Título How Living in Vulnerable Conditions Undermines Cognitive Development: Evidence from the Pediatric Population of Guatemala
Autores IBAÑEZ ALFONSO, JOAQUÍN ALEJANDRO, COMPANY CÓRDOBA, ROSALBA, Garcia de la Cadena, Claudia , SIANES CASTAÑO, ANTONIO, SIMPSON, IAN CRAIG
Publicación externa No
Medio Child.
Alcance Article
Naturaleza Científica
Cuartil JCR 2
Web https://www.scopus.com/inward/record.uri?eid=2-s2.0-85110571389&doi=10.3390%2fchildren8020090&partnerID=40&md5=a6e44fef3edfb84ffb1a0df668785cba
Fecha de publicacion 01/02/2021
ISI 000622374200001
Scopus Id 2-s2.0-85110571389
DOI 10.3390/children8020090
Abstract Low-socioeconomic backgrounds represent a risk factor for children\'s cognitive development and well-being. Evidence from many studies highlights that cognitive processes may be adversely affected by vulnerable contexts. The aim of this study was to determine if living in vulnerable conditions affects childhood cognitive development. To achieve this, we assessed the performance of a sample of 347 Guatemalan children and adolescents aged from 6 to 17 years (M = 10.8, SD = 3) in a series of 10 neuropsychological tasks recently standardized for the pediatric population of this country. Two-fifths of the sample (41.5%) could be considered to have vulnerable backgrounds, coming from families with low-socioeconomic status or having had a high exposure to violence. As expected, results showed lower scores in language and attention for the vulnerable group. However, contrary to expectations, consistent systematic differences were not found in the executive function tasks. Vulnerable children obtained lower scores in cognitive flexibility compared to the non-vulnerable group, but higher scores in inhibition and problem-solving tasks. These results suggest the importance of developing pediatric standards of cognitive performance that take environmental vulnerable conditions into consideration. These findings, one of the first obtained in the Guatemalan population, also provide relevant information for specific educational interventions and public health policies which will enhance vulnerable children and adolescent cognitive development.
Palabras clave children; adolescents; cognitive performance; assessment; neuropsychology; vulnerability; violence exposure; poverty; 2030 agenda
Miembros de la Universidad Loyola

Change your preferences Gestionar cookies