Socio-economic status, executive functions, and theory of mind ability in adolescents: Relationships with language ability and cortisol.

摘要: Socio-economic status (SES) is linked to the development of cognitive abilities, particularly language and executive processes. It unclear whether these represent a single or independent correlates. We studied 110 Ecuadorian youths aged 12-17 with measures SES, language, function, theory mind (ToM), a.k.a. mentalizing. A subsample gave hair samples estimate recent cortisol levels. Restricting analyses reliable measures, SES was highly associated skill, lesser extent function ToM performance. However, those latter associations were attenuated non-significant when ability controlled for statistically. Systemic levels not but significantly negatively correlated ToM, variation in skills. conclude that underlies most impact on adolescents, stress-related may have an independent, direct effect