Мозг в стадии разработки. Потрясающие факты об умственном развитии от зачатия до взросления

Ardila A. There are two different language systems in the brain // Journal of Behavioral and Brain Science. 2011. 1 (02). 23.

Baumwell L., Tamis-LeMonda C. S. & Bornstein M. H. Maternal verbal sensitivity and child language comprehension // Infant Behavior and Development. 1997. 20 (2). 247–258.

Bedford R., Saez de Urabain I. R., Cheung C. H., Karmiloff-Smith A. & Smith T. J. Toddlers’ fine motor milestone achievement is associated with early touchscreen scrolling // Frontiers in psychology. 2016. 7. 1108.

Bergen D. The role of pretend play in children’s cognitive development // Early Childhood Research & Practice. 2002. 4 (1). n1.

Bornstein M. H. (ed.). The SAGE encyclopedia of lifespan human development. SAGE Publications, 2018.

Carver L. J., Dawson G., Panagiotides H., Meltzoff A. N., McPartland J., Gray J. & Munson J. Age related differences in neural correlates of face recognition during the toddler and preschool years // Developmental Psychobiology: The Journal of the International Society for Developmental Psychobiology. 2003. 42 (2). 148–159.

Colombo-Dougovito A. M. The role of dynamic systems theory in motor development research: how does theory inform practice and what are the potential implications for autism spectrum disorder? // International Journal on Disability and Human Development. 2017. 16 (2). 141–155.

Conboy B. T. & Mills D. L. Two languages, one developing brain: Event related potentials to words in bilingual toddlers // Developmental Science. 2006. 9 (1). F1–F12.

Dawson G., Ashman S. B. & Carver L. J. The role of early experience in shaping behavioral and brain development and its implications for social policy // Development and Psychopathology. 2000. 12 (4). 695–712.

Grossmann T. & Johnson M. H. The development of the social brain in human infancy // European Journal of Neuroscience. 2007. 25 (4). 909–919.

Hadders-Algra M. The neuronal group selection theory: a framework to explain variation in normal motor development // Developmental Medicine and Child Neurology. 2000. 42 (8). 566–572.

Hayne H. Infant memory development: Implications for childhood amnesia // Developmental Review. 2004. 24 (1). 33–73.

Hoffmann M., Chinn L. K., Somogyi E., Heed T., Fagard J., Lockman J. J. & O’Regan J. K. Development of reaching to the body in early infancy: From experiments to robotic models // Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). IEEE. 2017. September. P. 112–119.

Ivanenko Y. P., Dominici N. & Lacquaniti F. Development of independent walking in toddlers // Exercise and Sport Sciences Reviews. 2007. 35 (2). 67–73.

Kuhl P. K. Is speech learning «gated» by the social brain? // Developmental Science. 2007. 10 (1). 110–120.

Liao Y., Acar Z. A., Makeig S. & Deak G. EEG imaging of toddlers during dyadic turn-taking: Mu-rhythm modulation while producing or observing social actions // NeuroImage. 2015. 112. 52–60.

Marrus N., Eggebrecht A. T., Todorov A., Elison J. T., Wolff J. J., Cole L. … & Emerson R. W. Walking, gross motor development, and brain functional connectivity in infants and toddlers // Cerebral Cortex. 2018. 28 (2). 750–763.

Marshall P. J. & Meltzoff A. N. Body maps in the infant brain // Trends in Cognitive Sciences. 2015. 19 (9). 499–505.

Mills D. L., Conboy B. T. & Paton C. Do changes in brain organization reflect shifts in symbolic functioning? // Symbol use and symbolic representation. Psychology Press, 2017. P. 123–154.

Mills D. L., Plunkett K., Prat C. & Schafer G. Watching the infant brain learn words: Effects of vocabulary size and experience // Cognitive Development. 2005. 20 (1). 19–31.

Nelson P. B., Adamson L. B. & Bakeman R. Toddlers’ joint engagement experience facilitates preschoolers’ acquisition of theory of mind // Developmental Science. 2008. 11 (6). 847–852.

Petitto L. A. & Dunbar K. New findings from educational neuroscience on bilingual brains, scientific brains, and the educated mind // Conference on Building Usable Knowledge in Mind, Brain & Education. Harvard School of Education. 2004. October. P. 1–20.