The application of neuroimaging to social inequity and language disparity: A cautionary examination.
The application of neuroimaging to social inequity and language disparity: A cautionary examination.
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DOI：
10.1016/j.dcn.2016.10.001
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发表时间：
2016-12
影响因子：
4.7
通讯作者：
Gotlib, Ian H.
中科院分区：
文献类型：
--
作者：
Ellwood-Lowe, Monica E.;Sacchet, Matthew D.;Gotlib, Ian H.
研究人员依靠反向推理来解释与SES相关的大脑数据。与SES相关的神经差异被认为是语言延迟的标志。SES与文化语言使用、双语和母语混为一谈。认知测试可能会低估一些儿童的能力。未来的神经成像研究必须直接检查儿童语言的各个方面。在社会经济地位认知神经科学(SES)的新兴领域，研究人员正在使用神经成像技术来研究贫困环境对儿童神经认知发展的影响，尤其是他们的语言能力。在这篇综述中，我们强调了频繁使用反向推理来解释支持语言的大脑区域中与SES相关的异常所固有的困难。虽然越来越多的证据表明，SES调节了儿童大脑结构和功能的发育，但到目前为止，还没有研究明确地阐明这些神经发现与儿童语言能力的差异之间的关系，或者SES到底是什么导致了这些差异。由于SES与文化语言使用、第一语言和双语等语言因素混淆，这一问题变得复杂起来。因此，支持语言的大脑区域中与SES相关的差异并不一定意味着神经认知能力的差异。在这篇综述中，我们考虑了SES的多维性，讨论了在支持语言的大脑区域中发现与SES相关的结构和功能差异的研究，并为较少依赖反向推理的SES认知神经科学领域的研究提出了未来的方向。
Researchers rely on reverse inference to interpret SES-related brain data. Neural differences related to SES are posited to be indicative of language delays. SES is confounded with cultural language use, bilingualism, and first-language. Cognitive tests may under-predict abilities of some children. Future neuroimaging studies must examine aspects of children’s language directly. In the nascent field of the cognitive neuroscience of socioeconomic status (SES), researchers are using neuroimaging to examine how growing up in poverty affects children’s neurocognitive development, particularly their language abilities. In this review we highlight difficulties inherent in the frequent use of reverse inference to interpret SES-related abnormalities in brain regions that support language. While there is growing evidence suggesting that SES moderates children’s developing brain structure and function, no studies to date have elucidated explicitly how these neural findings are related to variations in children’s language abilities, or precisely what it is about SES that underlies or contributes to these differences. This issue is complicated by the fact that SES is confounded with such linguistic factors as cultural language use, first language, and bilingualism. Thus, SES-associated differences in brain regions that support language may not necessarily indicate differences in neurocognitive abilities. In this review we consider the multidimensionality of SES, discuss studies that have found SES-related differences in structure and function in brain regions that support language, and suggest future directions for studies in the area of cognitive neuroscience of SES that are less reliant on reverse inference.
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