ERPs reveal SES disparities in children's auditory attention filtering even when behavioral task performance shows no significant SES difference¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In dichotic listening studies, ERPs revealed SES disparities in filtering irrelevant sounds although none of the studies found a significant SES-related difference in behavioral performance. → Martha J. Farah 2017

Evidence¶

Martha J. Farah 2017¶

Martha J. Farah. (2017). Socioeconomic status and the brain: prospects for neuroscience-informed policy. https://doi.org/10.1038/s41583-018-0023-2

q2 · i? · review · r2

The Perspective reports, citing several dichotic listening ERP studies of children, that "None of these studies found a significant SES-related difference in performance" while ERPs did show SES disparities in attention filtering. The null behavioral result is not an equivalence test.

"None of these studies found a significant SES-related difference in performance, even when performance was below ceiling, indicating that ERPs show greater sensitivity in these studies to disparities in attention compared to the concurrently collected behavior."

Discussion¶

Learner Variables¶

• Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• 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) — a narrower finding that bears on this claim
• Children of higher and lower maternal education did not differ on on-task comprehension of attended stories during the ERP task — a narrower finding that bears on this claim
• The maternal-education group difference in neural attentional modulation persists after controlling for receptive language scores — related
• 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