Developmental Cognitive Neuroscience - Science topic

Childhood eye patching, often used to treat conditions like amblyopia (lazy eye), can indeed have an impact on hemispheric dominance and potentially influence trauma processing. Here's a brief overview:

Hemispheric Dominance:

Trauma Processing and Structural Dissociation:

Conclusion:

While the direct impact of childhood eye patching on trauma processing and structural dissociation requires more research, it's clear that changes in hemispheric dominance and spatial attention could play a role. If you're considering eye patching for a child, it's important to consult with healthcare professionals to understand all potential implications.

There are known two modes in AI: M-mode and I-mode, the first one is abbreviation to mechanical mode, meaning that the artificial agents would act mechanically following the algorithm they are programmed, the intelligent mode is the challenge AI scientists strive for. It is a condition where the artifacts or machines jump out of the system and think about the system. This way we could create machines that think and act like human.

Dear Angel.

I think that WISC is a good test to evaluate children's verbal and non-verbal intelligence in a classroom setting. As you know, via WISC you can have two IQ, A verbal IQ and a performance IQ. WISC can also be administered in a group setting.

Kind regards,

Orlando

Hi Rachael,

At this time, I have not been able to obtain an English version.  The Test of Early Math Abilities, Third Edition seems to be similar in some aspects in the description.  I am still looking for an English version. 

@Ali A R Aldallal - Sir, according to the given paper, the child has to be taken to the ARC center eventually which will not serve the purpose in my study. My test subjects are already autistic and admitted in an ARC. For the sake of my study I need to prove they are autistic via an authentic assessment which is scientifically proven as well. Can you help me with that?

Thanks

Look for the research project and results from Dr. Stephen W. Porges, you will find them very relevant to your question

Dear Akiva Lipshitz,

please check pdf and links

www.ncbi.nlm.nih.gov › NCBI › Literature › PubMed Central (PMC)

There are several interpretations of this phrase. Select one of the aspects of the physiological.

First, reverse coupling is between the brain structures can be positive or negative. Secondly, if the coupling is negative, the result is the reverse influences functional structure activity decreases. If the coupling is positive, the functional activity of the structure increases.

Dear Teketel, 

some suggestions:

The terminology of STM-LTM needs clarification here. For example, a weakness in many studies is based upon time! How long must a memory persist for the memory to be classified as one or the other? If an infant can "retrieve" a word after 10 minutes, can it be "retrieved" after 15, 30, or 60 minutes? Can it be "retrieved" after 24 hours? Perhaps we are discussing a process here instead of terminology such as STM-LTM. It might be best to discuss the phenomenon by relying upon operational definitions; For example, there is no question about the term immediate memory. But after that point, operational terms leave no question about the matter, as in "STM as assessed by a 20 second interval; a 5 minute interval; LTM as inferred from a 15 min interval; LTM as assessed by a 20 minute interval." The operational definitions specify the behavior and avoid drawing the arbitrary line between STM and LTM. Furthermore, the literature which speaks of the development of the medial temporal lobe memory system characterizes "retrieval" as a sophisticated cognitive function that is evident much later than 8 months; it is more likely that your reference to "retrieval" refers to "recognition," since the behavior described would appear to rely upon the medial temporal lobe memory system - which is essentially a recognition memory system.  Len Koziol

Isn't environmental de-enrichment likely to be more effective?

Dear Asheek,

I recommend really thinking about "saving money" on the eye tracker. If you want to do purely scanpath based studies (just where people looking at), then a low-cost, low-sampling eye tracker will be fine. But if you want to do more thorough research on how people look (e.g. analyze saccades including their peak velocities) you need a higher sampling rate (250Hz+). In addition, you also pay for the software when buying a more expensive eye tracker, which is a large advantage for people with little programming skills or time.

On the other hand if you have a lot of time and very little money, EyeTribe might suffice - or you could even built you own (see papers).

Also have a look at the list in the Conclusion of Anderrsons paper (p.11; see link) where some considerations are given w.r.t to sampling rate and experiment design.

Greetings, David

The links below have many interesting articles on Agraphia assessment including adult individuals. good luck

Now comes an innovative pre- and post-fMRI analytical technique at an individual level of analysis-functional connectome fingerprinting (Finn et al., 2015) which may document the efficacy of a treatment intervention to reverse an underlying neural substrate to behavioural inhibition (Bellgowan et al., 2015) to prevent development of an internalising disorder. That conceptual model can be applied to other psychiatric disorders as well.

Finn et al., (2015). Functional connectome fingerprinting: identifying individuals using patterns of brain connectivity. Nat. Neurosci. Oct. 12. doi: 10.1038/nn.4135.

BASC-3 SOS is something to check on. It is a reliable observation instrument with multiple uses.

I my MPhil i looked at a philosophy for children programme and its effect on the development of metacognition of 4 and 5 year olds. You might want to look at the p4c and teaching thinking literature,  i read a lot on the conversation and thinking skills. I am sure there is a lot more on the topic now.

You have picked an interesting subject and after you have written your assignment, you might think twice before trusting your own memories. There is a lot of literature out there, and you might feel overwhelmed by all the possibilities. I would recommend the 'Handbook of Memory and Metamemory', eds: J. Dunlosky and R.A. Bjork, published in 2013.  In the chapter "The delayed JOL effect with very long delays", by C.A. Weaver III et al, you will find an overview of the three periods in flashbulb memory research: The phenomenological  phase (1977-1988), the evaluation of special mechanisms phase (1988-1995, and the functional analysis phase (1996 - till present). Lots of authors are placed in this context, which helps you to evaluate their contributions.  I just picked a few  publications for you:

A publication by J.M. Talarico and D.C. Rubin on Flashbulb Memories' special Phenomenology : http://sites.lafayette.edu/talaricj/files/2009/09/TalaricoRubin2007.pdf.

There is an interesting chapter in this book  from 1992 (!) 'Theoretical Perspectives on Autobiographical Memory', (eds:  M.A. Conway, D.C. Rubin, H. Spinnler and W.A. Wagenaar), titled: 'The Construction and Function of Vivid Memories', by  D. Wright and G. Gaskell.  

If you haven't heard of Elizabeth Loftus before, maybe the work of one of the aforementioned editors, Willem Wagenaar is not known to you either. Wagenaar was a Dutch psychologist and a very productive writer who has done a lot of research on the psychology of memory and legal procedures, for instance in the high profile John Demjanjuk case. Wikipedia gives a list of his 50+ publications (https://en.wikipedia.org/wiki/Willem_Albert_Wagenaar), but I'm sure you can find better sources.

He co-autored a publication on the ''crashing memories paragdigm' in (false) flashbulb memories. H.F.M. Crombag, W.A. Wagenaar and P.J. van Koppen, “Crashing memories and the problem of source monitoring”, Applied Cognitive Psychology, 1996/10, 95-104.  This publication is mentioned in this researchgate article: https://www.researchgate.net/profile/Tom_Smeets/publication/227644953_Assassination_of_a_controversial_politician_remembering_details_from_another_nonexistent_film/links/0c960516c4a0e58597000000.pdf

(There is a wealth of publications of Dutch psychologists on memory, by Crombag, Horselenberg, Jelicic, Merckelbach, Rassin, Van Koppen, Wagenaar and others.) 

Also on false flashbulb memories, and just for fun: many people claim to remember how they heard about the terrorist attacks of September 11, 2001—including George W. Bush, the President of the United States at the time. On at least three occasions, the President was asked how he heard the news of the attacks. His answers contained substantial inconsistencies and provide a near-perfect example of a false flashbulb memory, as you find in this publication by D. L. Greenberg, Applied Cognitive Psychology, Volume 18, Issue 3, pages 363–370, April 2004. Enjoy!

This is a very pithy question. I am convinced the mirror neuron effect is an important key to learning, at any age!

That is a very important part of our job as teachers - connect with your students, one at a time. Feel what they feel!

ask the national siblings network

we may be looking at the diagnosis of autism from the wrong perspective -- like the proverbial investigation of the elephant.  i question the diagnosis that is based only on behavior.  one question:  m. herbert's recent work is suggesting that autism is actually a symptom brought about as a result of other compromised conditions in the body (comorbidity issue).  second question:  is this behavioral label simply our way of categorizing people who do not fit into our understanding of "the normal"?  third question:  perhaps we are all on a spectrum that varies throughout our life.  temple grandin quote:  alittle autism makes a steve jobs.

I think this question is right on point. I think that in biological systems reciprocity evolves in parallel with diversity, whether the system is large, like a forest or coral reef, or smaller, like a person’s body.

In biological systems this reciprocity would be called health, in social systems, trust. I think that a great many of our biological and social problems can be traced to a loss of diversity and resulting gaps in systems of reciprocity. The use of probiotics, fecal transplants, and fermented foods represent early, exploratory steps to reestablishing diversity.

You need to specify where you would want to use the concept of cognitive reserve.  I can't think of circumstances where it is likely to be a better measure than IQ.  I think this concept arose from people who were not familiar with a century of detailed psychometric study on mental testing and IQ.

Sounds interesting. My e-mail: agnieszkazyta@wp.p

ADHD is indeed typically associated with increased RT variability. Often this co-occurs with a longer mean RT as compared to controls. Yet, ADHD-control differences in both the mean RT and its variability may depend on the nature of the task used. In more simple, less complex, long and boring tasks ADHD children often show a longer RT and increased RT variability. Yet, when ADHD children are fully engaged, that is, when the task is difficult, complex, short, or intrinsically salient to the child, ADHD-control differences in RT and accuracy are often not found. So, the question is what kind of task you precisely used. Were there any ADHD-control differences in the mean RT? Also, ADHD children are highly sensitive to external control. For example, were the ADHD children tested alone or was one adult person like one of the researchers present during task administration? In the latter case, it has been found that the task performance of ADHD children can hardly be differentiated from that of controls. Finally, it has been suggested that ADHD children, when equal or better task performance have been found, utilize extra effort to compensate for their cognitive dysfunction. In this case, the smaller RT variability seen in the ADHD group may be interpreted in terms of increased compensatory effort.   

Good luck!

See

Strasser, K., & Lissi, M. R. (2009). Home and instruction effects on emergent liter- acy in a simple of Chilean kindergarten children. Scientific Studies of Reading, 13(2), 175-204. doi: 10.1080/ 10888430902769509

As we know, Jean Piaget theory of the transition from sensory motor actions to specific transactions, and then to formal - is the most complete in the whole hypothesis of developmental psychology. Developmental psychology, including the idea of multiple intelligences, a very complex process and if those theories (Piaget's and Vygotsky) allow to explain the laws of this process, then I think that they are not yet obsolete.

Thank you so much, Samuel! I looked through them. Unfurtunately I haven't found that info what I am searching. I am wondering whether anybody else used this tech in devpsy study except Humphrey. If not, why?

I would check these out:

Matthew A. Johnson, Nick Turk-Browne, and Adele E. Goldberg. submitted. Neural systems supporting the learning of novel linguistic constructions.

Kachina Allen, Francisco Pereira, Matthew Botvinick, and Adele E. Goldberg. 2012. Distinguishing Grammatical Constructions with fMRI Pattern Analysis. Brain and Language 123: 174-182.

It will take a very well read primary school child to have an inkling what it is about since natural selection isn't something that is even mentioned at that stage. Should hopefully change with the new curriculum. May need to explore this with some children first. but my guess is that most wouldn't have heard about it. Don't know if it is worth giving them some material to read or play with before checking if they could grasp the concept.

You mean, high latency is high novelty?