Socioeconomic Status and Cognitive Plasticity in Adolescents

• In Event: Poster Session 8
  In Poster Session: Division C Section 2a Poster Session 3: Cognitive Processes

Abstract

Extant research has associated socioeconomic status (SES) with cognitive development in children and adolescents, including executive function and working memory. However, limited work has examined the impact of SES on cognitive plasticity, such as how executive function may be improved through experience or targeted intervention. In this study data was collected from 238 students in the San Francisco Bay Area who completed either a computerized cognitive training intervention targeted at executive function or an active control geography training program. A pre/post-test battery of executive function was also administered. Free/reduced price lunch data was collected from individual students as an indicator of socioeconomic status; analysis revealed that higher-SES students improved at the test battery more than those of lower-SES.

Authors

• Benjamin Katz, University of Michigan - Ann Arbor

• Priti Shah, University of Michigan