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[PMID]:28026188
[Au] Autor:Dubow EF
[Ad] Endereço:Bowling Green State University.
[Ti] Título:Editorial.
[So] Source:Dev Psychol;53(1):1-3, 2017 01.
[Is] ISSN:1939-0599
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:has long been in the forefront of shaping the field of life span developmental science by advancing theory, research design, and statistical methodology and applying these to timely topics. My overarching goal as editor is to ensure that DP continues to play a leading role in charting the future of developmental science research by maintaining the highest theoretical and methodological standards and to further extend our reach by continuing to encourage international and multidisciplinary researchers to submit manuscripts. My comments in this editorial are not meant to be viewed as an endorsement of any specific topic, theoretical perspective, or methodological/statistical modeling technique, and we do not propose to change the journal's broad mission, which is to publish "articles that significantly advance knowledge and theory about development across the life span." Rather, my comments reflect my views of the field of life span developmental science and where it is headed, informed by my own research since the early 1980s and, more recently, by my 6 years as an Associate Editor and my year as incoming Editor of . Based on these experiences, I want to share a few examples of what I have observed in terms of specific emerging timely content areas, as well as methodological design characteristics, that appear to be on the forefront of developmental science (PsycINFO Database Record
[Mh] Termos MeSH primário: Publicações Periódicas como Assunto
Psicologia do Desenvolvimento
[Mh] Termos MeSH secundário: Adaptação Psicológica
Interpretação Estatística de Dados
Desenvolvimento Humano/fisiologia
Seres Humanos
Internacionalidade
Relações Interpessoais
Psicologia do Desenvolvimento/métodos
Resiliência Psicológica
Autoimagem
Comportamento Social
[Pt] Tipo de publicação:EDITORIAL
[Em] Mês de entrada:1708
[Cu] Atualização por classe:171124
[Lr] Data última revisão:
171124
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161228
[St] Status:MEDLINE
[do] DOI:10.1037/dev0000289


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[PMID]:28012887
[Au] Autor:Lipsman N; Khan O; Kulkarni AV
[Ad] Endereço:Division of Neurosurgery, Sunnybrook Health Sciences Centre, Department of Surgery, University of Toronto, Toronto, Ontario, Canada. Electronic address: Nir.lipsman@utoronto.ca.
[Ti] Título:"The Actualized Neurosurgeon": A Proposed Model of Surgical Resident Development.
[So] Source:World Neurosurg;99:381-386, 2017 Mar.
[Is] ISSN:1878-8769
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Modern neurosurgical training is both physically and emotionally demanding, posing significant challenges, new and old, to residents as well as programs attempting to train safe, competent surgeons. Models to describe resident development, such as the Accreditation Council for Graduate Medical Education competencies and milestones, address the acquisition of specific skills but largely ignore the stresses and pressures unique to each stage of resident training. METHODS: We propose an alternative model of resident development adapted from the developmental psychology literature. RESULTS: Our model identifies the challenges that must be met at each stage of junior, intermediate, and senior and chief residency, leading ultimately to an "actualized" neurosurgeon (i.e., one who has maximized his or her potential). Failure to overcome any 1 of these challenges can lead to specific long-lasting consequences, including regret, identity crisis, incompetence, and bitterness. In contrast, the actualized surgeon is one who has successfully acquired the virtues of hope, will, purpose, fidelity, productivity, leadership, competence, and wisdom. The actualized surgeon not only functions safely, confidently, and professionally, but also successfully navigates the challenges of residency and emerges from them having fulfilled his or her maximal potential. CONCLUSIONS: This developmental perspective provides an individualized description of healthy surgical development. Our model allows programs to identify the basis for residents who fail to progress, counsel residents during their training, and perhaps help identify resident candidates who are better prepared to meet the developmental challenges of residency training.
[Mh] Termos MeSH primário: Internato e Residência
Modelos Educacionais
Modelos Psicológicos
Neurocirurgiões/psicologia
Neurocirurgia/educação
[Mh] Termos MeSH secundário: Competência Clínica
Educação de Pós-Graduação em Medicina
Eficiência
Esperança
Seres Humanos
Liderança
Psicologia do Desenvolvimento
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170918
[Lr] Data última revisão:
170918
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161226
[St] Status:MEDLINE


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[PMID]:27906526
[Au] Autor:Aslin RN
[Ad] Endereço:Department of Brain and Cognitive Sciences, University of Rochester, Rochester, NY, USA.
[Ti] Título:Statistical learning: a powerful mechanism that operates by mere exposure.
[So] Source:Wiley Interdiscip Rev Cogn Sci;8(1-2), 2017 Jan.
[Is] ISSN:1939-5086
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:How do infants learn so rapidly and with little apparent effort? In 1996, Saffran, Aslin, and Newport reported that 8-month-old human infants could learn the underlying temporal structure of a stream of speech syllables after only 2 min of passive listening. This demonstration of what was called statistical learning, involving no instruction, reinforcement, or feedback, led to dozens of confirmations of this powerful mechanism of implicit learning in a variety of modalities, domains, and species. These findings reveal that infants are not nearly as dependent on explicit forms of instruction as we might have assumed from studies of learning in which children or adults are taught facts such as math or problem solving skills. Instead, at least in some domains, infants soak up the information around them by mere exposure. Learning and development in these domains thus appear to occur automatically and with little active involvement by an instructor (parent or teacher). The details of this statistical learning mechanism are discussed, including how exposure to specific types of information can, under some circumstances, generalize to never-before-observed information, thereby enabling transfer of learning. WIREs Cogn Sci 2017, 8:e1373. doi: 10.1002/wcs.1373 For further resources related to this article, please visit the WIREs website.
[Mh] Termos MeSH primário: Aprendizagem
Aprendizagem por Probabilidade
Psicologia do Desenvolvimento
[Mh] Termos MeSH secundário: Adulto
Animais
Seres Humanos
Lactente
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1703
[Cu] Atualização por classe:170324
[Lr] Data última revisão:
170324
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161202
[St] Status:MEDLINE
[do] DOI:10.1002/wcs.1373


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[PMID]:27906512
[Au] Autor:Ericsson KA
[Ad] Endereço:Department of Psychology, Florida State University, Tallahassee, FL, USA.
[Ti] Título:Expertise and individual differences: the search for the structure and acquisition of experts' superior performance.
[So] Source:Wiley Interdiscip Rev Cogn Sci;8(1-2), 2017 Jan.
[Is] ISSN:1939-5086
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:What is expertise and where does it come from? Modern research techniques have made it possible to objectively measure performance in new ways, revealing that expertise derives neither from basic cognitive ability nor from the sheer amount of experience. Rather, it develops-particular forms of training and practice induce cognitive, perceptual, physiological, neurological, and anatomical changes necessary for the acquisition of complex domain-specific skills. WIREs Cogn Sci 2017, 8:e1382. doi: 10.1002/wcs.1382 For further resources related to this article, please visit the WIREs website.
[Mh] Termos MeSH primário: Individualidade
Competência Profissional
Psicologia do Desenvolvimento
[Mh] Termos MeSH secundário: Seres Humanos
Prática (Psicologia)
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1703
[Cu] Atualização por classe:170324
[Lr] Data última revisão:
170324
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161202
[St] Status:MEDLINE
[do] DOI:10.1002/wcs.1382


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[PMID]:27906502
[Au] Autor:Goldin-Meadow S
[Ad] Endereço:Department of Psychology, The University of Chicago, Chicago, IL, USA.
[Ti] Título:Using our hands to change our minds.
[So] Source:Wiley Interdiscip Rev Cogn Sci;8(1-2), 2017 Jan.
[Is] ISSN:1939-5086
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Jean Piaget was a master at observing the routine behaviors children produce as they go from knowing less to knowing more about at a task, and making inferences not only about how children understand the task at each point, but also about how they progress from one point to the next. This article examines a routine behavior that Piaget overlooked-the spontaneous gestures speakers produce as they explain their solutions to a problem. These gestures are not mere hand waving. They reflect ideas that the speaker has about the problem, often ideas that are not found in that speaker's talk. Gesture can do more than reflect ideas-it can also change them. Observing the gestures that others produce can change a learner's ideas, as can producing one's own gestures. In this sense, gesture behaves like any other action. But gesture differs from many other actions in that it also promotes generalization of new ideas. Gesture represents the world rather than directly manipulating the world (gesture does not move objects around) and is thus a special kind of action. As a result, the mechanisms by which gesture and action promote learning may differ. Because it is both an action and a representation, gesture can serve as a bridge between the two and thus be a powerful tool for learning abstract ideas. WIREs Cogn Sci 2017, 8:e1368. doi: 10.1002/wcs.1368 For further resources related to this article, please visit the WIREs website.
[Mh] Termos MeSH primário: Gestos
Psicologia do Desenvolvimento
Pensamento
[Mh] Termos MeSH secundário: Emoções
Retroalimentação Sensorial
Seres Humanos
Aprendizagem
Desempenho Psicomotor
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1703
[Cu] Atualização por classe:170324
[Lr] Data última revisão:
170324
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161202
[St] Status:MEDLINE
[do] DOI:10.1002/wcs.1368


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[PMID]:27880041
[Au] Autor:Meltzer LJ
[Ad] Endereço:a Department of Pediatrics , National Jewish Health.
[Ti] Título:Future Directions in Sleep and Developmental Psychopathology.
[So] Source:J Clin Child Adolesc Psychol;46(2):295-301, 2017 Mar-Apr.
[Is] ISSN:1537-4424
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:It is critical for psychologists to gain a better understanding about the intersection between sleep and developmental psychopathology. However, while many strive to answer the question of whether sleep causes developmental psychopathology, or vice versa, ultimately the relationship between sleep and developmental psychopathology is complex and dynamic. This article considers future directions in the field of clinical child and adolescent psychology that go beyond this mechanistic question, highlighting areas important to address for clinicians and researchers who strive to better understand how best to serve children and adolescents with developmental psychopathology. Questions are presented about what is normal in terms of sleep across development, the role of individual variability in terms of sleep needs and vulnerability to sleep loss, and how sleep may serve as a risk or resilience factor for developmental psychopathology, concluding with considerations for interventions.
[Mh] Termos MeSH primário: Previsões
Psicologia do Adolescente/tendências
Psicologia do Desenvolvimento/tendências
Psicopatologia/tendências
Sono
[Mh] Termos MeSH secundário: Adolescente
Criança
Seres Humanos
[Pt] Tipo de publicação:EDITORIAL
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170713
[Lr] Data última revisão:
170713
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161124
[St] Status:MEDLINE
[do] DOI:10.1080/15374416.2016.1236727


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[PMID]:27768386
[Au] Autor:Meltzer LJ
[Ad] Endereço:a Department of Pediatrics , National Jewish Health.
[Ti] Título:Sleep and Developmental Psychopathology: Introduction to the Special Issue.
[So] Source:J Clin Child Adolesc Psychol;46(2):171-174, 2017 Mar-Apr.
[Is] ISSN:1537-4424
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:Research in the field of pediatric sleep has grown significantly in the past 25 years. However, because much remains to be learned about the complex and dynamic relationship between sleep and developmental psychopathology, this special issue of the Journal of Clinical Child and Adolescent Psychology was created to provide an influx of cutting-edge research on this important topic. This introduction provides an overview of the special issue, with articles focusing on what different measurement approaches tells us about the intersection of sleep and developmental psychopathology; the overlap between interventions for sleep and anxiety; sleep as a potential mechanism for the development of social, emotional, and behavioral problems; and how population-based studies can be used to consider the interaction between sleep, well-being, and symptoms of psychopathology.
[Mh] Termos MeSH primário: Transtornos Mentais/complicações
Psicologia do Desenvolvimento
Transtornos do Sono-Vigília/psicologia
Sono/fisiologia
[Mh] Termos MeSH secundário: Adolescente
Ansiedade/psicologia
Criança
Seres Humanos
Psicologia do Adolescente
Psicopatologia
Fatores de Risco
[Pt] Tipo de publicação:INTRODUCTORY JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170713
[Lr] Data última revisão:
170713
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161022
[St] Status:MEDLINE
[do] DOI:10.1080/15374416.2016.1220316


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[PMID]:27349580
[Au] Autor:Halayem S; Hammami M; Fakhfakh R; Gaddour N; Tabbane K; Amado I; Krebs MO; Bouden A
[Ad] Endereço:Service de pédopsychiatrie, hôpital Razi, rue des Oranger, 2010 La Manouba, Tunisie; Unité de recherche UR 02/04, hôpital Razi, 2010 Manouba, Tunisie; Faculté de médecine, Tunis, Tunisie. Electronic address: soumeyyadhouib@hotmail.fr.
[Ti] Título:[Adaptation and validation of the neurological soft sign's scale of Krebs et al. to children].
[Ti] Título:Adaptation et validation d'une échelle des signes neurologiques mineurs chez l'enfant..
[So] Source:Encephale;43(2):128-134, 2017 Apr.
[Is] ISSN:0013-7006
[Cp] País de publicação:France
[La] Idioma:fre
[Ab] Resumo:BACKGROUND: Neurological soft signs (NSS) include anomalies in motor integration, coordination, sensory integration and lateralization and could be endophenotypic markers in autism spectrum disorders (ASD). Their characterization provides a more precise phenotype of ASD and more homogeneous subtypes to facilitate clinical and genetic research. Few scales for NSS have been adapted and validated in children including children with ASD. Our objective was to perform an adaptation to the child of a scale assessing neurological soft signs and a validation study in both general and clinical populations. METHODS: We have selected the NSS scale of Krebs et al. (2000) already validated in adults. It encompasses 5 dimensions: motor coordination, motor integration, sensory integration, involuntary movement, laterality. After a preliminary study that examined 42 children, several changes have been made to the original version to adapt it to the child and to increase its feasibility, particularly in children with ASD. Then we conducted a validation study by assessing the psychometric properties of this scale in a population of 86 children including 26 children with ASD (DSM 5 Criteria) and 60 typically developing children. Children's ages ranged between 6 and 12 years, and patients and controls were matched for gender, age and intelligence. Patients were assessed using the Autism diagnostic Interview-revised and the Childhood Autism Rating Scale to confirm diagnosis. Typically developing children were assessed using the semi-structured Mini International Neuropsychiatric Interview for Children and Adolescents to eliminate any psychiatric disorder. All children with neurological pathologies (history of cerebral palsy, congenital anomaly of the central nervous system, epilepsy, tuberous sclerosis, neurofibromatosis, antecedent of severe head trauma) and obvious physical deformities or sensory deficits that could interfere with neurological assessment were excluded from the study. Both patients and controls were assessed using the Raven Progressive Matrices to exclude intellectual disability, and the adapted Krebs' scale for the assessment of NSS. RESULTS: Adaptation of the scale consisted of a modification in the order of items, in the use of concrete supports for the assessment of laterality and in the elimination of item constructive praxis. The internal consistency was good with a Cronbach alpha of 0.87. Inter-rater reliability was good, kappa coefficient was greater than 0.75 for 16 items, 3 items had a kappa value between 0.74 and 0.60, only 1 item had a kappa coefficient between 0.4 and 0.59. Good inter-rater reliability was also checked for the total score with a value of intra-class correlation coefficient (ICC) of 0.91. Principal component analysis found five factors accounting for 62.96 % of the total variance. About the comparison between patients and controls, significant differences were found for NSS total score (P=0.000) and all subscores. CONCLUSION: The adaptation for children of the Krebs et al.' NSS scale proved to be valid, especially in children with ASD.
[Mh] Termos MeSH primário: Transtorno Autístico/diagnóstico
Exame Neurológico/normas
Psicologia da Criança/normas
Psicometria/normas
[Mh] Termos MeSH secundário: Transtorno Autístico/fisiopatologia
Transtorno Autístico/psicologia
Calibragem
Criança
Desenvolvimento Infantil
Feminino
Seres Humanos
Masculino
Exame Neurológico/métodos
Escalas de Graduação Psiquiátrica
Psicologia da Criança/métodos
Psicologia do Desenvolvimento/métodos
Psicologia do Desenvolvimento/normas
Psicometria/métodos
Reprodutibilidade dos Testes
Tunísia
[Pt] Tipo de publicação:JOURNAL ARTICLE; VALIDATION STUDIES
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170928
[Lr] Data última revisão:
170928
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160629
[St] Status:MEDLINE


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[PMID]:26511111
[Au] Autor:Kornadt AE; Voss P; Rothermund K
[Ad] Endereço:Department of Psychology, Bielefeld University, Germany.
[Ti] Título:Age Stereotypes and Self-Views Revisited: Patterns of Internalization and Projection Processes Across the Life Span.
[So] Source:J Gerontol B Psychol Sci Soc Sci;72(4):582-592, 2017 Jul 01.
[Is] ISSN:1758-5368
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Objectives: We investigated processes of age stereotype internalization into the self and projection of self-views onto age stereotypes from a life-span perspective, taking age-related differences in the relevance of life domains into account. Method: Age stereotypes and self-views in eight life domains were assessed in a sample of N = 593 persons aged 30-80 years (T1) at two time points that were separated by a 4-year time interval. We estimated cross-lagged projection and internalization effects in multigroup structural equation models. Results: Internalization and projection effects were contingent on age group and life domain: Internalization effects were strongest in the young and middle-aged groups and emerged in the domains family, personality, work, and leisure. Projection effects in different domains were most pronounced for older participants. Discussion: Our findings suggest that the internalization of age stereotypes is triggered by domain-specific expectations of impending age-related changes and transitions during certain phases of the life span. Projection processes, however, seem to occur in response to changes that have already been experienced by the individual. Our study demonstrates the dynamic interrelation of age stereotypes and self-views across the life course and highlights the importance of a differentiated, life-span perspective for the understanding of these mechanisms.
[Mh] Termos MeSH primário: Envelhecimento/psicologia
Traços de História de Vida
Personalidade
Autoimagem
Estereotipagem
[Mh] Termos MeSH secundário: Adulto
Fatores Etários
Idoso
Feminino
Alemanha
Características Humanas
Seres Humanos
Masculino
Meia-Idade
Modelos Psicológicos
Psicologia do Desenvolvimento/métodos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170921
[Lr] Data última revisão:
170921
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:151030
[St] Status:MEDLINE
[do] DOI:10.1093/geronb/gbv099


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[PMID]:26430165
[Au] Autor:Brothers A; Miche M; Wahl HW; Diehl M
[Ad] Endereço:Department of Human Development and Family Studies, Colorado State University, Fort Collins.
[Ti] Título:Examination of Associations Among Three Distinct Subjective Aging Constructs and Their Relevance for Predicting Developmental Correlates.
[So] Source:J Gerontol B Psychol Sci Soc Sci;72(4):547-560, 2017 Jul 01.
[Is] ISSN:1758-5368
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Objectives: This study examined (a) the empirical associations among three subjective aging (SA) constructs: felt age, attitudes toward own aging (ATOA), and awareness of age-related change (AARC); (b) the moderating role of chronological age in these associations; and (c) the predictive relevance of the SA constructs with regard to two developmental correlates: functional health and satisfaction with life. Method: Participants were 819 adults aged 40-98 years from the United States and Germany. Parallel multiple mediation, moderated mediation, and hierarchical regression analyses were used. Results: As hypothesized, AARC mediated the association between the global measures of SA (felt age and ATOA) and the developmental correlates. Specifically, more negative global subjective aging predicted more AARC losses, which predicted poorer health and well-being. Furthermore, this mediation pathway was moderated by chronological age, such that, with increasing age, greater AARC was more strongly related to poorer functional health (but not well-being). The multidimensional measure, AARC, accounted for a significant amount of the variance in the developmental correlates over and above the unidimensional SA constructs. A consistent pattern emerged supporting the role of domain specificity and valence. Discussion: These findings support the need for conceptualizing SA across different behavioral domains and for distinguishing between positive and negative SA.
[Mh] Termos MeSH primário: Envelhecimento
Atitude Frente à Saúde
Psicologia do Desenvolvimento/métodos
Autoimagem
[Mh] Termos MeSH secundário: Adulto
Idoso
Idoso de 80 Anos ou mais
Envelhecimento/fisiologia
Envelhecimento/psicologia
Conscientização
Feminino
Disparidades nos Níveis de Saúde
Desenvolvimento Humano/fisiologia
Seres Humanos
Masculino
Meia-Idade
Prognóstico
Estatística como Assunto/métodos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170921
[Lr] Data última revisão:
170921
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:151003
[St] Status:MEDLINE
[do] DOI:10.1093/geronb/gbv085



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