An evolutionary theory of music needs to care about developmental timing

2021 ◽  
Vol 44 ◽  
Author(s):  
Erin E. Hannon ◽  
Alyssa N. Crittenden ◽  
Joel S. Snyder ◽  
Karli M. Nave
Keyword(s):  
Early Childhood ◽  
Social Learning ◽  
Evolutionary Theory ◽  
Middle Childhood ◽  
Critical Role ◽  
Developmental Timing ◽  
Acquisition Process ◽  
Infancy And Early Childhood

Abstract Both target papers cite evidence from infancy and early childhood to support the notion of human musicality as a somewhat static suite of capacities; however, in our view they do not adequately acknowledge the critical role of developmental timing, the acquisition process, or the dynamics of social learning, especially during later periods of development such as middle childhood.

Parental Wartime Deployment and Socioemotional Adjustment in Early Childhood: The Critical Role of Military Parents’ Perceived Threat During Deployment

2020 ◽  
Vol 33 (3) ◽  
pp. 307-317
Author(s):  
Nastassia J. Hajal ◽  
Hilary J. Aralis ◽  
Cara J. Kiff ◽  
Melissa M. Wasserman ◽  
Blair Paley ◽  
...  
Keyword(s):  
Early Childhood ◽  
Critical Role ◽  
Perceived Threat ◽  
Socioemotional Adjustment ◽  
Military Parents ◽  
Wartime Deployment

scholarly journals Bilingual beginnings to learning words

2009 ◽  
Vol 364 (1536) ◽  
pp. 3649-3663 ◽  
Author(s):  
Janet F. Werker ◽  
Krista Byers-Heinlein ◽  
Christopher T. Fennell
Keyword(s):  
Early Childhood ◽  
Speech Perception ◽  
Language Acquisition ◽  
Experimental Research ◽  
Word Learning ◽  
Conceptual Development ◽  
Learning Mechanisms ◽  
Language Discrimination ◽  
Infancy And Early Childhood

At the macrostructure level of language milestones, language acquisition follows a nearly identical course whether children grow up with one or with two languages. However, at the microstructure level, experimental research is revealing that the same proclivities and learning mechanisms that support language acquisition unfold somewhat differently in bilingual versus monolingual environments. This paper synthesizes recent findings in the area of early bilingualism by focusing on the question of how bilingual infants come to apply their phonetic sensitivities to word learning, as they must to learn minimal pair words (e.g. ‘cat’ and ‘mat’). To this end, the paper reviews antecedent achievements by bilinguals throughout infancy and early childhood in the following areas: language discrimination and separation, speech perception, phonetic and phonotactic development, word recognition, word learning and aspects of conceptual development that underlie word learning. Special consideration is given to the role of language dominance, and to the unique challenges to language acquisition posed by a bilingual environment.

scholarly journals ECONOMICS AND CULTURE

2019 ◽  
Vol 22 (1) ◽  
pp. 282-302 ◽  
Author(s):  
Iwan Jaya Aziz
Keyword(s):  
Social Learning ◽  
Transaction Costs ◽  
Human Behavior ◽  
Economic Performance ◽  
Real World ◽  
Critical Role ◽  
Economic Prosperity ◽  
Central Concept ◽  
Mainstream Economics

The notion that something that cannot be measured does not exist seems to apply to the absence of consideration of culture in economics, where the role of institutions is at the center of the link between the two. Yet, economic prosperity, crisis, and deprivation result from human behavior, reflecting the outcome of social learning—a central concept of culture. Institutions and culture interact and evolve in complementary ways. Each can affect the process of exchange and transaction costs, which in turn determine economic performance. Although more work has been done to better understand the interrelation between economics and culture, most falls on deaf ears among mainstream economists, despite the fact that real-world cases show the critical role of this interrelation. This paper demonstrates a deficiency of mainstream economics in its disregard of the role of culture and institutions.

scholarly journals Beating the brain about abuse: Empirical and meta-analytic studies of the association between maltreatment and hippocampal volume across childhood and adolescence

2015 ◽  
Vol 27 (2) ◽  
pp. 507-520 ◽  
Author(s):  
Madelon M. E. Riem ◽  
Lenneke R. A. Alink ◽  
Dorothée Out ◽  
Marinus H. Van Ijzendoorn ◽  
Marian J. Bakermans-Kranenburg
Keyword(s):  
Early Childhood ◽  
Middle Childhood ◽  
Childhood Maltreatment ◽  
Meta Analysis ◽  
Hippocampal Volume ◽  
Adult Attachment Interview ◽  
Childhood And Adolescence ◽  
The Brain ◽  
Moderating Role

AbstractWe present new empirical data and meta-analytic evidence for the association of childhood maltreatment with reduced hippocampal volume. In Study 1, we examined the effects of maltreatment experiences reported during the Adult Attachment Interview on hippocampal volume in female twin pairs. We found that reduced hippocampal volume was related to childhood maltreatment. In addition, individuals who reported having experienced maltreatment at older ages had larger reductions in hippocampal volume compared to individuals who reported maltreatment in early childhood. In Study 2, we present the results of a meta-analysis of 49 studies (including 2,720 participants) examining hippocampal volume in relation to experiences of child maltreatment, and test the moderating role of the timing of the maltreatment, the severity of maltreatment, and the time after exposure to maltreatment. The results of the meta-analysis confirmed that experiences of childhood maltreatment are associated with a reduction in hippocampal volume and that the effects of maltreatment are more pronounced when the maltreatment occurs in middle childhood compared to early childhood or adolescence.

Emotions, Brain Development, and Psychopathologic Vulnerability

CNS Spectrums ◽  
2000 ◽  
Vol 5 (8) ◽  
pp. 44-48 ◽  
Author(s):  
Silvana Galderisi ◽  
Armida Mucci
Keyword(s):  
Early Childhood ◽  
Brain Development ◽  
Emotional Reactivity ◽  
Brain Plasticity ◽  
Attachment Patterns ◽  
Infancy And Early Childhood ◽  
Reactivity Modulation

AbstractEmotional reactivity in infancy and early childhood may play a role in the regulation of brain plasticity and hemispheric organization, which has possible implications vulnerability to psychopathology. Empiric findings demonstrate the role of attachment patterns in emotional reactivity modulation and limbic circuitry shaping.

Implementation of evidence-based practices for early childhood social learning: a viewpoint on the role of teacher attitudes

2020 ◽  
Vol 15 (2) ◽  
pp. 61-74
Author(s):  
Angeliki Kallitsoglou
Keyword(s):  
Early Childhood ◽  
Social Learning ◽  
Implementation Science ◽  
Individual Factors ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Content Type ◽  
Adoption And Implementation ◽  
Teachers Attitudes

Purpose Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the implementation process of intervention programs and instructional practices. This is a viewpoint about teachers’ attitudes towards EBPs and their role in the successful implementation of EBPs for early childhood social learning. Design/methodology/approach The viewpoint draws on theoretical models of intervention implementation and innovation adoption to explore the importance of individual factors for EBPs implementation and to inform the understanding of the relationship between teachers’ attitudes and EBPs implementation in the context of early childhood social learning. Additionally, it is informed by the literature on research-informed teaching to identify novel opportunities of cultivating positive views towards EBPs for early childhood social learning. Findings According to implementation science, in addition to macro-level social and organisation factors, micro-level individual factors that pertain to professionals’ attitudes towards EBPs are related to successful adoption and implementation of EBPs in organisations. Hence, it is important that the investigation of the adoption and implementation of EBPs for early childhood social learning considers the role of teachers’ attitudes towards EBPs. A conceptual model is proposed to explain that research-informed teaching could contribute to fostering positive attitudes towards EBPs for early childhood social learning by raising awareness of the value and potential of research to transform pedagogy. Originality/value This viewpoint draws on EBPs implementation science to identify important factors of EBPs adoption and implementation for early childhood social learning that have not been considered extensively and offers a conceptual framework to help understand how research-informed teaching could be an innovative avenue of promoting EBPs implementation in education.

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