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dc.contributor.author
D'Angiulli, Amedeo  
dc.contributor.author
Lipina, Sebastián Javier  
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  
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  
dc.subject.classification
Psicología  
dc.subject.classification
CIENCIAS SOCIALES  
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  
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  
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