Determinantes sociales de la salud. Estatus socioeconómico, neurodesarrollo y funciones ejecutivas en la infancia

  1. Antonio Muñoz Vinuesa 1
  2. Andrés Afonso Martín 2
  3. Francisco Cruz Quintana 1
  4. María Nieves Pérez Marfil 1
  5. Eva María Sotomayor-Morales 3
  6. Manuel Fernández Alcántara 4
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  3. 3 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

  4. 4 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

Montrer des affiliations +
Revue:
Index de enfermería: información bibliográfica, investigación y humanidades

ISSN: 1132-1296

Année de publication: 2018

Volumen: 27

Número: 3

Pages: 143-146

Type: Article

DIALNET GOOGLE SCHOLAR

D'autres publications dans: Index de enfermería: información bibliográfica, investigación y humanidades

€ Voir financement

Information sur le financement

En conclusión, se puede afirmar, que el estatus socioeconómico afecta a las FE. Los estudios analizan diferentes variables del SES como ingresos familia-res y nivel educativo de los padres, y distintos componentes de las FE como memoria de trabajo, inhibición y flexibi-lidad cognitiva. Además, los mediadores más importantes que afectan a la relación entre los factores examinados son la sensibilidad de la madre y las condicio-nes ambientales de la vivienda. También se identifican qué variables del SES y qué componentes de las FE están impli-cados en esta relación, aunque se debería profundizar más con el objetivo de obte-ner una visión más amplia de cómo y qué variables influyen en la correcta adquisi-ción de dichas funciones, así como en los programas de intervención para prevenir dificultades en las mismas por los distin-tos profesionales de la salud.

Financeurs

Références bibliographiques

  • Boivin MJ, Kakooza AM, Warf BC, Davidson LL, Grigorenko EL. Reducing neurodevelopmental disorders and disability through research and interventions. Nature 2015; 527(7578): 155-160. doi: 10.1038/nature16029.
  • Verdejo-García A, Pérez-García M. Profile of executive deficits in cocaine and heroin polysubs-tance users: common and differential effects on separate executive components. Psychopharmacolo-gy 2007; 190(4): 517-530. doi: 10.1007/s00213-006-0632-8.
  • Johnson SB, Riis JL, Noble KG. State of the Art Review: Poverty and the Developing Brain. Pedia-trics 2016; 137(4):e20153075.
  • Farah MJ, Hackman DA. SES, childhood expe-rience, and the neural bases of cognition. The Oxford Handbook of Poverty and Child Development 2012; doi: 10.1093/oxfordhb/9780199769100.013. 0017.
  • Piccolo LR, Sbicigo JB, Grassi-Oliveira R, Fumagalli de Salles J. Do socioeconomic status and stress reactivity really impact neurocognitive per-formance? Psychology y Neuroscience 2014; 7(4): 567-575. doi:10.3922/j.psns.2014.4.16.
  • Ursache A, Noble KG. Neurocognitive develop-ment in socioeconomic context: Multiple mechan-isms and implications for measuring socioeconomic status. Psychophysiology 2016; 53(1): 71-82. doi: 10.1111/psyp.12547.
  • Aran-Filippetti V, Richaud de Minzi MC. A structural analysis of executive functions and socioeconomic status in school-age children: cognitive factors as effect mediators. The Journal of Genetic Psychology 2012; 173(4): 393-416. doi:10.1080/ 00221325.2011.602374.
  • Brito NH, Piccolo LR, Noble KG. Associations between cortical thickness and neurocognitive skills during childhood vary by family socioeconomic factors. Brain and Cognition 2017; 116; 54-62. doi:doi.org/10.1016/j.bandc.2017.03.007.
  • Calvo A, Bialystok E. Independent effects of bilingualism and socioeconomic status on language ability and executive functioning. Cognition 2014; 130(3): 278-288. doi: doi.org/10.1016/j.cognition. 2013.11.015.
  • Hackman DA, Gallop R, Evans GW, Farah MJ. Socioeconomic status and executive function: developmental trajectories and mediation. Develop-mental Science 2015; 18(5): 686-702. doi: 10.1111/ desc.12246.
  • Piccolo LR, Arteche AX, Fonseca RP, Grassi-Oliveira R, Salles JF. Influence of family socioeco-nomic status on IQ, language, memory and execu-tive functions of Brazilian children. Psicologia: Reflexão e Crítica 2016; 29(1): 23. doi: 10.1186/ s41155-016-0016-x.
  • Spielberg JM, Galarce EM, Ladouceur CD, McMakin DL, Olino TM, Forbes EE, Silk JS, Ryan ND, Dahl RE. Adolescent development of inhibition as a function of SES and gender: Converging evidence from behavior and fMRI. Hum Brain Mapp. 2015; 36(8):3194-203. doi: 10.1002/hbm.22838.
  • Lawson GM, Hook CJ, Farah Martha JA. Meta-analysis of the relationship between socioeconomic status and executive function performance among children. Developmental Science 2017; e12529, 1 de 22. https://doi-org.sabidi.urv.cat/10.1111/desc.12529.
  • Sturge-Apple ML, Jones HR, Suor JH. When stress gets into your head: Socioeconomic risk, executive functions, and maternal sensitivity across childrearing contexts. J Fam Psychol. 2017; 31(2):160-169. doi: 10.1037/fam0000265.
  • Fatima S, Sheikh H, Ardila A. Association of parent–child relationships and executive functioning in South Asian adolescents. Neuropsychology 2016; 30(1): 65-74.
  • Ursache A, Noble KG. Socioeconomic status, white matter, and executive function in children. Brain and behavior 2016; 6(10): e00531. doi: 10.10 02/brb3.531.
  • Lawson GM, Farah MJ. Executive Function as a Mediator Between SES and Academic Achievement Throughout Childhood. Int J Behav Dev. 2017; 41(1):94-104. doi: 10.1177/0165025415603489.
  • Corso HV, Cromley JG, Sperb T, Salles JF. Modeling the relationship among reading compre-hension, intelligence, socioeconomic status, and neuropsychological functions: The mediating role of executive functions. Psychology y Neuroscience 2016; 9(1): 32-45.
  • Ursache A, Noble KG, Blair C. Socioeconomic Status, Subjective Social Status, and Perceived Stress: Associations with Stress Physiology and Executive Functioning. Behav Med. 2015; 1(3):145-54. doi: 10.1080/08964289.2015.1024604.
  • Weiland C, Yoshikawa H. Does higher peer socio-economic status predict children's language and executive function skills gains in prekindergar-ten? Journal of Applied Developmental Psychology 2014; 35(5): 422-432. doi: doi.org/10.1016/ j.appdev.2014.07.001.
  • McCoy DC, Zuilkowski SS, Fink G. Poverty, physical stature, and cognitive skills: Mechanisms underlying children's school enrollment in Zambia. Dev Psychol. 2015; 51(5):600-14. doi: 10.1037/ a0038924.
  • Shonkoff JP, Garner AS. Committee on Psy-chosocial Aspects of Child and Family Health; Committee on Early Childhood, Adoption, and Dependent Care; Section on Developmental and Behavioral Pediatrics. The lifelong effects of early childhood adversity and toxic stress. Pediatrics 2012; 129(1). doi: 10.1542/peds.2011-2663.
  • Irarrázaval M, Prieto F, Armijo J. Prevención e intervenciones tempranas en salud mental: una perspectiva internacional. Acta Bioethica 2016; 22 (1): 37-50.
  • Mendelsohn AL, Huberman HS, Berkule SB, Brockmeyer CA, Morrow LM, Dreyer BP. Primary care strategies for promoting parent-child interac-tions and school readiness in at-risk families: the Bellevue Project for Early Language, Literacy, and Education Success. Arch. Pediatr. Adolesc. Med. 2011; 165(1):33–41.
La source de données: Dialnet