Abstract
Background
Low
socioeconomic
status
is
associated
with
lower
cognitive
performance
and
long‐term
disparities
in
achievement
success.
However,
not
all
children
from
low‐income
backgrounds
exhibit
performance.
Characterizing
the
factors
that
promote
such
resilience
youth
households
of
crucial
importance.
Methods
We
used
baseline
data
participants
lowest
tertile
income‐to‐needs
Adolescent
Brain
Cognitive
Development
study
machine
learning
to
identify
predict
fluid
crystallized
among
backgrounds.
Predictors
included
164
variables
across
child
characteristics,
family
developmental
history,
environment.
Results
Our
models
were
reliably
able
but
substantially
more
accurate
for
cognition
(AUC
=
0.75)
than
0.67).
Key
predictors
as
birthweight
duration
breastfeeding,
neighborhood‐level
(e.g.,
living
concentrated
privilege,
enrollment
advanced
placement
courses),
children's
own
temperament
mental
health,
other
physical
activity
involvement
extracurricular
activities.
Conclusion
findings
highlight
importance
a
multifaceted
approach
promoting
future
intervention
work.
Developmental Cognitive Neuroscience,
Год журнала:
2025,
Номер
72, С. 101505 - 101505
Опубликована: Янв. 5, 2025
Fetal,
infant,
and
toddler
(FIT)
neuroimaging
researchers
study
early
brain
development
to
gain
insights
into
neurodevelopmental
processes
identify
markers
of
neurobiological
vulnerabilities
target
for
intervention.
However,
the
field
has
historically
excluded
people
from
global
majority
countries
marginalized
communities
in
FIT
research.
Inclusive
representative
samples
are
essential
generalizing
findings
across
modalities,
such
as
magnetic
resonance
imaging,
magnetoencephalography,
electroencephalography,
functional
near-infrared
spectroscopy,
cranial
ultrasonography.
These
techniques
pose
unique
overlapping
challenges
equitable
representation
research
through
sampling
bias,
technical
constraints,
limited
accessibility,
insufficient
resources.
The
present
article
adds
conversation
around
need
improve
inclusivity
by
highlighting
modality-specific
historical
current
obstacles
ongoing
initiatives.
We
conclude
discussing
tangible
solutions
that
transcend
individual
ultimately
providing
recommendations
promote
neuroscience.
Social and Personality Psychology Compass,
Год журнала:
2025,
Номер
19(2)
Опубликована: Янв. 31, 2025
ABSTRACT
In
understanding
the
psychology
of
social
inequalities,
research
has
often
portrayed
groups
individuals
in
disadvantaged
positions
as
lacking
agency,
skills,
or
motivation–portrayals
that
can
stigmatize
these
groups.
Countering
this
stigma,
recent
developments
have
been
made
so‐called
“strength‐based”
to
better
understand
and
acknowledge
motivation
people
show.
Yet,
is
not
focused
on
how
inequalities
emerge.
The
present
explores
ways
study
without
risking
people.
For
example,
we
address
disparities
certain
motivational
factors
(e.g.,
belonging,
confidence)
stigmatizing
motivation?
And
way
experience
disadvantage
reducing
them
role
weak,
passive
victims?
To
answer
such
questions,
integrate
traditional
social‐inequality
with
advances
strength‐based
what
call
a
“holistic
approach”
studying
inequality.
At
core
approach
simultaneous
recognition
context‐level
(a
focus
inequality
research)
individual‐level
agency
research).
This
allows
for
broader–a
holistic–perspective
existing
inequality‐research,
points
underexplored
questions
within
do
actively
respond
disadvantage?).
After
outlining
approach,
distill
it
into
10
practical
guidelines
illustrate
implement
an
agenda.
doing
so,
hope
support
authors,
reviewers,
editors,
other
stakeholders
aiming
accurate
non‐stigmatizing
inequalities.
Introduction.
Low
motor
skills
lead
to
low
cognitive
and
affective
abilities
in
children.
This
research
focuses
on
the
effectiveness
of
learning
through
educational
game
activities
with
Montessori
approach
improve
preschool
children's
reading,
writing,
counting
skills.
The
basis
this
problem
is
impact
technological
advances,
especially
era
globalization,
where
children
are
more
dominant
using
digital
games
than
engaging
that
can
study
aims.
To
explore
how
method
enhance
understanding
mathematics,
science
concepts
early
childhood,
those
aged
3–6
years.
Materials
methods.
was
conducted
two
cycles
mixed
methods
(qualitative
quantitative
research)
at
Kiddyland
Gym
Preschool,
involving
20
used
a
approach,
including
surveys
interviews.
instruments
(motor
learning)
such
as
storytelling
dance
movements
adapted
story's
theme,
number
performed
an
obstacle
course
aimed
improving
related
numbers
simple
calculations.
Finally,
were
taught
finger
painting
fine
while
colour
media.
Results.
results
showed
(1)
enthusiastically
sang
moved
song
Baby
Shark,
which
attracted
their
attention
fun
way.
(2)
In
game,
despite
passing
obstacles,
remained
focused
answering
questions
from
researcher
trainer's
guidance,
even
doing
repetitions
planned.
(3)
activity
encouraged
some
be
creative
hands,
although
felt
uncomfortable
coloured
dirt.
(4)
interactive
served
communication
medium
between
trainers
enhanced
language
learning.
Conclusion.
concludes
physical
movement
best
choice
for
counting,
experiences,
socialization
approach.
Scientific Reports,
Год журнала:
2024,
Номер
14(1)
Опубликована: Авг. 7, 2024
Many
developmental
psychologists
aspire
to
conduct
research
that
informs
interventions
and
policies
prevent
income-related
disparities
in
child
development.
Among
growing
researcher
discussion
about
the
value
of
target
"structural"
resource-related
correlates
income
inequality
development
(e.g.,
housing,
food,
material
goods,
cash),
rather
than
individual,
person-centered
parenting
behaviors),
perspectives
mothers
with
low
incomes
may
provide
important
context.
281
young
children
rated
various
structural
individual
interventions,
framed
as
having
minimal
costs
entry
barriers,
for
their
perceived
helpfulness.
Analyses
were
pre-registered.
Overall,
all
very
highly,
though
they
slightly
more
helpful
interventions.
Mothers
used
past
less
those
hadn't
previously
used.
An
exploratory
qualitative
analysis
revealed
mothers'
desires
supports
other
intervention
domains
beyond
addressed
our
survey.
Together,
responses
indicated
did
not
see
inherently
unhelpful
due
a
focus
on
states,
knowledge,
skills.
Implications
psychology
science
are
discussed.
Individual
differences
in
executive
functions
are
detectable
the
first
year
of
life
and
continue
to
develop
throughout
preschool
years.
Psychological
science
suggests
that
function
is
malleable,
with
parents
playing
a
crucial
role
as
potential
agents
change.
However,
effectiveness
interventions
aimed
at
teaching
how
enhance
their
children’s
during
years
remains
unclear.
To
address
this
gap,
we
pre-registered
systematic
review
meta-analysis
literature
on
parent/caregiver-led
designed
foster
from
ages
2
5
We
conducted
an
extensive
search
across
12
databases
spanning
disciplines
such
developmental
psychology,
education,
policy.
After
screening
over
11,000
papers,
studies
met
our
inclusion
criteria.
These
included
home
visits,
in-person
group
sessions
for
parents/caregivers,
or
combination
both.
Our
revealed
non-significant
positive
effect
overall.
follow-up
analysis
two
using
same
outcome
measures
Effortful
Control
showed
small
moderate
was
statistically
significant.
provide
recommendations
improving
evidence
base
area,
emphasising
need
more
rigorous
standardised
methodologies
future
research.
This
underscores
key
facilitators
development
highlights
promising
directions
interventions.
