The maternal-education group difference in neural attentional modulation persists after controlling for receptive language scores¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Even when controlling for children's receptive language scores, the two maternal education groups differed significantly in the attention effect on neural processing. → Stevens Courtney 2009

Evidence¶

Stevens Courtney 2009¶

Stevens Courtney, Lauinger Brittni, Neville Helen. (2009). Differences in the neural mechanisms of selective attention in children from different socioeconomic backgrounds: An event-related brain potential study. Developmental Science, 12(4), 634-646. https://doi.org/10.1111/j.1467-7687.2009.00807.x

q3 · i? · associational · r2

ANCOVA comparing attended–unattended difference scores across the two maternal education groups with receptive language standard score as covariate in the 32-child ERP study. The groups still differed, "F (1, 29) = 14.2, P = .001"; language did not predict the attention index, F(1, 29) < 1, P = .36.

"Even when controlling for children’s receptive language scores, the two maternal education groups differed significantly in the effects of attention on sensorineural processing (F (1, 29) = 14.2, P = .001). Receptive language scores did not significantly predict the effect of attention on sensorineural processing (F (1, 29) < 1, P = .36)"

Discussion¶

Learner Variables¶

• Auditory Processing — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Children of higher maternal education showed a significantly larger attention effect on neural responses (mean attended–unattended difference 1.7 vs. 0.6 μV) — related
• The group difference in neural attentional modulation is tied to reduced distractor suppression in the unattended channel, not to differences in response to attended stimuli — related
• The effect of selective auditory attention on early neural processing differs between children of higher and lower maternal education (significant group × attention interaction within 100–200 msec) — related
• Children of higher and lower maternal education did not differ on on-task comprehension of attended stories during the ERP task — related
• Group differences in receptive language did not hold when controlling for SES, and receptive language was the covariate retained in the main analyses — related
• ERPs reveal SES disparities in children's auditory attention filtering even when behavioral task performance shows no significant SES difference — related