Hostname: page-component-76fb5796d-wq484 Total loading time: 0 Render date: 2024-04-26T14:00:48.673Z Has data issue: false hasContentIssue false
  • English
  • Français

Hidden talents in harsh environments

Published online by Cambridge University Press:  16 July 2020

Bruce J. Ellis Open the ORCID record for Bruce J. Ellis [Opens in a new window] ,
Laura S. Abrams ,
Ann S. Masten ,
Robert J. Sternberg ,
Nim Tottenham  and
Willem E. Frankenhuis
Bruce J. Ellis*
Affiliation:
Departments of Psychology and Anthropology, University of Utah, Salt Lake City, UT, USA
Laura S. Abrams
Affiliation:
Department of Social Welfare, University of California, Los Angeles, CA, USA
Ann S. Masten
Affiliation:
Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
Robert J. Sternberg
Affiliation:
Department of Human Development, Cornell University, Ithaca, NY, USA
Nim Tottenham
Affiliation:
Department of Psychology, Columbia University, New York, NY, USA
Willem E. Frankenhuis
Affiliation:
Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
*
Author for Correspondence: Bruce J. Ellis, Department of Psychology, University of Utah, 380 South 1530 East BEHS 502, Salt Lake City, UT 84112; E-mail: bruce.ellis@psych.utah.edu.
Get access Rights & Permissions [Opens in a new window]

Abstract

Although early-life adversity can undermine healthy development, children growing up in harsh environments may develop intact, or even enhanced, skills for solving problems in high-adversity contexts (i.e., “hidden talents”). Here we situate the hidden talents model within a larger interdisciplinary framework. Summarizing theory and research on hidden talents, we propose that stress-adapted skills represent a form of adaptive intelligence that enables individuals to function within the constraints of harsh, unpredictable environments. We discuss the alignment of the hidden talents model with current knowledge about human brain development following early adversity; examine potential applications of this perspective to multiple sectors concerned with youth from harsh environments, including education, social services, and juvenile justice; and compare the hidden talents model with contemporary developmental resilience models. We conclude that the hidden talents approach offers exciting new directions for research on developmental adaptations to childhood adversity, with translational implications for leveraging stress-adapted skills to more effectively tailor education, jobs, and interventions to fit the needs and potentials of individuals from a diverse range of life circumstances. This approach affords a well-rounded view of people who live with adversity that avoids stigma and communicates a novel, distinctive, and strength-based message.

Keywords

adaptive intelligenceadjudicated youthdevelopmental adaptation to stresseducational interventionsneuroplasticityresiliencestress-adapted skills
Type
Regular Article
Information
Development and Psychopathology , Volume 34 , Issue 1 , February 2022 , pp. 95 - 113
Check for updates
Copyright
© The Author(s), 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abrams, L. S., & Terry, D. (2017). Everyday desistance: The transition to adulthood among formerly incarcerated youth. New Brunswick, NJ: Rutgers University Press.Google Scholar
Abrams, L. S., & Terry, D. L. (2014). “You can run but you can't hide”: How formerly incarcerated young men navigate neighborhood risks. Children and Youth Services Review, 47, 61–69. doi:10.1016/j.childyouth.2014.03.012CrossRefGoogle Scholar
Aburn, G., Gott, M., & Hoare, K. (2016). What is resilience? An integrative review of the empirical literature. Journal of Advanced Nursing, 72, 980–1000. doi:10.1111/jan.12888CrossRefGoogle ScholarPubMed
Acosta, J. D., Whitley, M. D., May, L. W., Dubowitz, T., Williams, M. V., & Chandra, A. (2016). Stakeholder perspectives on a culture of health. Santa Monica, CA: RAND.CrossRefGoogle Scholar
Anderson, E. (1999). Code of the street: Decency, violence, and the moral life of the inner city. New York, NY: WW Norton.Google Scholar
Anderson, B. A., Laurent, P. A., & Yantis, S. (2011). Value-driven attentional capture. Proceedings of the National Academy of Sciences, 108, 10367–10371. doi:10.1073/pnas.1104047108CrossRefGoogle ScholarPubMed
Arffa, S. (2007). The relationship of intelligence to executive function and non-executive function measures in a sample of average, above average, and gifted youth. Archives of Clinical Neuropsychology, 22, 969–978. doi:10.1016/j.acn.2007.08.001CrossRefGoogle Scholar
Bagot, R. C., van Hasselt, F. N., Champagne, D. L., Meaney, M. J., Krugers, H. J., & Joëls, M. (2009). Maternal care determines rapid effects of stress mediators on synaptic plasticity in adult rat hippocampal dentate gyrus. Neurobiology of Learning and Memory, 92, 292–300. doi:10.1016/j.nlm.2009.03.004CrossRefGoogle ScholarPubMed
Banerjee, A. V., Bhattacharjee, S., Chattopadhyay, R., & Ganimian, A. J. (2017). The untapped math skills of working children in India: Evidence, possible explanations, and implications. Unpublished manuscript.Google Scholar
Barbarin, O. A., Tolan, P. H., Gaylord-Harden, N., & Murry, V. (2020). Promoting social justice for African-American boys and young men through research and intervention: A challenge for developmental science. Applied Developmental Science, 24, 196–207. doi:10.1080/10888691.2019.1702880.CrossRefGoogle Scholar
Bath, K. G., Manzano-Nieves, G., & Goodwill, H. (2016). Early life stress accelerates behavioral and neural maturation of hippocampus in male mice. Hormones and Behavior, 82, 64–71. doi:10.1016/j.yhbeh.2016.04.010CrossRefGoogle ScholarPubMed
Belsky, J. (2019). Early-life adversity accelerates child and adolescent development. Current Directions in Psychological Science, 28, 241–246. doi:10.1177/0963721419837670CrossRefGoogle Scholar
Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy. Child Development, 62, 647–670. doi:10.2307/1131166CrossRefGoogle ScholarPubMed
Bender, K., Thompson, S. J., McManus, H., Lantry, J., & Flynn, P. M. (2007). Capacity for survival: Exploring strengths of homeless street youth. Child and Youth Care Forum, 36, 25–42. doi:10.1007/s10566-006-9029-4CrossRefGoogle ScholarPubMed
Bernier, A., Dégeilh, F., Leblanc, É, Daneault, V., Bailey, H. N., & Beauchamp, M. H. (2019). Mother–infant interaction and child brain morphology: A multidimensional approach to maternal sensitivity. Infancy, 24, 120–138. doi:10.1111/infa.12270CrossRefGoogle ScholarPubMed
Bjornsdottir, R. T., Alaei, R., & Rule, N. O. (2017). The perceptive proletarian: Subjective social class predicts interpersonal accuracy. Journal of Nonverbal Behavior, 41, 185–201. doi:10.1007/s10919-016-0248-6CrossRefGoogle Scholar
Blair, C., & Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PLoS ONE, 9, e112393. doi:10.1371/journal.pone.0112393CrossRefGoogle Scholar
Brienza, J. P., & Grossmann, I. (2017). Social class and wise reasoning about interpersonal conflicts across regions, persons and situations. Proceedings of the Royal Society B, 284, 20171870. doi:10.1098/rspb.2017.1870Google ScholarPubMed
Bureau of Labor Statistics. (2014). Occupational outlook handbook, 2014–15 edition. Retrieved from: http://www.bls.gov/ooh/community-and-social-service/social-workers.htm#tab-6Google Scholar
Calarco, J. M. (2018). Negotiating opportunities: How the middle class secures advantages in school. New York, NY: Oxford University Press.CrossRefGoogle Scholar
Callaghan, B. L., & Richardson, R. (2011). Maternal separation results in early emergence of adult-like fear and extinction learning in infant rats. Behavioral Neuroscience, 125, 20–28. doi:10.1037/a0022008CrossRefGoogle ScholarPubMed
Callaghan, B. L., Sullivan, R. M., Howell, B., & Tottenham, N. (2014). The international society for developmental psychobiology Sackler symposium: Early adversity and the maturation of emotion circuits–cross-species analysis. Developmental Psychobiology, 56, 1635–1650. doi:10.1002/dev.21260CrossRefGoogle ScholarPubMed
Callaghan, B. L., & Tottenham, N. (2016). The stress acceleration hypothesis: Effects of early-life adversity on emotion circuits and behavior. Current Opinion in Behavioral Sciences, 7, 76–81. doi:10.1016/j.cobeha.2015.11.018CrossRefGoogle ScholarPubMed
Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C. P., & Loef, M. (1989). Using knowledge of children's mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26, 499–531. doi:10.3102/00028312026004499CrossRefGoogle Scholar
Carraher, T. N., Carraher, D. W., & Schliemann, A. D. (1985). Mathematics in the streets and in schools. British Journal of Developmental Psychology, 3, 21–29. doi:10.1111/j.2044-835X.1985.tb00951.xCrossRefGoogle Scholar
Cave, P. (2004). “Bukatsudô”: The educational role of Japanese school clubs. Journal of Japanese Studies, 30, 383–415. doi:10.1353/jjs.2004.0041CrossRefGoogle Scholar
Champagne, D. L., Bagot, R. C., van Hasselt, F., Ramakers, G., Meaney, M. J., De Kloet, E. R., … Krugers, H. (2008). Maternal care and hippocampal plasticity: Evidence for experience-dependent structural plasticity, altered synaptic functioning, and differential responsiveness to glucocorticoids and stress. Journal of Neuroscience, 28, 6037–6045. doi:10.1523/JNEUROSCI.0526-08.2008CrossRefGoogle ScholarPubMed
Cicchetti, D. (2013). Annual research review: Resilient functioning in maltreated children—past, present, and future perspectives. Journal of Child Psychology and Psychiatry, 54, 402–422. doi:10.1111/j.1469-7610.2012.02608.xCrossRefGoogle ScholarPubMed
Clements, D. H., Sarama, J., Spitler, M. E., Lange, A. A., & Wolfe, C. B. (2011). Mathematics learning by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Journal for Research in Mathematics Education, 42, 127–166. doi:10.5951/jresematheduc.42.2.0127CrossRefGoogle Scholar
Committee on Developments in the Science of Learning. (1999). How people learn: A report of the National Research Council of the National Academy of Science. Washington, DC: National Academy Press.Google Scholar
Crouzevialle, M., & Darnon, C. (2019). On the academic disadvantage of low social class individuals: Pursuing performance goals fosters the emergence of the achievement gap. Journal of Educational Psychology, 111, 1261–1272. doi:10.1037/edu0000349CrossRefGoogle Scholar
Dahlman, S., Bäckström, P., Bohlin, G., & Frans, Ö. (2013). Cognitive abilities of street children: Low-SES Bolivian boys with and without experience of living in the street. Child Neuropsychology, 19, 540–556. doi:10.1080/09297049.2012.731499CrossRefGoogle Scholar
Dang, J., Xiao, S., Zhang, T., Lin, Y., Jiang, B., & Mao, L. (2016). When the poor excel: Poverty facilitates procedural learning. Scandinavian Journal of Psychology, 57, 288–291. doi:10.1111/sjop.12292CrossRefGoogle ScholarPubMed
Del Giudice, M., Ellis, B. J., & Shirtcliff, E. A. (2011). The adaptive calibration model of stress responsivity. Neuroscience & Biobehavioral Reviews, 35, 1562–1592. doi:10.1016/j.neubiorev.2010.11.007CrossRefGoogle ScholarPubMed
Del Giudice, M., Gangestad, S. W., & Kaplan, H. S. (2015). Life history theory and evolutionary psychology. In Buss, D. M. (Ed.), The handbook of evolutionary psychology. Vol. 1, foundations (2nd ed., pp. 88–114). New York, NY: John Wiley.Google Scholar
Deming, D. (2009). Early childhood intervention and life-cycle skill development: Evidence from Head Start. American Economic Journal: Applied Economics, 1, 111–134. doi:10.1257/app.1.3.111Google Scholar
Dittmann, A. G., Stephens, N. M., & Townsend, S. S. (2020). Achievement is not class-neutral: Working together benefits people from working-class contexts. Journal of Personality and Social Psychology. Advance online publication. doi:10.1037/pspa0000194CrossRefGoogle Scholar
Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37, 111–127. doi:10.1177/0162353214529042CrossRefGoogle Scholar
Duncan, G. J., Magnuson, K., & Votruba-Drzal, E. (2017). Moving beyond correlations in assessing the consequences of poverty. Annual Review of Psychology, 68, 413–434. doi:10.1146/annurev-psych-010416-044224CrossRefGoogle Scholar
Duquennois, C. (2019). Fictional money, real costs: Impacts of financial salience on disadvantaged students. Unpublished manuscript.Google Scholar
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432. doi:10.1111/j.1467-8624.2010.01564.xCrossRefGoogle ScholarPubMed
Ein-Dor, T., & Perry, A. (2014). Full house of fears: Evidence that people high in attachment anxiety are more accurate in detecting deceit. Journal of Personality, 82, 83–92. doi:10.1111/jopy.12035CrossRefGoogle ScholarPubMed
Ellis, B. J., Bianchi, J., Griskevicius, V., & Frankenhuis, W. E. (2017). Beyond risk and protective factors: An adaptation-based approach to resilience. Perspectives on Psychological Science, 12, 561–587. doi:10.1177/1745691617693054CrossRefGoogle ScholarPubMed
Ellis, B. J., & Del Giudice, M. (2014). Beyond allostatic load: Rethinking the role of stress in regulating human development. Development and Psychopathology, 26, 1–20. doi:10.1017/S0954579413000849CrossRefGoogle ScholarPubMed
Ellis, B. J., & Del Giudice, M. (2019). Developmental adaptation to stress: An evolutionary perspective. Annual Review of Psychology, 70, 111–139. doi:10.1146/annurev-psych-122216-011732CrossRefGoogle Scholar
Ellis, B. J., Figueredo, A. J., Brumbach, B. H., & Schlomer, G. L. (2009). Fundamental dimensions of environmental risk: Impact of harsh versus unpredictable environments on the evolution and development of life history strategies. Human Nature, 20, 204–268. doi:10.1007/s12110-009-9063-7CrossRefGoogle ScholarPubMed
Ellwood-Lowe, M. E., Sacchet, M. D., & Gotlib, I. H. (2016). The application of neuroimaging to social inequity and language disparity: A cautionary examination. Developmental Cognitive Neuroscience, 22, 1–8. doi:10.1016/j.dcn.2016.10.001CrossRefGoogle ScholarPubMed
Ellwood-Lowe, M. E., Whitfield-Gabrieli, S., & Bunge, S. A. (2020). What is an adaptive pattern of brain activity for a child? It depends on their environment. bioRxiv. doi:10.1101/2020.05.29.124297Google Scholar
Evans, G. W., Li, D., & Whipple, S. S. (2013). Cumulative risk and child development. Psychological Bulletin, 139, 1342–1396. doi:10.1037/a0031808CrossRefGoogle ScholarPubMed
Eyck, H. J., Buchanan, K. L., Crino, O. L., & Jessop, T. S. (2019). Effects of developmental stress on animal phenotype and performance: A quantitative review. Biological Reviews, 94, 1143–1160.CrossRefGoogle ScholarPubMed
Flynn, J. R. (2016). Does your family make you smarter? Nature, nurture, and human autonomy. Cambridge, UK: Cambridge University Press.Google Scholar
Flynn, J. R., & Sternberg, R. J. (2020). Environmental effects on intelligence. In Sternberg, R. J. (Ed.), Human intelligence: An introduction (pp. 253–278). New York, NY: Cambridge University Press.Google Scholar
Fox, S. E., Levitt, P., & Nelson, C. A. (2010). How the timing and quality of early experiences influence the development of brain architecture. Child Development, 81, 28–40. doi:10.1111/j.1467-8624.2009.01380.xCrossRefGoogle ScholarPubMed
Frankenhuis, W. E., & Bijlstra, G. (2018). Does exposure to hostile environments predict enhanced emotion detection? Collabra: Psychology, 4, 18. doi:10.1525/collabra.127CrossRefGoogle Scholar
Frankenhuis, W. E., de Vries, S. A., Bianchi, J., & Ellis, B. J. (2020a). Hidden talents in harsh conditions? A preregistered study of memory and reasoning about social dominance. Developmental Science, 23, e12835. doi:10.1111/desc.12835.CrossRefGoogle Scholar
Frankenhuis, W. E., & de Weerth, C. (2013). Does early-life exposure to stress shape or impair cognition? Current Directions in Psychological Science, 22, 407–412. doi:10.1177/0963721413484324CrossRefGoogle Scholar
Frankenhuis, W. E., Young, E. S., & Ellis, B. J. (2020b). The hidden talents approach: Theoretical and methodological challenges. Trends in Cognitive Science, 24, 569–581. doi:10.1016/j.tics.2020.03.007.CrossRefGoogle Scholar
Fry, C. E. (2018). Executive Functions, Creativity, and Mental Health in Homeless Young People: Implications for Housing Outcome (Doctoral dissertation, Cardiff University).Google Scholar
Gallo, L. C., & Matthews, K. A. (2003). Understanding the association between socioeconomic status and physical health: Do negative emotions play a role? Psychological Bulletin, 129, 10–51. doi:10.1037/0033-2909.129.1.10CrossRefGoogle ScholarPubMed
Garbarino, J. (2017). Children and families in the social environment: Modern applications of social work (2nd ed.). New York, NY: Routledge.CrossRefGoogle Scholar
Gardner-Neblett, N., Pungello, E. P., & Iruka, I. U. (2012). Oral narrative skills: Implications for the reading development of African American children. Child Development Perspectives, 6, 218–224. doi:10.1111/j.1750-8606.2011.00225.xCrossRefGoogle Scholar
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). New York, NY: Teachers College Press.Google Scholar
Gee, D. G., Gabard-Durnam, L. J., Flannery, J., Goff, B., Humphreys, K. L., Telzer, E. H., … Tottenham, N. (2013). Early developmental emergence of human amygdala–prefrontal connectivity after maternal deprivation. Proceedings of the National Academy of Sciences, 110, 15638–15643. doi:10.1073/pnas.1307893110CrossRefGoogle ScholarPubMed
Gibb, B. E., Schofield, C. A., & Coles, M. E. (2009). Reported history of childhood abuse and young adults’ information-processing biases for facial displays of emotion. Child Maltreatment, 14, 148–156. doi:10.1177/1077559508326358CrossRefGoogle Scholar
Goodman, G. S., Quas, J. A., & Ogle, C. M. (2009). Child maltreatment and memory. Annual Review of Psychology, 61, 325–351. doi:10.1146/annurev.psych.093008.100403CrossRefGoogle Scholar
Gray, M. (2011). Back to basics: A critique of the strengths perspective in social work. Families in Society, 92, 5–11. doi:10.1606/1044-3894.4054CrossRefGoogle Scholar
Greenberg, M. T., & Abenavoli, R. (2017). Universal interventions: Fully exploring their impacts and potential to produce population-level impacts. Journal of Research on Educational Effectiveness, 10, 40–67. doi:10.1080/19345747.2016.1246632CrossRefGoogle Scholar
Greenfield, P. M. (2020). Historical evolution of intelligence. In Sternberg, R. J. (Ed.), Cambridge handbook of intelligence (2nd ed., pp. 916–939). New York, NY: Cambridge University Press.Google Scholar
Grigorenko, E. L., Geissler, P. W., Prince, R., Okatcha, F., Nokes, C., Kenny, D. A., … Sternberg, R. J. (2001). Organization of Luo conceptions of intelligence: A study of implicit theories in a Kenyan village. International Journal of Behavioral Development, 25, 367–378. doi:10.1080/01650250042000348CrossRefGoogle Scholar
Grigorenko, E. L., Meier, E., Lipka, J., Mohatt, G., Yanez, E., & Sternberg, R. J. (2004). Academic and practical intelligence: A case study of the Yup'ik in Alaska. Learning and Individual Differences, 14, 183–207. doi:10.1016/j.lindif.2004.02.002CrossRefGoogle Scholar
Grossmann, I., & Varnum, M. E. (2011). Social class, culture, and cognition. Social Psychological and Personality Science, 2, 81–89. doi:10.1177/1948550610377119CrossRefGoogle Scholar
Gunnar, M. R., & Reid, B. M. (2019). Early deprivation revisited: Contemporary studies of the impact on young children of institutional care. Annual Review of Developmental Psychology, 1, 93–118. doi:10.1146/annurev-devpsych-121318-085013CrossRefGoogle Scholar
Guyer, A. E., Kaufman, J., Hodgdon, H. B., Masten, C. L., Jazbec, S., Pine, D. S., & Ernst, M. (2006). Behavioral alterations in reward system function: The role of childhood maltreatment and psychopathology. Journal of the American Academy of Child & Adolescent Psychiatry, 45, 1059–1067. doi:10.1097/01.chi.0000227882.50404.11CrossRefGoogle ScholarPubMed
Hanson, J. L., van den Bos, W., Roeber, B. J., Rudolph, K. D., Davidson, R. J., & Pollak, S. D. (2017). Early adversity and learning: Implications for typical and atypical behavioral development. Journal of Child Psychology and Psychiatry, 58, 770–778. doi:10.1111/jcpp.12694CrossRefGoogle ScholarPubMed
Heberle, A. E., & Carter, A. S. (2015). Cognitive aspects of young children's experience of economic disadvantage. Psychological Bulletin, 141, 723–746. doi:10.1037/bul0000010CrossRefGoogle ScholarPubMed
Heckman, J. J., & Kautz, T. (2013). Fostering and measuring skills: Interventions that improve character and cognition (National Bureau of Economic Research Working Paper19656). Retrieved from the National Bureau of Economic Research website: http://www.nber.org/papers/w19656.pdfGoogle Scholar
Hein, T. C., & Monk, C. S. (2017). Research Review: Neural response to threat in children, adolescents, and adults after child maltreatment–a quantitative meta-analysis. Journal of Child Psychology and Psychiatry, 58, 222–230. doi:10.1111/jcpp.12651CrossRefGoogle Scholar
Hill, S. E., Boehm, G. W., & Prokosch, M. L. (2016). Vulnerability to disease as a predictor of faster life history strategies. Adaptive Human Behavior and Physiology, 2, 116–133. doi:10.1007/s40750-015-0040-6CrossRefGoogle Scholar
Hoge, R. D. (2002). Standardized instruments for assessing risk and need in youthful offenders. Criminal Justice and Behavior, 29, 380–396. doi:10.1177/0093854802029004003CrossRefGoogle Scholar
Holloway, S. D. (1988). Concepts of ability and effort in Japan and the United States. Review of Educational Research, 58, 327–345. doi:10.3102/00346543058003327CrossRefGoogle Scholar
Honeycutt, J. A., Demaestri, C., Peterzell, S., Silveri, M. M., Cai, X., Kulkarni, P., … Brenhouse, H. C. (2020). Altered corticolimbic connectivity reveals sex-specific adolescent outcomes in a rat model of early life adversity. eLife, 9, e52651. doi:10.7554/eLife.52651CrossRefGoogle Scholar
Hostinar, C. E., & Miller, G. E. (2019). Protective factors for youth confronting economic hardship: Current challenges and future avenues in resilience research. American Psychologist, 74, 641–652. doi:10.1037/amp0000520CrossRefGoogle ScholarPubMed
Humphreys, K. L., Lee, S. S., Telzer, E. H., Gabard-Durnam, L. J., Goff, B., Flannery, J., & Tottenham, N. (2015). Exploration-exploitation strategy is dependent on early experience. Developmental Psychobiology, 57, 313–321. doi:10.1002/dev.21293CrossRefGoogle ScholarPubMed
Jennings, P. A. (2019). The trauma-sensitive classroom: Building resilience with compassionate teaching. New York, NY: WW Norton & Company.Google Scholar
Jury, M., Smeding, A., & Darnon, C. (2015). First-generation students’ underperformance at university: The impact of the function of selection. Frontiers in Psychology, 6, 710. doi:10.3389/fpsyg.2015.00710CrossRefGoogle Scholar
Kaplan, H. S., & Lancaster, J. B. (2003). An evolutionary and ecological analysis of human fertility, mating patterns, and parental investment. In Wachter, K. W. & Bulatao, R. A. (Eds.), Offspring: Human fertility behavior in biodemographic perspective (pp. 170–223). Washington, DC: National Academies Press.Google Scholar
Kisker, E. E., Lipka, J., Adams, B. L., Rickard, A., Andrew-Ihrke, D., Yanez, E. E., & Millard, A. (2012). The potential of a culturally based supplemental mathematics curriculum to improve the mathematics performance of Alaska Native and other students. Journal for Research in Mathematics Education, 43, 75–113. doi:10.5951/jresematheduc.43.1.0075CrossRefGoogle Scholar
Kopetz, C., Woerner, J. I., MacPherson, L., Lejuez, C. W., Nelson, C. A., Zeanah, C. H., & Fox, N. A. (2019). Early psychosocial deprivation and adolescent risk-taking: The role of motivation and executive control. Journal of Experimental Psychology: General, 148, 388–399. doi:10.1037/xge0000486CrossRefGoogle ScholarPubMed
Kraus, M. W., Piff, P. K., Mendoza-Denton, R., Rheinschmidt, M. L., & Keltner, D. (2012). Social class, solipsism, and contextualism: How the rich are different from the poor. Psychological Review, 119, 546–572. doi:10.1037/a0028756CrossRefGoogle ScholarPubMed
Lawler, J. M., Hostinar, C. E., Mliner, S. B., & Gunnar, M. R. (2014). Disinhibited social engagement in postinstitutionalized children: Differentiating normal from atypical behavior. Developmental Psychopathology, 26, 451–464. doi:10.1017/S0954579414000054CrossRefGoogle ScholarPubMed
Lee, A., Poh, J. S., Wen, D. J., Tan, H. M., Chong, Y. S., Tan, K. H., … Qiu, A. (2019). Maternal care in infancy and the course of limbic development. Developmental Cognitive Neuroscience, 40, 100714. doi:10.1016/j.dcn.2019.100714CrossRefGoogle ScholarPubMed
Leonard, J. A., Mackey, A. P., Finn, A. S., & Gabrieli, J. D. (2015). Differential effects of socioeconomic status on working and procedural memory systems. Frontiers in Human Neuroscience, 9, 554. doi:10.3389/fnhum.2015.00554CrossRefGoogle ScholarPubMed
Levy-Gigi, E., Richter-Levin, G., Okon-Singer, H., Kéri, S., & Bonanno, G. A. (2016). The hidden price and possible benefit of repeated traumatic exposure. Stress, 19, 1–7. doi:10.3109/10253890.2015.1113523CrossRefGoogle ScholarPubMed
Loman, M. M., Johnson, A. E., Quevedo, K., Lafavor, T. L., & Gunnar, M. R. (2014). Risk-taking and sensation-seeking propensity in postinstitutionalized early adolescents. Journal of Child Psychology and Psychiatry, 55, 1145–1152. doi:10.1111/jcpp.12208CrossRefGoogle ScholarPubMed
Love, L., Minnis, H., & O'Connor, S. (2015). Factors associated with indiscriminate friendliness in high-risk children. Infant Mental Health Journal, 36, 427–445. doi:10.1002/imhj.21520CrossRefGoogle ScholarPubMed
Lupien, S. J., Ouellet-Morin, I., Hupbach, A., Tu, M. T., Buss, C., Walker, D., … Mcewen, B. S. (2006). Beyond the stress concept: Allostatic load. Adevelopmental biological and cognitive perspective. In Cicchetti, D., & Cohen, D. J. (Eds.), Developmental psychopathology: Vol. 2. Developmental neuroscience (2nd ed., pp. 578–628). Hoboken, NJ: Wiley.Google Scholar
Luthar, S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543–562. doi:10.1111/1467-8624.00164CrossRefGoogle ScholarPubMed
Luthar, S. S., Crossman, E. J., & Small, P. J. (2015). Resilience and adversity. In Lerner, R. M. & Lamb, M. E. (Eds.), Handbook of child psychology and developmental science. Vol. 3. Socioemotional processes (7th ed., pp. 247–286). New York: Wiley.Google Scholar
Malindi, M. J., & Theron, L. C. (2010). The hidden resilience of street youth. South African Journal of Psychology, 40, 318–326. doi:10.1177/008124631004000310CrossRefGoogle Scholar
Mani, A., Mullainathan, S., Shafir, E., & Zhao, J. (2013). Poverty impedes cognitive function. Science, 341, 976–980. doi:10.1126/science.1238041CrossRefGoogle ScholarPubMed
Mareckova, K., Marecek, R., Andryskova, L., Brazdil, M., & Nikolova, Y. S. (2020). Maternal depressive symptoms during pregnancy and brain age in young adult offspring: Findings from a prenatal birth cohort. Cerebral Cortex, 30, 3991–3999.CrossRefGoogle ScholarPubMed
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227–238. doi:10.1037/0003-066X.56.3.227CrossRefGoogle ScholarPubMed
Masten, A. S. (2018). Resilience theory and research on children and families: Past, present, and promise. Journal of Family Theory and Review, 10, 12–31. doi:10.1111/jftr.12255CrossRefGoogle Scholar
Masten, A. S., & Cicchetti, D. (2016). Resilience in development: Progress and transformation. In Cicchetti, D. (Ed.), Developmental psychopathology, Vol. 4: Risk, resilience, and intervention (3rd ed., pp. 271–333). New York: Wiley.Google Scholar
McCoy, D. C., Raver, C. C., & Sharkey, P. (2015). Children's cognitive performance and selective attention following recent community violence. Journal of Health and Social Behavior, 56, 19–36. doi:10.1177/0022146514567576CrossRefGoogle ScholarPubMed
McCrory, E. J., & Viding, E. (2015). The theory of latent vulnerability: Reconceptualizing the link between childhood maltreatment and psychiatric disorder. Development and Psychopathology, 27, 493–505. doi:10.1017/S0954579415000115CrossRefGoogle ScholarPubMed
McEwen, B. S. (2009). The brain is the central organ of stress and adaptation. Neuroimage, 47, 911–913. doi:10.1016/j.neuroimage.2009.05.071CrossRefGoogle ScholarPubMed
McEwen, B. S., & Stellar, E. (1993). Stress and the individual: Mechanisms leading to disease. Archives of Internal Medicine, 153, 2093–2101. doi:10.1001/archinte.1993.00410180039004CrossRefGoogle ScholarPubMed
McLaughlin, K. A., Sheridan, M. A., & Lambert, H. K. (2014). Childhood adversity and neural development: Deprivation and threat as distinct dimensions of early experience. Neuroscience & Biobehavioral Reviews, 47, 578–591. doi:10.1016/j.neubiorev.2014.10.012CrossRefGoogle ScholarPubMed
McLaughlin, K. A., Weissman, D., & Bitrán, D. (2019). Childhood adversity and neural development: A systematic review. Annual Review of Developmental Psychology, 1, 277–312. doi:10.1146/annurev-devpsych-121318-084950CrossRefGoogle ScholarPubMed
Mell, H., Safra, L., Algan, Y., Baumard, N., & Chevallier, C. (2018). Childhood environmental harshness predicts coordinated health and reproductive strategies. Evolution and Human Behavior, 39, 1–8. doi:10.1016/j.evolhumbehav.2017.08.006CrossRefGoogle Scholar
Merrick, M. T., Ford, D. C., Ports, K. A., & Guinn, A. S. (2018). Prevalence of adverse childhood experiences from the 2011–2014 Behavioral Risk Factor Surveillance System in 23 states. JAMA Pediatrics, 172, 1038–1044. doi:10.1001/jamapediatrics.2018.2537CrossRefGoogle ScholarPubMed
Miller, P. J., & Sperry, D. E. (2012). Déjà vu: The continuing misrecognition of low-income children's verbal abilities. In Fiske, S. T. & Markus, H. R. (Eds.), Facing social class: How societal rank influences interaction (pp. 109–130). Thousand Oaks, CA: Russell Sage.Google Scholar
Mittal, C., Griskevicius, V., Simpson, J. A., Sung, S., & Young, E. S. (2015). Cognitive adaptations to stressful environments: When childhood adversity enhances adult executive function. Journal of Personality and Social Psychology, 109, 604–621. doi:10.1037/pspi0000028CrossRefGoogle ScholarPubMed
Monroe, S. M., & Simons, A. D. (1991). Diathesis-stress theories in the context of life stress research: Implications for the depressive disorders. Psychological Bulletin, 110, 406–425. doi:10.1037/0033-2909.110.3.406CrossRefGoogle ScholarPubMed
Moriceau, S., Shionoya, K., Jakubs, K., & Sullivan, R. M. (2009). Early-life stress disrupts attachment learning: The role of amygdala corticosterone, locus ceruleus corticotropin releasing hormone, and olfactory bulb norepinephrine. Journal of Neuroscience, 29, 15745–15755. doi:10.1523/JNEUROSCI.4106-09.2009CrossRefGoogle ScholarPubMed
Nettle, D., Frankenhuis, W. E., & Rickard, I. J. (2013). The evolution of predictive adaptive responses in human life history. Proceedings of the Royal Society B, 280, 20131343. doi:10.1098/rspb.2013.1343CrossRefGoogle ScholarPubMed
Nweze, T., Nwoke, M. B., Nwufo, I. J., Aniekwu, R. I., & Lange, F. (2020). Working for the future: Parentally deprived Nigerian children have enhanced working memory ability. Journal of Child Psychology and Psychiatry. Advance online publication. doi:10.1111/jcpp.13241.Google ScholarPubMed
Obradović, J., Sulik, M. J., Finch, J. E., & Tirado-Strayer, N. (2018). Assessing students’ executive functions in the classroom: Validating a scalable group-based procedure. Journal of Applied Developmental Psychology, 55, 4–13. doi:10.1016/j.appdev.2017.03.003CrossRefGoogle Scholar
Ogbu, J. U. (1981). Origins of human competence: A cultural-ecological perspective. Child Development, 52, 413–29. doi:10.2307/1129158CrossRefGoogle Scholar
Olsavsky, A. K., Telzer, E. H., Shapiro, M., Humphreys, K. L., Flannery, J., Goff, B., & Tottenham, N. (2013). Indiscriminate amygdala response to mothers and strangers after early maternal deprivation. Biological Psychiatry, 74, 853–860. doi:10.1016/j.biopsych.2013.05.025CrossRefGoogle ScholarPubMed
Ono, M., Kikusui, T., Sasaki, N., Ichikawa, M., Mori, Y., & Murakami-Murofushi, K. (2008). Early weaning induces anxiety and precocious myelination in the anterior part of the basolateral amygdala of male Balb/c mice. Neuroscience, 156, 1103–1110. doi:10.1016/j.neuroscience.2008.07.078CrossRefGoogle ScholarPubMed
Panter-Brick, C. (2002). Street children, human-rights and public health: A critique and future directions. Annual Review of Anthropology, 31, 147–171. doi:10.1146/annurev.anthro.31.040402.085359CrossRefGoogle Scholar
Piff, P. K., Kraus, M. W., & Keltner, D. (2018). Unpacking the inequality paradox: The psychological roots of inequality and social class. Advances in Experimental Social Psychology, 57, 53–124. doi: 10.1016/bs.aesp.2017.10.002.CrossRefGoogle Scholar
Pitula, C. E., Wenner, J. A., Gunnar, M. R., & Thomas, K. M. (2017). To trust or not to trust: Social decision-making in post-institutionalized, internationally adopted youth. Developmental Science, 20, e12375. doi:10.1111/desc.12375CrossRefGoogle ScholarPubMed
Pollak, S. D. (2008). Mechanisms linking early experience and the emergence of emotions: Illustrations from the study of maltreated children. Current Directions in Psychological Science, 17, 370–375. doi:10.1111/j.1467-8721.2008.00608.xCrossRefGoogle Scholar
Pollak, S. D., Cicchetti, D., Hornung, K., & Reed, A. (2000). Recognizing emotion in faces: Developmental effects of child abuse and neglect. Developmental Psychology, 36, 679–688. doi:10.1037/0012-1649.36.5.679CrossRefGoogle ScholarPubMed
Pollak, S. D., Messner, M., Kistler, D. J., & Cohn, J. F. (2009). Development of perceptual expertise in emotion recognition. Cognition, 110, 242–247. doi:10.1016/j.cognition.2008.10.010CrossRefGoogle ScholarPubMed
Pope, S. M., Fagot, J., Meguerditchian, A., Washburn, D. A., & Hopkins, W. D. (2019). Enhanced cognitive flexibility in the seminomadic Himba. Journal of Cross-Cultural Psychology, 50, 47–62. doi:10.1177/0022022118806581CrossRefGoogle Scholar
Posner, J., Cha, J., Roy, A. K., Peterson, B. S., Bansal, R., Gustafsson, H. C., … Monk, C. (2016). Alterations in amygdala–prefrontal circuits in infants exposed to prenatal maternal depression. Translational Psychiatry, 6, e935. doi:10.1038/tp.2016.146CrossRefGoogle ScholarPubMed
Qiu, A., Rifkin-Graboi, A., Chen, H., Chong, Y.-S., Kwek, K., Gluckman, P. D., … Meaney, M. J. (2013). Maternal anxiety and infants hippocampal development: Timing matters. Translational Psychiatry, 3, e306. doi:10.1038/tp.2013.79CrossRefGoogle ScholarPubMed
Reynolds, A. J., Ou, S. R., Mondi, C. F., & Giovanelli, A. (2019). Reducing poverty and inequality through preschool-to-third-grade prevention services. American Psychologist, 74, 653–672. doi:10.1037/amp0000537CrossRefGoogle ScholarPubMed
Richters, J. E., & Cicchetti, D. (1993). Mark Twain meets DSM-III-R: Conduct disorder, development, and the concept of harmful dysfunction. Development and Psychopathology, 5, 5–29. doi:10.1017/S0954579400004235CrossRefGoogle Scholar
Rieder, C., & Cicchetti, D. (1989). Organizational perspective on cognitive control functioning and cognitive-affective balance in maltreated children. Developmental Psychology, 25, 382–393. doi:10.1037/0012-1649.25.3.382CrossRefGoogle Scholar
Rifkin-Graboi, A., Kong, L., Sim, L. W., Sanmugam, S., Broekman, B. F. P., Chen, H., … Gluckman, P. D. (2015). Maternal sensitivity, infant limbic structure volume and functional connectivity: A preliminary study. Translational Psychiatry, 5, e668. doi:10.1038/tp.2015.133CrossRefGoogle ScholarPubMed
Rifkin-Graboi, A., Quan, J., Richmond, J., Goh, S. K. Y., Sim, L. W., Chong, Y. S., … Qiu, A. (2018). Greater caregiving risk, better infant memory performance? Hippocampus, 28, 497–511. doi:10.1002/hipo.22949CrossRefGoogle ScholarPubMed
Ritchie, S. J., & Tucker-Drob, E. M. (2018). How much does education improve intelligence? A meta-analysis. Psychological Science, 29, 1358–1369. doi:10.1177/0956797618774253CrossRefGoogle ScholarPubMed
Rogoff, B., Coppens, A. D., Alcalá, L., Aceves-Azuara, I., Ruvalcaba, O., López, A., & Dayton, A. (2017). Noticing learners’ strengths through cultural research. Perspectives on Psychological Science, 12, 876–888. doi:10.1177/1745691617718355CrossRefGoogle ScholarPubMed
Rosen, M. L., Hagen, M. P., Lurie, L. A., Miles, Z. E., Sheridan, M. A., Meltzoff, A. N., & McLaughlin, K. A. (2019). Cognitive stimulation as a mechanism linking socioeconomic status with executive function: A longitudinal investigation. Advance online publication. Child Development. doi:10.1111/cdev.13315Google ScholarPubMed
Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57, 316–331. doi:10.1111/j.1939-0025.1987.tb03541.xCrossRefGoogle ScholarPubMed
Rutter, M. (2012). Resilience as a dynamic concept. Development and Psychopathology, 24, 335–344. doi:10.1017/S0954579412000028CrossRefGoogle ScholarPubMed
Saleebey, D. (1996). The strengths perspective in social work practice: Extensions and cautions. Social Work, 41, 296–305.Google ScholarPubMed
Schwabe, L., & Wolf, O. T. (2013). Stress and multiple memory systems: From ‘thinking’ to ‘doing.’. Trends in Cognitive Sciences, 17, 60–68. doi:10.1016/j.tics.2012.12.001CrossRefGoogle Scholar
Silvers, J. A., Goff, B., Gabard-Durnam, L. J., Gee, D. G., Fareri, D. S., Caldera, C., & Tottenham, N. (2017). Vigilance, the amygdala, and anxiety in youths with a history of institutional care. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 2, 493–501. doi:10.1016/j.bpsc.2017.03.016Google ScholarPubMed
Smeding, A., Darnon, C., Souchal, C., Toczek-Capelle, M. C., & Butera, F. (2013). Reducing the socio-economic status achievement gap at university by promoting mastery-oriented assessment. PLoS ONE, 8, e71678. doi:10.1371/journal.pone.0071678CrossRefGoogle ScholarPubMed
Son, S. H. C., Choi, J. Y., & Kwon, K. A. (2019). Reciprocal associations between inhibitory control and early academic skills: Evidence from a nationally representative sample of Head Start children. Early Education and Development, 30, 456–477. doi:10.1080/10409289.2019.1572382CrossRefGoogle Scholar
Sternberg, R. J. (2017). Creativity, intelligence, and culture. In Glaveanu, V. P. (Ed.), Palgrave handbook of creativity and culture (pp. 77–99). London, UK: Palgrave.Google Scholar
Sternberg, R. J. (2019). A theory of adaptive intelligence and its relation to general intelligence. Journal of Intelligence, 7, 23. doi:10.3390/jintelligence7040023CrossRefGoogle ScholarPubMed
Sternberg, R. J. (in press). Adaptive intelligence. New York: Cambridge University PressCrossRefGoogle Scholar
Sternberg, R. J., Lipka, J., Newman, T., Wildfeuer, S., & Grigorenko, E. L. (2006). Triarchically-based instruction and assessment of sixth-grade mathematics in a Yup'ik cultural setting in Alaska. International Journal of Giftedness and Creativity, 21, 6–19. doi:10.1080/15332276.2006.11673471Google Scholar
Sternberg, R. J., Nokes, K., Geissler, P. W., Prince, R., Okatcha, F., Bundy, D. A., & Grigorenko, E. L. (2001). The relationship between academic and practical intelligence: A case study in Kenya. Intelligence, 29, 401–418. doi:10.1016/S0160-2896(01)00065-4CrossRefGoogle Scholar
Steudte-Schmiedgen, S., Stalder, T., Kirschbaum, C., Weber, F., Hoyer, J., & Plessow, F. (2014). Trauma exposure is associated with increased context-dependent adjustments of cognitive control in patients with posttraumatic stress disorder and healthy controls. Cognitive, Affective, & Behavioral Neuroscience, 14, 1310–1319. doi:10.3758/s13415-014-0299-2CrossRefGoogle ScholarPubMed
Sturge-Apple, M. L., Davies, P. T., Cicchetti, D., Hentges, R. F., & Coe, J. L. (2017). Family instability and children's effortful control in the context of poverty: Sometimes a bird in the hand is worth two in the bush. Developmental Psychopathology, 29, 685–696. doi:10.1017/S0954579416000407CrossRefGoogle Scholar
Suor, J. H., Sturge-Apple, M. L., Davies, P. T., & Cicchetti, D. (2017). A life history approach to delineating how harsh environments and hawk temperament traits differentially shape children's problem-solving skills. Journal Child Psychology and Psychiatry, 58, 902–909. doi:10.1111/jcpp.12718CrossRefGoogle ScholarPubMed
Tedeschi, R. G., & Calhoun, L. G. (1996). The Posttraumatic Growth Inventory: Measuring the positive legacy of trauma. Journal of Traumatic Stress, 9, 455–471. doi:10.1002/jts.2490090305CrossRefGoogle ScholarPubMed
Teicher, M. H., & Khan, A. (2019). Childhood maltreatment, cortical and amygdala morphometry, functional connectivity, laterality, and psychopathology. Child Maltreatment, 24, 458–465. doi:10.1177/1077559519870845CrossRefGoogle ScholarPubMed
Teicher, M. H., Samson, J. A., Anderson, C. M., & Ohashi, K. (2016). The effects of childhood maltreatment on brain structure, function and connectivity. Nature Reviews Neuroscience, 17, 652–666. doi:10.1038/nrn.2016.111CrossRefGoogle ScholarPubMed
Thijssen, S., Collins, P. F., & Luciana, M. (2020). Pubertal development mediates the association between family environment and brain structure and function in childhood. Development and Psychopathology, 32, 687–702. doi:10.1017/S0954579419000580.CrossRefGoogle ScholarPubMed
Thijssen, S., Muetzel, R. L., Bakermans-Kranenburg, M. J., Jaddoe, V. W. V., Tiemeier, H., Verhulst, F. C., … van IJzendoorn, M. H. (2017). Insensitive parenting may accelerate the development of the amygdalamedial prefrontal cortex circuit. Development and Psychopathology, 29, 505–518. doi:10.1017/S0954579417000141CrossRefGoogle ScholarPubMed
Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades. Champaign: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois. Retrieved from ERIC website: https://eric.ed.gov/?id=ED443572Google Scholar
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision & Curriculum Development.Google Scholar
Tottenham, N. (2014). The importance of early experiences for neuro-affective development. Current Topics in Behavioral Neurosciences, 16, 109–129. doi:10.1007/978-3-662-45758-0_254CrossRefGoogle ScholarPubMed
Tottenham, N., Hare, T. A., Millner, A., Gilhooly, T., Zevin, J. D., & Casey, B. J. (2011). Elevated amygdala response to faces following early deprivation. Developmental Science, 14, 190–204. doi:10.1111/j.1467-7687.2010.00971.xCrossRefGoogle ScholarPubMed
Tottenham, N., Hare, T. A., Quinn, B. T., McCarry, T. W., Nurse, M., Gilhooly, T., … Thomas, K. M. (2010). Prolonged institutional rearing is associated with atypically large amygdala volume and difficulties in emotion regulation. Developmental Science, 13, 46–61. doi:10.1111/j.1467-7687.2009.00852.xCrossRefGoogle ScholarPubMed
Ungar, M., Ghazinour, M., & Richter, J. (2013). Annual research review: What is resilience within the social ecology of human development? Journal of Child Psychology and Psychiatry, 54, 348–366. doi:10.1111/jcpp.12025CrossRefGoogle ScholarPubMed
Ursache, A., & Noble, K. G. (2016). Neurocognitive development in socioeconomic context: Multiple mechanisms and implications for measuring socioeconomic status. Psychophysiology, 53, 71–82. doi:10.1111/psyp.12547CrossRefGoogle ScholarPubMed
VanTassel-Baska, J. (2018). Achievement unlocked: Effective curriculum interventions with low-income students. Gifted Child Quarterly, 62, 68–82. doi:10.1177/0016986217738565CrossRefGoogle Scholar
Villaseñor, A., & Kepner, H. S. (1993). Arithmetic from a problem-solving perspective: An urban implementation. Journal for Research in Mathematics Education, 24, 62–69. doi:10.2307/749386Google Scholar
Vogel, S., Fernández, G., Joëls, M., & Schwabe, L. (2016). Cognitive adaptation under stress: A case for the mineralocorticoid receptor. Trends in Cognitive Sciences, 20, 192–203. doi:10.1016/j.tics.2015.12.003CrossRefGoogle ScholarPubMed
Volk, A. A., & Atkinson, J. A. (2013). Infant and child death in the human environment of evolutionary adaptation. Evolution and Human Behavior, 34, 182–192. doi:10.1016/j.evolhumbehav.2012.11.007CrossRefGoogle Scholar
von Stumm, S., & Plomin, R. (2015). Socioeconomic status and the growth of intelligence from infancy through adolescents. Intelligence, 48, 30–36. doi:10.1016/j.intell.2014.10.002CrossRefGoogle Scholar
Weller, J. A., Leve, L. D., Kim, H. K., Bhimji, J., & Fisher, P. A. (2015). Plasticity of risky decision making among maltreated adolescents: Evidence from a randomized controlled trial. Development and Psychopathology, 27, 535–551. doi:10.1017/S0954579415000140CrossRefGoogle ScholarPubMed
Yeager, D. S., Dahl, R. E., & Dweck, C. S. (2018). Why interventions to influence adolescent behavior often fail but could succeed. Perspectives on Psychological Science, 13, 101–122. doi:10.1177/1745691617722620CrossRefGoogle ScholarPubMed
Young, E. S., Griskevicius, V., Simpson, J. A., Waters, T. E., & Mittal, C. (2018). Can an unpredictable childhood environment enhance working memory? Testing the sensitized-specialization hypothesis. Journal of Personality and Social Psychology, 114, 891–908. doi:10.1037/pspi0000124CrossRefGoogle ScholarPubMed
Yousafzai, A. K., Obradovic, J., Rasheed, M. A., Rizvi, A., Portilla, X. A., Tirado-Strayer, N., … Memon, U. (2016). Effects of responsive stimulation and nutrition interventions on children’s development and growth at age 4 years in a disadvantaged population in Pakistan: A longitudinal follow-up of a cluster-randomised factorial effectiveness trial. The Lancet Global Health, 4, e548–e558. doi:10.1016/S2214-109X(16)30100-0CrossRefGoogle Scholar