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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Executive Function in Previously Institutionalized Children.

Emily C Merz1, Katia M Harlé2, Kimberly G Noble1

  • 1Columbia University.

Child Development Perspectives
|August 17, 2016
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Summary
This summary is machine-generated.

Early institutionalization is linked to lasting cognitive and social-emotional issues in children. Research suggests this is due to impacts on prefrontal cortex (PFC) development and executive functions (EF).

Keywords:
early deprivationexecutive functioninhibitory controlworking memory

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Child Psychiatry

Background:

  • Institutional upbringing is consistently associated with persistent cognitive, academic, and social-emotional challenges in children.
  • These outcomes prompt investigation into the underlying neurocognitive mechanisms.
  • Animal studies suggest the prefrontal cortex (PFC) and executive functions (EF) are highly sensitive to early environmental influences.

Purpose of the Study:

  • To review recent studies on executive functions (EF) in postinstitutionalized children.
  • To describe emerging research on prefrontal cortex (PFC) structure and function in this population.
  • To discuss the neurocognitive mechanisms linking institutionalization to developmental problems.

Main Methods:

  • Review of recent studies examining EF components (inhibitory control, working memory, shifting, planning) in postinstitutionalized children.
  • Description of current research on PFC development and function.
  • Synthesis of converging evidence from these research areas.

Main Results:

  • Evidence suggests postinstitutionalized children exhibit difficulties in executive functions (EF).
  • Research indicates alterations in prefrontal cortex (PFC) development following early institutionalization.
  • Converging findings link institutional experiences to both EF deficits and PFC alterations.

Conclusions:

  • Early institutionalization is associated with both executive function (EF) deficits and prefrontal cortex (PFC) developmental alterations.
  • These neurocognitive changes offer explanations for the observed cognitive and social-emotional problems.
  • Findings have implications for developing targeted prevention and intervention strategies for institutionalized children.