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Journal articles on the topic 'Developmental'

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Author: Grafiati

Published: 4 June 2021

Last updated: 25 May 2024

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1

Peterson, Jennifer K. "Supporting Optimal Neurodevelopmental Outcomes in Infants and Children With Congenital Heart Disease." Critical Care Nurse 38, no. 3 (June 1, 2018): 68–74. http://dx.doi.org/10.4037/ccn2018514.

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Improved survival has led to increased recognition of developmental delays in infants and children with congenital heart disease. Risk factors for developmental delays in congenital heart disease survivors may not be modifiable; therefore, it is important that lifesaving, high-technology critical care interventions be combined with nursing interventions that are also developmentally supportive. Implementing developmental care in a pediatric cardiac intensive care unit requires change implementation strategies and widespread support from all levels of health care professionals. This manuscript reviews developmentally supportive interventions such as massage, developmentally supportive positioning, kangaroo care, cue-based feeding, effective pain/anxiety management, and procedural preparation and identifies strategies to implement developmentally supportive interventions in the care of infants and children with congenital heart disease. Improving developmental support for these infants and children at high risk for developmental delay may improve their outcomes and help promote family-centered care.

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2

Buckley, Meaghen. "Child therapist’s play: Reconsidering the developmental appropriateness of Developmental Transformations." Drama Therapy Review 7, no. 2 (October 1, 2021): 243–56. http://dx.doi.org/10.1386/dtr_00076_1.

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Developmental Transformations (DvT) has been presented as a developmentally appropriate therapy approach for children. This conceptual article explores the foundational elements of DvT practice in relation to children’s specific needs in therapy. The article argues for a heightened ethical responsibility to apply core concepts such as encounter, embodiment, mutuality and reversibility in the context of children’s developmental processes, and to acknowledge the power differentials between child clients and adult therapists.

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3

Polak, Michal, and Joseph L. Tomkins. "Developmental selection against developmental instability: a direct demonstration." Biology Letters 9, no. 2 (April 23, 2013): 20121081. http://dx.doi.org/10.1098/rsbl.2012.1081.

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Developmental selection, the non-random elimination of offspring during development, is hypothesized to alter the opportunity for selection on a given trait at later stages of the life cycle. Here, we provide a direct demonstration of developmental selection against developmental instability, assessed as the incidence of minor, discrete phenotypic abnormalities in the male sex comb, a condition-dependent secondary sexual trait in Drosophila bipectinata . We exposed developing flies from two geographically separate populations to increasing levels of temperature stress, and recovered the males that died during development by teasing them out of their pupal cases. These dead males, the so-called ‘invisible fraction’ of the population, were more developmentally unstable than their surviving counterparts, and dramatically so under conditions of relatively high temperature stress. We illustrate that had these dead juvenile flies actually survived and entered the pool of sexually mature adult individuals, their mating success would have been significantly reduced, thus intensifying sexual selection in the adult cohort for reducing developmental instability. The data suggest that without accounting for developmental selection, a study focusing exclusively on the adult cohort may unwittingly underestimate the net force of selection operating on a given phenotypic trait.

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4

Møller, Anders Pape. "Developmental Selection Against Developmentally Unstable Offspring and Sexual Selection." Journal of Theoretical Biology 185, no. 4 (April 1997): 415–22. http://dx.doi.org/10.1006/jtbi.1996.0332.

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5

Miller, Jill M. "Developmental Psychoanalysis and Developmental Objects." Psychoanalytic Inquiry 33, no. 4 (July 2013): 312–22. http://dx.doi.org/10.1080/07351690.2013.803344.

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6

Gholson, Barry. "Developmental Concepts and Developmental Psychotherapy." Contemporary Psychology: A Journal of Reviews 35, no. 5 (May 1990): 467–68. http://dx.doi.org/10.1037/028595.

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7

Johnson, Samantha, and Neil Marlow. "Developmental screen or developmental testing?" Early Human Development 82, no. 3 (March 2006): 173–83. http://dx.doi.org/10.1016/j.earlhumdev.2006.01.008.

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8

Bosley, A. "Developmental delay versus developmental impairment." Archives of Disease in Childhood 90, no. 8 (August 1, 2005): 875. http://dx.doi.org/10.1136/adc.2005.072074.

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9

Gordon, Neil. "‘Developmental dysmusia (developmental musical dyslexia)’." Developmental Medicine & Child Neurology 42, no. 3 (February 13, 2007): 214–15. http://dx.doi.org/10.1111/j.1469-8749.2000.tb00073.x.

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10

Gordon, Neil. "Developmental dysmusia (developmental musical dyslexia)." Developmental Medicine & Child Neurology 42, no. 3 (March 2000): 214–15. http://dx.doi.org/10.1017/s0012162200000360.

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11

Crowe, Alison J., Julie L. Piechan, Ling Sang, and Michelle C. Barton. "S-Phase Progression Mediates Activation of a Silenced Gene in Synthetic Nuclei." Molecular and Cellular Biology 20, no. 11 (June 1, 2000): 4169–80. http://dx.doi.org/10.1128/mcb.20.11.4169-4180.2000.

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ABSTRACT Aberrant expression of developmentally silenced genes, characteristic of tumor cells and regenerating tissue, is highly correlated with increased cell proliferation. By modeling this process in vitro in synthetic nuclei, we find that DNA replication leads to deregulation of established developmental expression patterns. Chromatin assembly in the presence of adult mouse liver nuclear extract mediates developmental stage-specific silencing of the tumor marker gene alpha-fetoprotein (AFP). Replication of silenced AFP chromatin in synthetic nuclei depletes sequence-specific transcription repressors, thereby disrupting developmentally regulated repression. Hepatoma-derived factors can target partial derepression of AFP, but full transcription activation requires DNA replication. Thus, unscheduled entry into S phase directly mediates activation of a developmentally silenced gene by (i) depleting developmental stage-specific transcription repressors and (ii) facilitating binding of transactivators.

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12

Olusanya, Bolajoko O., Claudine Storbeck, Vivian G. Cheung, and Mijna Hadders-Algra. "Disabilities in Early Childhood: A Global Health Perspective." Children 10, no. 1 (January 12, 2023): 155. http://dx.doi.org/10.3390/children10010155.

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Prior to the launch of the United Nations Sustainable Development Goals (SDGs) in 2015, childhood disability was rarely considered an important subject in global health. The SDGs till 2030 now require that children under 5 years who are at risk of not benefitting from inclusive quality education are identified, monitored, and promptly supported. A new tool for identifying children who are not developmentally on track has been developed by UNICEF but has limited sensitivity for detecting children with disabilities due to reliance on parental assessment of child behavior in certain everyday situations. In this paper, we identified conditions that are commonly associated with developmental disabilities based on the International Classification of Diseases (ICD) codes and clarified the concept of “developmentally on track” as it relates to children with developmental disabilities and developmental delays. We summarized the latest evidence on the global burden of developmental disabilities in children under 5 years based on the diagnostic and functional approaches for measuring disabilities at the population level. We highlighted the global health context for addressing the needs of children with developmental disabilities and provided an overview of the opportunities and the role of pediatric caregivers in supporting children with developmental disabilities.

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13

Elhoff, Justin J., Jill Zender, Kelly L. R. Davis, Claire M. Rizk, Lauren H. Salinas, Rocky Tsang, and Robin R. Schlosser. "Implementation and Modification of Developmental Care Rounds in the Cardiac Intensive Care Unit." American Journal of Critical Care 31, no. 6 (November 1, 2022): 494–98. http://dx.doi.org/10.4037/ajcc2022941.

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In 2019, an interprofessional team at Texas Children’s Hospital designed and instituted developmental care rounds to better coordinate developmentally appropriate care within the cardiac intensive care unit. During the first 2 years, we conducted 230 developmental care rounds on 169 patients; for these rounds, family participation was greater than 85%. Since their inception, these rounds have undergone several modifications, including changes to the patient selection criteria and team role delegation. Importantly, the structure of these rounds has evolved to prominently integrate family members’ perspectives and experiences. Lessons learned through developmental care rounds have formed a foundation for implementing other developmentally appropriate practices and initiatives throughout the hospital’s Heart Center.

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14

Shandal, Varun, Senthil K. Sundaram, Diane C. Chugani, Ajay Kumar, Michael E. Behen, and Harry T. Chugani. "Abnormal Brain Protein Synthesis in Language Areas of Children With Pervasive Developmental Disorder." Journal of Child Neurology 26, no. 11 (June 2, 2011): 1347–54. http://dx.doi.org/10.1177/0883073811405200.

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This study was performed to evaluate the cerebral protein synthesis rate of language brain regions in children with developmental delay with and without pervasive developmental disorder. The authors performed L-[1-11C]-leucine positron emission tomography (PET) on 8 developmental delay children with pervasive developmental disorder (mean age, 76.25 months) and 8 developmental delay children without pervasive developmental disorder (mean age, 77.63 months). They found a higher protein synthesis rate in developmental delay children with pervasive developmental disorder in the left posterior middle temporal region ( P = .014). There was a significant correlation of the Gilliam Autism Rating Scale autism index score with the protein synthesis rate of the left posterior middle temporal region ( r = .496, P = .05). In addition, significant asymmetric protein synthesis (right > left) was observed in developmental delay children without pervasive developmental disorder in the middle frontal and posterior middle temporal regions ( P = .03 and P = .04, respectively). In conclusion, abnormal language area protein synthesis in developmentally delayed children may be related to pervasive symptoms.

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15

BALLING, RUDI, and MARTIN HRABÉ ANGELIS. "From Developmental Biology to Developmental Toxicology." Annals of the New York Academy of Sciences 919, no. 1 (January 25, 2006): 239–45. http://dx.doi.org/10.1111/j.1749-6632.2000.tb06884.x.

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16

Scott Robert, Jason. "How developmental is evolutionary developmental biology?" Biology & Philosophy 17, no. 5 (November 2002): 591–611. http://dx.doi.org/10.1023/a:1022575116251.

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17

Bard, Kim A. "A developmental theory requires developmental data." Behavioral and Brain Sciences 16, no. 3 (September 1993): 511–12. http://dx.doi.org/10.1017/s0140525x00031241.

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18

Miyahara, Motohide, and Isabelle Möbs. "Developmental dyspraxia and developmental coordination disorder." Neuropsychology Review 5, no. 4 (December 1995): 245–68. http://dx.doi.org/10.1007/bf02214648.

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19

Frith, Uta. "A developmental framework for developmental dyslexia." Annals of Dyslexia 36, no. 1 (January 1986): 67–81. http://dx.doi.org/10.1007/bf02648022.

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20

Gilbert, Scott F. "Ecological Developmental Biology: Interpreting Developmental Signs." Biosemiotics 9, no. 1 (March 2, 2016): 51–60. http://dx.doi.org/10.1007/s12304-016-9257-4.

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21

Lerner, Richard M., and Domini R. Castellino. "Contemporary developmental theory and adolescence: developmental systems and applied developmental science." Journal of Adolescent Health 31, no. 6 (December 2002): 122–35. http://dx.doi.org/10.1016/s1054-139x(02)00495-0.

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22

Emerson, Natacha D., and Brenda Bursch. "Communicating with Youth about Pain: Developmental Considerations." Children 7, no. 10 (October 15, 2020): 184. http://dx.doi.org/10.3390/children7100184.

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Background: Pain experiences can negatively impact children and adolescents, leading to trauma symptoms and nonadherence to important health behaviors. Developmentally-tailored communication strategies may mitigate this risk. Methods: This article reviews cognitive and linguistic developmental factors, within the familial and cultural context, that are important to consider when communicating with youth about acute, procedural, and/or chronic pain. Results: Youth undergoing acute or procedural pain benefit from pain education, truthful information about the procedure, and advance preparation. The use of analogies may be particularly helpful for patient understanding of chronic pain development, maintenance, and treatment. Youth with developmental disabilities may express pain differently than their normative peers, requiring adaptation of communication strategies. Conclusion: Developmentally-tailored pain communication is an important tool for caregivers and healthcare providers that may foster adaptive functioning in youth who experience pain.

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23

Zhang, Wuwen, Shifeng Li, Kai Li, L. i. Li, Ping Yin, and Guoqing Tong. "The role of protein arginine methyltransferase 7 in human developmentally arrested embryos cultured in vitro." Acta Biochimica et Biophysica Sinica 53, no. 7 (May 27, 2021): 925–32. http://dx.doi.org/10.1093/abbs/gmab068.

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Abstract Human embryos of in vitro fertilization (IVF) are often susceptible to developmental arrest, which greatly reduces the efficiency of IVF treatment. In recent years, it has been found that protein arginine methyltransferase 7 (PRMT7) plays an important role in the process of early embryonic development. However, not much is known about the relationship between PRMT7 and developmentally arrested embryos. The role of PRMT7 in developmentally arrested embryos was thus investigated in this study. Discarded human embryos from IVF were collected for experimental materials. Quantitative real-time polymerase chain reaction (qRT-PCR) and confocal analyses were used to identify PRMT7 mRNA and protein levels in early embryos at different developmental stages, as well as changes in the methylation levels of H4R3me2s. Additionally, PRMT7 was knocked down in the developmentally arrested embryos to observe the further development of these embryos. Our results demonstrated that PRMT7 mRNA and protein levels in arrested embryos were significantly increased compared with those in control embryos; meanwhile, the methylation levels of H4R3me2s in arrested embryos were also increased significantly. Knockdown of PRMT7 could rescue partially developmentally arrested embryos, and even individual developmentally arrested embryos could develop into blastocysts. In conclusion, over-expression of PRMT7 disrupts the early embryo development process, leading to early embryos developmental arrest, but these developmentally arrested defects could be partially rescued by knockdown of the PRMT7 protein.

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24

Mohammadi-Sangcheshmeh, Abdollah, Eva Held, Franca Rings, Nasser Ghanem, Dessie Salilew-Wondim, Dawit Tesfaye, Harald Sieme, Karl Schellander, and Michael Hoelker. "Developmental competence of equine oocytes: impacts of zona pellucida birefringence and maternally derived transcript expression." Reproduction, Fertility and Development 26, no. 3 (2014): 441. http://dx.doi.org/10.1071/rd12303.

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In the present study, equine oocytes were classified into groups of presumably high and low developmental competence according to cumulus morphology, as well as oocyte ability to metabolise brilliant cresyl blue (BCB) stain. All oocytes were evaluated individually in terms of morphometry, zona pellucida birefringence (ZPB) and relative abundance of selected candidate genes. Oocytes with an expanded cumulus (Ex), representing those with presumably high developmental competence, had a significantly thicker zona (18.2 vs 17.3 µm) and a significantly higher ZPB (64.6 vs 62.1) than oocytes with a compacted cumulus (Cp). Concurrently, oocytes classified as highly developmentally competent (BCB+) had a significantly thicker zona (18.8 vs 16.1 µm) and significantly higher ZPB (63.1 vs 61.3) compared with oocytes classified as having low developmental competence. Expression of TFAM, STAT3 and CKS2 was significantly higher in Ex compared with Cp oocytes, whereas expression of COX1, ATPV6E and DNMT1 was lower. Together, the data reveal that developmentally competent equine oocytes are larger in size, have higher ZPB values and exhibit a typical genetic signature of maternally derived transcripts compared with oocytes with lower in vitro developmental competence.

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25

Jeremić, Biljana, and Živorad Milenović. "Educators' perceptions regarding the inclusion of experts of various profiles into the team for inclusive education." Bastina, no. 55 (2021): 457–67. http://dx.doi.org/10.5937/bastina31-34262.

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The past decade has witnessed the expansion of educators' competencies and their larger concern for children with developmental delays, i.e. inclusive education. The inclusion of developmentally delayed children into education is determined by the following: early detection of developmental conditions, timely intervention, an individualized education plan (IEP) and its practical application. The IEP is developed and implemented by the inclusive education team. The team members responsible for the development of the IEP for children with developmental delays in regular preschool education are: parents or caregivers, teachers and educators, early childhood professionals, personal assistants for developmentally delayed children, special education teachers or dialectologists, pedagogical assistants and other professionals. The goal of this research was to determine educators' opinion about the necessity of an early intervention as well as about the application of the IEP and the involvement of professional support in inclusive kindergarten programmes and practice. The sample was comprised of 70 early childhood educators with experience in teaching children with developmental delays. The research results showed that the participants were predominantly inclined towards the involvement of a music pedagogue into inclusive kindergarten education (51of them or 71%). Therefore, this paper analyses the possibilities of supporting children with developmental delays through music teaching classes.

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26

Frankenburg, William K. "Preventing Developmental Delays: Is Developmental Screening Sufficient?" Pediatrics 93, no. 4 (April 1, 1994): 586–93. http://dx.doi.org/10.1542/peds.93.4.586.

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Developmental screening, a secondary form of prevention, is designed to facilitate early identification and treatment of children in whom a developmental problem has been diagnosed. Ideally, this is accomplished through the administration of a quick, simple, economical procedure that is designed to identify children having a high probability of being delayed. Unfortunately, no single, brief developmental screening test exists that has equal accuracy in identifying the wide gamut of developmental problems in areas such as cognition, language, speech, motor, and social development. In addition, the child's changing development over time limits the predictive accuracy of any such test. Despite these limitations, developmental screening, like a growth measurement, has value as an aide in developmental surveillance, because it enables its user to combine its results with those of parent concerns, child observations, immunizations, and anticipatory guidance to promote the child's development. This process, rather than waiting for the child to be deviant, is a primary prevention approach that aims to assure that every child receiving such surveillance develops to his or her maximum potential. The DENVER II is designed to assist in this program.

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27

Gordon, John T. "Soundoff: Developmental-Studies Mathematics: Developmental or Review?" Mathematics Teacher 79, no. 6 (September 1986): 402–3. http://dx.doi.org/10.5951/mt.79.6.0402.

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Developmental-studies mathematics is the set of skills that students must possess if they are to be sucessful in beginning college-level mathematics. In most colleges and universities, elementary algebra from the secondary school curriculum is a major part of developmental-studies mathematics. Some arithmetic, or some intermediate algebra, or some of both is also commonly included. Although this content is studied by most college-bound students before they enter their last two years of high school, over 60 percent of all students nationally who enter a community college are required to take developmental-studies mathematics (Griffin 1981). Similarly, in many of the larger universities, this statistic is over 50 percent (Whitesitt 1982).

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28

Chang, Kyung-Sup. "From Developmental to Post-Developmental Demographic Changes." Korean Journal of Sociology 49, no. 6 (December 31, 2015): 21. http://dx.doi.org/10.21562/kjs.2015.12.49.6.21.

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29

Murray Harrison, Alexandra. "Comments on: “Developmental Psychoanalysis and Developmental Objects”." Psychoanalytic Inquiry 33, no. 4 (July 2013): 323–29. http://dx.doi.org/10.1080/07351690.2013.803345.

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30

Betz, Cecily Lynn. "Developmental Considerations of Adolescents with Developmental Disabilities." Issues in Comprehensive Pediatric Nursing 17, no. 3 (January 1994): 111–20. http://dx.doi.org/10.3109/01460869409078297.

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31

Murray, R. M. "S.4.2 Developmental and non-developmental targets." European Neuropsychopharmacology 14 (January 2004): S63. http://dx.doi.org/10.1016/s0924-977x(04)90078-8.

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32

Michel, George F. "A Developmental-Psychobiological Approach to Developmental Neuropsychology." Developmental Neuropsychology 19, no. 1 (February 2001): 11–32. http://dx.doi.org/10.1207/s15326942dn1901_2.

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33

Konopka, Ronald. "When is developmental biology not developmental biology?" Behavioral and Brain Sciences 11, no. 4 (December 1988): 639. http://dx.doi.org/10.1017/s0140525x00053826.

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34

Stern, Claudio. "Essential Developmental Biology: No-frills developmental biology." Trends in Cell Biology 12, no. 6 (June 2002): 290–91. http://dx.doi.org/10.1016/s0962-8924(02)02267-5.

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35

Roy, F. Hampton. "Pseudo-Developmental Glaucoma: Appearance of Developmental Glaucoma." Annals Of Ophthalmology 37, no. 4 (2005): 245–52. http://dx.doi.org/10.1385/ao:37:4:245.

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36

Spelke, Elizabeth S. "Developmental neuroimaging: a developmental psychologist looks ahead." Developmental Science 5, no. 3 (August 2002): 392–96. http://dx.doi.org/10.1111/1467-7687.00378.

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37

Thomas, Michael S. C., Dagmara Annaz, Daniel Ansari, Gaia Scerif, Chris Jarrold, and Annette Karmiloff-Smith. "Using Developmental Trajectories to Understand Developmental Disorders." Journal of Speech, Language, and Hearing Research 52, no. 2 (April 2009): 336–58. http://dx.doi.org/10.1044/1092-4388(2009/07-0144).

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38

Johnson, Melissa R. "Global Perspectives of Developmental Care – Belize." Developmental Observer 12, no. 2 (September 20, 2019): 14–15. http://dx.doi.org/10.14434/do.v12i2.27854.

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Of all the advances in neonatology in the past several decades, developmentally supportive, family-centered care is arguably one of the most powerful tools for improving outcomes in countries with limited economic resources. Developmental care does not require expensive technology, and rather it is based on sensitive observation, responsive hands-on care, and strengthening relationships among infants, families and caregivers. While some aspects of the highest quality, Newborn Individualized Developmental Care and Assessment Program (NIDCAP) based developmental care can be relatively costly (for example, single-room NICU design including family accommodations), resourceful and adaptive planners in developing countries are no strangers to ﬁnding creative solutions to such challenges. We have only to look at the history of kangaroo care to see strong proof of this concept, as countries as diverse as Colombia, South Africa and Argentina have led the way in developing and implementing this critical strategy.

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39

Meisels, Samuel J. "Can Developmental Screening Tests Identify Children Who Are Developmentally at Risk?" Pediatrics 83, no. 4 (April 1, 1989): 578–85. http://dx.doi.org/10.1542/peds.83.4.578.

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Developmental screening tests are in widespread use, but few reliable and valid tests are available. The most frequently used screening instrument for detecting young children who are at risk for developmental delays is the Denver Developmental Screening Test (DDST). Although the DDST has excellent test specificity, overreferring few children, results from more than a dozen studies of the DDST's concurrent and predictive validity fail to replicate the original validation and demonstrate a uniformly poor sensitivity, ie, a high proportion of underreferrals. Whether samples are stratified by age, risk, duration of time between predictor and outcome, or type of outcome measure used, these studies demonstrate that the DDST underrefers children at nearly a 2:1 ratio. Several other screening tests with more optimal psychometric properties are presented. It is urged that caution be exercised in using tests for predicting the risk of developmental problems in young children unless the tests have acceptable levels of sensitivity and specificity.

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40

Malti, Tina, Gil G. Noam, and Herbert Scheithauer. "Developmentally Appropriate Prevention of Aggression – Developmental Science as an Integrative Framework." International Journal of Developmental Science 3, no. 3 (2009): 215–17. http://dx.doi.org/10.3233/dev-2009-3301.

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41

Carlson, Gabrielle A., Joan R. Asarnow, and Israel Orbach. "Developmental aspects of suicidal behavior in children and developmentally delayed adolescents." New Directions for Child and Adolescent Development 1994, no. 64 (1994): 93–107. http://dx.doi.org/10.1002/cd.23219946408.

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42

Cavalera, Federica, Milena Simovic, Mario Zanoni, Valeria Merico, Silvia Garagna, and Maurizio Zuccotti. "IVM of mouse fully grown germinal vesicle oocytes upon a feeder layer of selected cumulus cells enhances their developmental competence." Reproduction, Fertility and Development 31, no. 6 (2019): 1068. http://dx.doi.org/10.1071/rd18444.

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In the ovary, acquisition of oocyte developmental competence depends on a bidirectional exchange between the gamete and its companion cumulus cells (CCs). In this study we investigated the contribution of CCs surrounding oocytes of known developmental competence or incompetence to the acquisition of oocyte developmental competence. To this end, feeder layers of CCs (FL-CCs) were prepared using CCs isolated either from: (1) developmentally competent mouse oocytes whose nucleolus was surrounded by a chromatin ring (FL-SN-CCs); or (2) developmentally incompetent mouse oocytes whose nucleolus was not surrounded by a chromatin ring (FL-NSN-CCs). Denuded, fully grown oocytes (DOs) were matured to the MII stage on either FL-SN-CCs or FL-NSN-CCs, inseminated with spermatozoa and cultured throughout preimplantation development. FL-SN-CCs significantly improved the acquisition of oocyte developmental competence, with a blastocyst development rate equal to that for maturation of intact cumulus–oocyte–complexes. In contrast, DOs matured on FL-NSN-CCs or in the absence of CCs exhibited developmental failure, with embryos arresting at either the 4-cell or morula stage. These results set a culture platform to further improve the protocols for the maturation of DOs and to unravel the molecules involved in the cross-talk between the gamete and its companion CCs during the germinal vesicle to MII transition.

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43

McGrath, Lauren M., Sydney Weill, Elise B. Robinson, Rebecca Macrae, and Jordan W. Smoller. "Bringing a developmental perspective to anxiety genetics." Development and Psychopathology 24, no. 4 (October 15, 2012): 1179–93. http://dx.doi.org/10.1017/s0954579412000636.

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AbstractDespite substantial recent advancements in psychiatric genetic research, progress in identifying the genetic basis of anxiety disorders has been limited. We review the candidate gene and genome-wide literatures in anxiety, which have made limited progress to date. We discuss several reasons for this hindered progress, including small samples sizes, heterogeneity, complicated comorbidity profiles, and blurred lines between normative and pathological anxiety. To address many of these challenges, we suggest a developmental, multivariate framework that can inform and enhance anxiety phenotypes for genetic research. We review the psychiatric and genetic epidemiological evidence that supports such a framework, including the early onset and chronic course of anxiety disorders, shared genetic risk factors among disorders both within and across time, and developmentally dynamic genetic influences. We propose three strategies for developmentally sensitive phenotyping: examination of early temperamental risk factors, use of latent factors to model underlying anxiety liability, and use of developmental trajectories as phenotypes. Expanding the range of phenotypic approaches will be important for advancing studies of the genetic architecture of anxiety disorders.

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44

Rock, Michael T. "East Asia's Democratic Developmental States and Economic Growth." Journal of East Asian Studies 13, no. 1 (April 2013): 1–34. http://dx.doi.org/10.1017/s1598240800008511.

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Political elites in East Asia have opted for a set of democratic institutions with a strong majoritarian bias that privilege efficiency and accountability over representativeness. Some have labeled these democracies “democratic developmental states.” Because the political architects of East Asia's democratic developmental states have met at least some of their objectives, it is time to ask, What has been the impact of the shift to majoritarianism on growth? I answer this question empirically by demonstrating that the contribution to growth from majoritarian democratic institutions in East Asia is as large as that from the region's developmentally oriented authoritarian governments.

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45

Fivush, Robyn, Jordan A. Booker, and Matthew E. Graci. "Ongoing Narrative Meaning-Making Within Events and Across the Life Span." Imagination, Cognition and Personality 37, no. 2 (November 9, 2017): 127–52. http://dx.doi.org/10.1177/0276236617733824.

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Individuals create meaning from the events in their lives, and the ways in which they do this has important implications for identity and well-being. We argue that this is a deeply developmental process. Narrative meaning-making consists of a set of developmentally acquired skills and abilities such that individuals are capable of different forms of meaning creation at different developmental periods. Further, narrative meaning-making emerges differentially across days, weeks, months, and years after an experience, and this event processing takes place within ongoing developmental change. Narrating life experiences both reflects and creates modes of meaning-making in a complex, reciprocal system.

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Silver, N. Clayton, Kenneth Tubilleja, and Rozana Ferrante. "Signal Words: Perceived Carefulness by the Developmentally Disabled." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 39, no. 8 (October 1995): 440–44. http://dx.doi.org/10.1177/154193129503900803.

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The current standards recommend using signal words such as DANGER, WARNING, and CAUTION to connote varying degrees of hazard. Most research concerning the connoted strength of signal words has used college students as participants. One at-risk population that has not been adequately studied, however, includes people with developmental disabilities. The purpose of the present research was to determine whether people with developmental disabilities understand these signal words. Moreover, connotation comparisons would be made concerning other populations sampled from previous research. A sample of 46 people with developmental disabilities rated 43 potential signal words on how careful they would be after seeing each term. In general, the ratings of the developmentally disabled were consistent with populations sampled from previous research. The words that were frequently left blank by the developmentally disabled were used less frequently in the English language and were higher in grade level. The forensic implications and relevance concerning hazard communication are discussed.

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Spence, Kaye. "Developmental Observer." Developmental Observer 14, no. 1 (February 14, 2021): 23. http://dx.doi.org/10.14434/do.v14i1.31806.

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Khalil, Ahmed. "DEVELOPMENTAL GLAUCOMA." Journal of Ophthalmology and Related Sciences 1, no. 2 (December 1, 2017): 7–27. http://dx.doi.org/10.21608/jors.2017.5046.

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Vázquez, José. "Developmental Genetics." American Biology Teacher 67, no. 3 (March 1, 2005): 169. http://dx.doi.org/10.2307/4451812.

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Lane, Jan-Erik. "Developmental Governance." Open Journal of Political Science 09, no. 04 (2019): 624–30. http://dx.doi.org/10.4236/ojps.2019.94038.

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