How the Timing and Quality of Early Experiences Influence the Development of Brain Architecture

Fox, Sharon; Levitt, Pat; Nelson, Charles A.

doi:10.1111/j.1467-8624.2009.01380.x

Cited by 873 publications

(597 citation statements)

References 112 publications

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“…During these critical years of development, the experiences children have play a huge role in making their brains more efficient, allowing them to engage in multiple tasks at the same time, think through complex problems, and tune out the extra information around them that might be distracting (Fox, Levitt, and Nelson, 2010). Moreover, these experiences during the first years of life are strongly associated with long-term cognitive, emotional, and social outcomes through adulthood (Fox, Levitt, and Nelson, 2010).…”

Section: Abbreviationsmentioning

confidence: 99%

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The Urban Child Institute CANDLE Study: Methodological Overview and Baseline Sample Description

Sontag-Padilla¹,

Shih²,

Griffin³

et al. 2015

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Limited Print and Electronic Distribution RightsThis document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions.html.The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest.RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org For more information on this publication, visit www.rand.org/t/rr1336Published by the RAND Corporation, Santa Monica, Calif.

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Section: Abbreviationsmentioning

confidence: 99%

“…Moreover, these experiences during the first years of life are strongly associated with long-term cognitive, emotional, and social outcomes through adulthood (Fox, Levitt, and Nelson, 2010).…”

Section: Abbreviationsmentioning

confidence: 99%

The Urban Child Institute CANDLE Study: Methodological Overview and Baseline Sample Description

Sontag-Padilla¹,

Shih²,

Griffin³

et al. 2015

View full text Add to dashboard Cite

show abstract

“…These brain systems have different developmental trajectories, suggesting that they are differentially sensitive to the environment over the course of development (Knudsen 2004;Raznahan et al 2011;Sowell et al 2004b). Further, different brain systems are sensitive to different kinds of experiences (Fox et al 2010). We will discuss both broad, unsolicited experiences that may shape critical-analytic thinking over the life span (socioeconomic status, stress, and language exposure), and specific, targeted experiences that may boost the cognitive skills that support critical-analytic thinking (cognitive training).…”

Section: Experiential Sources Of Individual Differences In Critical-amentioning

confidence: 99%

The Role and Sources of Individual Differences in Critical-Analytic Thinking: a Capsule Overview

et al. 2014

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Critical-analytic thinking is typically conceived as a meta-construct that arises at the junction of a problem state (i.e., a situation that requires analysis that challenges previous assumptions) and an individual (i.e., an entity with the capacity to exercise critical-analytic thinking). With regard to the latter, there is a substantial body of research focusing on developmental and educational prerequisites for critical-analytic thinking. A less studied aspect of critical-analytic thinking pertains to individual differences, particularly in the set of foundational or componential cognitive skills that embody this construct. The bottom line here is whether, all else being equal (i.e., the same situation and the same developmental/ educational stage), there is variation in whether, when, and how people think critically/ analytically. We argue that there is unequivocal evidence for both the existence and importance of individual differences in critical-analytic thinking. This review focuses on theoretical and empirical evidence, identifying the cognitive processes that serve as the sources of these individual differences and capturing these processes' differential contributions to both the critical and analytic components of this construct.Keywords Critical analytic thinking . Neurocognitive mechanisms . Fluid reasoning . Executive function . Genetic factors . Environmental factors For better or for worse, people differ. The number of dimensions on which they differ is endless; one such dimension is the way they think. Here we are interested in surveying both the presentation and sources of individual differences in critical-analytic thinking. Whereas Educ Psychol Rev (2014) what critical-analytic thinking is, the construct is ill-defined and this has been a source of constant debate. Although the debate has swung from a notion of the skills and capacities necessary for critical-analytic thinking to one of disposition toward truth-seeking (Burbules and Berk 1999), the former provides for analysis and the measurement a set of requisite cognitive processes to unpack, with respect to variability in performance in situations and on tasks requiring critical-analytic thinking. As critical-analytic thinking occurs so naturally for some, yet so painfully arduous for others, it is likely that this type of thinking embeds a "vast variety of cognitive skills" (Lipman 1988) that must be orchestrated together, both developmentally as a capacity, and concurrently, as an act. Thus, both the skills and the way they are combined generate a source of individual differences. The intent of this review is to provide an understanding of how variations in several core neurocognitive systems, stemming from genetic and environmental sources, lead to differences in the capacity for and competency in critical-analytic thinking.Critical-analytic thinking involves the ability to overcome one's own biases by decontextualizing an argument (the critical component) and evaluating it rationally (the analytic component), rather than lo...

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“…Growing evidence illustrates that even the earliest childhood development has effects on adult outcomes, beginning with processes such as cellular development in brain architecture (1,2) and cardiac endothelial cell production (3) and resulting in lifelong health or chronic disease. Life course theory includes the familial, social, and environmental experiences that further shape development into adulthood, including adverse childhood experiences.…”

Section: Policy Commentarymentioning

confidence: 99%

A healthier future requires policy informed by lifespan science

Wong

Balasubramaniam

2016

Pediatr Res

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How the Timing and Quality of Early Experiences Influence the Development of Brain Architecture

Cited by 873 publications

References 112 publications

The Urban Child Institute CANDLE Study: Methodological Overview and Baseline Sample Description

The Urban Child Institute CANDLE Study: Methodological Overview and Baseline Sample Description

The Role and Sources of Individual Differences in Critical-Analytic Thinking: a Capsule Overview

A healthier future requires policy informed by lifespan science

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