It remains to be shown whether the effect of
low cognitive stimulation on childhood obesity is mediated by higher levels of TV viewing.
Not exact matches
Another part of the answer has to do with early
cognitive stimulation: Affluent parents typically provide more books and educational toys to their kids in early childhood;
low - income parents are less likely to live in neighborhoods with good libraries and museums and other enrichment opportunities, and they're less likely to use a wide and varied vocabulary when speaking to their infants and children.
But the conventional wisdom is that the big problem for
low - income kids is that they don't get enough
cognitive stimulation early on.
«Where a child grows up in impoverished conditions... with limited
cognitive stimulation, high levels of stress, and so forth, that person is more likely to grow up with compromised physical and mental health and
lowered academic achievement,» said Martha Farah, director of the Center for Neuroscience and Society at the University of Pennsylvania.
The identification of this and other risk factors (such as
lower levels of
cognitive stimulation and a higher body mass index) may help us to target individuals for screening, intervention and possible treatment.
Our study, along with prior studies, supports the notion that «
cognitive reserve» resulting from early - life and lifelong education and
cognitive stimulation may be a potent strategy for the primary prevention of dementia in both high - and
low - income countries around the world.21 However, it should be noted that the relationships among education, brain biology, and
cognitive function are complex and likely multidirectional; for instance, a number of recent population - based studies have shown genetic links with level of educational attainment, 22,23 and with the risk for
cognitive decline in later life.24 Higher levels of educational attainment are also associated with health behaviors (eg, physical activity, diet, and smoking), more cognitively - complex occupations, and better access to health care, all of which may play a role in decreasing lifetime dementia risk.
But the conventional wisdom is that the big problem for
low - income kids is that they don't get enough
cognitive stimulation early on.
(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual
Stimulation and Inquiry in
Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching
Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).
Strauss and Knight42 demonstrated that
low levels of
cognitive stimulation are a potent risk factor for the development of childhood obesity, even after controlling for social class and maternal obesity.
Among children chronically exposed to IPV, a
lower risk of asthma was found among children with higher levels of positive mother - child interactions and
cognitive stimulation.
As noted in the previous chapter, health inequalities can be fairly broadly defined to include differences in: specific health outcomes (such as
low birthweight, obesity, long - term conditions, accidents); health related risk factors that impact directly on children (such as poor diet,
low levels of physical activity, exposure to tobacco smoke); as well as exposure to wider risks from parental / familial behaviours and environmental circumstances (maternal depression and / or poor physical health, alcohol consumption, limited interaction, limited
cognitive stimulation, poor housing, lack of access to greenspace).
Analyses of findings from an earlier intensive child development program for
low birth weight children and their parents (the Infant Health and Development Program) suggest that the
cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the
cognitive and language
stimulation children experienced in the centres led to a sustained
cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.
For example, compared to older mothers, teen mothers display
lower levels of verbal
stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for
cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.
Conduct problems also were robustly predicted by
low levels of early mother - report
cognitive stimulation when infant temperament was controlled.