0
We're unable to sign you in at this time. Please try again in a few minutes.
Retry
We were able to sign you in, but your subscription(s) could not be found. Please try again in a few minutes.
Retry
There may be a problem with your account. Please contact the AMA Service Center to resolve this issue.
Contact the AMA Service Center:
Telephone: 1 (800) 262-2350 or 1 (312) 670-7827  *   Email: subscriptions@jamanetwork.com
Error Message ......
Editorial |

Poverty’s Most Insidious Damage The Developing Brain

Joan L. Luby, MD1,2
[+] Author Affiliations
1Early Emotional Development Program, Washington University School of Medicine in St Louis, St Louis, Missouri
2Department of Psychiatry (Child), Washington University School of Medicine in St Louis, St Louis, Missouri
JAMA Pediatr. 2015;169(9):810-811. doi:10.1001/jamapediatrics.2015.1682.
Text Size: A A A
Published online

Extract

Because the brain is the organ from which all cognition and emotion originates, healthy human brain development represents the foundation of our civilization. Accordingly, there is perhaps nothing more important that a society must do than foster and protect the brain development of our children. Building on a well-established body of behavioral data and a smaller but expanding body of neuroimaging data, Hair et al1 provide even more powerful evidence of the tangible detrimental effects of growing up in poverty on brain development and related academic outcomes in childhood. Using data from the National Institutes of Health Magnetic Resonance Imaging Study of Normal Brain Development, the investigators demonstrated that children living 1.5 times below the federal poverty level had smaller volumes of several brain regions critical for cognitive and academic performance (gray matter, frontal and temporal lobes, and the hippocampus). While smaller brain volumes in children reared in poverty have been previously demonstrated in several investigations2,3 and poor academic and cognitive outcomes of children living in poverty have been well known for several decades,4 Hair et al1 went further to elucidate the mechanism of this relationship. The findings of the Hair et al study1 showed that poor cognitive and academic performance among children living in poverty was mediated by a smaller hippocampus and frontal and temporal lobes and that the decrease in volume of the latter 2 structures explained as much as 15% to 20% of the achievement deficits found. Given the nature of the study sample investigated, where children facing numerous other risk factors for poor brain development were screened out, it is likely that the effects reported represent an underestimate of the magnitude of risk in the general population.

Sign in

Purchase Options

• Buy this article
• Subscribe to the journal
• Rent this article ?

First Page Preview

View Large
First page PDF preview

Figures

Tables

References

Correspondence

CME
Also Meets CME requirements for:
Browse CME for all U.S. States
Accreditation Information
The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
Note: You must get at least of the answers correct to pass this quiz.
Please click the checkbox indicating that you have read the full article in order to submit your answers.
Your answers have been saved for later.
You have not filled in all the answers to complete this quiz
The following questions were not answered:
Sorry, you have unsuccessfully completed this CME quiz with a score of
The following questions were not answered correctly:
Commitment to Change (optional):
Indicate what change(s) you will implement in your practice, if any, based on this CME course.
Your quiz results:
The filled radio buttons indicate your responses. The preferred responses are highlighted
For CME Course: A Proposed Model for Initial Assessment and Management of Acute Heart Failure Syndromes
Indicate what changes(s) you will implement in your practice, if any, based on this CME course.

Multimedia

Some tools below are only available to our subscribers or users with an online account.

7,525 Views
5 Citations
×

Sign in

Purchase Options

• Buy this article
• Subscribe to the journal
• Rent this article ?

Related Content

Customize your page view by dragging & repositioning the boxes below.

See Also...
Articles Related By Topic
Related Collections
Jobs
brightcove.createExperiences();