Do Cognitive Changes Accompany Developments in the Adolescent Brain?

Perspectives on Psychological Science

Volumn 1, Issue 1, 2006, Pages 59-67

  Kuhn, Deanna ^a  

^a Och Spine at New York Presbyterian Hospitals   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84993661487     PISSN: 17456916     EISSN: 17456924     Source Type: Journal    
DOI: 10.1111/j.1745-6924.2006.t01-2-.x     Document Type: Article

References (61)

1. Byrnes J.P. (1997). The nature and development of decision-making: A self-regulation model. Mahwah, NJ: Erlbaum.
2. Carey S. (1985). Are children fundamentally different kinds of thinkers and learners than adults? In Ed. Chipman S. Segal J. Glaser R. (Eds.), Thinking and learning skills (Vol. 2, pp. 485–517). Hillsdale, NJ: Erlbaum.
3. Case R. Kurland D. Goldberg J. (1982). Operational efficiency and the growth of short-term memory span. Journal of Experimental Child Psychology, 33, 386–404.
4. Case R. Okamoto Y. (1996). The role of central conceptual structures in the development of children's thought. Monographs of the Society for Research in Child Development, 61 (1, 2, Whole No. 246).
5. Casey B.J. Giedd J. Thomas K. (2000). Structural and functional brain development and its relation to cognitive development. Biological Psychology, 54, 241–257.
6. Cowan N. (1997). The development of working memory. In Ed. Cowan N. (Ed.), The development of memory in childhood (pp. 163–199). East Sussex, England: Psychology Press.
7. Davidson D. (1995). The representativeness heuristic and the conjunction fallacy in children's decision-making. Merrill-Palmer Quarterly, 41, 328–346.
8. Demetriou A. Christou C. Spanoudis G. Platsidou M. (2002). The development of mental processing: Efficiency, working memory, and thinking. Monographs of the Society for Research in Child Development, 67 (1, Serial No. 268).
9. Elkind D. (1994). A sympathetic understanding of the child: Birth to sixteen. Boston: Allyn & Bacon.
10. Feinstein L. Bynner J. (2004). The importance of cognitive development in middle childhood for adulthood socioeconomic status, mental health, and problem behavior. Child Development, 75, 1329–1339.
11. Ford M. (2005). The game, the pieces, and the players: Generative resources from two instructional portrayals of experimentation. Journal of the Learning Sciences, 14, 449–487.
12. Giedd J. Blumenthal J. Jeffries N. Castellanos F. Lui H. Zijdenbos A. Paus T. Evans A. Rapoport J. (1999). Brain development during childhood and adolescence: A longitudinal MRI study. Nature Neuroscience, 2, 861–863.
13. Gopnik A. (2005, January 16). How we learn. New York Times, Education Life Supplement, p. 26.
14. Gopnik A. Meltzoff A. Kuhl P. (1999). The scientist in the crib: Minds, brains, and how children learn. New York: Harper Collins.
15. Gopnik A. Schulz L. (2004). Mechanisms of theory formation in young children. Trends in Cognitive Sciences, 8, 371–377.
16. Harnishfeger K. (1995). The development of cognitive inhibition: Theories, definition, and research evidence. In Ed. Dempster F. Brainerd C. (Eds.), Interference and inhibition in cognition (pp. 175–204). San Diego, CA: Academic Press.
17. Harnishfeger K. Bjorklund D. (1993). The ontogeny of inhibition mechanisms: A renewed approach to cognitive development. In Ed. Howe M. Pasnak R. (Eds.), Emerging themes in cognitive development: Vol. 1. Foundations (pp. 28–49). New York: Springer-Verlag.
18. Inhelder B. Piaget J. (1958). The growth of logical thinking from childhood to adolescence. New York: Basic Books.
19. Jacobs J. Klaczynski P. (Eds.). (2005). The development of decision making in children and adolescents. Mahwah, NJ: Erlbaum.
20. Jacobs J. Potenza M. (1991). The use of judgment heuristics to make social and object decisions: A developmental perspective. Child Development, 62, 166–178.
21. Kail R. (1991). Development change in speed of processing during childhood and adolescence. Psychological Bulletin, 109, 490–501.
22. Kail R. (1993). Processing time decreases globally at an exponential rate during childhood and adolescence. Journal of Experimental Child Psychology, 56, 254–265.
23. Keating D. (2004). Cognitive and brain development. In Ed. Lerner R. Steinberg L. (Eds.), Handbook of adolescent psychology (pp. 45–84). Chichester, England: Wiley.
24. Keil F. (1998). Cognitive science and the origins of thought and knowledge. In Ed. Damon W. (Series Ed.) & Ed. Lerner R. (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 341–413). New York: Wiley.
25. Keil F. (in press). Cognitive science and cognitive development. In Ed. Damon W. Lerner R. (Series Eds.) & Ed. Kuhn D. Siegler R. (Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (6th ed.). Hoboken, NJ: Wiley.
26. Kendler H.H. Kendler T.S. (1962). Vertical and horizontal processes in problem solving. Psychological Review, 69, 1–16.
27. Klaczynski P. (2004). A dual-process model of adolescent development: Implications for decision making, reasoning, and identity. In Ed. Kail R. (Ed.), Advances in child development and behavior (Vol. 32, pp. 73–123). San Diego, CA: Academic Press.
28. Klaczynski P. (2005). Metacognition and cognitive variability: A dual-process model of decision making and its development. In Ed. Jacobs J. Klaczynski P. (Eds.), The development of decision making in children and adolescents (pp. 39–76). Mahwah, NJ: Erlbaum.
29. Klaczynski P. Cottrell J. (2004). A dual-process approach to cognitive development: The case of children's understanding of sunk cost decisions. Thinking and Reasoning, 10, 147–174.
30. Klahr D. (2000). Exploring science: The cognition and development of discovery processes. Cambridge, MA: MIT Press.
31. Kuhn D. (1995). Microgenetic study of change: What has it told us? Psychological Science, 6, 133–139.
32. Kuhn D. (2000). Adolescent thought processes. In Ed. Kazdin A. (Ed.-in-Chief), Encyclopedia of psychology (pp. 52–59). Washington, DC/New York: American Psychological Association/Oxford University Press.
33. Kuhn D. (2001). Why development does (and doesn't) occur: Evidence from the domain of inductive reasoning. In Ed. Siegler R. McClelland J. (Eds.), Mechanisms of cognitive development: Neural and behavioral perspectives (pp. 221–249). Mahwah, NJ: Erlbaum.
34. Kuhn D. (2002). What is scientific thinking and how does it develop? In Ed. Goswami U. (Ed.), Handbook of childhood cognitive development (pp. 371–393). Oxford, England: Blackwell.
35. Kuhn D. (2005). Education for thinking. Cambridge, MA: Harvard University Press.
36. Kuhn D. Dean D. Jr. (2005). Is developing scientific thinking all about learning to control variables? Psychological Science, 16, 866–870.
37. Kuhn D. Franklin S. (in press). The second decade: What develops (and why)? In Ed. DamonWLerner R. (Series Eds.) & Ed. Kuhn D. Siegler R. (Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (6th ed.). Hoboken, NJ: Wiley.
38. Kuhn D. Garcia-Mila M. Zohar A. Andersen C. (1995). Strategies of knowledge acquisition. Monographs of the Society for Research in Child Development, 60 (4, Serial No. 245).
39. Kuhn D. Park S. (in press). Epistemological understanding and the development of intellectual values. International Journal of Educational Research.
40. Kuhn D. Pease M. (in press). Do children and adults learn differently? Journal of Cognition and Development.
41. Kuhn D. Phelps E. (1982). The development of problem-solving strategies. In Ed. Reese H. (Ed.), Advances in child development and behavior (Vol. 17, pp. 1–44). New York: Academic Press.
42. Lerner R. (2002). Concepts and theories of human development (3rd ed.). Mahwah, NJ: Erlbaum.
43. Luciana M. Conklin H. Hooper C. Yarger R. (2005). The development of nonverbal working memory and executive control processes in adolescents. Child Development, 76, 697–712.
44. Luna B. Garver K. Urban T. Lazar N. Sweeney J. (2004). Maturation of cognitive processes from late childhood to adulthood. Child Development, 75, 1357–1372.
45. Metz K. (1995). Re-assessment of developmental assumptions in children's science instruction. Review of Educational Research, 65, 93–127.
46. Moshman D. (1998). Cognitive development beyond childhood. In Ed. Damon W. (Series Ed.) & Ed. Kuhn D. Siegler R. (Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (5th ed., pp. 947–978). New York: Wiley.
47. Moshman D. (2005). Adolescent psychological development: Rationality, morality, and identity (2nd ed.). Mahwah, NJ: Erlbaum.
48. Nelson C. Thomas K. deHaan M. (in press). Neural bases of cognitive development. In Ed. Damon W. Lerner R. (Series Eds.) & Ed. Kuhn D. Siegler R. (Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (6th ed.). Hoboken, NJ: Wiley.
49. Pascual-Leone J. (1970). A mathematical model for transition in Piaget's developmental stages. Acta Psychologica, 32, 301–345.
50. Schauble L. (1990). Belief revision in children: The role of prior knowledge and strategies for generating evidence. Journal of Experimental Child Psychology, 49, 31–57.
51. Schauble L. (1996). The development of scientific reasoning in knowledge-rich contexts. Developmental Psychology, 32, 102–119.
52. Schoenfeld A. (1999). Looking toward the 21st century: Challenges of educational theory and practice. Educational Researcher, 28, 4–14.
53. Schweinart L.J. Montie J. Xiang Z. Barnett W.S. Belfield C.R. Nores M. (2004). Lifetime effects: The High/Scope Perry Preschool study through age 40 (Monographs of the High/Scope Educational Research Foundation, 14). Ypsilanti, MI: High/Scope Press.
54. Siegler R. (2000). The rebirth of children's learning. Child Development, 71, 26–35.
55. Siegler R. (in press). Microgenetic analyses of learning. In Ed. Damon W. Lerner R. (Series Eds.) & Ed. Kuhn D. Siegler R. (Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (6th ed.). Hoboken, NJ: Wiley.
56. Sloman S. (1996). The empirical case for two systems of reasoning. Psychological Bulletin, 119, 3–22.
57. Sowell E. Thompson P. Holmes C. Batth R. Jernigan T. Toga A. (1999). Localizing age-related changes in brain structure between childhood and adolescence using statistical parametric mapping. NeuroImage, 9, 587–597.
58. Stanovich K. (1999). Who is rational? Studies of individual differences in reasoning. Mahwah, NJ: Erlbaum.
59. Stanovich K. West R. (1997). Reasoning independently of prior belief and individual differences in actively open-minded thinking. Journal of Educational Psychology, 89, 342–357.
60. Stanovich K. West R. (1998). Individual differences in rational thought. Journal of Experimental Psychology: General, 127, 161–188.
61. Strauch B. (2003). The primal teen: What the new discoveries about the teenage brain tell us about our kids. New York: Doubleday.