Asset Details
Do you wish to reserve the book?
Long-term effects of institutional rearing, foster care, and brain activity on memory and executive functioning
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Long-term effects of institutional rearing, foster care, and brain activity on memory and executive functioning
Do you wish to request the book?
Long-term effects of institutional rearing, foster care, and brain activity on memory and executive functioning
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Long-term effects of institutional rearing, foster care, and brain activity on memory and executive functioning
2019
Overview
Children experiencing psychosocial deprivation as a result of early institutional rearing demonstrate many difficulties with memory and executive functioning (EF). To date, there is scant evidence that foster care placement remediates these difficulties during childhood. The current study examined longitudinal trajectories of memory and EF from childhood to adolescence in the Bucharest Early Intervention Project, a randomized controlled trial of foster care for institutionally reared children. We demonstrate that both ever- and never-institutionalized children show age-related improvements on several measures of memory and EF from age 8 to 16. Distinct patterns were observed for different domains of functioning: (i) Early-emerging disparities in attention and short-term visual memory, as well as spatial planning and problem solving, between ever- and never-institutionalized children persisted through adolescence; (ii) the gap in spatial working memory between ever- and never-institutionalized children widened by adolescence; and (iii) early difficulties in visual-spatial memory and new learning among children in foster care were mitigated by adolescence. Secondary analyses showed that higher resting EEG alpha power at age 8 predicted better EF outcomes in several domains at age 8, 12, and 16. These results suggest that early institutional rearing has enduring consequences for the development of memory and EF, with the possibility of catch-up among previously institutionalized children who start out with higher levels of problems. Finally, interindividual differences in brain activity relate to memory and EF across ages, thus highlighting one potential biological pathway through which early neglect impacts long-term cognitive functioning.
Publisher
National Academy of Sciences
Subject
/ Age
/ Brain
/ Children
/ Domains
/ Early Intervention, Educational - methods
/ EEG
/ Executive Function - physiology
/ Female
/ Humans
/ Infant
/ Male
/ Memory
/ Memory, Short-Term - physiology
/ Nervous System Physiological Phenomena
/ Problem Solving - physiology
/ Psychological and Cognitive Sciences
