An interesting study being done to assess economic conditioning's affect on learning methodology...could prove useful in learning how to effectively reach all students (of the game)
The research study entitled, “Childhood Poverty and Brain Development: Roles of Chronic Stress and Parenting,” aims to determine how childhood poverty influences adult brain structure and function, and what underlying biological and social mechanisms mediate childhood poverty-brain relationships. Researchers hypothesize that chronic physiological stress dysregulation (elevated allostatic load) as well as harsh, unresponsive parenting during childhood will account for some of the expected linkages between childhood poverty and adult brain structure and function
In one study, he looked at how children filter out irrelevant information and pick up on what is important. To do this, he monitored the electrical activity of their brains when they were asked to listen to a random series of four tones and press a button every time they heard two of those tones.
He found that children from low SES families tend to use far more parts of their brain during the test than kids from middle-income families. It was as if the low SES children paid equal attention to every sound they heard, he says. Children from high-income homes only paid close attention to the two tones they had been asked to identify.
Amedeo D’Angiulli at Carleton University in Ottawa quoted, “I would see this work informing the school system to exploit some of the strengths that are in these children and introduce curriculum that instead of penalizing them would allow them to function”