scholarly journals Rapid nonapeptide synthesis during a critical period of development in the prairie vole: plasticity of the paraventricular nucleus of the hypothalamus

2018 ◽  
Vol 223 (6) ◽  
pp. 2547-2560 ◽  
Author(s):  
Aubrey M. Kelly ◽  
Lisa C. Hiura ◽  
Alexander G. Ophir
Keyword(s):  
Paraventricular Nucleus ◽  
Critical Period ◽  
Prairie Vole ◽  
Critical Period Of Development

scholarly journals Nitrogenous metabolism in Thoroughbred and Arabian foals from birth to five months of age

2006 ◽  
Vol 58 (4) ◽  
pp. 525-529 ◽  
Author(s):  
G. Piccione ◽  
A. Costa ◽  
F. Fazio ◽  
F. Grasso ◽  
G. Caola
Keyword(s):  
Uric Acid ◽  
Serum Concentration ◽  
Nitrogen Metabolism ◽  
Rectal Temperature ◽  
Total Protein ◽  
Critical Period ◽  
Critical Period Of Development ◽  
Over Time ◽  
Time Point ◽  
Nitrogenous Metabolism

The maturation of nitrogen metabolism was studied in six Thoroughbred and six Arabian foals. Rectal temperature, heart and respiratory rates and serum concentration of several hematochemical parameters (total protein, urea, uric acid, creatinine, and albumine) were monitored from birth to 5 months of age. In both breeds, all the parameters except albumine showed significant differences over time (P<0.05). The two breeds did not differ from each other at any time point. Statistically significant decreases in urea and creatinine concentrations were related to the growth needs of foals during this critical period of development.

Mannerisms in the Congenitally Blind Child

1972 ◽  
Vol 66 (9) ◽  
pp. 297-302
Author(s):  
John J. Knight
Keyword(s):  
Physical Activity ◽  
Critical Period ◽  
Early Infancy ◽  
Coping Behaviors ◽  
Gross Motor ◽  
Blind Child ◽  
Motor Behaviors ◽  
Congenitally Blind ◽  
Critical Period Of Development

□ In summary: (1) Mannerisms are behaviors that the blind child uses to cope with tensions created by situations of frustration, fear, excitement, stimulation deficit, physical activity deprivation, insecurity, etc. (2) The blind child resorts to mannerisms, which are non-instrumental gross motor behaviors learned during early infancy, when he does not have a set of strong instrumental coping behaviors. (3) The blind child's lack of vision impedes the development of essential instrumental behaviors that are learned during infancy, such as reaching and crawling. (4) The blind infant must be given assistance which will enable him to develop each of his instrumental behaviors more completely, especially during the critical period of development for each behavior.

scholarly journals Retinotopic Map Refinement Requires Spontaneous Retinal Waves during a Brief Critical Period of Development

Neuron ◽  
2003 ◽  
Vol 40 (6) ◽  
pp. 1147-1160 ◽  
Author(s):  
Todd McLaughlin ◽  
Christine L. Torborg ◽  
Marla B. Feller ◽  
Dennis D.M. O'Leary
Keyword(s):  
Critical Period ◽  
Retinal Waves ◽  
Critical Period Of Development ◽  
Retinotopic Map

Subchronic perinatal asphyxia in rats: Embryo–foetal assessment of a new model of oxidative stress during critical period of development

2013 ◽  
Vol 61 ◽  
pp. 233-239 ◽  
Author(s):  
Eduard Ujhazy ◽  
Michal Dubovicky ◽  
Jana Navarova ◽  
Natalia Sedlackova ◽  
Ludovit Danihel ◽  
...  
Keyword(s):  
Oxidative Stress ◽  
Critical Period ◽  
Perinatal Asphyxia ◽  
New Model ◽  
Critical Period Of Development

Critical Period (of Development)

2016 ◽  
Author(s):  
John H. Duffus ◽  
Monica Nordberg ◽  
Douglas M. Templeton
Keyword(s):  
Critical Period ◽  
Critical Period Of Development

Helping Children Transition from Kindergarten to First Grade

2007 ◽  
Vol 10 (3) ◽  
pp. 2156759X0701000
Author(s):  
Christopher A. Sink ◽  
Cher N. Edwards ◽  
Sarah J. Weir
Keyword(s):  
Elementary School ◽  
Young Children ◽  
School Counselors ◽  
Critical Period ◽  
First Grade ◽  
Development Research ◽  
Elementary School Counselors ◽  
Effective Interventions ◽  
Critical Period Of Development

This article documents the challenges that young children face as they move from kindergarten to first grade and the important role that elementary school counselors can play in working with students, parents/caregivers, and teachers during this critical period of development. Research- and practitioner-based recommendations for effective interventions are discussed.

Perpetuating Phantom Handicaps in School Age Children

1967 ◽  
Vol 33 (8) ◽  
pp. 539-544 ◽  
Author(s):  
J. Philip Keeve
Keyword(s):  
Physical Education ◽  
School Children ◽  
Critical Period ◽  
Adult Life ◽  
School Age Children ◽  
School Age ◽  
Health Attitudes ◽  
Medical Diagnoses ◽  
Official Recognition ◽  
Critical Period Of Development

A survey of school children given prolonged medical excuses from physical education classes revealed that more than half of them had illusory or imagined (phantom) handicaps. These handicaps could not be substantiated, justified, or confirmed by evidence collected during the study. It is suggested that the school, by giving official recognition and authorization to destructive health attitudes and questionable medical diagnoses, may confirm and perpetuate an imaginary disability which could persist into adult life. Educators and physicians are alerted to the hazards of initiating or supporting disabling attitudes and defenses towards disease or injury during this critical period of development.

The Effect of Early Anomalous Visual Inputs on Orientation Selectivity

Perception ◽  
1974 ◽  
Vol 3 (2) ◽  
pp. 141-150 ◽  
Author(s):  
R V Abadi
Keyword(s):  
Critical Period ◽  
Striate Cortex ◽  
Early Years ◽  
Tuning Curves ◽  
Visual Inputs ◽  
Neurophysiological Studies ◽  
Lower Vertebrates ◽  
Abnormal Visual ◽  
Specific Orientation ◽  
Critical Period Of Development

It is now well established that the cortical neurones of cats and monkeys respond best to either lines or edges of a specific orientation. The respective tuning curves of these cells can be broadened by rearing the animals in abnormal visual environments during their critical period of development. Since neurones in the human visual system probably also possess this orientational selectivity, then it is not inconceivable that humans also could demonstrate similar orientational selectivity loss if they too have an anomalous visual input during their early years of life. To test this hypothesis, a simultaneous subthreshold masking technique is proposed as a means for assessing psychophysically the selectivity properties within the human striate cortex. Both visually normal and abnormal systems were considered. No selectivity loss is demonstrated for either the orientationally deprived (i.e. high astigmats) or monocular form deprived (high anisometrope) subjects. The effect of large eye movements (nystagmus) does, however, bring about a coarser selectivity. These results are discussed in relation to recent neurophysiological studies of the critical period in lower vertebrates.

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