Goal-directed learning in adolescence: neurocognitive development and contextual influences
Author:
Publisher
Springer Science and Business Media LLC
Subject
General Neuroscience
Link
https://www.nature.com/articles/s41583-023-00783-w.pdf
Reference201 articles.
1. Dahl, R. E., Allen, N. B., Wilbrecht, L. & Suleiman, A. B. Importance of investing in adolescence from a developmental science perspective. Nature 554, 441–450 (2018).
2. Lin, W. C. & Wilbrecht, L. Making sense of strengths and weaknesses observed in adolescent laboratory rodents. Curr. Opin. Psychol. 45, 101297 (2022). A survey of behavioural results from adolescent rodents that considers how natural behaviours such as dispersal may be reflected in laboratory assays of affective and cognitive behaviour.
3. Kaplan, H. S. & Robson, A. J. The emergence of humans: the coevolution of intelligence and longevity with intergenerational transfers. Proc. Natl Acad. Sci. USA 99, 10221–10226 (2002).
4. Gurven, M. D., Davison, R. J. & Kraft, T. S. The optimal timing of teaching and learning across the life course. Philos. Trans. R. Soc. B Biol. Sci. 375, 20190500 (2020). This paper uses modelling to examine relationships among long lifespan, protracted development, complex skill learning and information transfer through teaching.
5. Lew-Levy, S. et al. Socioecology shapes child and adolescent time allocation in twelve hunter-gatherer and mixed-subsistence forager societies. Sci. Rep. 12, 8054 (2022). A study of human adolescents across a diverse array of modern hunter-gatherer cultures that illuminates the skills typically learned in adolescence across a broader span of time in the history of human evolution. This information can help contextualize changes in human learning and brain function observed during development.
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