Training the developing brain: a neurocognitive perspective.
Training the developing brain: a neurocognitive perspective.
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DOI：
10.3389/fnhum.2012.00076
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发表时间：
2012
影响因子：
2.9
通讯作者：
Crone EA
中科院分区：
文献类型：
--
作者：
Jolles DD;Crone EA
发展训练研究对于增加我们对发育中大脑潜力的理解非常重要，它可以回答以下问题：“哪些功能可以通过练习得到改善，哪些功能不能通过练习得到改善？”“是否有一个特定的时期，在此期间，培训的影响更大？”和“训练特定的函数总是有利的吗？”此外，神经影像学方法提供了有关驱动认知可塑性的潜在机制的有价值的信息。在这篇综述中，我们描述了训练效果的神经科学研究如何告诉我们发育中的大脑的可能性，指出童年是一个特殊的时期，在此期间，训练可能会产生不同的效果。我们的结论是，有很多复杂的解释培训效果的儿童。根据培训的类型和个人的成熟程度，培训可能会以不同的方式影响发展轨迹。我们认为，不成熟的大脑结构可能会限制训练的效果，但在学习的灵活性方面，不成熟也有优势。
Developmental training studies are important to increase our understanding of the potential of the developing brain by providing answers to questions such as: “Which functions can and which functions cannot be improved as a result of practice?,” “Is there a specific period during which training has more impact?,” and “Is it always advantageous to train a particular function?”In addition, neuroimaging methods provide valuable information about the underlying mechanisms that drive cognitive plasticity. In this review, we describe how neuroscientific studies of training effects inform us about the possibilities of the developing brain, pointing out that childhood is a special period during which training may have different effects. We conclude that there is much complexity in interpreting training effects in children. Depending on the type of training and the level of maturation of the individual, training may influence developmental trajectories in different ways. We propose that the immature brain structure might set limits on how much can be achieved with training, but that the immaturity can also have advantages, in terms of flexibility for learning.
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影响因子：
1.5
作者：
Chenault, B;Thomson, J;Berninger, VW
通讯作者：
Berninger, VW
DOI：
10.1016/j.cub.2009.04.028
发表时间：
2009-06-23
期刊：
Current biology : CB
影响因子：
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作者：
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通讯作者：
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作者：
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通讯作者：
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DOI：
10.1080/15374416.2010.517162
发表时间：
2010-01-01
影响因子：
4.2
作者：
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通讯作者：
Benninger, William B.
影响因子：
4
作者：
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通讯作者：
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