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A mental disorder is an impairment of the mind disrupting normal thinking,feeling,mood,behavior,or social interactions,and accompanied by significant distress or dysfunction. The causes of mental disorders are very complex and vary depending on the particular disorder and the individual. Although the causes of most mental disorders are not fully understood,researchers have identified a variety of biological,psychological,and environmental factors that can contribute to the development or progression of mental disorders. Most mental disorders result in a combination of several different factors rather than just a single factor.
Aging is a major risk factor for most common neurodegenerative diseases,including mild cognitive impairment,dementias including Alzheimer's disease,cerebrovascular disease,Parkinson's disease,and Lou Gehrig's disease. While much research has focused on diseases of aging,there are few informative studies on the molecular biology of the aging brain in the absence of neurodegenerative disease or the neuropsychological profile of healthy older adults. However,research suggests that the aging process is associated with several structural,chemical,and functional changes in the brain as well as a host of neurocognitive changes. Recent reports in model organisms suggest that as organisms age,there are distinct changes in the expression of genes at the single neuron level. This page is devoted to reviewing the changes associated with healthy aging.
Cognitive disorders (CDs),also known as neurocognitive disorders (NCDs),are a category of mental health disorders that primarily affect cognitive abilities including learning,memory,perception,and problem solving. Neurocognitive disorders include delirium,mild neurocognitive disorders,and major neurocognitive disorder. They are defined by deficits in cognitive ability that are acquired,typically represent decline,and may have an underlying brain pathology. The DSM-5 defines six key domains of cognitive function:executive function,learning and memory,perceptual-motor function,language,complex attention,and social cognition.
Prenatal development includes the development of the embryo and of the fetus during a viviparous animal's gestation. Prenatal development starts with fertilization,in the germinal stage of embryonic development,and continues in fetal development until birth.
Developmental cognitive neuroscience is an interdisciplinary scientific field devoted to understanding psychological processes and their neurological bases in the developing organism. It examines how the mind changes as children grow up,interrelations between that and how the brain is changing,and environmental and biological influences on the developing mind and brain.
Child development involves the biological,psychological and emotional changes that occur in human beings between birth and the conclusion of adolescence. Childhood is divided into 3 stages of life which include early childhood,middle childhood,and late childhood (preadolescence). Early childhood typically ranges from infancy to the age of 6 years old. During this period,development is significant,as many of life's milestones happen during this time period such as first words,learning to crawl,and learning to walk. There is speculation that middle childhood/preadolescence or ages 6–12 are the most crucial years of a child's life. Adolescence is the stage of life that typically starts around the major onset of puberty,with markers such as menarche and spermarche,typically occurring at 12–13 years of age. It has been defined as ages 10 to 19 by the World Health Organization. In the course of development,the individual human progresses from dependency to increasing autonomy. It is a continuous process with a predictable sequence,yet has a unique course for every child. It does not progress at the same rate and each stage is affected by the preceding developmental experiences. Because genetic factors and events during prenatal life may strongly influence developmental changes,genetics and prenatal development usually form a part of the study of child development. Related terms include developmental psychology,referring to development throughout the lifespan,and pediatrics,the branch of medicine relating to the care of children.
Socioeconomic status (SES) is an economic and sociological combined total measure of a person's work experience and of an individual's or family's economic access to resources and social position in relation to others. When analyzing a family's SES,the household income,earners' education,and occupation are examined,as well as combined income,whereas for an individual's SES only their own attributes are assessed. Recently,research has revealed a lesser recognized attribute of SES as perceived financial stress,as it defines the "balance between income and necessary expenses". Perceived financial stress can be tested by deciphering whether a person at the end of each month has more than enough,just enough,or not enough money or resources. However,SES is more commonly used to depict an economic difference in society as a whole.
Domain-general learning theories of development suggest that humans are born with mechanisms in the brain that exist to support and guide learning on a broad level,regardless of the type of information being learned. Domain-general learning theories also recognize that although learning different types of new information may be processed in the same way and in the same areas of the brain,different domains also function interdependently. Because these generalized domains work together,skills developed from one learned activity may translate into benefits with skills not yet learned. Another facet of domain-general learning theories is that knowledge within domains is cumulative,and builds under these domains over time to contribute to our greater knowledge structure. Psychologists whose theories align with domain-general framework include developmental psychologist Jean Piaget,who theorized that people develop a global knowledge structure which contains cohesive,whole knowledge internalized from experience,and psychologist Charles Spearman,whose work led to a theory on the existence of a single factor accounting for all general cognitive ability.
Annette Karmiloff-Smith CBE FBA FMedSci (1938–2016) was a professorial research fellow at the Developmental Neurocognition Lab at Birkbeck,University of London. Before moving to Birbeck,she was Head of the Neurocognitive Development Unit at Institute of Child Health,University College,London. She was an expert in developmental disorders,with a particular interest in Williams syndrome.
Nora S. Newcombe is the Laura H. Carnell Professor of Psychology and the James H. Glackin Distinguished Faculty Fellow at Temple University. She is a Canadian-American researcher in cognitive development,cognitive psychology and cognitive science,and expert on the development of spatial thinking and reasoning and episodic memory. She was the principal investigator of the Spatial Intelligence and Learning Center (2006-2018),one of six Science of Learning Centers funded by the National Science Foundation.
Social deprivation is the reduction or prevention of culturally normal interaction between an individual and the rest of society. This social deprivation is included in a broad network of correlated factors that contribute to social exclusion;these factors include mental illness,poverty,poor education,and low socioeconomic status. Norms and values.
Educational neuroscience is an emerging scientific field that brings together researchers in cognitive neuroscience,developmental cognitive neuroscience,educational psychology,educational technology,education theory and other related disciplines to explore the interactions between biological processes and education. Researchers in educational neuroscience investigate the neural mechanisms of reading,numerical cognition,attention and their attendant difficulties including dyslexia,dyscalculia and ADHD as they relate to education. Researchers in this area may link basic findings in cognitive neuroscience with educational technology to help in curriculum implementation for mathematics education and reading education. The aim of educational neuroscience is to generate basic and applied research that will provide a new transdisciplinary account of learning and teaching,which is capable of informing education. A major goal of educational neuroscience is to bridge the gap between the two fields through a direct dialogue between researchers and educators,avoiding the "middlemen of the brain-based learning industry". These middlemen have a vested commercial interest in the selling of "neuromyths" and their supposed remedies.
Attentional control,colloquially referred to as concentration,refers to an individual's capacity to choose what they pay attention to and what they ignore. It is also known as endogenous attention or executive attention. In lay terms,attentional control can be described as an individual's ability to concentrate. Primarily mediated by the frontal areas of the brain including the anterior cingulate cortex,attentional control is thought to be closely related to other executive functions such as working memory.
April A. Benasich is an American neuroscientist. She is the Elizabeth H. Solomon Professor of Developmental Cognitive Neuroscience,director of the Infancy Studies Laboratory at the Center for Molecular and Behavioral Neuroscience,and director of the Carter Center for Neurocognitive Research and Professor of Neuroscience at Rutgers University. She is also a principal investigator within the National Science Foundation-funded Temporal Dynamics of Learning Center headquartered at the University of California,San Diego’s Institute for Neural Computation.
Memory is one of the brain's most critical functions. It has the infinite ability to store information about events and experiences that occur constantly. Experiences shape the way memories form,so major stressors on socioeconomic status can impact memory development. Socioeconomic status (SES) is a measurement of social standing based on income,education,and other factors. Socioeconomic status can differ cross-culturally,but is also commonly seen within cultures themselves. It influences all spectrums of a child's life,including cognitive development,which is in a crucial and malleable state during early stages of childhood. In Canada,most children grow up in agreeable circumstances,however an unfortunate 8.1% are raised in households that fall into the category of low socioeconomic status. These children are at risk for many disadvantages in life,including deficits in memory processing,as well as problems in language development.
Adriana Galván is an American psychologist. She currently serves as the Dean of Undergraduate Education and is a professor of psychology at the University of California,Los Angeles. She is the Jeffrey Wenzel Term Chair in Behavioral Neuroscience. She is known for her research in the field of brain development,which focuses on how cognitive and social behaviors change from childhood to adulthood. She also currently holds the position of director of the Galván Laboratory for Developmental Neuroscience at UCLA.
Catherine Hartley is an American psychologist and an Associate Professor of Psychology within the Department of Psychology and Center for Neural Science at New York University in New York City. Hartley's research explores how brain development impacts the evaluation of negative experiences,decision-making,and motivated behavior. Her work has helped to elucidate how uncontrollable aversive events affect fear learning and how learning to control aversive stimuli can improve emotional resilience.
The ABCD Study is an ongoing longitudinal research study being undertaken by a consortium of 21 data collection sites across the United States. The study aims to collect data on the behavior and brain development of over 11,500 children beginning at age 9-10 and continuing through young adulthood.
BJ Casey is an American psychologist and expert on adolescent brain development and self control. She is a Professor of Psychology and Affiliated Professor of the Justice Collaboratory and Interdepartmental Neuroscience Program at Yale University where she directs the Fundamentals of the Adolescent Brain (FAB) Lab.
Nim Tottenham is a Professor of Psychology at Columbia University,where she leads the Developmental Affective Neuroscience Laboratory. Her research highlighted fundamental changes in amygdala-prefrontal cortex circuitry across childhood and adolescence and the influential role of early experiences on the developmental trajectories of these circuits.
References
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- ↑ Katsnelson, Alla (2021-04-07). "A Novel Effort to See How Poverty Affects Young Brains". The New York Times. ISSN 0362-4331 . Retrieved 2022-10-13.
- ↑ "Does growing up poor harm brain development?". The Economist. ISSN 0013-0613 . Retrieved 2022-10-13.
- ↑ "New Findings From War on Poverty: Just Give Cash". Bloomberg.com. Retrieved 2022-10-13.
- ↑ Cohen, Joyce (2008-01-27). "With No Time to Spare". The New York Times. ISSN 0362-4331 . Retrieved 2022-10-28.
- ↑ "Graduates | Neuroscience Graduate Group | Perelman School of Medicine at the University of Pennsylvania". www.med.upenn.edu. Retrieved 2022-10-28.
- ↑ Noble, Kimberly G.; McCandliss, Bruce D.; Farah, Martha J. (2007). "Socioeconomic gradients predict individual differences in neurocognitive abilities". Developmental Science. 10 (4): 464–480. doi:10.1111/j.1467-7687.2007.00600.x. ISSN 1363-755X. PMID 17552936.
- 1 2 Noble, Kimberly G.; Norman, M. Frank; Farah, Martha J. (2005). "Neurocognitive correlates of socioeconomic status in kindergarten children". Developmental Science. 8 (1): 74–87. doi:10.1111/j.1467-7687.2005.00394.x. ISSN 1363-755X. PMID 15647068.
- ↑ "Funding | NEED Lab | Columbia University". NEED Lab. Retrieved 2022-10-14.
- ↑ "Kimberly Noble | NEED Lab | United States". NEED Lab. Retrieved 2022-10-28.
- ↑ Rojas, Natalia M.; Yoshikawa, Hirokazu; Gennetian, Lisa; Rangel, Mayra Lemus; Melvin, Samantha; Noble, Kimberly; Duncan, Greg; Magunson, Katherine (2020-01-02). "Exploring the experiences and dynamics of an unconditional cash transfer for low-income mothers: A mixed-methods study". Journal of Children and Poverty. 26 (1): 64–84. doi:10.1080/10796126.2019.1704161. ISSN 1079-6126. S2CID 212927984.
- ↑ Troller‐Renfree, Sonya V.; Morales, Santiago; Leach, Stephanie C.; Bowers, Maureen E.; Debnath, Ranjan; Fifer, William P.; Fox, Nathan A.; Noble, Kimberly G. (2021). "Feasibility of assessing brain activity using mobile, in‐home collection of electroencephalography: methods and analysis". Developmental Psychobiology. 63 (6): e22128. doi:10.1002/dev.22128. ISSN 0012-1630. PMC 8478406 . PMID 34087950.
- ↑ Noble, Kimberly G.; Magnuson, Katherine; Gennetian, Lisa A.; Duncan, Greg J.; Yoshikawa, Hirokazu; Fox, Nathan A.; Halpern-Meekin, Sarah (2021). "Baby's First Years: Design of a Randomized Controlled Trial of Poverty Reduction in the United States". Pediatrics. 148 (4): e2020049702. doi:10.1542/peds.2020-049702. ISSN 1098-4275. PMC 8487960 . PMID 34475270.
- 1 2 Troller-Renfree, Sonya V.; Costanzo, Molly A.; Duncan, Greg J.; Magnuson, Katherine; Gennetian, Lisa A.; Yoshikawa, Hirokazu; Halpern-Meekin, Sarah; Fox, Nathan A.; Noble, Kimberly G. (2022). "The impact of a poverty reduction intervention on infant brain activity". Proceedings of the National Academy of Sciences. 119 (5): e2115649119. Bibcode:2022PNAS..11915649T. doi:10.1073/pnas.2115649119. ISSN 0027-8424. PMC 8812534 . PMID 35074878.
- 1 2 Troller-Renfree, Sonya V.; Hart, Emma R.; Sperber, Jessica F.; Fox, Nathan A.; Noble, Kimberly G. (2022-03-08). "Associations among stress and language and socioemotional development in a low-income sample". Development and Psychopathology. 34 (2): 597–605. doi:10.1017/S0954579421001759. ISSN 1469-2198. PMC 9452599. PMID 35256040.
- 1 2 Yoo, Paul Y.; Duncan, Greg J.; Magnuson, Katherine; Fox, Nathan A.; Yoshikawa, Hirokazu; Halpern-Meekin, Sarah; Noble, Kimberly G. (2022-05-05). "Unconditional cash transfers and maternal substance use: findings from a randomized control trial of low-income mothers with infants in the U.S." BMC Public Health. 22 (1): 897. doi:10.1186/s12889-022-12989-1. ISSN 1471-2458. PMC 9070980 . PMID 35513842.
- ↑ "Research | NEED Lab | Columbia University". NEED Lab. Retrieved 2022-10-13.
- ↑ Noble, Kimberly G.; Houston, Suzanne M.; Brito, Natalie H.; Bartsch, Hauke; Kan, Eric; Kuperman, Joshua M.; Akshoomoff, Natacha; Amaral, David G.; Bloss, Cinnamon S.; Libiger, Ondrej; Schork, Nicholas J.; Murray, Sarah S.; Casey, B. J.; Chang, Linda; Ernst, Thomas M. (2015). "Family income, parental education and brain structure in children and adolescents". Nature Neuroscience. 18 (5): 773–778. doi:10.1038/nn.3983. ISSN 1546-1726. PMC 4414816 . PMID 25821911.
- ↑ "Award for Distinguished Senior Career Contributions to Psychology in the Public Interest: Kimberly G. Noble". American Psychologist. 76 (9): 1483–1485. 2021. doi:10.1037/amp0000954. ISSN 1935-990X. PMID 35266750. S2CID 247361482.
- ↑ "2017 APS Janet Taylor Spence Awards for Transformative Early Career Contributions". APS Observer. 30. 2017-05-08.
- ↑ "2020 ISDP Award Winners". International Society for Developmental Psychobiology (ISDP). Retrieved 2022-10-28.
- ↑ "#ThankAScientist Week". www.apa.org. Retrieved 2022-10-28.
- ↑ "Kimberly Noble". Association for Psychological Science – APS. Retrieved 2022-10-28.
