Compared with children from more-advantaged homes and neighborhoods, children from families with fewer resources have different patterns of connections between their brain’s many regions and networks by the time they’re in upper grades of elementary school, the research finds.

One socioeconomic factor stood out in the study as more important to brain development than others: the number of years of education a child’s parents have, according to the new study led by a pair of University of Michigan neuroscientists and published in Developmental Cognitive Neuroscience.

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