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首页> 外文期刊>Current directions in psychological science: a journal of the American Psychological Society >Does Early-Life Exposure to Stress Shape or Impair Cognition?
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Does Early-Life Exposure to Stress Shape or Impair Cognition?

机译：生命早期暴露于压力状态或损害认知吗？

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摘要

A predominant view in psychology is that early psychosocial adversity (e.g., abuse) impairs cognition, because children from stressful backgrounds (e.g., violent households) score lower on standard tests of intelligence, language, memory, inhibition, and other abilities. However, recent studies indicate that these people may exhibit improved detection, learning, and memory on tasks involving stimuli that are ecologically relevant to them (e.g., dangers), compared with safely nurtured peers. These findings contradict the view that cognition of stressed people is generally impaired; they suggest, rather, that these people's minds are developmentally specialized toward local environmental conditions. Here, we review recent research supporting this hypothesis. In addition, we propose that novel studies should examine whether stressed children show not only improved detection but also improved memory and reasoning on tasks involving stimuli that are ecologically relevant to them. Finally, we discuss clinical implications of switching from conceptualizing stressed minds as "adapted" rather than "impaired."
机译：心理学上的主要观点是，早期的心理社会逆境（例如虐待）会损害认知能力，因为来自压力背景（例如暴力家庭）的儿童在智力，语言，记忆，抑制和其他能力的标准测试中得分较低。然而，最近的研究表明，与安全养育的同龄人相比，这些人在涉及与他们在生态上相关的刺激（例如危险）的任务上表现出更好的发现，学习和记忆。这些发现与普遍认为压力大的人的认知受损的观点相矛盾。他们建议，相反，这些人的思想在发展上是针对当地环境条件的。在这里，我们回顾了支持该假设的最新研究。此外，我们建议新颖的研究应检查受压儿童在涉及与他们在生态上相关的刺激的任务上是否不仅显示出更好的发现，而且表现出更好的记忆力和推理能力。最后，我们讨论了从概念化的压力思维转变为“适应”而非“受损”的临床意义。

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