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dc.contributor.author
D'Angiulli, Amedeo
dc.contributor.author
Lipina, Sebastián Javier
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dc.contributor.author
Olesinska, Alice
dc.date.available
2023-05-18T12:58:42Z
dc.date.issued
2012-08
dc.identifier.citation
D'Angiulli, Amedeo; Lipina, Sebastián Javier; Olesinska, Alice; Explicit and implicit issues in the developmental cognitive neuroscience of social inequality; Frontiers Research Foundation; Frontiers In Human Neuroscience; 6; 254; 8-2012; 1-17
dc.identifier.issn
1662-5161
dc.identifier.uri
http://hdl.handle.net/11336/197973
dc.description.abstract
The appearance of developmental cognitive neuroscience (DCN) in the socioeconomic status (SES) research arena is hugely transformative, but challenging. We review challenges rooted in the implicit and explicit assumptions informing this newborn field. We provide balanced theoretical alternatives on how hypothesized psychological processes map onto the brain (e.g. problem of localization) and how experimental phenomena at multiple levels of analysis (e.g. behaviour, cognition and the brain) could be related. We therefore examine unclear issues regarding the existing perspectives on poverty and their relationships with low SES, the evidence of low-SES adaptive functioning, historical precedents of the "alternate pathways" (neuroplasticity) interpretation of learning disabilities related to low-SES and the notion of deficit, issues of "normativity" and validity in findings of neurocognitive differences between children from different SES, and finally alternative interpretations of the complex relationship between IQ and SES. Particularly, we examine the extent to which the available laboratory results may be interpreted as showing that cognitive performance in low-SES children reflects cognitive and behavioural deficits as a result of growing up in specific environmental or cultural contexts, and how the experimental findings should be interpreted for the design of different types of interventions - particularly those related to educational practices - or translated to the public - especially the media. Although a cautionary tone permeates many studies, still, a potential deficit attribution -i.e., low-SES is associated with cognitive and behavioral developmental deficits - seems almost an inevitable implicit issue with ethical implications. Finally, we sketch the agenda for an ecological DCN, suggesting recommendations to advance the field, specifically, to minimize equivocal divulgation and maximize ethically responsible translation.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Frontiers Research Foundation
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dc.rights
info:eu-repo/semantics/openAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
poverty
dc.subject
neuroscience
dc.subject
epistemology
dc.subject
development
dc.subject.classification
Otras Psicología
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dc.subject.classification
Psicología
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dc.subject.classification
CIENCIAS SOCIALES
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dc.title
Explicit and implicit issues in the developmental cognitive neuroscience of social inequality
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2023-05-15T13:09:20Z
dc.journal.volume
6
dc.journal.number
254
dc.journal.pagination
1-17
dc.journal.pais
Suiza
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dc.journal.ciudad
Ginebra
dc.description.fil
Fil: D'Angiulli, Amedeo. Carleton University. Faculty Of Sciences; Canadá
dc.description.fil
Fil: Lipina, Sebastián Javier. Centro de Educación Médica e Investigaciones Clínicas "Norberto Quirno"; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
dc.description.fil
Fil: Olesinska, Alice. Carleton University. Faculty Of Sciences; Canadá
dc.journal.title
Frontiers In Human Neuroscience
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dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/http://www.frontiersin.org/Human_Neuroscience/10.3389/fnhum.2012.00254/abstract
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.3389/fnhum.2012.00254
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