The development of cognitive skills is critical for educational success and ultimate economic outcomes. On average there are SES differences in cognitive test performance, yet we know almost nothing about patterns of brain function that support performance for children in poverty. Given the adaptability of the brain, cognitive skills may be achieved through different means for children in different circumstances, with important implications for intervention. We test this question directly in 1,115 children living in poverty, the largest sample of brain development to date.
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