Cognition through the lifespan: mechanisms of change.

By Fergus I. M. Craik, Ellen Bialystok. Trends in Cognitive Sciences, 2006

859 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/405cdcf7d7760f096a5d9512cb5e661a7fc2d1f1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Ellen Bialystok
2. G. Luk
3. David W. Green
4. Fergus I. M. Craik
5. Jubin Abutalebi
6. Debra Titone
7. Tamar H. Gollan
8. Michael F. Green

In Developmental and Educational Psychology

1. Ellen Bialystok
2. G. Luk
3. David W. Green
4. Fergus I. M. Craik
5. Jubin Abutalebi
6. Debra Titone
7. Tamar H. Gollan
8. T. Sandoval

Citations in the corpus

• The age of exploration and exploitation: Younger-looking leaders endorsed for change and older-looking leaders endorsed for stability (2014, background): “Developmentally, this form of intelligence peaks and starts to decline from the mid-twenties (see Craik & Bialystok, 2006).”
• The MATRICS Consensus Cognitive Battery, part 2: co-norming and standardization. (2008, background): “Because age-related changes in cognition are typically small for persons in their 20s and 30s (12), these two decades were treated as a single age group.”
• Bilingual Minds (2009, background): “…that executive control functions first increase in effectiveness from childhood to young adulthood and then decline in the course of aging (Craik & Bialystok, 2006; Dempster, 1992; Diamond, 2002), so it seems possible that bilingualism might modify such functions and that the bilingual…”
• Cognitive control and lexical access in younger and older bilinguals. (2008, background): “The overall framework for this integrated conception is that cognition reflects the interaction of representational systems and control processes carried out in a particular context (Craik & Bialystok, 2006, 2008).”
• Bilingual language production: The neurocognition of language representation and control (2007, background): “Such an approach chimes well with the importance of these notions for developing an account of cognitive change across the life span (Craik & Bialystok, 2006).”
• Control mechanisms in bilingual language production: Neural evidence from language switching studies (2008, background): “Behavioural evidence suggests that the practice of selecting one language may improve skills in selective attention (e.g., Craik & Bialystok, 2006) and lead to benefits even in a non-verbal task.”
• What causes the bilingual disadvantage in verbal fluency?: The dual-task analogy (2010, background): “…outperformed agematched monolinguals on a Simon task (Bilaystok, Craik, Klein and Viswanathan, 2004; see also Bialystok, Craik and Ryan, 2006; Craik and Bialystok, 2006; Bialystok, 2005), in which participants attempt to follow a rule (e.g., press the right key when you see a red…”
• Cognitive Effects of Bilingualism: How Linguistic Experience Leads to Cognitive Change (2007, background): “…and control of attention (Bialystok, 1993) provides a basis for distinguishing between the cognitive and executive aspects of thinking, and an extension of that work has formed the basis for a framework incorporating changes in cognitive abilities across the lifespan (Craik & Bialystok, 2006).”
• Neurocognitive Effects of Methamphetamine: A Critical Review and Meta-analysis (2007, background): “Normal aging is associated with structural and functional changes in prefrontal systems (e.g., Mielke et al. 1998), which are often accompanied by cognitive decline (e.g., Craik and Bialystok 2006), and therefore it may be that normal aging leads to additive neural and cognitive effects in MA users.”
• Mycorrhizal Networks Facilitate Tree Communication, Learning, and Memory (2018, background): “In your brain, weak linkages can develop through rapid growth of synaptic connections between neurons and the myelination of nerve fibers, and these are strengthened via pruning in response to environmental conditions, which represents learning (Craik and Bialystok 2006).”
• Effects of Prior Knowledge on Memory: Implications for Education. (2016, background): “…effects of prior knowledge on memory processing Baltes and colleagues distinguished between the mechanics and the pragmatics of cognition, and postulated dissociable lifespan trajectories in these two aspects of cognition (Baltes, Lindenberger, & Staudinger, 2006; see also Craik & Bialystok, 2006).”