Does Early-Life Exposure to Stress Shape or Impair Cognition?
Does Early-Life Exposure to Stress Shape or Impair Cognition?
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DOI：
10.1177/0963721413484324
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发表时间：
2013-10-01
影响因子：
7.2
通讯作者：
de Weerth, Carolina
中科院分区：
文献类型：
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作者：
Frankenhuis, Willem E.;de Weerth, Carolina
心理学中的一个主要观点是，早期的心理社会逆境（例如，虐待）损害认知，因为来自压力背景的儿童（例如，暴力家庭）在智力、语言、记忆、抑制和其他能力的标准测试中得分较低。然而，最近的研究表明，这些人可能在涉及与他们生态相关的刺激的任务上表现出更好的检测，学习和记忆（例如，危险），与安全养育的同龄人相比。这些发现与压力人群的认知能力普遍受损的观点相矛盾;相反，它们表明，这些人的思维在发育中专门针对当地的环境条件。在这里，我们回顾了支持这一假设的最新研究。此外，我们建议，新的研究应检查是否强调儿童不仅表现出更好的检测，但也提高了记忆和推理的任务，涉及刺激，是生态相关的。最后，我们讨论了临床意义的转换从概念化的压力心理适应，而不是受损。
A predominant view in psychology is that early psychosocial adversity (e.g., abuse) impairs cognition, because children from stressful backgrounds (e.g., violent households) score lower on standard tests of intelligence, language, memory, inhibition, and other abilities. However, recent studies indicate that these people may exhibit improved detection, learning, and memory on tasks involving stimuli that are ecologically relevant to them (e.g., dangers), compared with safely nurtured peers. These findings contradict the view that cognition of stressed people is generally impaired; they suggest, rather, that these people's minds are developmentally specialized toward local environmental conditions. Here, we review recent research supporting this hypothesis. In addition, we propose that novel studies should examine whether stressed children show not only improved detection but also improved memory and reasoning on tasks involving stimuli that are ecologically relevant to them. Finally, we discuss clinical implications of switching from conceptualizing stressed minds as adapted rather than impaired.