Early childhood trauma and its long-term impact on cognitive and emotional development: a systematic review and meta-analysis
Bibliographic record
Abstract
BACKGROUND: Childhood trauma has profound, long-term effects on cognitive and emotional development. This systematic review and meta-analysis sought to synthesis the evidence around the long-term impact of human childhood trauma on domains of cognition and emotion in order to inform interventions and public health strategies. METHODS: We systematically reviewed 465 studies from PubMed, Cochrane Library, and Google Scholar, 9 studies were included after duplicates were removed and inclusion and exclusion criteria were applied, and all 9 studies were aimed at low-income people in the United States. Data on study design, trauma types, and cognitive/emotional outcomes were extracted. Study quality was assessed using the Newcastle-Ottawa Scale (NOS) and Cochrane Risk of Bias Tool (RoB 2). Random-effects meta-analysis and subgroup analyses (processing speed, attention, working memory, emotion regulation, executive function) were conducted using R software. RESULTS: : 77-98%) reflected variability in trauma types and assessments. The pooled effect size (SMD = 1.57, 95% CI: [-0.12, 3.26]) highlighted trauma's pervasive impact. CONCLUSION: Childhood trauma disproportionately impairs attention and working memory. These findings, however, point to the importance of early screening, trauma-informed care and targeted interventions to ameliorate the long-term consequences of trauma, even with high heterogeneity. Methodological variability should be addressed to inform prevention and treatment strategies in future research, as well as resilience factors explored.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.008 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".