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Revue Neurologique May 2024Developmental encephalopathies (DE), epileptic encephalopathies (EE) and developmental and epileptic encephalopathies (DEE) are overlapping neurodevelopmental disorders... (Review)
Review
Developmental encephalopathies (DE), epileptic encephalopathies (EE) and developmental and epileptic encephalopathies (DEE) are overlapping neurodevelopmental disorders characterized by early-onset, often severe epileptic seizures, developmental delay, or regression and have multiple etiologies. Classical nosology in child neurology distinguished progressive and nonprogressive conditions. A progressive course with global cognitive worsening in DEE is usually attributed to severe seizures and electroencephalographic abnormalities whose deleterious effects interfere with developmental processes both in an apparently healthy brain and in an anatomically compromised one. Next generation sequencing and functional studies have helped identifying and characterizing clinical conditions, each with a broad spectrum of clinical and anatomic severity corresponding to a variable level of neurodegeneration, such that both a rapidly progressive course and considerably milder phenotypes with no obvious deterioration can be configured with mutations in the same gene. In this mini review, we present examples of genetic DEE that draw connections between neurodevelopmental and neurodegenerative disorders.
Topics: Humans; Neurodegenerative Diseases; Disease Progression; Epilepsy; Brain Diseases; Child; Neurodevelopmental Disorders
PubMed: 38582661
DOI: 10.1016/j.neurol.2024.03.004 -
Cortex; a Journal Devoted To the Study... Dec 2023Developmental regression describes when a child loses previously established skills, such as the ability to speak words and is most recognised in neurodevelopmental... (Review)
Review
Developmental regression describes when a child loses previously established skills, such as the ability to speak words and is most recognised in neurodevelopmental conditions including Autism; Developmental Epileptic Encephalopathies, such as Landau Kleffner syndrome, and genetic conditions such as Rett syndrome and Phelan McDermid syndrome. Although studies have reported developmental regression for over 100 years, there remain significant knowledge gaps within and between conditions that feature developmental regression. The certainty of evidence from earlier work has been limited by condition-specific studies, retrospective methodology, and inconsistency in the definitions and measures used for classification. Given prior limitations in the field, there is a paucity of knowledge about neurocognitive mechanisms, trajectories and outcomes for children with developmental regression, and their families. Here we provide a comprehensive overview, synthesise key definitions, clinical measures, and aetiological clues associated with developmental regression and discuss impacts on caregiver physical and mental health to clarify challenges and highlight future directions in the field.
Topics: Child; Humans; Retrospective Studies; Autistic Disorder; Epilepsy; Epilepsy, Generalized
PubMed: 37839389
DOI: 10.1016/j.cortex.2023.09.001 -
Frontiers in Human Neuroscience 2024The way we establish meaning has been a profound question not only in language research but in developmental science as well. The relation between linguistic form and... (Review)
Review
The way we establish meaning has been a profound question not only in language research but in developmental science as well. The relation between linguistic form and content has been loosened up in recent pragmatic approaches to communication, showing that code-based models of language comprehension must be augmented by context-sensitive, pragmatic-inferential mechanisms to recover the speaker's intended meaning. Language acquisition has traditionally been thought to involve building a mental lexicon and extracting syntactic rules from noisy linguistic input, while communicative-pragmatic inferences have also been argued to be indispensable. Recent research findings exploring the electrophysiological indicator of semantic processing, the N400, have raised serious questions about the traditional separation between semantic decoding and pragmatic inferential processes. The N400 appears to be sensitive to mentalization-the ability to attribute beliefs to social partners-already from its developmental onset. This finding raises the possibility that mentalization may not simply contribute to pragmatic inferences that enrich linguistic decoding processes but that the semantic system may be functioning in a fundamentally mentalistic manner. The present review first summarizes the key contributions of pragmatic models of communication to language comprehension. Then, it provides an overview of how communicative intentions are interpreted in developmental theories of communication, with a special emphasis on mentalization. Next, it discusses the sensitivity of infants to the information-transmitting potential of language, their ability to pick up its code-like features, and their capacity to track language comprehension of social partners using mentalization. In conclusion, I argue that the recovery of meaning during linguistic communication is not adequately modeled as a process of code-based semantic retrieval complemented by pragmatic inferences. Instead, the semantic system may establish meaning, as intended, during language comprehension and acquisition through mentalistic attribution of content to communicative partners.
PubMed: 38855407
DOI: 10.3389/fnhum.2024.1384116 -
Behavioral Sciences (Basel, Switzerland) Mar 2024During the socialization process in family and school contexts, children display a wide variety of social behaviors with parents and peers. Yet the developmental...
During the socialization process in family and school contexts, children display a wide variety of social behaviors with parents and peers. Yet the developmental trajectory, the predictors and outcomes, and the neural basis of those social behaviors are largely under-investigated. To address these problems, we invited experts in the field to submit their latest findings to tell this story. The current Special Issue is a collection of papers highlighting the complexity for various social behaviors, with a focus on the complex mechanisms that link social behaviors to child socio-emotional adjustment and mediating/moderating factors among the associations. Thirteen papers illustrate empirical work in the field, two papers present new methodological concerns, and one paper that provides a comprehensive review of the literature.
PubMed: 38540533
DOI: 10.3390/bs14030230 -
Behavioral Sciences (Basel, Switzerland) Jan 2024The current aim is to illustrate our research on dyslexia conducted at the Developmental Psychology section of the Department of Psychology, University of Amsterdam, in... (Review)
Review
The current aim is to illustrate our research on dyslexia conducted at the Developmental Psychology section of the Department of Psychology, University of Amsterdam, in collaboration with the nationwide IWAL institute for learning disabilities (now RID). The collaborative efforts are institutionalized in the Rudolf Berlin Center. The first series of studies aimed at furthering the understanding of dyslexia using a gamified tool based on an artificial script. Behavioral measures were augmented with diffusion modeling in one study, and indices derived from the electroencephalogram were used in others. Next, we illustrated a series of studies aiming to assess individuals who struggle with reading and spelling using similar research strategies. In one study, we used methodology derived from the machine learning literature. The third series of studies involved intervention targeting the phonics of language. These studies included a network analysis that is now rapidly gaining prominence in the psychopathology literature. Collectively, the studies demonstrate the importance of letter-speech sound mapping and word decoding in the acquisition of reading. It was demonstrated that focusing on these abilities may inform the prediction, classification, and intervention of reading difficulties and their neural underpinnings. A final section examined dyslexia, conceived as a neurobiological disorder. This analysis converged on the conclusion that recent developments in the psychopathology literature inspired by the focus on research domain criteria and network analysis might further the field by staying away from longstanding debates in the dyslexia literature (single vs. a multiple deficit, category vs. dimension, disorder vs. lack of skill).
PubMed: 38275355
DOI: 10.3390/bs14010072 -
Current Reviews in Musculoskeletal... Sep 2023The aim of this review is to interpret the existing evidence regarding the psychological aspects of sport specialization within the context of a developmental framework. (Review)
Review
PURPOSE OF REVIEW
The aim of this review is to interpret the existing evidence regarding the psychological aspects of sport specialization within the context of a developmental framework.
RECENT FINDINGS
The growing trend toward early sport specialization is associated with increased risk for injury and burnout, both of which have significant implications for mental health. Mental health literacy programs designed to promote awareness, decrease stigma, and encourage help-seeking behaviors can be an effective way to increase resilience and early recognition of those in need. The trend toward early sport specialization is likely motivated in large part by the expectation that it will increase the likelihood of long-term athletic success. However, recent studies suggest that the majority of elite athletes delay specialization at least until mid to late adolescence. It is essential to consider the developmental psychology of children and adolescents and to avoid imposing expectations that are beyond their neurocognitive capabilities. In addition to depression, anxiety, and burnout, young athletes who are pressured to perform to excessively high standards are likely to internalize athletic failures as feelings of shame. This can lead to maladaptive perfectionistic traits and potentially overtraining, clinical eating disorders, or other harmful behaviors that will result in declines in performance, physical health, and overall wellbeing. Further work is needed to better inform sport-specific recommendations regarding sport specialization and to optimize the beneficial effects of sport participation while limiting the risks of harm.
PubMed: 37326758
DOI: 10.1007/s12178-023-09851-1 -
Journal of Child Psychology and... Sep 2023Commercial applications of artificial intelligence (AI) in the form of Large Language Models (LLMs) and Generative AI have taken centre stage in the media sphere,...
Commercial applications of artificial intelligence (AI) in the form of Large Language Models (LLMs) and Generative AI have taken centre stage in the media sphere, business, public policy, and education. The ramifications for the field of child psychology and psychiatry are being debated and veer between LLMs as potential models for development and applications of generative AI becoming environmental factors for human development. This Editorial briefly discusses developmental research on generative AI and the potential impact of generative AI on the hybrid social world in which young people grow up. We end by considering that the rapid developments justify increasing attention in our field.
Topics: Child; Humans; Adolescent; Artificial Intelligence; Educational Status; Language; Psychiatry; Psychology, Child
PubMed: 37528517
DOI: 10.1111/jcpp.13860 -
Journal of Intelligence Sep 2023This review article explores the foundation of laypeople's understanding of the physical world rooted in perceptual experience. Beginning with a concise historical... (Review)
Review
This review article explores the foundation of laypeople's understanding of the physical world rooted in perceptual experience. Beginning with a concise historical overview of the study of intuitive physics, the article presents the hypothesis that laypeople possess accurate internalized representations of physical laws. A key aspect of this hypothesis is the contention that correct representations of physical laws emerge in ecological experimental conditions, where the scenario being examined resembles everyday life experiences. The article critically examines empirical evidence both supporting and challenging this claim, revealing that despite everyday-life-like conditions, fundamental misconceptions often persist. Many of these misconceptions can be attributed to a domain-general heuristic that arises from the overgeneralization of perceptual-motor experiences with physical objects. To conclude, the article delves into ongoing controversies and highlights promising future avenues in the field of intuitive physics, including action-judgment dissociations, insights from developmental psychology, and computational models integrating artificial intelligence.
PubMed: 37888419
DOI: 10.3390/jintelligence11100187 -
Neuroscience and Biobehavioral Reviews Mar 2024Numerical abilities are complex cognitive skills essential for dealing with requirements of the modern world. Although the brain structures and functions underlying... (Review)
Review
Numerical abilities are complex cognitive skills essential for dealing with requirements of the modern world. Although the brain structures and functions underlying numerical cognition in different species have long been appreciated, genetic and molecular techniques have more recently expanded the knowledge about the mechanisms underlying numerical learning. In this review, we discuss the status of the research related to the neurobiological bases of numerical abilities. We consider how genetic factors have been associated with mathematical capacities and how these link to the current knowledge of brain regions underlying these capacities in human and non-human animals. We further discuss the extent to which significant variations in the levels of specific neurotransmitters may be used as potential markers of individual performance and learning difficulties and take into consideration the therapeutic potential of brain stimulation methods to modulate learning and improve interventional outcomes. The implications of this research for formulating a more comprehensive view of the neural basis of mathematical learning are discussed.
Topics: Humans; Learning; Cognition; Brain; Mathematics; Neurobiology
PubMed: 38220032
DOI: 10.1016/j.neubiorev.2024.105545