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    Poverty may hinder kids’ brain development, study says

    Reduced gray matter, lower test scores reported for poor children

July 20, 2015

    Poverty appears to affect the brain development of children, hampering the growth of gray matter and impairing their academic performance, researchers report. Poor children tend to have as much as 10 percent less gray matter in several areas of the brain associated with academic skills, according to a study published July 20 in JAMA Pediatrics. “We used to think of poverty as a ‘social’ issue, but what we are learning now is that it is a biomedical issue that is affecting brain growth,” said senior study author Seth Pollak, a professor of psychology, pediatrics, anthropology and neuroscience at the University of Wisconsin-Madison.

   The results could have profound implications for the United States, where low-income students now represent the majority of kids in public schools, the study authors said in background information. Fifty-one percent of public school students came from low-income families in 2013.

    Previous studies have shown that children living in poverty tend to perform poorly in school, the authors say. They have markedly lower test scores, and do not go as far in school as their well-off peers.

    To see whether this is due to some physical effect that poverty might have on a child’s brain, Pollak and his colleagues analyzed MRI scans of 389 typically developing kids aged 4 to 22, assessing the amount of gray matter in the whole brain as well as the frontal lobe, temporal lobe and hippocampus. “Gray matter contains most of the brain’s neuronal cells,” Pollak said. “In other words, other parts of the brain – like white matter – carry information from one section of the brain to another. But the gray matter is where seeing and hearing, memory, emotions, speech, decision making and self-control occur.”

    Children living below 150 percent of the federal poverty level – US$ 36,375 for a family of four – had 3 percent to 4 percent less gray matter in important regions of their brain, compared to the norm, the authors found. Those in families living below the federal poverty level fared even worse, with 8 percent to 10 percent less gray matter in those same brain regions. The federal poverty level in 2015 is US$ 24,250 for a family of four. These same kids scored an average of four to seven points lower on standardized tests, the researchers said.

    The team estimated that as much as 20 percent of the gap in test scores could be explained by reduced brain development. A host of poverty-related issues likely contribute to developmental lags in children’s brains, Pollak said. Low-income kids are less likely to get the type of stimulation from their parents and environment that helps the brain grow, he said. For example, they hear fewer new words, and have fewer opportunities to read or play games. Their brain development also can be affected by factors related to impoverishment, such as high stress levels, poor sleep, crowding and poor nutrition, Pollak said.

    This study serves as a call to action, given what’s already known about the effects of poverty on child development, said Dr. Joan Luby, a professor of child psychiatry at Washington University School of Medicine in St. Louis. “The thing that’s really important about this study in the context of the broader literature is that there really is enough scientific evidence to take public health action at this point,” said Luby, who wrote an editorial accompanying the study. “Poverty negatively affects brain development, and we also know that early interventions are powerfully effective,” Luby said. “They are more effective than interventions later in life, and they also are cost-effective.”

(www.nlm.nih.gov. Adaptado.)

Nos Estados Unidos, o valor de US$ 36.375 refere-se

Leia o texto para responder à questão.

    Poverty may hinder kids’ brain development, study says

    Reduced gray matter, lower test scores reported for poor children

July 20, 2015

    Poverty appears to affect the brain development of children, hampering the growth of gray matter and impairing their academic performance, researchers report. Poor children tend to have as much as 10 percent less gray matter in several areas of the brain associated with academic skills, according to a study published July 20 in JAMA Pediatrics. “We used to think of poverty as a ‘social’ issue, but what we are learning now is that it is a biomedical issue that is affecting brain growth,” said senior study author Seth Pollak, a professor of psychology, pediatrics, anthropology and neuroscience at the University of Wisconsin-Madison.

   The results could have profound implications for the United States, where low-income students now represent the majority of kids in public schools, the study authors said in background information. Fifty-one percent of public school students came from low-income families in 2013.

    Previous studies have shown that children living in poverty tend to perform poorly in school, the authors say. They have markedly lower test scores, and do not go as far in school as their well-off peers.

    To see whether this is due to some physical effect that poverty might have on a child’s brain, Pollak and his colleagues analyzed MRI scans of 389 typically developing kids aged 4 to 22, assessing the amount of gray matter in the whole brain as well as the frontal lobe, temporal lobe and hippocampus. “Gray matter contains most of the brain’s neuronal cells,” Pollak said. “In other words, other parts of the brain – like white matter – carry information from one section of the brain to another. But the gray matter is where seeing and hearing, memory, emotions, speech, decision making and self-control occur.”

    Children living below 150 percent of the federal poverty level – US$ 36,375 for a family of four – had 3 percent to 4 percent less gray matter in important regions of their brain, compared to the norm, the authors found. Those in families living below the federal poverty level fared even worse, with 8 percent to 10 percent less gray matter in those same brain regions. The federal poverty level in 2015 is US$ 24,250 for a family of four. These same kids scored an average of four to seven points lower on standardized tests, the researchers said.

    The team estimated that as much as 20 percent of the gap in test scores could be explained by reduced brain development. A host of poverty-related issues likely contribute to developmental lags in children’s brains, Pollak said. Low-income kids are less likely to get the type of stimulation from their parents and environment that helps the brain grow, he said. For example, they hear fewer new words, and have fewer opportunities to read or play games. Their brain development also can be affected by factors related to impoverishment, such as high stress levels, poor sleep, crowding and poor nutrition, Pollak said.

    This study serves as a call to action, given what’s already known about the effects of poverty on child development, said Dr. Joan Luby, a professor of child psychiatry at Washington University School of Medicine in St. Louis. “The thing that’s really important about this study in the context of the broader literature is that there really is enough scientific evidence to take public health action at this point,” said Luby, who wrote an editorial accompanying the study. “Poverty negatively affects brain development, and we also know that early interventions are powerfully effective,” Luby said. “They are more effective than interventions later in life, and they also are cost-effective.”

(www.nlm.nih.gov. Adaptado.)

Leia o texto para responder à questão.

    Poverty may hinder kids’ brain development, study says

    Reduced gray matter, lower test scores reported for poor children

July 20, 2015

    Poverty appears to affect the brain development of children, hampering the growth of gray matter and impairing their academic performance, researchers report. Poor children tend to have as much as 10 percent less gray matter in several areas of the brain associated with academic skills, according to a study published July 20 in JAMA Pediatrics. “We used to think of poverty as a ‘social’ issue, but what we are learning now is that it is a biomedical issue that is affecting brain growth,” said senior study author Seth Pollak, a professor of psychology, pediatrics, anthropology and neuroscience at the University of Wisconsin-Madison.

   The results could have profound implications for the United States, where low-income students now represent the majority of kids in public schools, the study authors said in background information. Fifty-one percent of public school students came from low-income families in 2013.

    Previous studies have shown that children living in poverty tend to perform poorly in school, the authors say. They have markedly lower test scores, and do not go as far in school as their well-off peers.

    To see whether this is due to some physical effect that poverty might have on a child’s brain, Pollak and his colleagues analyzed MRI scans of 389 typically developing kids aged 4 to 22, assessing the amount of gray matter in the whole brain as well as the frontal lobe, temporal lobe and hippocampus. “Gray matter contains most of the brain’s neuronal cells,” Pollak said. “In other words, other parts of the brain – like white matter – carry information from one section of the brain to another. But the gray matter is where seeing and hearing, memory, emotions, speech, decision making and self-control occur.”

    Children living below 150 percent of the federal poverty level – US$ 36,375 for a family of four – had 3 percent to 4 percent less gray matter in important regions of their brain, compared to the norm, the authors found. Those in families living below the federal poverty level fared even worse, with 8 percent to 10 percent less gray matter in those same brain regions. The federal poverty level in 2015 is US$ 24,250 for a family of four. These same kids scored an average of four to seven points lower on standardized tests, the researchers said.

    The team estimated that as much as 20 percent of the gap in test scores could be explained by reduced brain development. A host of poverty-related issues likely contribute to developmental lags in children’s brains, Pollak said. Low-income kids are less likely to get the type of stimulation from their parents and environment that helps the brain grow, he said. For example, they hear fewer new words, and have fewer opportunities to read or play games. Their brain development also can be affected by factors related to impoverishment, such as high stress levels, poor sleep, crowding and poor nutrition, Pollak said.

    This study serves as a call to action, given what’s already known about the effects of poverty on child development, said Dr. Joan Luby, a professor of child psychiatry at Washington University School of Medicine in St. Louis. “The thing that’s really important about this study in the context of the broader literature is that there really is enough scientific evidence to take public health action at this point,” said Luby, who wrote an editorial accompanying the study. “Poverty negatively affects brain development, and we also know that early interventions are powerfully effective,” Luby said. “They are more effective than interventions later in life, and they also are cost-effective.”

(www.nlm.nih.gov. Adaptado.)

Leia o texto para responder à questão.

    Poverty may hinder kids’ brain development, study says

    Reduced gray matter, lower test scores reported for poor children

July 20, 2015

    Poverty appears to affect the brain development of children, hampering the growth of gray matter and impairing their academic performance, researchers report. Poor children tend to have as much as 10 percent less gray matter in several areas of the brain associated with academic skills, according to a study published July 20 in JAMA Pediatrics. “We used to think of poverty as a ‘social’ issue, but what we are learning now is that it is a biomedical issue that is affecting brain growth,” said senior study author Seth Pollak, a professor of psychology, pediatrics, anthropology and neuroscience at the University of Wisconsin-Madison.

   The results could have profound implications for the United States, where low-income students now represent the majority of kids in public schools, the study authors said in background information. Fifty-one percent of public school students came from low-income families in 2013.

    Previous studies have shown that children living in poverty tend to perform poorly in school, the authors say. They have markedly lower test scores, and do not go as far in school as their well-off peers.

    To see whether this is due to some physical effect that poverty might have on a child’s brain, Pollak and his colleagues analyzed MRI scans of 389 typically developing kids aged 4 to 22, assessing the amount of gray matter in the whole brain as well as the frontal lobe, temporal lobe and hippocampus. “Gray matter contains most of the brain’s neuronal cells,” Pollak said. “In other words, other parts of the brain – like white matter – carry information from one section of the brain to another. But the gray matter is where seeing and hearing, memory, emotions, speech, decision making and self-control occur.”

    Children living below 150 percent of the federal poverty level – US$ 36,375 for a family of four – had 3 percent to 4 percent less gray matter in important regions of their brain, compared to the norm, the authors found. Those in families living below the federal poverty level fared even worse, with 8 percent to 10 percent less gray matter in those same brain regions. The federal poverty level in 2015 is US$ 24,250 for a family of four. These same kids scored an average of four to seven points lower on standardized tests, the researchers said.

    The team estimated that as much as 20 percent of the gap in test scores could be explained by reduced brain development. A host of poverty-related issues likely contribute to developmental lags in children’s brains, Pollak said. Low-income kids are less likely to get the type of stimulation from their parents and environment that helps the brain grow, he said. For example, they hear fewer new words, and have fewer opportunities to read or play games. Their brain development also can be affected by factors related to impoverishment, such as high stress levels, poor sleep, crowding and poor nutrition, Pollak said.

    This study serves as a call to action, given what’s already known about the effects of poverty on child development, said Dr. Joan Luby, a professor of child psychiatry at Washington University School of Medicine in St. Louis. “The thing that’s really important about this study in the context of the broader literature is that there really is enough scientific evidence to take public health action at this point,” said Luby, who wrote an editorial accompanying the study. “Poverty negatively affects brain development, and we also know that early interventions are powerfully effective,” Luby said. “They are more effective than interventions later in life, and they also are cost-effective.”

(www.nlm.nih.gov. Adaptado.)

A Dra. Joan Luby afirma que

Em uma lanchonete, o custo de 3 sanduíches, 7 refrigerantes e uma torta de maçã é R$ 22,50. Com 4 sanduíches, 10 refrigerantes e uma torta de maçã, o custo vai para R$ 30,50. O custo de um sanduíche, um refrigerante e uma torta de maçã, em reais, é

INSTRUÇÃO: As questões de números 36 a 41 referem-se ao
texto seguinte.




Segundo o texto, o cigarro de tabaco

Nelson Mandela, ex-presidente da República da África do Sul (1994-2000), ganhou o prêmio Nobel da Paz, em conjunto com Frederik de Klerk, em 1993, e hoje é nome de rua em Paris, Rio de Janeiro, Dacar e em Dar Es-Salam; é nome de praça em Salvador, Haia, Glasgow e em Valência; é nome de escola em Bangalore, Berlim, Birmingham e em Baton Rouge.

Essa extraordinária popularidade de Nelson Mandela deve- se, sobretudo,

Leia os versos de Fagundes Varela.



Os versos filiam-se ao estilo

Se m, p, mp são as três raízes reais não nulas da equação x³ + mx² + mpx + p = 0, a soma das raízes dessa equação será

Encerrado o período colonial no Brasil, entre as várias instituições que a metrópole implantou no país, uma sobreviveu à Independência. Trata-se das

INSTRUÇÃO: As questões de números 36 a 41 referem-se ao
texto seguinte.




No trecho do terceiro parárafo do texto – … although even then many doctors were concerned that smoking was a health risk. – a palavra although significa, em português,

Se um arco de 60º num círculo I tem o mesmo comprimento de um arco de 40º num círculo II, então, a razão da área do círculo I pela área do círculo II é

Entre aproximadamente 1770 e 1830, a região maranhense conheceu um ciclo de prosperidade econômica, graças

INSTRUÇÃO: As questões de números 36 a 41 referem-se ao
texto seguinte.




No trecho do sexto parágrafo – The tobacco companies publicly rejected such claims… – a expressão such claims refere-se a

Considere o trecho de O Cortiço, de Aluísio Azevedo.



No texto, os pensamentos da personagem

Os membros da loja maçônica fundada por José Bonifácio em 2 de junho de 1822 (e que no dizer de Frei Caneca não passava de um “clube de aristocratas servis”) juraram “procurar a integridade e independência e felicidade do Brasil como Império constitucional, opondo-se tanto ao despotismo que o altera quanto à anarquia que o dissolve”.

Na visão de José Bonifácio e dos membros da referida loja maçônica, o despotismo e a anarquia eram encarnados, respectivamente,

A figura mostra um arco parabólico ACB de altura CM = 16 cm, sobre uma base AB de 40 cm. M é o ponto médio de AB.

                                                  

A altura do arco em centímetros, em um ponto da base que dista 5 cm de M, é

Examine a tira de André Dahmer para responder às questões .

                  

Examine a tira de André Dahmer para responder às questões .

                  

Examine a tira de André Dahmer para responder às questões .