Childhood Experience and the Expression of Genetic Potential: What Childhood Neglect Tells Us About Nature and Nurture

By B. Perry. 2002

528 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/df3baf1da361dd86f7ab4b377bf1a0438d9affa2

How researchers see this paper

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

In Clinical Psychology

1. R. Anda
2. V. Felitti
3. R. Reading
4. Shanta R. Dube
5. W. Giles
6. N. Horsley
7. Val Gillies
8. R. Edwards

In Safety Research

1. N. Horsley
2. Val Gillies
3. R. Edwards
4. R. Reading
5. Susan W. White
6. David Graham Wastell
7. Harry B. M. Uylings
8. Peter Hagoort

In Social Psychology

1. K. Gerdes
2. N. Horsley
3. Val Gillies
4. R. Edwards
5. R. Reading
6. E. Segal
7. Susan W. White
8. Harry B. M. Uylings

Citations in the corpus

• Development of the Human Cortex and the Concept of “Critical” or “Sensitive” Periods (2006, background): “, minimal exposure to language, touch, and social interaction during the first 5 years of life) leads to a permanently smaller head circumference, smaller brain size, and impaired ability to learn language and to develop normal social behavior (e.g., Chugani et al., 2001; Glaser, 2000; Perry, 2002).”
• The enduring effects of abuse and related adverse experiences in childhood (2006, background): “…cortisol reactivity to stress (Heim 2000,2001). generalized decrease in neurotrophin production, synaptic connectivity,and neuronal survival (Gould and Tanapat 1999; Nibuya 1995; Duman 1997; Gould 1997) resulting in profound abnormalities in brain organization and structure (Perry 2002; Read 2001).”
• Blinded by neuroscience: social policy, the family and the infant brain (2012, background): “org), a child advocacy organisation run by Bruce Perry. A reference is given to an article by Perry (2002) published in Brain and Mind, a ‘Transdisciplinary Journal of Neuroscience and Neurophilosophy’ with questionable credentials.”
• The enduring effects of abuse and related adverse experiences in childhood. A convergence of evidence from neurobiology and epidemiology (2006, background): “…may reduce neuronal activity, resulting in a generalized decrease in neurotrophin production, synaptic connectivity, and neuronal survival (Gould and Tanapat 1999; Nibuya 1995; Duman 1997; Gould 1997) resulting in profound abnormalities in brain organization and structure (Perry 2002; Read 2001).”
• TEACHING EMPATHY: A FRAMEWORK ROOTED IN SOCIAL COGNITIVE NEUROSCIENCE AND SOCIAL JUSTICE (2011, background): “Although the focus of this article is the relatively new social cognitive neuroscience on empathy, it must be understood that there is an inexorable connection between human development in the context of healthy relationships and the vigorous growth of the four observable empathyrelated networks or ”
• Examining Child Maltreatment Through a Neurodevelopmental Lens: Clinical Applications of the Neurosequential Model of Therapeutics (2009, background): “As expected, in any brain-mediated function examined—from speech tomotor functioning to social, emotional, or behavioral regulation—developmental trauma andmaltreatment increase risk of dysfunction (see also Perry & Pollard, 1998; Bremner & Vermetten, 2001; Perry, 2001, 2002; Anda et al., 2006).”
• Brain science and early years policy: Hopeful ethos or ‘cruel optimism’? (2015, methodology): “Source: Perry (2002). Reproduced with permission.”