Zobrazeno 1 - 10
of 10
pro vyhledávání: '"Amanda S. Hodel"'
Autor:
Max P. Herzberg, Kelly Jedd McKenzie, Amanda S. Hodel, Ruskin H. Hunt, Bryon A. Mueller, Megan R. Gunnar, Kathleen M. Thomas
Publikováno v:
Developmental Cognitive Neuroscience, Vol 48, Iss , Pp 100922- (2021)
Psychosocial acceleration theory and other frameworks adapted from life history predict a link between early life stress and accelerated maturation in several physiological systems. Those findings led researchers to suggest that the emotion-regulator
Externí odkaz:
https://doaj.org/article/8889205d0f084bfe9f4466cfd280420c
Autor:
Ruskin H. Hunt, Sara E. Van Den Heuvel, Anika M. Wiltgen, Jane E. Brumbaugh, Kathleen M. Thomas, Amanda S. Hodel
Publikováno v:
Child Neuropsychol
Although behavioral studies have demonstrated that executive function (EF) develops rapidly during early childhood, few studies have investigated neural systems supporting EF during the preschool years. These systems are sensitive to variations in ch
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cc547fa5f5ce0091197c05a59a6a5beb
https://doi.org/10.1080/09297049.2018.1540690
https://doi.org/10.1080/09297049.2018.1540690
Autor:
Amanda S. Hodel
Publikováno v:
Developmental review : DR. 48
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 dev
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d0990d77b7a68f2a244cc921482a7374
https://pubmed.ncbi.nlm.nih.gov/30270962
https://pubmed.ncbi.nlm.nih.gov/30270962
Autor:
Lauren Robertson, Karen Cadigan, Sara J. Benning, Brittany Henn, Emily O. Prager, Sara Langworthy, Amanda S. Hodel
Publikováno v:
Museums & Social Issues. 10:134-150
Despite the growth of scientific understanding of early childhood development over the past few decades, there remains a sizable gap between what scientists know about early childhood and policymakers’ use of scientific information in creating and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ca175b9e5c2bbde8ef4d41b47546e573
https://doi.org/10.1179/1559689315z.00000000040
https://doi.org/10.1179/1559689315z.00000000040
Publikováno v:
Developmental Science. 19:221-234
Interest in monitoring long-term neurodevelopmental outcomes of children born moderate-to-late preterm (32-36 weeks gestation) is increasing. Moderate-to-late preterm birth has a negative impact on academic achievement, which may relate to differenti
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c1058da7982ec2b86a2a7986e6193501
https://doi.org/10.1111/desc.12307
https://doi.org/10.1111/desc.12307
Autor:
Ruskin H. Hunt, Raquel A. Cowell, Kathleen M. Thomas, Sara E. Van Den Heuvel, Megan R. Gunnar, Amanda S. Hodel
Publikováno v:
NeuroImage. 105:112-119
For children reared in institutions for orphaned or abandoned children, multiple aspects of the early environment deviate from species-typical experiences, which may lead to alterations in neurobehavioral development. Although the effects of early de
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e038890e1e83c77e7209c7ce03cc508e
https://doi.org/10.1016/j.neuroimage.2014.10.020
https://doi.org/10.1016/j.neuroimage.2014.10.020
Autor:
Kathleen M. Thomas, Megan R. Gunnar, Raquel A. Cowell, Ruskin H. Hunt, Max P. Herzberg, Amanda S. Hodel
Publikováno v:
Neuropsychologia. 119
Early life stress in the form of early institutional care has been shown to have wide-ranging impacts on the biological and behavioral development of young children. Studies of brain structure using magnetic resonance imaging have reported decreased
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3b6a2dc4736713897ad62176db1d62f2
https://pubmed.ncbi.nlm.nih.gov/30170080
https://pubmed.ncbi.nlm.nih.gov/30170080
Publikováno v:
American Journal of Perinatology. 31:305-314
OBJECTIVE Very preterm birth (< 32 weeks' gestation) affects cognitive development. The impact of late preterm birth (34 to 36 weeks' gestation) on cognition, specifically executive function, is not fully characterized. The aim of this study was to a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::69e2903ac97a4992db78e52be5feb82e
https://doi.org/10.1055/s-0033-1348950
https://doi.org/10.1055/s-0033-1348950
Autor:
Oren Sasson, Claire Jokinen, Kate L. Senich, Alyssa R. Morris, Amanda S. Hodel, Kathleen M. Thomas
Publikováno v:
Early human development. 113
Individuals who are born very preterm (< 32 weeks gestation) show differential development of prefrontal cortex structure, function, and dependent behaviors, including executive function (EF) skills, beginning during late infancy and extending into a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f040760f824bfc7d964e3a6b9a51535c
https://pubmed.ncbi.nlm.nih.gov/28711562
https://pubmed.ncbi.nlm.nih.gov/28711562
Autor:
Amanda S. Hodel, Kathleen M. Thomas, Sara E. Van Den Heuvel, Jenie M Cirilli-Raether, Julie Markant
Publikováno v:
Frontiers in Psychology
Frontiers in Psychology, Vol 5 (2014)
Frontiers in Psychology, Vol 5 (2014)
Although there is now substantial evidence that developmental change occurs in implicit learning abilities over the lifespan, disparate results exist regarding the specific developmental trajectory of implicit learning skills. One possible reason for
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f740412a3fb752bb404655736efe150e
https://pubmed.ncbi.nlm.nih.gov/24616712
https://pubmed.ncbi.nlm.nih.gov/24616712