NEL’s postdoctoral research scientist, Rosemarie Perry, recently published her paper “Developing a neurobehavioral animal model of poverty: Drawing cross-species connections between environments of scarcity-adversity, parenting quality, and infant outcome.” Her work examines the mechanisms by which poverty affects development, and accomplishes this by comparing a rodent model of scarcity-adversity to results from a longitudinal study of human infants and families who faced high levels of scarcity adversity. The results from both studies indicate that parenting techniques can influence development, with positive and sensitive parenting ameliorating the negative effects that stress has on early child development.
Curious to learn more? Check out the full paper.
In this article, PhD student Stephen Braren discusses expanding the period of time in which a person is considered an adolescent from ages 10-19 to 10-24, and the implications this could have on the juvenile justice system. He argues that advances in scientific research support this re-definition, with neuroimaging studies showing that key areas of the brain, involved in things like decision-making and emotion regulation, are still maturing in adolescence. In this article Stephen calls for support of the idea that science informs policy for the better.
Curious to learn more? Check out the full article.
The Neuroscience and Education Lab’s Family Life Project, or FLP, is a federally-funded study which began in 2003 and is led by Dr. Clancy Blair. FLP follows 1,292 children living in rural counties in Pennsylvania and North Carolina and strives to uncover the developmental mechanisms behind child self-regulation and stress response physiology in family, peer, school, and neighborhood contexts. The FLP team brings together researchers with expertise in education, medicine, psychology, sociology, anthropology, geography and human development. Now that the FLP children are becoming teenagers, they are becoming more curious about the purpose and findings of FLP. In a recent survey we gave them, many FLP teens expressed wanting to learn more about the study. One teen stated, “I’d love to see and keep track of the project and it’s research done so far. I find it very interesting and would love to see what I have contributed to.” The FLP team makes it a priority that all of the teens’ voices are heard and their questions answered. To reflect this, we created a short video to explain the meaning behind their participation in FLP.
To learn more check out FLP’s video!