![]() ![]() Furthermore, if the keyword “children” is added, results decrease to 4 and 5, respectively. For instance, a prompt search using the keywords “brain,” “poverty,” and “ethics” results in 14 and 16 academic papers between the years 19 in PubMed and EBSCO, respectively. ![]() A discussion of these topics seems to be underrepresented in the literature of neuroscience of childhood poverty and ethics. In such a context, four central issues are: (a) the analysis of the effects of such influences at different levels of organization (i.e., molecular, systemic, cognitive, and behavioral) at different stages of development (b) the identification of mechanisms through which these influences exert their impact (i.e., mediators and moderators) (c) how these influences are or are not modified by interventions and (d) at what times or stages of development do such factors have the greatest impact and, accordingly, when it is more rational to implement targeted interventions to optimize self-regulation (i.e., critical and sensitive periods) ( Lipina and Posner, 2012 Lipina, 2015 Lipina and Segretin, 2015 Johnson et al., 2016 Ursache and Noble, 2016).Įach of these aspects of study is associated in different ways with problems that are related to ethical implications, such as the violation of rights and dignity, decreased capacity, the determination of social responsibilities, and the potential deprivation of identity. Specifically, studies in the area approach influences of developmental contexts on nervous system in terms of the analysis of neural plasticity, regulation of cognition, emotion and stress, and exposure to environmental toxins and drugs. The specific evidence that neuroscience brings to the analyses of poverty and its implications needs to be spelled out in detail and clarified conceptually, notably in terms of causes of and attitudes toward poverty, implications of poverty for brain development, and for the possibilities to reduce and reverse these effects.Ĭontemporary neuroscientific studies of the influences of poverty on cognitive, emotional, and stress regulation systems propose to analyze how different individual and contextual factors that are associated with material, emotional, and symbolic deprivation (i.e., lack of food, shelter, education, and health-care), influence neural development. We suggest that it is an important task for ethics, notably but not exclusively neuroethics, to engage in this interdisciplinary research domain to contribute analyses of key concepts, arguments, and interpretations. Their results suggest that it is possible to optimize different aspects of cognitive performance and that it would be possible to transfer some aspects of these gains to other cognitive domains and academic achievement. Complementary, during the past three decades, several experimental interventions that were aimed at optimizing development of self-regulation of children who live in poverty have been designed, implemented, and evaluated. ![]() Available evidence suggests that the influences of those biological, psychosocial, and sociocultural factors on emotional and cognitive development can vary according to the type, number, accumulation of risks, and co-occurrence of adverse circumstances that are related to poverty, the time in which these factors exert their influences, and the individual susceptibility to them. These skills are influenced by different individual and contextual factors at multiple levels of analysis (i.e., individual, family, social, and cultural). Several studies have identified associations between poverty and development of self-regulation during childhood, which is broadly defined as those skills involved in cognitive, emotional, and stress self-regulation. 2Centre for Research Ethics and Bioethics (CRB), Uppsala Universitet, Uppsala, Sweden.1Unidad de Neurobiología Aplicada (Centro de Educación Médica e Investigaciones Clínicas “Norberto Quirno”-Consejo Nacional de Investigaciones Científicas y Técnicas), Buenos Aires, Argentina.
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