journal
https://read.qxmd.com/read/37662651/disentangling-processing-and-storage-accounts-of-working-memory-development-in-childhood
#1
JOURNAL ARTICLE
Luísa Superbia-Guimarães, Nelson Cowan
Researchers have been asking the question of what drives the development of working memory (WM) during childhood for decades. This question is particularly challenging because so many aspects of cognition develop with age that it is difficult to disentangle them and find out which factors are causal or fundamental. In this review, we first prepare to discuss this issue by inquiring whether increases in storage, processing, or both are the fundamental driving factor(s) of the age-related increase in WM capability in childhood...
September 2023: Developmental Review: DR
https://read.qxmd.com/read/34776580/how-fuzzy-trace-theory-predicts-development-of-risky-decision-making-with-novel-extensions-to-culture-and-reward-sensitivity
#2
JOURNAL ARTICLE
Sarah Edelson, Valerie Reyna
Comprehensive meta-analyses of risky decision making in children, adolescents, and adults have revealed that age trends in disambiguated laboratory tasks confirmed fuzzy-trace theory's prediction that preference for risk decreases monotonically from childhood to adulthood. These findings are contrary to predictions of dual systems or neurobiological imbalance models. Assumptions about increasing developmental reliance on mental representations of the gist of risky options are essential to account for this developmental trend...
December 2021: Developmental Review: DR
https://read.qxmd.com/read/34219858/stress-in-the-onset-and-aggravation-of-learning-disabilities
#3
JOURNAL ARTICLE
Olga V Burenkova, Oksana Yu Naumova, Elena L Grigorenko
Despite substantial grounds for such research, the role of chronic exposure to stressors in the onset and aggravation of learning disabilities (LDs) is largely unexplored. In this review, we first consider the hormonal, (epi)genetic, and neurobiological mechanisms that might underlie the impact of adverse childhood experiences, a form of chronic stressors, on the onset of LDs. We then found that stress factors combined with feelings of inferiority, low self-esteem, and peer victimization could potentially further aggravate academic failures in children with LDs...
September 2021: Developmental Review: DR
https://read.qxmd.com/read/34108794/emerging-neurodevelopmental-perspectives-on-mathematical-learning
#4
JOURNAL ARTICLE
Vinod Menon, Hyesang Chang
Strong foundational skills in mathematical problem solving, acquired in early childhood, are critical not only for success in the science, technology, engineering, and mathematical (STEM) fields but also for quantitative reasoning in everyday life. The acquisition of mathematical skills relies on protracted interactive specialization of functional brain networks across development. Using a systems neuroscience approach, this review synthesizes emerging perspectives on neurodevelopmental pathways of mathematical learning, highlighting the functional brain architecture that supports these processes and sources of heterogeneity in mathematical skill acquisition...
June 2021: Developmental Review: DR
https://read.qxmd.com/read/33840880/the-emergence-of-richly-organized-semantic-knowledge-from-simple-statistics-a-synthetic-review
#5
JOURNAL ARTICLE
Layla Unger, Anna V Fisher
As adults, we draw upon our ample knowledge about the world to support such vital cognitive feats as using language, reasoning, retrieving knowledge relevant to our current goals, planning for the future, adapting to unexpected events, and navigating through the environment. Our knowledge readily supports these feats because it is not merely a collection of stored facts, but rather functions as an organized, semantic network of concepts connected by meaningful relations. How do the relations that fundamentally organize semantic concepts emerge with development? Here, we cast a spotlight on a potentially powerful but often overlooked driver of semantic organization: Rich statistical regularities that are ubiquitous in both language and visual input...
June 2021: Developmental Review: DR
https://read.qxmd.com/read/33737760/the-appraisal-approach-to-aging-and-emotion-an-integrative-theoretical-framework
#6
JOURNAL ARTICLE
Nathaniel A Young, Alyssa R Minton, Joseph A Mikels
To advance our understanding of how emotional experience changes across the adult life span, we propose an integrative theoretical framework: the appraisal approach to aging and emotion (AAAE). AAAE posits that (a) age-related cognitive, motivational, and physical changes fundamentally change the appraisal system in certain ways, and that (b) older adults often deploy appraisal processes in different ways relative to their younger counterparts. As such, we hypothesize that these age-related changes to the appraisal process underlie the finding that older and younger adults tend to experience different emotions...
March 2021: Developmental Review: DR
https://read.qxmd.com/read/33311831/why-do-preschoolers-perpetuate-inequalities-theoretical-perspectives-on-inequity-preferences-in-the-face-of-emerging-concerns-for-equality
#7
JOURNAL ARTICLE
Markus Paulus, Samuel Essler
Recent research has shown that preschool children tend to preferentially allocate resources to rich than to poor others. The findings that young children tend to perpetuate inequalities are puzzling given classical developmental theories that largely focused on the emergence of equality and equity in childhood. In this review, we first sketch the early ontogeny of fairness concerns before providing an overview on studies reporting perpetuation of inequality in young children. We review four classical theories (Piaget, Kohlberg, Damon, Social Domain Theory) and discuss how they would account for this phenomenon...
December 2020: Developmental Review: DR
https://read.qxmd.com/read/33244192/studying-a-moving-target-in-development-the-challenge-and-opportunity-of-heterotypic-continuity
#8
JOURNAL ARTICLE
Isaac T Petersen, Daniel Ewon Choe, Brandon LeBeau
Many psychological constructs show heterotypic continuity-their behavioral manifestations change with development but their meaning remains the same (e.g., externalizing problems). However, research has paid little attention to how to account for heterotypic continuity. Conceptual and methodological challenges of heterotypic continuity may prevent researchers from examining lengthy developmental spans. Developmental theory requires that measurement accommodate changes in manifestation of constructs. Simulation and empirical work demonstrate that failure to account for heterotypic continuity when collecting or analyzing longitudinal data results in faulty developmental inferences...
December 2020: Developmental Review: DR
https://read.qxmd.com/read/32632339/a-meta-analysis-of-the-predictability-of-lena%C3%A2-automated-measures-for-child-language-development
#9
JOURNAL ARTICLE
Yuanyuan Wang, Rondeline Williams, Laura Dilley, Derek M Houston
Early language environment plays a critical role in child language development. The Language ENvironment Analysis (LENA™) system allows researchers and clinicians to collect daylong recordings and obtain automated measures to characterize a child's language environment. This meta-analysis evaluates the predictability of LENA's automated measures for language skills in young children. We systematically searched reports for associations between LENA's automated measures, specifically, adult word count (AWC), conversational turn count (CTC), and child vocalization count (CVC), and language skills in children younger than 48 months...
September 2020: Developmental Review: DR
https://read.qxmd.com/read/36118125/complementarities-between-early-educational-intervention-and-later-educational-quality-a-systematic-review-of-the-sustaining-environments-hypothesis
#10
JOURNAL ARTICLE
Drew H Bailey, Jade M Jenkins, Daniela Alvarez-Vargas
The sustaining environments hypothesis refers to the popular idea, stemming from theories in developmental, cognitive, and educational psychology, that the long-term success of early educational interventions is contingent on the quality of the subsequent learning environment. Several studies have investigated whether specific kindergarten classroom and other elementary school factors account for patterns of persistence and fadeout of early educational interventions. These analyses focus on the statistical interaction between an early educational intervention - usually whether the child attended preschool - and several measures of the quality of the subsequent educational environment...
June 2020: Developmental Review: DR
https://read.qxmd.com/read/32377027/poverty-caregiving-and-hpa-axis-activity-in-early-childhood
#11
JOURNAL ARTICLE
Steven J Holochwost, Nissa Towe-Goodman, Peter D Rehder, Guan Wang, W Roger Mills-Koonce
The association between poverty and the activity of the hypothalamic pituitary adrenal (HPA) axis in early childhood is well established. Both ecological and transactional theories suggest that one way in which poverty may influence children's HPA-axis activity is through its effects on parents' behaviors, and over the past three decades a substantial literature has accumulated indicating that variations in these behaviors are associated with individual differences in young children's HPA-axis activity. More recent research suggests that non-parental caregiving behaviors are associated with HPA-axis activity in early childhood as well...
June 2020: Developmental Review: DR
https://read.qxmd.com/read/31417205/neural-substrates-of-early-executive-function-development
#12
REVIEW
Abigail Fiske, Karla Holmboe
In the last decade, advances in neuroimaging technologies have given rise to a large number of research studies that investigate the neural underpinnings of executive function (EF). EF has long been associated with the prefrontal cortex (PFC) and involves both a unified, general element, as well as the distinct, separable elements of working memory, inhibitory control and set shifting. We will highlight the value of utilising advances in neuroimaging techniques to uncover answers to some of the most pressing questions in the field of early EF development...
June 2019: Developmental Review: DR
https://read.qxmd.com/read/31417204/interventions-targeting-working-memory-in-4-11-year-olds-within-their-everyday-contexts-a-systematic-review
#13
REVIEW
Anita Rowe, Jill Titterington, Joni Holmes, Lucy Henry, Laurence Taggart
It has been suggested that diverse interventions applied within children's everyday contexts have the potential to improve working memory (WM) and produce transfer to real-world skills but little is known about the effectiveness of these approaches. This review aims to examine systematically the effectiveness of non-computerised interventions with 4-11 year olds to identify: (i) their effects on WM; (ii) whether benefits extend to near- and far-transfer measures; (iii) if gains are sustained over time; (iv) the active ingredients; and (v) the optimum dosage...
June 2019: Developmental Review: DR
https://read.qxmd.com/read/32669751/the-neglect-enrichment-continuum-characterizing-variation-in-early-caregiving-environments
#14
JOURNAL ARTICLE
Lucy S King, Kathryn L Humphreys, Ian H Gotlib
No abstract text is available yet for this article.
March 2019: Developmental Review: DR
https://read.qxmd.com/read/32205901/threat-related-attention-bias-in-socioemotional-development-a-critical-review-and-methodological-considerations
#15
JOURNAL ARTICLE
Xiaoxue Fu, Koraly Pérez-Edgar
Cross-sectional evidence suggests that attention bias to threat is linked to anxiety disorders and anxiety vulnerability in both children and adults. However, there is a lack of developmental evidence regarding the causal mechanisms through which attention bias to threat might convey risks for socioemotional problems, such as anxiety. Gaining insights into this question demands longitudinal research to track the complex interplay between threat-related attention and socioemotional functioning. Developing and implementing reliable and valid assessments tools is essential to this line of work...
March 2019: Developmental Review: DR
https://read.qxmd.com/read/30872887/specific-maternal-brain-responses-to-their-own-child-s-face-an-fmri-meta-analysis
#16
JOURNAL ARTICLE
Paola Rigo, Pilyoung Kim, Gianluca Esposito, Diane L Putnick, Paola Venuti, Marc H Bornstein
No abstract text is available yet for this article.
March 2019: Developmental Review: DR
https://read.qxmd.com/read/33707809/autonomic-nervous-system-functioning-assessed-during-the-still-face-paradigm-a-meta-analysis-and-systematic-review-of-methods-approach-and-findings
#17
JOURNAL ARTICLE
Karen Jones-Mason, Abbey Alkon, Michael Coccia, Nicole R Bush
Animal and human research suggests that the development of the autonomic nervous system (ANS) is particularly sensitive to early parenting experiences. The Still-Face Paradigm (SFP), one of the most widely used measures to assess infant reactivity and emotional competence, evokes infant self-regulatory responses to parental interaction and disengagement. This systematic review of 33 peer-reviewed studies identifies patterns of parasympathetic (PNS) and sympathetic (SNS) nervous system activity demonstrated by infants under one year of age during the SFP and describes findings within the context of sample demographic characteristics, study methodologies, and analyses conducted...
December 2018: Developmental Review: DR
https://read.qxmd.com/read/30778272/developmental-aspects-in-cultural-neuroscience
#18
JOURNAL ARTICLE
Joan Y Chiao
Research in cultural neuroscience and development examines the processes and mechanisms underlying the interaction of cultural systems with environmental and biological systems with a life course approach. Culture interacts with environmental and biological factors to shape the mind, brain and behavior across stages of development. Theoretical and empirical approaches in cultural neuroscience investigate how culture influences psychological and neurobiological mechanisms during developmental periods. Methodological approaches in cultural neuroscience and development illustrate the opportunities and challenges with observation and measurement of psychological and biological processes across cultures throughout development...
December 2018: Developmental Review: DR
https://read.qxmd.com/read/30270962/rapid-infant-prefrontal-cortex-development-and-sensitivity-to-early-environmental-experience
#19
JOURNAL ARTICLE
Amanda S Hodel
Over the last fifteen years, the emerging field of developmental cognitive neuroscience has described the relatively late development of prefrontal cortex in children and the relation between gradual structural changes and children's protracted development of prefrontal-dependent skills. Widespread recognition by the broader scientific community of the extended development of prefrontal cortex has led to the overwhelming perception of prefrontal cortex as a "late developing" region of the brain. However, despite its supposedly protracted development, multiple lines of research have converged to suggest that prefrontal cortex development may be particularly susceptible to individual differences in children's early environments...
June 2018: Developmental Review: DR
https://read.qxmd.com/read/30220766/stigma-based-bullying-interventions-a-systematic-review
#20
JOURNAL ARTICLE
Valerie A Earnshaw, Sari L Reisner, David Menino, V Paul Poteat, Laura M Bogart, Tia N Barnes, Mark A Schuster
Youth living with socially devalued characteristics (e.g., minority sexual orientation, race, and/or ethnicity; disability; obesity) experience frequent bullying. This stigma-based bullying undermines youths' wellbeing and academic achievement, with lifelong consequences. The National Academies of Sciences, Engineering, and Medicine recommends developing, implementing, and evaluating evidence-based interventions to address stigma-based bullying. To characterize the existing landscape of these interventions, we conducted a systematic review of stigma-based bullying interventions targeting youth in any country published in the peer-reviewed literature between 2000 and 2015...
June 2018: Developmental Review: DR
journal
journal
28434
1
2
Fetch more papers »
Fetching more papers... Fetching...
Remove bar
Read by QxMD icon Read
×

Save your favorite articles in one place with a free QxMD account.

×

Search Tips

Use Boolean operators: AND/OR

diabetic AND foot
diabetes OR diabetic

Exclude a word using the 'minus' sign

Virchow -triad

Use Parentheses

water AND (cup OR glass)

Add an asterisk (*) at end of a word to include word stems

Neuro* will search for Neurology, Neuroscientist, Neurological, and so on

Use quotes to search for an exact phrase

"primary prevention of cancer"
(heart or cardiac or cardio*) AND arrest -"American Heart Association"

We want to hear from doctors like you!

Take a second to answer a survey question.