Early deprivation disruption of associative learning is a developmental pathway to depression and social problems

Sheridan, Margaret A.; McLaughlin, Katie A.; Winter, Warren; Fox, Nathan A.; Zeanah, Charles H.; Nelson, Charles A.

doi:10.1038/s41467-018-04381-8

Cited by 84 publications

(89 citation statements)

References 66 publications

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“…It is nonetheless encouraging that these previously institutionalized children were able to close the gap in visual-spatial memory and new learning over time. These results are consistent with a recent report showing remediation in implicit pattern learning among FCG children at age 12 (25), together underscoring the possibility of emergent benefits of foster care for basic memory and learning processes over the transition to adolescence.…”

Section: Discussionsupporting

confidence: 92%

“…This change in brain electrophysiology may precede and predict later cognitive functioning (24). Second, recent evidence suggests that there is remediation in basic associative learning processes, including implicit pattern learning, among FCG compared with CAUG children (25). Together, these findings raise the possibility of improvement in some EF domains-particularly those related to basic learning processes-among children assigned to early foster care.…”

Section: Significancementioning

confidence: 96%

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Long-term effects of institutional rearing, foster care, and brain activity on memory and executive functioning

Wade

Fox

Zeanah

et al. 2019

Proc. Natl. Acad. Sci. U.S.A.

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Children experiencing psychosocial deprivation as a result of early institutional rearing demonstrate many difficulties with memory and executive functioning (EF). To date, there is scant evidence that foster care placement remediates these difficulties during childhood. The current study examined longitudinal trajectories of memory and EF from childhood to adolescence in the Bucharest Early Intervention Project, a randomized controlled trial of foster care for institutionally reared children. We demonstrate that both ever- and never-institutionalized children show age-related improvements on several measures of memory and EF from age 8 to 16. Distinct patterns were observed for different domains of functioning: (i) Early-emerging disparities in attention and short-term visual memory, as well as spatial planning and problem solving, between ever- and never-institutionalized children persisted through adolescence; (ii) the gap in spatial working memory between ever- and never-institutionalized children widened by adolescence; and (iii) early difficulties in visual-spatial memory and new learning among children in foster care were mitigated by adolescence. Secondary analyses showed that higher resting EEG alpha power at age 8 predicted better EF outcomes in several domains at age 8, 12, and 16. These results suggest that early institutional rearing has enduring consequences for the development of memory and EF, with the possibility of catch-up among previously institutionalized children who start out with higher levels of problems. Finally, interindividual differences in brain activity relate to memory and EF across ages, thus highlighting one potential biological pathway through which early neglect impacts long-term cognitive functioning.

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Section: Discussionsupporting

confidence: 92%

Section: Significancementioning

confidence: 96%

Long-term effects of institutional rearing, foster care, and brain activity on memory and executive functioning

Wade

Fox

Zeanah

et al. 2019

Proc. Natl. Acad. Sci. U.S.A.

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“…On the other hand, work experience of some teachers (correctional schools, vocational training institutions, pre-school education, etc.) plays a significant role in the quality of performed work (Sheridan et al, 2018;Selzer King, Jensen, Jones, & McCarthy, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

A Comparative Study of the Qualities of School Teachers and Their Teaching Practice

Utemov¹

2019

ARPHA Proceedings

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There is no doubt that the characteristics of the pedagogical community influence the quality of school education: its problems are often associated with the effectiveness of teachers training and their professional growth. On the other hand, the quality of the school environment and the conditions of pedagogical work are important factors for both the positive education of schoolchildren and its real results. In this perspective, the effectiveness of the education system becomes apparent in comparison with similar systems. That is why the data of international empirical studies aimed at studying the quality of education today are extremely important both for the country as a whole and for its different regions. To take measures for the development of the pedagogical community of the Kirov region, we made a comprehensive analysis of the teaching staff of the regional pedagogical community. The concept is based on materials from the third international study Teaching and Learning International Survey (TALIS 2018). The purpose of this article is to compare the qualities of regional school teachers and their pedagogical practice with similar indicators in foreign countries. The author of the article, on the grounds of the comparison of working conditions, professional education and development of teachers, justifies the need for administrative decisions in personnel policy. The leading research methods here are the collection of data, obtained by questioning in maintaining feedback from teachers, analyzing the conditions of pedagogical practices, modeling and statistical processing of research results. As a result of a study conducted in 2018-2019, in which 1025 teachers of secondary schools from the Kirov region took part, the author of the article found: teachers spend, on the average, 44 astronomical hours per week to perform their duties, besides it takes urban teachers 4 hours more to make their work as compared with rural teachers; the teaching load of the younger age group teachers is 1.5 times greater than that of the older age group teachers; foreign teachers spend 6 hours a week less to perform their official duties in comparison with teachers of the Kirov region; teachers spend most of their time on individual planning, preparing for lessons, and on general administrative work, while participating in extracurricular activities and communicating with parents takes the least amount of time in the structure of official duties. The professional knowledge of teachers acquired in the process of their education is estimated below the average level from the level of full preparedness to perform their professional duties; every fifth educator notes a high interest in learning the technologies of individual teaching, teaching children with special needs and class supervision issues. The theoretical significance of the article is due to its contribution to the * Corresponding author. E-mail address: vv_utemov@vyatsu.ru Vyacheslav V. Utemov / Proceedings IFTE-2019 development of scientific ideas about the quality...

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“…On the other hand, the length of experience of some teachers (special education programs, vocational training institutions, pre-school education, etc.) has a significant effect on the quality of their performance (Selzer King et al, 2018;Sheridan et al, 2018). The study conducted by Sasa, Borosb and Bonchisc (2011) reveals the dependence of the professional burnout of the teacher on the level of education where the teaching activity is performed.…”

Section: Literature Reviewmentioning

confidence: 99%

Age Heterogeneity of STEM Educators

Sibgatullina

Utemov

Galushkin

et al. 2019

EURASIA J MATH SCI T

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One of the ways to improve the quality of math and natural science education is to develop the pedagogical community of STEM education. On the one hand, according to the forecasts, an increase in the number of students and teachers is expected by an average of 20 % in both Russia and worldwide. On the other hand, there is definitely some specificity in the pedagogical community as compared with any other labor collective, since the pedagogical community develops alongside with the student one. In this perspective, the age heterogeneity of the teaching staff is of particular relevance. Consequently, the key point in the management of math and natural science education is the analysis of the age structure of STEM educators. The following subjects are taken to conduct a further analysis of STEM education: mathematics, handicraft, physics, biology, and chemistry. Accordingly, the purpose of the article is to analyze and forecast the heterogeneous development of the age structure of STEM teachers. The authors of the article justify the necessity for changes in the personnel policy on the basis of the assessment of the capacity of the teaching staff of STEM education in schools of the European part of Russia. The leading research approach is the method of the normal and natural distribution of age groups in the structure of the STEM education pedagogical community. As a result of a study conducted in 569 schools of the European part of Russia in 2016-2018, the authors of the article have found out the following: the average age of STEM school teachers in the European part of Russia is 6.8 years higher than the average age of teachers in Russia; there is a significant shortage of STEM teachers aged under 35; the average rate of the teaching load of a STEM school teacher in an academic subject is 0.72, but the load is distributed very unevenly, math teachers having the highest teaching load. The theoretical significance of the research lies in its contribution to the development of scientific ideas concerning the age heterogeneity of STEM school teachers. The research results can be used in building development trajectories of STEM education teaching staff by implementing a series of managerial and organizational measures to achieve the normal state of the age structure of teachers.Keywords: STEM education, age heterogeneity of teachers, age structure of the pedagogical community, seniority of teachers, normal distribution of age groups

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Early deprivation disruption of associative learning is a developmental pathway to depression and social problems

Cited by 84 publications

References 66 publications

Long-term effects of institutional rearing, foster care, and brain activity on memory and executive functioning

Long-term effects of institutional rearing, foster care, and brain activity on memory and executive functioning

A Comparative Study of the Qualities of School Teachers and Their Teaching Practice

Age Heterogeneity of STEM Educators

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