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Home | Pregnancy Timeline | News Alerts |News Archive July 7, 2014
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Child life stress can leave lasting impact on brain A team of University of Wisconsin-Madison researchers recently showed these kinds of stressors, experienced in early life, might be changing the parts of developing children's brains responsible for learning, memory and the processing of stress and emotion. These changes may be tied to negative impacts on behavior, health, employment and even the choice of romantic partners later in life. The study, published in the journal Biological Psychiatry, could be important for public policy leaders, economists and epidemiologists, among others, says study lead author and recent UW Ph.D. graduate Jamie Hanson. "We haven't really understood why things that happen when you're 2, 3, 4 years old stay with you and have a lasting impact," says Seth Pollak, co-leader of the study and UW-Madison professor of psychology.
For the study, the team recruited 128 children around age 12 who had experienced either physical abuse, neglect early in life or came from low socioeconomic status households. Through extensive interviews with the children and their caregivers, researchers documented behavioral problems and the cumulative life stress. Then took images of the children's brains, focusing on the hippocampus and amygdala, (both involved in emotion and stress processing). These images were compared to similar aged children from middle-class households who had not been maltreated or experienced similar stresses. Although the hippocampus and amygdala are very small (the word amygdala is Greek for almond), their measurements found that children who experienced any of the three types of early life stress had smaller amygdalas than children who had not.
Why early life stress may lead to smaller brain structures is unknown, says Hanson, now a postdoctoral researcher at Duke University's Laboratory for NeuroGenetics, but a smaller hippocampus is a demonstrated risk factor for negative outcomes. The amygdala is much less understood and future work will focus on the significance of these volume changes. "For me, it's an important reminder that as a society we need to attend to the types of experiences children are having," Pollak says. "We are shaping the people these individuals will become." But the findings are just markers for neurobiological change; a display of the robustness of the human brain, the flexibility of human biology. They aren't a crystal ball to be used to see the future, say Hanson and Pollak. Abstract Methods Results Conclusions |