Individual Differences in Neural Mechanisms of Selective Auditory Attention in Preschoolers from Lower Socioeconomic Status Backgrounds: An Event-Related Potentials Study

Autor/inn/en	Isbell, Elif; Wray, Amanda Hampton; Neville, Helen J.
Titel	Individual Differences in Neural Mechanisms of Selective Auditory Attention in Preschoolers from Lower Socioeconomic Status Backgrounds: An Event-Related Potentials Study
Quelle	In: Developmental Science, 19 (2016) 6, S.865-880 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.12334
Schlagwörter	Individual Differences; Preschool Children; Socioeconomic Status; Socioeconomic Background; Attention; Brain; Cognitive Ability; Intelligence Quotient; Achievement Gap; Academic Achievement; Neurology; Auditory Stimuli + Suchen Sie Ihr Suchwort? Individueller Unterschied; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socio-economic status; Sozioökonomischer Status; Sozioökonomische Lage; Aufmerksamkeit; Gehirn; Denkfähigkeit; Intelligenzquotient; Schulleistung; Neurologie; Auditive Stimulation
Abstract	Selective attention, the ability to enhance the processing of particular input while suppressing the information from other concurrent sources, has been postulated to be a foundational skill for learning and academic achievement. The neural mechanisms of this foundational ability are both vulnerable and enhanceable in children from lower socioeconomic status (SES) families. In the current study, we assessed individual differences in neural mechanisms of this malleable brain function in children from lower SES families. Specifically, we investigated the extent to which individual differences in neural mechanisms of selective auditory attention accounted for variability in nonverbal cognitive abilities in lower SES preschoolers. We recorded event-related potentials (ERPs) during a dichotic listening task and administered nonverbal IQ tasks to 124 lower SES children (77 females) between the ages of 40 and 67 months. The attention effect, i.e., the difference in ERP mean amplitudes elicited by identical probes embedded in stories when attended versus unattended, was significantly correlated with nonverbal IQ scores. Larger, more positive attention effects over the anterior and central electrode locations were associated with superior nonverbal IQ performance. Our findings provide initial evidence for prominent individual differences in neural indices of selective attention in lower SES children. Furthermore, our results indicate a noteworthy relationship between neural mechanisms of selective attention and nonverbal IQ performance in lower SES preschoolers. These findings provide the basis for future research to identify the factors that contribute to such individual differences in neural mechanisms of selective attention. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01