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Developmental Science (developmental + science)
Selected AbstractsNeural correlates of successful and partial inhibitions in children: An ERP studyDEVELOPMENTAL PSYCHOBIOLOGY, Issue 7 2009Lucy Cragg Abstract This experiment used event-related potentials (ERPs) to investigate the neural processes underlying the development of response inhibition in a modified version of the go/no-go paradigm [Cragg and Nation [2008] Developmental Science 11(6): 819,827]. N2 and P3 ERP components on correct go trials and partial and successful inhibitions were compared in 7- and 9-year-old children. A larger N2 effect on successful inhibitions was found in 9-year-olds compared to 7-year-olds at fronto-central electrodes. N2 amplitude was positively related to behavioral performance in the 7-year-olds suggesting it may reflect inhibitory processes; however, this relationship was not present in the 9-year-olds. Age differences were also apparent in the go P3, perhaps indicating differences in stimulus processing. The no-go P3 component was larger on successful than partial inhibitions. In contrast, there was no difference in N2 amplitude between partial and successful inhibitions. A significant difference was found in N2 latency however. This suggests that inhibitory processes are similar in both cases but initiated earlier on successful inhibitions. N2 latency was also shorter in 9-year-olds than 7-year-olds supporting an increase in the efficiency of response inhibition with age. © 2009 Wiley Periodicals, Inc. Dev Psychobiol 51: 533,543, 2009. [source] The effect of spatial cues on infants' responses in the AB task, with and without a hidden objectDEVELOPMENTAL SCIENCE, Issue 4 2001Andrew Bremner The errors made by infants in the AB task were taken by Piaget as an indication of an inability to update their representations of the spatial location of a hidden object. This paper presents an experiment designed to further investigate the role of spatial representations in the production of the error. The introduction of strong visual cues to spatial location was found to reduce the traditional A-not-B search error. However, it also increased perseveration when a ,lids-only' analogue of the AB task was used, in which infants are simply cued to pick up lids rather than encouraged to search for a hidden object. These results present a challenge to the dynamic systems account of the error given by Smith, Thelen, Titzer and McLin (Psychological Review, 106 (1999), 235,260), and indicate that the traditional A-not-B search error arises from a difficulty in updating representations of the spatial location of hidden objects. The relation of these results to Munakata's PDP model (Developmental Science, 1 (1998), 161,211) and Thelen, Schöner, Scheier and Smith's (Behavioural and Brain Sciences, 24 (2001), 1--86) most recent dynamic systems model of the A-not-B error is also discussed. [source] Generality with specificity: the dynamic field theory generalizes across tasks and time scalesDEVELOPMENTAL SCIENCE, Issue 4 2008Vanessa R. Simmering A central goal in cognitive and developmental science is to develop models of behavior that can generalize across both tasks and development while maintaining a commitment to detailed behavioral prediction. This paper presents tests of one such model, the Dynamic Field Theory (DFT). The DFT was originally proposed to capture delay-dependent biases in spatial recall and developmental changes in spatial recall performance. More recently, the theory was generalized to adults' performance in a second spatial working memory task, position discrimination. Here we use the theory to predict a specific, complex developmental pattern in position discrimination. Data with 3- to 6-year-old children and adults confirm these predictions, demonstrating that the DFT achieves generality across tasks and time scales, as well as the specificity necessary to generate novel, falsifiable predictions. [source] Basic principles of MRI and morphometry studies of human brain developmentDEVELOPMENTAL SCIENCE, Issue 3 2002David N. Kennedy Magnetic resonance imaging has undergone dramatic development in the past years. This has been paralleled by developments in the tools for extracting quantitative information from these images in support of capturing the anatomic features of brain development in living humans. This has revolutionized our expectations for current and future diagnostic and investigative work with the developing brain. This paper will cover the classes of information that are readily available in the MR image, the mechanisms for extracting quantitative results, and a sample of the application of these types of methods to developmental issues. These applications highlight tissue- and anatomic-based contrasts in the nature and rate of developmental maturation within the brain. This will be followed by a discussion of the emergent themes of developmental science as elucidated by these classes of observation. [source] Research Review: ,Ain't misbehavin': Towards a developmentally-specified nosology for preschool disruptive behaviorTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 1 2010Lauren S. Wakschlag There is increasing consensus that disruptive behavior disorders and syndromes (DBDs) are identifiable in preschool children. There is also concomitant recognition of the limitations of the current DBD nosology for distinguishing disruptive behavior symptoms from the normative misbehavior of early childhood. In particular, there appears to be substantial insensitivity to heterotypic manifestations of this developmental period and problems in identifying meaningful heterogeneity. As a result, the developmental basis for much of the current nosology may be called into question. To address these and other critical issues, this paper reviews the foundational elements of clinical and developmental science pertinent to developmental differentiation of disruptive behavior in the preschool period as paradigmatic for developmental specification across the lifespan and generates an agenda for future research. We begin by reviewing evidence of the validity of DBDs in preschool children. This is followed by an outline of key developmental concepts and a review of the corollary evidence from developmental science. These provide a basis for conceptualizing disruptive behavior in reference to developmental deviation in four core dimensions hypothesized to mark the core features of disruptive behavior syndromes. Finally, we propose a program of research to establish an empirical basis for determining the incremental utility of a developmentally specified nosology. Central to this approach is a contention that the benefits of developmental specification are extensive and outweigh any disadvantages. This is because a developmentally specified approach holds substantial promise for increasing sensitivity and specificity for differentiating disruptive behavior from normative misbehavior and from other related syndromes as well as for improving prediction. Further, more precisely defined, developmentally based phenotypes are likely to elucidate distinct mechanisms within translational studies and to serve as a catalyst for the generation of novel treatments. [source] A Unified Theory of Development: A Dialectic Integration of Nature and NurtureCHILD DEVELOPMENT, Issue 1 2010Arnold Sameroff The understanding of nature and nurture within developmental science has evolved with alternating ascendance of one or the other as primary explanations for individual differences in life course trajectories of success or failure. A dialectical perspective emphasizing the interconnectedness of individual and context is suggested to interpret the evolution of developmental science in similar terms to those necessary to explain the development of individual children. A unified theory of development is proposed to integrate personal change, context, regulation, and representational models of development. [source] Probing Predispositions: The Pragmatism of a Process PerspectiveCHILD DEVELOPMENT PERSPECTIVES, Issue 2 2009David S. Moore Abstract, As J. P. Spencer et al. (2009) argue, the theories of some developmental psychologists continue to be nativistic, even though nativism is an inherently nondevelopmental school of thought. Psychologists interested in development study the emergence of human characteristics,including predispositions,and are not content to simply catalogue competences that characterize human newborns; instead, they recognize that all human characteristics, including those present at birth, reflect the circumstances of development. A truly developmental science of behavior requires rejecting the nativism,empiricism debate outright, abandoning ideas such as "core knowledge" and psychological "endowments," and adopting a process perspective that focuses on how traits emerge from the co-actions of biological and experiential factors. Unlike nativism, the process perspective advocated by J. P. Spencer et al. encourages research that can reveal the developmental origins of psychological characteristics of interest. 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