Interactive specialization: a domain-general framework for human functional brain development?

By Mark H. Johnson. Developmental Cognitive Neuroscience, 2011

658 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Cultural Studies, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/702a77b2e71595f4f1e2ac5e8192de3e4031a7fd

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Citations in the corpus

Being Left Out: Neurobiological Correlates of Social Rejection and their Developmental Trajectory (2011, neutral): “This theory contradicts the ‘maturation account’, which suggests that specific cognitive functions come ‘on-line’ as the brain regions to perform a specific task reach and adultlevel of functioning caused by intrinsic factors (i.e., genetics, neuroanatomical) (Johnson, 2010).”
Origins of task-specific sensory-independent organization in the visual and auditory brain: neuroscience evidence, open questions and clinical implications. (2015, positive): “The first is known as the biased connectivity principle (BCp), which posits that task-specific recruitment draws on pre-existing cortical connections linking the ventral occipito-temporal cortex TSSI regions to the rest of the networks processing information for a specific computational task (see al”
The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood (2018, background): “In line with the functional specialization of the neural system and the adaptation of the child to a changing environment, self-regulation might become more differentiated throughout development (Johnson, 2011).”
Imaging brain development: The adolescent brain (2012, background): “This possibility may be related to the skill learning hypothesis (Johnson, 2011 ), whereby one region first supports a certain function, but another brain region may take over later in development.”
Toward a Science of Effective Cognitive Training (2020, background): “The interactive-specialization hypothesis on brain development states that cortical circuits specialize over development ( Johnson, 2001, 2011) and that training should be particularly effective during childhood (Wass, Scerif, & Johnson, 2012).”
Differences in White Matter Fiber Tract Development Present from 6 to 24 Months in Infants with Autism (2012, background): “Both highly experience-dependent and less environmentally mediated processes contribute to functional and structural organization of the brain, and the dynamic interplay of these processes over time yield specialized cortical circuits designed to optimally process complex information (50).”
Development of the social brain during adolescence (2015, background): “This possibility may be related to the skill learning hypothesis (Johnson, 2011), whereby one region first supports a certain function, but another brain region may take over later in development.”
Executive function in the first three years of life: precursors, predictors and patterns (2016, background): “Environmental factors are likely to be reciprocal, cumulative and in turn influenced by other variables which change over time, making systematic study difficult and reducing the likelihood of finding clear long-term predictive relationships (Johnson, 2011; Thelen, 1990).”
Executive Function Skills and School Success in Young Children Experiencing Homelessness (2012, background): “…is observed in younger children, both among EF tasks and between EF and IQ measures (Zelazo & Bauer, in press), consistent with the suggestion that neurocognitive development in general involves greater functional specialization of both neural systems and cognitive functions (e.g., Johnson, 2011).”