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

Pitchford N. J., Papini C., Outhwaite L. A. & Gulliford A. Fine motor skills predict maths ability better than they predict reading ability in the early primary school years // Frontiers in Psychology. 2016. 7. 783.

Programme for International Student Assessment. Equity in education: Breaking down barriers to social mobility. 2018. OECD.

Richardson H., Lisandrelli G., Riobueno-Naylor A. & Saxe R. Development of the social brain from age three to twelve years // Nature Communications. 2018. 9 (1). 1–12.

Richardson K. What IQ tests test // Theory & Psychology. 2002. 12 (3). 283–314.

Richardson K. & Norgate S. H. Does IQ really predict job performance? // Applied Developmental Science. 2015. 19 (3). 153–169.

Rosselli M., Ardila A., Matute E. & Vélez-Uribe I. Language development across the life span: A neuropsychological/neuroimaging perspective // Neuroscience Journal. 2014. December.

Schleepen T. M., Van Mier H. I. & De Smedt B. The contribution of numerical magnitude comparison and phonological processing to individual differences in fourth Graders’ multiplication fact ability // PloS one. 2016. 11 (6).

Turkeltaub P. E., Gareau L., Flowers D. L., Zeffiro T. A. & Eden G. F. Development of neural mechanisms for reading // Nature Neuroscience. 2003. 6 (7). 767–773.

Van Bavel J. J., Packer D. J. & Cunningham W. A. The neural substrates of in-group bias: a functional magnetic resonance imaging investigation // Psychological Science. 2008. 19 (11). 1131–1139.

Will G. J., van Lier P. A., Crone E. A. & Gürolu B. Chronic childhood peer rejection is associated with heightened neural responses to social exclusion during adolescence // Journal of Abnormal Child Psychology. 2016. 44 (1). 43–55.

Zambo R. & Zambo D. Mathematics and the Learning Cycle. Teaching Children Mathematics, 2007.

5. Приключения подростков

Barnett L. M., van Beurden E., Morgan P. J., Brooks L. O. & Beard J. R. Gender differences in motor skill proficiency from childhood to adolescence: A longitudinal study // Research Quarterly for Exercise and Sport. 2010. 81 (2). 162–170.

Blakemore S. J. Development of the social brain in adolescence // Journal of the Royal Society of Medicine. 2012. 105 (3). 111–116.

Blakemore S. J., Burnett S. & Dahl R. E. The role of puberty in the developing adolescent brain // Human Brain Mapping. 2010. 31 (6). 926–933.

Blankenstein N. E., Telzer E. H., Do K. T., Van Duijvenvoorde A. C. & Crone E. A. Behavioral and Neural Pathways Supporting the Development of Prosocial and Risk Taking Behavior Across Adolescence // Child Development. 2019.

Blankenstein N. E. & van Duijvenvoorde A. C. Neural tracking of subjective value under riskand ambiguity in adolescence // Cognitive, Affective & Behavioral Neuroscience. 2019. 19 (6). 1364–1378.

Choudhury S., Blakemore S. J. & Charman T. Social cognitive development during adolescence // Social Cognitive and Affective Neuroscience. 2006. 1 (3). 165–174.

Cragg L. & Gilmore C. Skills underlying mathematics: The role of executive function in the development of mathematics proficiency // Trends in Neuroscience and Education. 2014. 3 (2). 63–68.

Crone E. A. & Dahl R. E. Understanding adolescence as a period of social-affective engagement and goal flexibility // Nature Reviews Neuroscience. 2012. 13 (9). 636–650.

Deci E. L., Vallerand R. J., Pelletier L. G. & Ryan R. M. Motivation and education: The self-determination perspective // Educational Psychologist. 1991. 26 (3–4). 325–346.

Defoe I. N., Semon Dubas J. & Romer D. Heightened adolescent risk-taking? Insights from lab studies on age differences in decision-making // Policy Insights from the Behavioral and Brain Sciences. 2019. 6 (1). 56–63.

Demidenko M. I., Huntley E., Jahn A. & Keating D. Cortical and subcortical response to the anticipation of reward in high and average risk-taking adolescents. 2019.

Diamond A. Executive functions // Annual Review of Psychology. 2013. 64. 135–168.