Posts Tagged neuro-development
*This post was initially published on The Neuroethics Blog.
By Emily Bell, PhD
Dr. Emily Bell is Researcher at the Neuroethics Research Unit, Institut de recherches cliniques de Montréal (IRCM). Dr. Bell’s MSc and PhD research in Psychiatry at the University of Alberta focused on investigating brain activity in mood and anxiety disorders using functional magnetic resonance imaging (fMRI). Her postdoctoral work shifted her into the field of neuroethics, where she examined ethical and social challenges associated with deep brain stimulation in psychiatric disorders. As an investigator of the Neuroethics Core of NeuroDevNet, a Canadian Network of Centres of Excellence, Dr. Bell has been involved in a wide range of network activities and research in the area of pediatric ethics. This includes recent work on the implications of stigma for public health policies and practices in fetal alcohol spectrum disorder and ethical concerns associated with the transition of youth with neurodevelopmental disorders to adult health services. Dr. Bell has been awarded support from the Social Sciences and Humanities Research Council (SSHRC), the Fonds de la recherche en santé du Québec (FRSQ), the Canadian Institutes of Health Research (CIHR), and the Killam Trust. She is currently lead co-investigator on two CIHR grants, including one in the area of vulnerability and mental health research ethics. Read the rest of this entry »
In their article, “Socioeconomic status and the brain: mechanistic insights from human and animal research,” Daniel A. Hackman, Martha J. Farah, and Michael J. Meaney explore how low socioeconomic status (SES) affects underlying cognitive and affective neural systems. They identify and focus on two sets of factors that determine the relationship between SES and cognitive development: (1) the environmental factors or ‘mechanisms’ that demonstrably mediate SES and brain development; and (2) those neurocognitive systems that are most strongly affected by low SES, including language processing and executive function. They argue that “these findings provide a unique opportunity for understanding how environmental factors can lead to individual differences in brain development, and for improving the programmes and policies that are designed to alleviate SES-related disparities in mental health and academic achievement” .
|Neuroscience can tell us how SES may affect her brain.
Can it move us to do something about it?
Theoretically, I have no doubt that neuroscience can make a powerful contribution to early childhood development by determining whether and which neurocognitive systems appear to be more extensively affected by low socioeconomic status.