Environmental Enrichment Developmental Effects

A study of conditions associated with the socioeconomic standing (SES) of a household holds cognitive ability as a product (Hackman 2015).  Factors contributing to SES include income and social standing from educational level and occupation. Various research groups all indicate that the better the SES, the better students performed on the given tasks. For example, in a study done of kindergarten students, those who fell in the median SES range outscored their lower ended classmates. From the metastudy by Hackman, results attained tested were based on the following tests take “Lipina et al. [27] reported that infants from lower SES families are, on average, less advanced in the working memory and inhibitory control abilities needed to pass the‘A not B’ test [34]. In a study of 6 year-olds using Posner’s Attention Network Task [35], Mezzacappa found pronounced SES disparities in the ‘executive attention’ measure [29]. Studies of adults with neuropsychological tests converge on the same conclusion, showing SES disparities in tests of executive function [30,31]” (Hackman). Behind the didactic advantages resulting from superior SES are neurophysiological implications. Hackman reported retardation in cortex development in children of lower SES, but other unknown deficiencies still need to be studied.

In a study of rodent neurological development following environmental enrichment measured their cognitive abilities by measuring locomotor activity. To begin, rats were placed in different a variety of environments, “ In the physically enriched condition (PE), animals were single-housed in standard rat cages (40 cm × 20 cm × 20 cm) and a variety of toys (durable dog and cat toys, e.g., colored textured balls, rings, and bones) were placed in the cage to provide physical and tactile stimulation. Objects were removed two to three times per week and were replaced with new object…” (Elliot). Further the rats were given greater social opportunities “In the socially enriched condition (SE), animals were housed in groups of three same-sex rats in larger rat cages (46 cm × 36 cm × 20 cm) to avoid social crowding. In the physically and socially enriched condition PESE, animals were housed in groups of three same-sex rats in the same-sized cages (46 cm × 36 cm × 20 cm) and were provided toys according to the procedures described above” (Elliot). Once acclimated, rats were observed and periodically locomotive activity, a function of neural development was measured. Results indicated that rats placed in environmentally enriched areas recorded higher levels of locomotion compared to those in less enriched. This indicates that neural development in the enriched rats is greater than that of the those deprived of toys and company. One suggestion for this account is greater stimulation associated with social interaction, but further studies are required to test the effect of social interaction only as the access to toys could have impacted cognitive development as well.

Works Cited:

Elliot, Brenda. "Effects of Social and Physical Enrichment on Open Field Activity Differ in Male and Female Sprague–Dawley Rats." Effects of Social and Physical Enrichment on Open Field Activity Differ in Male and Female Sprague–Dawley Rats. Elsevier, n.d. Web. 09 Dec. 2015.

Hackman, Daniel. "Socioeconomic Status and the Developing Brain." Cell Press (2009): n. pag. Web.

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