] = 13.5, Range = 3-20 years). When collapsing across all ages, SES was linked to both brain structure and cognitive skills. When examining differences by age group, brain structure was significantly associated with both income and dual-language use during adolescence, but not earlier in childhood. Additionally, in adolescence, a significant interaction between dual-language use and SES was found, with no difference in cortical surface area (SA) between language groups of higher-SES backgrounds but significantly increased SA for dual-language users from lower-SES families compared to SES-matched monolinguals. These results suggest both independent and interacting associations between SES and dual-language use with brain development. To our knowledge, this is the first study to concurrently examine dual-language use and socioeconomic differences in brain structure during childhood and adolescence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01