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Kristen
Schorpp
Author
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends and Underlying Mechanisms
During the past several decades, the United States has seen rising socioeconomic inequality coupled with an aging population and rising morbidity. Given these trends, a better understanding of how socioeconomic inequalities contribute to health among older adults is needed. Cognitive function, defined by the ability to learn, recall, and manipulate knowledge, is especially important for individual health, wellbeing, and independence in late life. However, the life course links between socioeconomic conditions and cognitive outcomes remain poorly understood for several reasons. First, the aging literature typically focuses on the links between adult socioeconomic conditions and late life cognitive function; however, the experience of socioeconomic disadvantage in early life may be especially detrimental to cognitive aging by setting individuals on social, psychological, and physiological trajectories that influence the aging process. Second, the links between socioeconomic status and cognitive function are not necessarily direct, but may be conditioned by broader social and economic contexts, as well as individual differences that shape responses to the experience of disadvantage.
To fill these research gaps, my dissertation utilizes three national, longitudinal data sources that capture adolescence and young, mid, and late adulthood to identify the associations of life course socioeconomic disadvantage with cognitive function across the life course. In addition, I examine historical, contextual, and individual factors that modify the links between socioeconomic conditions and cognition. Chapter two tests the interactive associations of household, school, and neighborhood socioeconomic conditions for young adult memory function. Chapter three tests the moderating effect of personality on the association of childhood socioeconomic disadvantage with midlife cognitive function. Finally, chapter four examines cohort differences in the links between life course socioeconomic disadvantage and cognitive function and decline. Collectively, these examinations find that socioeconomic conditions across childhood, adolescence, and adulthood are significantly associated with adult cognitive outcomes, and that contextual, historical, and individual factors modify these links.
Spring 2017
2017
Sociology
cognitive function, life course, social inequallity, socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
University of North Carolina at Chapel Hill Graduate School
Degree granting institution
Sociology
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Glen
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
Kristen
Schorpp
Creator
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends
and Underlying Mechanisms
During the past several decades, the United States has seen rising
socioeconomic inequality coupled with an aging population and rising morbidity. Given
these trends, a better understanding of how socioeconomic inequalities contribute to
health among older adults is needed. Cognitive function, defined by the ability to learn,
recall, and manipulate knowledge, is especially important for individual health,
wellbeing, and independence in late life. However, the life course links between
socioeconomic conditions and cognitive outcomes remain poorly understood for several
reasons. First, the aging literature typically focuses on the links between adult
socioeconomic conditions and late life cognitive function; however, the experience of
socioeconomic disadvantage in early life may be especially detrimental to cognitive aging
by setting individuals on social, psychological, and physiological trajectories that
influence the aging process. Second, the links between socioeconomic status and cognitive
function are not necessarily direct, but may be conditioned by broader social and economic
contexts, as well as individual differences that shape responses to the experience of
disadvantage. To fill these research gaps, my dissertation utilizes three national,
longitudinal data sources that capture adolescence and young, mid, and late adulthood to
identify the associations of life course socioeconomic disadvantage with cognitive
function across the life course. In addition, I examine historical, contextual, and
individual factors that modify the links between socioeconomic conditions and cognition.
Chapter two tests the interactive associations of household, school, and neighborhood
socioeconomic conditions for young adult memory function. Chapter three tests the
moderating effect of personality on the association of childhood socioeconomic
disadvantage with midlife cognitive function. Finally, chapter four examines cohort
differences in the links between life course socioeconomic disadvantage and cognitive
function and decline. Collectively, these examinations find that socioeconomic conditions
across childhood, adolescence, and adulthood are significantly associated with adult
cognitive outcomes, and that contextual, historical, and individual factors modify these
links.
Spring 2017
2017
Sociology
cognitive function, life course, social inequallity,
socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
University of North Carolina at Chapel Hill Graduate School
Degree granting
institution
Sociology
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Glen
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
Kristen
Schorpp
Creator
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends and Underlying Mechanisms
During the past several decades, the United States has seen rising socioeconomic inequality coupled with an aging population and rising morbidity. Given these trends, a better understanding of how socioeconomic inequalities contribute to health among older adults is needed. Cognitive function, defined by the ability to learn, recall, and manipulate knowledge, is especially important for individual health, wellbeing, and independence in late life. However, the life course links between socioeconomic conditions and cognitive outcomes remain poorly understood for several reasons. First, the aging literature typically focuses on the links between adult socioeconomic conditions and late life cognitive function; however, the experience of socioeconomic disadvantage in early life may be especially detrimental to cognitive aging by setting individuals on social, psychological, and physiological trajectories that influence the aging process. Second, the links between socioeconomic status and cognitive function are not necessarily direct, but may be conditioned by broader social and economic contexts, as well as individual differences that shape responses to the experience of disadvantage. To fill these research gaps, my dissertation utilizes three national, longitudinal data sources that capture adolescence and young, mid, and late adulthood to identify the associations of life course socioeconomic disadvantage with cognitive function across the life course. In addition, I examine historical, contextual, and individual factors that modify the links between socioeconomic conditions and cognition. Chapter two tests the interactive associations of household, school, and neighborhood socioeconomic conditions for young adult memory function. Chapter three tests the moderating effect of personality on the association of childhood socioeconomic disadvantage with midlife cognitive function. Finally, chapter four examines cohort differences in the links between life course socioeconomic disadvantage and cognitive function and decline. Collectively, these examinations find that socioeconomic conditions across childhood, adolescence, and adulthood are significantly associated with adult cognitive outcomes, and that contextual, historical, and individual factors modify these links.
Spring 2017
2017
Sociology
cognitive function, life course, social inequallity, socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
University of North Carolina at Chapel Hill Graduate School
Degree granting institution
Sociology
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Glen
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
Kristen
Schorpp
Creator
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends and Underlying Mechanisms
During the past several decades, the United States has seen rising socioeconomic inequality coupled with an aging population and rising morbidity. Given these trends, a better understanding of how socioeconomic inequalities contribute to health among older adults is needed. Cognitive function, defined by the ability to learn, recall, and manipulate knowledge, is especially important for individual health, wellbeing, and independence in late life. However, the life course links between socioeconomic conditions and cognitive outcomes remain poorly understood for several reasons. First, the aging literature typically focuses on the links between adult socioeconomic conditions and late life cognitive function; however, the experience of socioeconomic disadvantage in early life may be especially detrimental to cognitive aging by setting individuals on social, psychological, and physiological trajectories that influence the aging process. Second, the links between socioeconomic status and cognitive function are not necessarily direct, but may be conditioned by broader social and economic contexts, as well as individual differences that shape responses to the experience of disadvantage. To fill these research gaps, my dissertation utilizes three national, longitudinal data sources that capture adolescence and young, mid, and late adulthood to identify the associations of life course socioeconomic disadvantage with cognitive function across the life course. In addition, I examine historical, contextual, and individual factors that modify the links between socioeconomic conditions and cognition. Chapter two tests the interactive associations of household, school, and neighborhood socioeconomic conditions for young adult memory function. Chapter three tests the moderating effect of personality on the association of childhood socioeconomic disadvantage with midlife cognitive function. Finally, chapter four examines cohort differences in the links between life course socioeconomic disadvantage and cognitive function and decline. Collectively, these examinations find that socioeconomic conditions across childhood, adolescence, and adulthood are significantly associated with adult cognitive outcomes, and that contextual, historical, and individual factors modify these links.
2017-05
2017
Sociology
cognitive function, life course, social inequallity, socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
University of North Carolina at Chapel Hill Graduate School
Degree granting institution
Sociology
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Glen
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
Kristen
Schorpp
Creator
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends and Underlying Mechanisms
During the past several decades, the United States has seen rising socioeconomic inequality coupled with an aging population and rising morbidity. Given these trends, a better understanding of how socioeconomic inequalities contribute to health among older adults is needed. Cognitive function, defined by the ability to learn, recall, and manipulate knowledge, is especially important for individual health, wellbeing, and independence in late life. However, the life course links between socioeconomic conditions and cognitive outcomes remain poorly understood for several reasons. First, the aging literature typically focuses on the links between adult socioeconomic conditions and late life cognitive function; however, the experience of socioeconomic disadvantage in early life may be especially detrimental to cognitive aging by setting individuals on social, psychological, and physiological trajectories that influence the aging process. Second, the links between socioeconomic status and cognitive function are not necessarily direct, but may be conditioned by broader social and economic contexts, as well as individual differences that shape responses to the experience of disadvantage. To fill these research gaps, my dissertation utilizes three national, longitudinal data sources that capture adolescence and young, mid, and late adulthood to identify the associations of life course socioeconomic disadvantage with cognitive function across the life course. In addition, I examine historical, contextual, and individual factors that modify the links between socioeconomic conditions and cognition. Chapter two tests the interactive associations of household, school, and neighborhood socioeconomic conditions for young adult memory function. Chapter three tests the moderating effect of personality on the association of childhood socioeconomic disadvantage with midlife cognitive function. Finally, chapter four examines cohort differences in the links between life course socioeconomic disadvantage and cognitive function and decline. Collectively, these examinations find that socioeconomic conditions across childhood, adolescence, and adulthood are significantly associated with adult cognitive outcomes, and that contextual, historical, and individual factors modify these links.
2017
Sociology
cognitive function, life course, social inequallity, socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
University of North Carolina at Chapel Hill Graduate School
Degree granting institution
Sociology
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Glen
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
2017-05
Kristen
Schorpp
Creator
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends and Underlying Mechanisms
During the past several decades, the United States has seen rising socioeconomic inequality coupled with an aging population and rising morbidity. Given these trends, a better understanding of how socioeconomic inequalities contribute to health among older adults is needed. Cognitive function, defined by the ability to learn, recall, and manipulate knowledge, is especially important for individual health, wellbeing, and independence in late life. However, the life course links between socioeconomic conditions and cognitive outcomes remain poorly understood for several reasons. First, the aging literature typically focuses on the links between adult socioeconomic conditions and late life cognitive function; however, the experience of socioeconomic disadvantage in early life may be especially detrimental to cognitive aging by setting individuals on social, psychological, and physiological trajectories that influence the aging process. Second, the links between socioeconomic status and cognitive function are not necessarily direct, but may be conditioned by broader social and economic contexts, as well as individual differences that shape responses to the experience of disadvantage. To fill these research gaps, my dissertation utilizes three national, longitudinal data sources that capture adolescence and young, mid, and late adulthood to identify the associations of life course socioeconomic disadvantage with cognitive function across the life course. In addition, I examine historical, contextual, and individual factors that modify the links between socioeconomic conditions and cognition. Chapter two tests the interactive associations of household, school, and neighborhood socioeconomic conditions for young adult memory function. Chapter three tests the moderating effect of personality on the association of childhood socioeconomic disadvantage with midlife cognitive function. Finally, chapter four examines cohort differences in the links between life course socioeconomic disadvantage and cognitive function and decline. Collectively, these examinations find that socioeconomic conditions across childhood, adolescence, and adulthood are significantly associated with adult cognitive outcomes, and that contextual, historical, and individual factors modify these links.
2017
Sociology
cognitive function, life course, social inequallity, socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
University of North Carolina at Chapel Hill Graduate School
Degree granting institution
Sociology
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Glen
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
2017-05
Kristen
Schorpp
Creator
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends and Underlying Mechanisms
During the past several decades, the United States has seen rising socioeconomic inequality coupled with an aging population and rising morbidity. Given these trends, a better understanding of how socioeconomic inequalities contribute to health among older adults is needed. Cognitive function, defined by the ability to learn, recall, and manipulate knowledge, is especially important for individual health, wellbeing, and independence in late life. However, the life course links between socioeconomic conditions and cognitive outcomes remain poorly understood for several reasons. First, the aging literature typically focuses on the links between adult socioeconomic conditions and late life cognitive function; however, the experience of socioeconomic disadvantage in early life may be especially detrimental to cognitive aging by setting individuals on social, psychological, and physiological trajectories that influence the aging process. Second, the links between socioeconomic status and cognitive function are not necessarily direct, but may be conditioned by broader social and economic contexts, as well as individual differences that shape responses to the experience of disadvantage. To fill these research gaps, my dissertation utilizes three national, longitudinal data sources that capture adolescence and young, mid, and late adulthood to identify the associations of life course socioeconomic disadvantage with cognitive function across the life course. In addition, I examine historical, contextual, and individual factors that modify the links between socioeconomic conditions and cognition. Chapter two tests the interactive associations of household, school, and neighborhood socioeconomic conditions for young adult memory function. Chapter three tests the moderating effect of personality on the association of childhood socioeconomic disadvantage with midlife cognitive function. Finally, chapter four examines cohort differences in the links between life course socioeconomic disadvantage and cognitive function and decline. Collectively, these examinations find that socioeconomic conditions across childhood, adolescence, and adulthood are significantly associated with adult cognitive outcomes, and that contextual, historical, and individual factors modify these links.
2017
Sociology
cognitive function, life course, social inequallity, socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
University of North Carolina at Chapel Hill Graduate School
Degree granting institution
Sociology
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Glen
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
2017-05
Kristen
Schorpp
Creator
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends and Underlying Mechanisms
During the past several decades, the United States has seen rising socioeconomic inequality coupled with an aging population and rising morbidity. Given these trends, a better understanding of how socioeconomic inequalities contribute to health among older adults is needed. Cognitive function, defined by the ability to learn, recall, and manipulate knowledge, is especially important for individual health, wellbeing, and independence in late life. However, the life course links between socioeconomic conditions and cognitive outcomes remain poorly understood for several reasons. First, the aging literature typically focuses on the links between adult socioeconomic conditions and late life cognitive function; however, the experience of socioeconomic disadvantage in early life may be especially detrimental to cognitive aging by setting individuals on social, psychological, and physiological trajectories that influence the aging process. Second, the links between socioeconomic status and cognitive function are not necessarily direct, but may be conditioned by broader social and economic contexts, as well as individual differences that shape responses to the experience of disadvantage. To fill these research gaps, my dissertation utilizes three national, longitudinal data sources that capture adolescence and young, mid, and late adulthood to identify the associations of life course socioeconomic disadvantage with cognitive function across the life course. In addition, I examine historical, contextual, and individual factors that modify the links between socioeconomic conditions and cognition. Chapter two tests the interactive associations of household, school, and neighborhood socioeconomic conditions for young adult memory function. Chapter three tests the moderating effect of personality on the association of childhood socioeconomic disadvantage with midlife cognitive function. Finally, chapter four examines cohort differences in the links between life course socioeconomic disadvantage and cognitive function and decline. Collectively, these examinations find that socioeconomic conditions across childhood, adolescence, and adulthood are significantly associated with adult cognitive outcomes, and that contextual, historical, and individual factors modify these links.
2017
Sociology
cognitive function, life course, social inequallity, socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
University of North Carolina at Chapel Hill Graduate School
Degree granting institution
Sociology
Claire
Yang
Thesis advisor
Kathleen Mullan
Mullan Harris
Thesis advisor
Claire
Yang
Thesis advisor
Kathleen Mullan
Mullan Harris
Thesis advisor
Glen H.
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
2017-05
Kristen
Schorpp
Creator
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends and Underlying Mechanisms
During the past several decades, the United States has seen rising socioeconomic inequality coupled with an aging population and rising morbidity. Given these trends, a better understanding of how socioeconomic inequalities contribute to health among older adults is needed. Cognitive function, defined by the ability to learn, recall, and manipulate knowledge, is especially important for individual health, wellbeing, and independence in late life. However, the life course links between socioeconomic conditions and cognitive outcomes remain poorly understood for several reasons. First, the aging literature typically focuses on the links between adult socioeconomic conditions and late life cognitive function; however, the experience of socioeconomic disadvantage in early life may be especially detrimental to cognitive aging by setting individuals on social, psychological, and physiological trajectories that influence the aging process. Second, the links between socioeconomic status and cognitive function are not necessarily direct, but may be conditioned by broader social and economic contexts, as well as individual differences that shape responses to the experience of disadvantage. To fill these research gaps, my dissertation utilizes three national, longitudinal data sources that capture adolescence and young, mid, and late adulthood to identify the associations of life course socioeconomic disadvantage with cognitive function across the life course. In addition, I examine historical, contextual, and individual factors that modify the links between socioeconomic conditions and cognition. Chapter two tests the interactive associations of household, school, and neighborhood socioeconomic conditions for young adult memory function. Chapter three tests the moderating effect of personality on the association of childhood socioeconomic disadvantage with midlife cognitive function. Finally, chapter four examines cohort differences in the links between life course socioeconomic disadvantage and cognitive function and decline. Collectively, these examinations find that socioeconomic conditions across childhood, adolescence, and adulthood are significantly associated with adult cognitive outcomes, and that contextual, historical, and individual factors modify these links.
2017
Sociology
cognitive function, life course, social inequallity, socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
University of North Carolina at Chapel Hill Graduate School
Degree granting institution
Sociology
Claire
Yang
Thesis advisor
Kathleen Mullan
Mullan Harris
Thesis advisor
Claire
Yang
Thesis advisor
Kathleen Mullan
Mullan Harris
Thesis advisor
Glen H.
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
2017-05
Kristen
Schorpp
Creator
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends and Underlying Mechanisms
During the past several decades, the United States has seen rising socioeconomic inequality coupled with an aging population and rising morbidity. Given these trends, a better understanding of how socioeconomic inequalities contribute to health among older adults is needed. Cognitive function, defined by the ability to learn, recall, and manipulate knowledge, is especially important for individual health, wellbeing, and independence in late life. However, the life course links between socioeconomic conditions and cognitive outcomes remain poorly understood for several reasons. First, the aging literature typically focuses on the links between adult socioeconomic conditions and late life cognitive function; however, the experience of socioeconomic disadvantage in early life may be especially detrimental to cognitive aging by setting individuals on social, psychological, and physiological trajectories that influence the aging process. Second, the links between socioeconomic status and cognitive function are not necessarily direct, but may be conditioned by broader social and economic contexts, as well as individual differences that shape responses to the experience of disadvantage. To fill these research gaps, my dissertation utilizes three national, longitudinal data sources that capture adolescence and young, mid, and late adulthood to identify the associations of life course socioeconomic disadvantage with cognitive function across the life course. In addition, I examine historical, contextual, and individual factors that modify the links between socioeconomic conditions and cognition. Chapter two tests the interactive associations of household, school, and neighborhood socioeconomic conditions for young adult memory function. Chapter three tests the moderating effect of personality on the association of childhood socioeconomic disadvantage with midlife cognitive function. Finally, chapter four examines cohort differences in the links between life course socioeconomic disadvantage and cognitive function and decline. Collectively, these examinations find that socioeconomic conditions across childhood, adolescence, and adulthood are significantly associated with adult cognitive outcomes, and that contextual, historical, and individual factors modify these links.
2017
Sociology
cognitive function, life course, social inequallity, socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
Sociology
Claire
Yang
Thesis advisor
Kathleen Mullan
Mullan Harris
Thesis advisor
Claire
Yang
Thesis advisor
Kathleen Mullan
Mullan Harris
Thesis advisor
Glen H.
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
2017-05
University of North Carolina at Chapel Hill
Degree granting institution
Kristen
Schorpp
Creator
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends and Underlying Mechanisms
During the past several decades, the United States has seen rising socioeconomic inequality coupled with an aging population and rising morbidity. Given these trends, a better understanding of how socioeconomic inequalities contribute to health among older adults is needed. Cognitive function, defined by the ability to learn, recall, and manipulate knowledge, is especially important for individual health, wellbeing, and independence in late life. However, the life course links between socioeconomic conditions and cognitive outcomes remain poorly understood for several reasons. First, the aging literature typically focuses on the links between adult socioeconomic conditions and late life cognitive function; however, the experience of socioeconomic disadvantage in early life may be especially detrimental to cognitive aging by setting individuals on social, psychological, and physiological trajectories that influence the aging process. Second, the links between socioeconomic status and cognitive function are not necessarily direct, but may be conditioned by broader social and economic contexts, as well as individual differences that shape responses to the experience of disadvantage. To fill these research gaps, my dissertation utilizes three national, longitudinal data sources that capture adolescence and young, mid, and late adulthood to identify the associations of life course socioeconomic disadvantage with cognitive function across the life course. In addition, I examine historical, contextual, and individual factors that modify the links between socioeconomic conditions and cognition. Chapter two tests the interactive associations of household, school, and neighborhood socioeconomic conditions for young adult memory function. Chapter three tests the moderating effect of personality on the association of childhood socioeconomic disadvantage with midlife cognitive function. Finally, chapter four examines cohort differences in the links between life course socioeconomic disadvantage and cognitive function and decline. Collectively, these examinations find that socioeconomic conditions across childhood, adolescence, and adulthood are significantly associated with adult cognitive outcomes, and that contextual, historical, and individual factors modify these links.
2017
Sociology
cognitive function, life course, social inequallity, socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
University of North Carolina at Chapel Hill Graduate School
Degree granting institution
Sociology
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Glen
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
2017-05
Kristen
Schorpp
Creator
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends and Underlying Mechanisms
During the past several decades, the United States has seen rising socioeconomic inequality coupled with an aging population and rising morbidity. Given these trends, a better understanding of how socioeconomic inequalities contribute to health among older adults is needed. Cognitive function, defined by the ability to learn, recall, and manipulate knowledge, is especially important for individual health, wellbeing, and independence in late life. However, the life course links between socioeconomic conditions and cognitive outcomes remain poorly understood for several reasons. First, the aging literature typically focuses on the links between adult socioeconomic conditions and late life cognitive function; however, the experience of socioeconomic disadvantage in early life may be especially detrimental to cognitive aging by setting individuals on social, psychological, and physiological trajectories that influence the aging process. Second, the links between socioeconomic status and cognitive function are not necessarily direct, but may be conditioned by broader social and economic contexts, as well as individual differences that shape responses to the experience of disadvantage. To fill these research gaps, my dissertation utilizes three national, longitudinal data sources that capture adolescence and young, mid, and late adulthood to identify the associations of life course socioeconomic disadvantage with cognitive function across the life course. In addition, I examine historical, contextual, and individual factors that modify the links between socioeconomic conditions and cognition. Chapter two tests the interactive associations of household, school, and neighborhood socioeconomic conditions for young adult memory function. Chapter three tests the moderating effect of personality on the association of childhood socioeconomic disadvantage with midlife cognitive function. Finally, chapter four examines cohort differences in the links between life course socioeconomic disadvantage and cognitive function and decline. Collectively, these examinations find that socioeconomic conditions across childhood, adolescence, and adulthood are significantly associated with adult cognitive outcomes, and that contextual, historical, and individual factors modify these links.
2017
Sociology
cognitive function, life course, social inequallity, socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
University of North Carolina at Chapel Hill Graduate School
Degree granting institution
Sociology
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Glen
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
2017-05
Kristen
Schorpp
Creator
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends and Underlying Mechanisms
During the past several decades, the United States has seen rising socioeconomic inequality coupled with an aging population and rising morbidity. Given these trends, a better understanding of how socioeconomic inequalities contribute to health among older adults is needed. Cognitive function, defined by the ability to learn, recall, and manipulate knowledge, is especially important for individual health, wellbeing, and independence in late life. However, the life course links between socioeconomic conditions and cognitive outcomes remain poorly understood for several reasons. First, the aging literature typically focuses on the links between adult socioeconomic conditions and late life cognitive function; however, the experience of socioeconomic disadvantage in early life may be especially detrimental to cognitive aging by setting individuals on social, psychological, and physiological trajectories that influence the aging process. Second, the links between socioeconomic status and cognitive function are not necessarily direct, but may be conditioned by broader social and economic contexts, as well as individual differences that shape responses to the experience of disadvantage. To fill these research gaps, my dissertation utilizes three national, longitudinal data sources that capture adolescence and young, mid, and late adulthood to identify the associations of life course socioeconomic disadvantage with cognitive function across the life course. In addition, I examine historical, contextual, and individual factors that modify the links between socioeconomic conditions and cognition. Chapter two tests the interactive associations of household, school, and neighborhood socioeconomic conditions for young adult memory function. Chapter three tests the moderating effect of personality on the association of childhood socioeconomic disadvantage with midlife cognitive function. Finally, chapter four examines cohort differences in the links between life course socioeconomic disadvantage and cognitive function and decline. Collectively, these examinations find that socioeconomic conditions across childhood, adolescence, and adulthood are significantly associated with adult cognitive outcomes, and that contextual, historical, and individual factors modify these links.
2017
Sociology
cognitive function; life course; social inequallity; socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
University of North Carolina at Chapel Hill Graduate School
Degree granting institution
Sociology
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Yang Claire
Yang
Thesis advisor
Kathleen
Mullan Harris
Thesis advisor
Glen
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
2017-05
Kristen
Schorpp
Creator
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends and Underlying Mechanisms
During the past several decades, the United States has seen rising socioeconomic inequality coupled with an aging population and rising morbidity. Given these trends, a better understanding of how socioeconomic inequalities contribute to health among older adults is needed. Cognitive function, defined by the ability to learn, recall, and manipulate knowledge, is especially important for individual health, wellbeing, and independence in late life. However, the life course links between socioeconomic conditions and cognitive outcomes remain poorly understood for several reasons. First, the aging literature typically focuses on the links between adult socioeconomic conditions and late life cognitive function; however, the experience of socioeconomic disadvantage in early life may be especially detrimental to cognitive aging by setting individuals on social, psychological, and physiological trajectories that influence the aging process. Second, the links between socioeconomic status and cognitive function are not necessarily direct, but may be conditioned by broader social and economic contexts, as well as individual differences that shape responses to the experience of disadvantage. To fill these research gaps, my dissertation utilizes three national, longitudinal data sources that capture adolescence and young, mid, and late adulthood to identify the associations of life course socioeconomic disadvantage with cognitive function across the life course. In addition, I examine historical, contextual, and individual factors that modify the links between socioeconomic conditions and cognition. Chapter two tests the interactive associations of household, school, and neighborhood socioeconomic conditions for young adult memory function. Chapter three tests the moderating effect of personality on the association of childhood socioeconomic disadvantage with midlife cognitive function. Finally, chapter four examines cohort differences in the links between life course socioeconomic disadvantage and cognitive function and decline. Collectively, these examinations find that socioeconomic conditions across childhood, adolescence, and adulthood are significantly associated with adult cognitive outcomes, and that contextual, historical, and individual factors modify these links.
2017
Sociology
cognitive function, life course, social inequallity, socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
Sociology
Claire
Yang
Thesis advisor
Kathleen Mullan
Mullan Harris
Thesis advisor
Claire
Yang
Thesis advisor
Kathleen Mullan
Mullan Harris
Thesis advisor
Glen H.
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
2017-05
University of North Carolina at Chapel Hill
Degree granting institution
Kristen
Schorpp
Creator
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends and Underlying Mechanisms
During the past several decades, the United States has seen rising socioeconomic inequality coupled with an aging population and rising morbidity. Given these trends, a better understanding of how socioeconomic inequalities contribute to health among older adults is needed. Cognitive function, defined by the ability to learn, recall, and manipulate knowledge, is especially important for individual health, wellbeing, and independence in late life. However, the life course links between socioeconomic conditions and cognitive outcomes remain poorly understood for several reasons. First, the aging literature typically focuses on the links between adult socioeconomic conditions and late life cognitive function; however, the experience of socioeconomic disadvantage in early life may be especially detrimental to cognitive aging by setting individuals on social, psychological, and physiological trajectories that influence the aging process. Second, the links between socioeconomic status and cognitive function are not necessarily direct, but may be conditioned by broader social and economic contexts, as well as individual differences that shape responses to the experience of disadvantage. To fill these research gaps, my dissertation utilizes three national, longitudinal data sources that capture adolescence and young, mid, and late adulthood to identify the associations of life course socioeconomic disadvantage with cognitive function across the life course. In addition, I examine historical, contextual, and individual factors that modify the links between socioeconomic conditions and cognition. Chapter two tests the interactive associations of household, school, and neighborhood socioeconomic conditions for young adult memory function. Chapter three tests the moderating effect of personality on the association of childhood socioeconomic disadvantage with midlife cognitive function. Finally, chapter four examines cohort differences in the links between life course socioeconomic disadvantage and cognitive function and decline. Collectively, these examinations find that socioeconomic conditions across childhood, adolescence, and adulthood are significantly associated with adult cognitive outcomes, and that contextual, historical, and individual factors modify these links.
2017
Sociology
cognitive function, life course, social inequallity, socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
University of North Carolina at Chapel Hill Graduate School
Degree granting institution
Sociology
Claire
Yang
Thesis advisor
Kathleen Mullan
Mullan Harris
Thesis advisor
Claire
Yang
Thesis advisor
Kathleen Mullan
Mullan Harris
Thesis advisor
Glen H.
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
2017-05
Kristen
Schorpp
Creator
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends and Underlying Mechanisms
During the past several decades, the United States has seen rising socioeconomic inequality coupled with an aging population and rising morbidity. Given these trends, a better understanding of how socioeconomic inequalities contribute to health among older adults is needed. Cognitive function, defined by the ability to learn, recall, and manipulate knowledge, is especially important for individual health, wellbeing, and independence in late life. However, the life course links between socioeconomic conditions and cognitive outcomes remain poorly understood for several reasons. First, the aging literature typically focuses on the links between adult socioeconomic conditions and late life cognitive function; however, the experience of socioeconomic disadvantage in early life may be especially detrimental to cognitive aging by setting individuals on social, psychological, and physiological trajectories that influence the aging process. Second, the links between socioeconomic status and cognitive function are not necessarily direct, but may be conditioned by broader social and economic contexts, as well as individual differences that shape responses to the experience of disadvantage. To fill these research gaps, my dissertation utilizes three national, longitudinal data sources that capture adolescence and young, mid, and late adulthood to identify the associations of life course socioeconomic disadvantage with cognitive function across the life course. In addition, I examine historical, contextual, and individual factors that modify the links between socioeconomic conditions and cognition. Chapter two tests the interactive associations of household, school, and neighborhood socioeconomic conditions for young adult memory function. Chapter three tests the moderating effect of personality on the association of childhood socioeconomic disadvantage with midlife cognitive function. Finally, chapter four examines cohort differences in the links between life course socioeconomic disadvantage and cognitive function and decline. Collectively, these examinations find that socioeconomic conditions across childhood, adolescence, and adulthood are significantly associated with adult cognitive outcomes, and that contextual, historical, and individual factors modify these links.
2017
Sociology
cognitive function; life course; social inequallity; socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
University of North Carolina at Chapel Hill Graduate School
Degree granting institution
Sociology
Claire
Yang
Thesis advisor
Kathleen Mullan
Mullan Harris
Thesis advisor
Claire
Yang
Thesis advisor
Kathleen Mullan
Mullan Harris
Thesis advisor
Glen H.
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
2017-05
Kristen
Schorpp
Creator
Department of Sociology
College of Arts and Sciences
Socioeconomic Disadvantage and Cognitive Function across the Life Span: Trends and Underlying Mechanisms
During the past several decades, the United States has seen rising socioeconomic inequality coupled with an aging population and rising morbidity. Given these trends, a better understanding of how socioeconomic inequalities contribute to health among older adults is needed. Cognitive function, defined by the ability to learn, recall, and manipulate knowledge, is especially important for individual health, wellbeing, and independence in late life. However, the life course links between socioeconomic conditions and cognitive outcomes remain poorly understood for several reasons. First, the aging literature typically focuses on the links between adult socioeconomic conditions and late life cognitive function; however, the experience of socioeconomic disadvantage in early life may be especially detrimental to cognitive aging by setting individuals on social, psychological, and physiological trajectories that influence the aging process. Second, the links between socioeconomic status and cognitive function are not necessarily direct, but may be conditioned by broader social and economic contexts, as well as individual differences that shape responses to the experience of disadvantage. To fill these research gaps, my dissertation utilizes three national, longitudinal data sources that capture adolescence and young, mid, and late adulthood to identify the associations of life course socioeconomic disadvantage with cognitive function across the life course. In addition, I examine historical, contextual, and individual factors that modify the links between socioeconomic conditions and cognition. Chapter two tests the interactive associations of household, school, and neighborhood socioeconomic conditions for young adult memory function. Chapter three tests the moderating effect of personality on the association of childhood socioeconomic disadvantage with midlife cognitive function. Finally, chapter four examines cohort differences in the links between life course socioeconomic disadvantage and cognitive function and decline. Collectively, these examinations find that socioeconomic conditions across childhood, adolescence, and adulthood are significantly associated with adult cognitive outcomes, and that contextual, historical, and individual factors modify these links.
2017
Sociology
cognitive function; life course; social inequallity; socioeconomic disadvantage
eng
Doctor of Philosophy
Dissertation
University of North Carolina at Chapel Hill Graduate School
Degree granting institution
Claire
Yang
Thesis advisor
Kathleen Mullan
Mullan Harris
Thesis advisor
Claire
Yang
Thesis advisor
Kathleen Mullan
Mullan Harris
Thesis advisor
Glen H.
Elder
Thesis advisor
Michael
Shanahan
Thesis advisor
Lilly
Shanahan
Thesis advisor
text
2017-05
Schorpp_unc_0153D_16884.pdf
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2019-07-06T00:00:00
2017-04-14T14:43:26Z
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application/pdf
1882758