To learn how the lack of care and material needs that institutionalized children often experience affect brain development, the researchers looked at 132 8- and 9-year-olds. Some of them were adopted into U.S. homes after spending at least a year and three quarters of their lives in institutions in Asia, Latin America, Russia and Eastern Europe, and Africa. Others were adopted by the time they were 8 months old into U.S. homes from foster care（寄养）in Asia and Latin America; most of these children had spent no time in institutional care, while some had spent a month or two in institutions prior to foster placement. On average, the internationally adopted children had been living with their families for more than 6 years. These children were compared to a group of American children raised in their birth families.

　　Children adopted early from foster care didn't differ from children raised in their birth families in the United States. Children adopted from institutional care performed worse than those raised in families on tests measuring visual memory and attention, learning visual information, and impulse （冲动）control. Yet these children performed at developmentally appropriate levels on tests involving sequencing and planning.

　　The take-home message: Children make tremendous advances in cognitive（认知的） functioning once they reach their adoptive families, but the early impact on their brains' development is difficult to change completely.

【2016届河南省孟津县高考英语一轮复习阅读理解训练：5（含解析）】相关文章：

★ 2017届高考英语二轮复习课时训练：3（含解析）

★ 2017届高考英语二轮复习课时训练：4（含解析）

★ 2017届高考英语二轮复习课时训练：14（含解析）

★ 2017届高考英语二轮复习课时训练：7（含解析）

★ 2017届高考英语二轮复习课时训练：23（含解析）

★ 2017届高考英语二轮复习课时训练：16（含解析）

★ 2017届高考英语二轮复习课时训练：15（含解析）

★ 湖南省汝城二中2014届高考英语一轮复习阅读训练 (4)

★ 2017届高考英语二轮复习课时训练：20（含解析）

★ 【北京专用】2014届高考英语一轮复习方案课时作业：必修5 Unit 5 First aid