The neurobiology of stress and development.

By Megan R. Gunnar, Karina M Quevedo. Annual Review of Psychology, 2007

1,951 citations recorded by the source corpus.

Subfields: Behavioral Neuroscience, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4091ad054029ef2842d66daa5ffcc6740b06c717

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Citations in the corpus

Beyond Cumulative Risk: A Dimensional Approach to Childhood Adversity (2016, background): “Extensive evidence suggests that adverse early environments disrupt stressresponse system functioning (Gunnar & Quevedo, 2007).”
Adverse Childhood Experiences and Adult Risk Factors for Age-Related Disease (2009, positive): “…findings are consistent with the hypothesis that adverse psychosocial experiences in childhood disrupt the physiological response to stress 22,23 and that its chronic overactivation may lead to detrimental consequences in stress-sensitive systems, namely, the nervous, immune, and endocrine…”
Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. (2013, background): “On the one hand, they take a toll on physical and mental health in terms of anxiety and depression, high blood pressure, or even cardiovascular disease (Dimsdale, 2008; Gunnar & Quevedo, 2007; Maslach et al., 2001; McEwen, 2008).”
Developmental cascades (2010, background): “…upward consequences for brain development, stress reactivity, and symptoms of psychopathology through a complex sequence of processes (Cicchetti, 2002b; Cicchetti & Cannon, 1999; Gunnar & Quevedo, 2007; Lupien et al., 2006; McEwen & Stellar, 1993; Meaney, 2010; Shonkoff, Boyce, & McEwen, 2009).”
Differential susceptibility to the environment: An evolutionary–neurodevelopmental theory (2011, background): “…et al., 2006; Boyce et al., 1995, 2001; Boyce & Ellis, 2005; Obradovic et al., 2010); McEwen (2007); Kagan, Reznick, and Snidman (1988); Gunnar (Gunnar & Quevedo, 2007; Lupien, McEwen, Gunnar, & Heim, 2009); and their colleagues, context sensitivity also appears to be embodied in the…”
A mentalization-based approach to the understanding and treatment of functional somatic disorders (2012, background): “Developmental research in both animals and humans has demonstrated a close relationship between stress regulation and attachment, with secure attachment experiences playing a key role in the developing stress system and the development of resilience in the face of adversity (Gunnar & Quevedo, 2007 ”
Childhood Adversity and Neural Development: Deprivation and Threat as Distinct Dimensions of Early Experience (2014, background): “Extensive evidence suggests that early exposure to adverse environments can disrupt the development and functioning of the HPA axis (Gunnar and Quevedo, 2007), and this is the primary mechanism through which it is often argued that adverse experiences shape neural structure and function.”
Maternity leave and children’s cognitive and behavioral development (2014, neutral): “Neither the direct impact on stress indicators nor any consequences for cognitive and behavioral development of the mechanism we investigate have, to our knowledge, been directly investigated (see Gunnar and Quevedo 2007 for a general discussion of stress and development in infancy).”
Regulation of the Hypothalamic‐Pituitary‐Adrenocortical Stress Response (2016, neutral): “Recent evidence from humans suggests that SHRP may also occur in infancy extending into childhood (63).”
Effects of Early Life Stress on Cognitive and Affective Function: An Integrated Review of Human Literature (2010, background): “When faced with a stressor, corticotrophin-releasing hormone and arginine vasopressin travel to the anterior pituitary where they stimulate the release of adrenocorticotropic hormone, which in turn interacts with receptors on the cortex of the adrenal gland (Gunnar and Quevedo 2007; Heim and Nemerof”
The Lifelong Effects of Early Childhood Adversity and Toxic Stress (2012, background): “This can then result in some children appearing to be both more reactive to even mildly adverse experiences and less capable of effectively coping with future stress.(36,37,45,51)”
Executive Function: Implications for Education. NCER 2017-2000. (2016, background): “PFC then feeds back on the limbic and brainstem areas, so as to maintain stimulation in what can be considered an optimal or effective range depending on the context (Benes 2001; Gunnar and Quevedo 2007).”