Evidence map›Paper›PMID 33978281›Full record

ArticleHuman brain mapping2021

Neurocognitive basis of deductive reasoning in children varies with parental education.

Ö Ece Demir-Lira, Jérôme Prado, James R Booth

Abstract read
In one paragraph

Article in Human brain mapping, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
9citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

9 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Socioeconomic Status Disparities in Children's Cognition-Differences in Degree or Kind?Perspectives on psychological science : a journal of the Association for Psychological Science · 2026
    Pooled it
  2. Review
  3. Article
  4. Article
  5. Article
  6. Article
  7. Socioeconomic Status and Reading Development: Moving from "Deficit" to "Adaptation" in Neurobiological Models of Experience-Dependent Learning.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2023
    Article
  8. Article
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Ö Ece Demir-LiraDepartment of Psychological and Brain Sciences, University of Iowa, Iowa City, Iowa, USA.ORCID 0000-0002-8506-0250
Jérôme PradoLyon Neuroscience Research Center (CRNL), Experiential Neuroscience and Mental Training Team, INSERM U1028 - CNRS UMR5292, University of Lyon, Lyon, France.
James R BoothDepartment of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA.

Funding

Overall: Eunice Kennedy Shriver Intellectual and Developmental Disabilities Research Center at VanderbiltP50HD103537 · NICHD · VANDERBILT UNIVERSITY MEDICAL CENTER · PI Jeffrey L Neul · 2020 to 2026
$10.3M
Neural development and disorders of math processingR01HD059177 · NICHD · NORTHWESTERN UNIVERSITY · PI BOOTH, JAMES R · 2009 to 2013
$3.2M
NICHD NIH HHS HD059177NICHD NIH HHS P50 HD103537NICHD NIH HHS R01 HD059177
6 · The paper itself

Abstract

The neurocognitive basis of elementary academic skills varies with parental socioeconomic status (SES). Little is known, however, about SES-related differences underlying higher-order cognitive skills that are critical for school success, such as reasoning. Here we used fMRI to examine how the neurocognitive basis of deductive reasoning varies as a function of parental education in school-aged children. Higher parental education was associated with greater reliance on the left inferior frontal gyrus when solving set-inclusion problems, consistent with other work suggesting that these problems might more heavily rely on verbal systems in the brain. In addition, children who are at the lower end of the parental education continuum, but have higher nonverbal skills relied on right parietal areas to a greater degree than their peers for solving set-inclusion problems. Finally, lower parental education children with higher verbal or nonverbal skill engaged dorsolateral prefrontal regions to a greater degree for set-inclusion and linear-order relations than their peers. These findings suggest that children with lower parental education rely on spatial and cognitive control mechanisms to achieve parity with their peers with parents who have more education. Better understanding variability in the neurocognitive networks that children recruit as a function of their parental factors might benefit future individualized interventions that best match children's characteristics.

Indexed as

Educational StatusParentsAdolescentChildFemaleFunctional NeuroimagingHumansMagnetic Resonance ImagingMaleNerve NetParietal LobePrefrontal CortexProblem SolvingSocial Classdeductive reasoningfMRInonverbalparental educationsocioeconomic statusverbal

Identifiers

PMID33978281
PMCPMC8249891

What Socratic holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.