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Caregiver?child proximity as a dimension of early experience / Whitney BARNETT in Development and Psychopathology, 34-2 (May 2022)
[article]
Titre : Caregiver?child proximity as a dimension of early experience Type de document : Texte imprimé et/ou numérique Auteurs : Whitney BARNETT, Auteur ; Clare L. HANSEN, Auteur ; Lauren G. BAILES, Auteur ; Kathryn L. HUMPHREYS, Auteur Article en page(s) : 647-665 Langues : Anglais (eng) Mots-clés : caregiver?child early experience parent?child proximity touch Index. décimale : PER Périodiques Résumé : Human infancy and early childhood is both a time of heightened brain plasticity and responsivity to the environment as well as a developmental period of dependency on caregivers for survival, nurturance, and stimulation. Across primate species and human evolutionary history, close contact between infants and caregivers is species-expected. As children develop, caregiver?child proximity patterns change as children become more autonomous. In addition to developmental changes, there is variation in caregiver?child proximity across cultures and families, with potential implications for child functioning. We propose that caregiver?child proximity is an important dimension for understanding early environments, given that interactions between children and their caregivers are a primary source of experience-dependent learning. We review approaches for operationalizing this construct (e.g., touch, physical distance) and highlight studies that illustrate how caregiver?child proximity can be measured. Drawing on the concepts proposed in dimensional models of adversity, we consider how caregiver?child proximity may contribute to our understanding of children?s early experiences. Finally, we discuss future directions in caregiver?child proximity research with the goal of understanding the link between early experiences and child adaptive and maladaptive functioning. En ligne : http://dx.doi.org/10.1017/s0954579421001644 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Development and Psychopathology > 34-2 (May 2022) . - 647-665[article] Caregiver?child proximity as a dimension of early experience [Texte imprimé et/ou numérique] / Whitney BARNETT, Auteur ; Clare L. HANSEN, Auteur ; Lauren G. BAILES, Auteur ; Kathryn L. HUMPHREYS, Auteur . - 647-665.
Langues : Anglais (eng)
in Development and Psychopathology > 34-2 (May 2022) . - 647-665
Mots-clés : caregiver?child early experience parent?child proximity touch Index. décimale : PER Périodiques Résumé : Human infancy and early childhood is both a time of heightened brain plasticity and responsivity to the environment as well as a developmental period of dependency on caregivers for survival, nurturance, and stimulation. Across primate species and human evolutionary history, close contact between infants and caregivers is species-expected. As children develop, caregiver?child proximity patterns change as children become more autonomous. In addition to developmental changes, there is variation in caregiver?child proximity across cultures and families, with potential implications for child functioning. We propose that caregiver?child proximity is an important dimension for understanding early environments, given that interactions between children and their caregivers are a primary source of experience-dependent learning. We review approaches for operationalizing this construct (e.g., touch, physical distance) and highlight studies that illustrate how caregiver?child proximity can be measured. Drawing on the concepts proposed in dimensional models of adversity, we consider how caregiver?child proximity may contribute to our understanding of children?s early experiences. Finally, we discuss future directions in caregiver?child proximity research with the goal of understanding the link between early experiences and child adaptive and maladaptive functioning. En ligne : http://dx.doi.org/10.1017/s0954579421001644 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 Commentary: Developmental origins of autism and ADHD – a commentary on Johnson et al. () / Charles A. NELSON in Journal of Child Psychology and Psychiatry, 56-3 (March 2015)
[article]
Titre : Commentary: Developmental origins of autism and ADHD – a commentary on Johnson et al. () Type de document : Texte imprimé et/ou numérique Auteurs : Charles A. NELSON, Auteur Article en page(s) : p.248-250 Langues : Anglais (eng) Mots-clés : Autism ADHD neurodevelopmental origins early experience neural and molecular mechanisms Index. décimale : PER Périodiques Résumé : Autism (autistic spectrum disorder, ASD) and attention deficit hyperactivity disorder (ADHD) are two highly prevalent neurodevelopmental disorders. Current estimates for autism exceed 1% For ADHD, the 2013 US-based life time prevalence figure is 11%. Both disorders are also highly heritable. Intriguingly, approximately 50% of children with ASD also meet criteria for ADHD. Between their high heritability and comorbidity, some have wondered whether these two seemingly different disorders might in fact be related at some deep neurobiological level. The notion that these two disorders may be related is surprising when one considers the fact that autism generally appears in the first 1–2 years of life, whereas it is virtually impossible to identify ADHD during this time frame; indeed, inattentiveness and hyperactivity tend to be traits that are shared by nearly all toddlers, making a stable diagnosis of ADHD virtually impossible until early childhood (although a reliable diagnosis can generally be made during the preschool period). Like many neurodevelopmental disorders, early identification and early treatment are essential to easing the life time burden of these disorders. Of course, early treatment is predicated on early identification and it is for this reason that the review article by Johnson and colleagues is so intriguing, as it sets out to determine whether these disorders can be identified in the infancy period. It also raises a number of puzzling issues that remain undiscussed. En ligne : http://dx.doi.org/10.1111/jcpp.12375 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
in Journal of Child Psychology and Psychiatry > 56-3 (March 2015) . - p.248-250[article] Commentary: Developmental origins of autism and ADHD – a commentary on Johnson et al. () [Texte imprimé et/ou numérique] / Charles A. NELSON, Auteur . - p.248-250.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-3 (March 2015) . - p.248-250
Mots-clés : Autism ADHD neurodevelopmental origins early experience neural and molecular mechanisms Index. décimale : PER Périodiques Résumé : Autism (autistic spectrum disorder, ASD) and attention deficit hyperactivity disorder (ADHD) are two highly prevalent neurodevelopmental disorders. Current estimates for autism exceed 1% For ADHD, the 2013 US-based life time prevalence figure is 11%. Both disorders are also highly heritable. Intriguingly, approximately 50% of children with ASD also meet criteria for ADHD. Between their high heritability and comorbidity, some have wondered whether these two seemingly different disorders might in fact be related at some deep neurobiological level. The notion that these two disorders may be related is surprising when one considers the fact that autism generally appears in the first 1–2 years of life, whereas it is virtually impossible to identify ADHD during this time frame; indeed, inattentiveness and hyperactivity tend to be traits that are shared by nearly all toddlers, making a stable diagnosis of ADHD virtually impossible until early childhood (although a reliable diagnosis can generally be made during the preschool period). Like many neurodevelopmental disorders, early identification and early treatment are essential to easing the life time burden of these disorders. Of course, early treatment is predicated on early identification and it is for this reason that the review article by Johnson and colleagues is so intriguing, as it sets out to determine whether these disorders can be identified in the infancy period. It also raises a number of puzzling issues that remain undiscussed. En ligne : http://dx.doi.org/10.1111/jcpp.12375 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 Parental Language Input Predicts Neuroscillatory Patterns Associated with Language Development in Toddlers at Risk of Autism / Rachel R. ROMEO in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
[article]
Titre : Parental Language Input Predicts Neuroscillatory Patterns Associated with Language Development in Toddlers at Risk of Autism Type de document : Texte imprimé et/ou numérique Auteurs : Rachel R. ROMEO, Auteur ; Boin CHOI, Auteur ; Laurel J. GABARD-DURNAM, Auteur ; Carol L. WILKINSON, Auteur ; April R. LEVIN, Auteur ; Meredith L. ROWE, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Charles A. 3rd NELSON, Auteur Article en page(s) : p.2717-2731 Langues : Anglais (eng) Mots-clés : Autism Eeg Early experience Language development Language input Index. décimale : PER Périodiques Résumé : In this study we investigated the impact of parental language input on language development and associated neuroscillatory patterns in toddlers at risk of Autism Spectrum Disorder (ASD). Forty-six mother-toddler dyads at either high (n=22) or low (n=24) familial risk of ASD completed a longitudinal, prospective study including free-play, resting electroencephalography, and standardized language assessments. Input quantity/quality at 18 months positively predicted expressive language at 24 months, and relationships were stronger for high-risk toddlers. Moderated mediations revealed that input-language relationships were explained by 24-month frontal and temporal gamma power (30-50 Hz) for high-risk toddlers who would later develop ASD. Results suggest that high-risk toddlers may be cognitively and neurally more sensitive to their language environments, which has implications for early intervention. En ligne : http://dx.doi.org/10.1007/s10803-021-05024-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2717-2731[article] Parental Language Input Predicts Neuroscillatory Patterns Associated with Language Development in Toddlers at Risk of Autism [Texte imprimé et/ou numérique] / Rachel R. ROMEO, Auteur ; Boin CHOI, Auteur ; Laurel J. GABARD-DURNAM, Auteur ; Carol L. WILKINSON, Auteur ; April R. LEVIN, Auteur ; Meredith L. ROWE, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Charles A. 3rd NELSON, Auteur . - p.2717-2731.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2717-2731
Mots-clés : Autism Eeg Early experience Language development Language input Index. décimale : PER Périodiques Résumé : In this study we investigated the impact of parental language input on language development and associated neuroscillatory patterns in toddlers at risk of Autism Spectrum Disorder (ASD). Forty-six mother-toddler dyads at either high (n=22) or low (n=24) familial risk of ASD completed a longitudinal, prospective study including free-play, resting electroencephalography, and standardized language assessments. Input quantity/quality at 18 months positively predicted expressive language at 24 months, and relationships were stronger for high-risk toddlers. Moderated mediations revealed that input-language relationships were explained by 24-month frontal and temporal gamma power (30-50 Hz) for high-risk toddlers who would later develop ASD. Results suggest that high-risk toddlers may be cognitively and neurally more sensitive to their language environments, which has implications for early intervention. En ligne : http://dx.doi.org/10.1007/s10803-021-05024-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474