Research: Cognitive ability - Revision history

Xtjvimds16dovrfc: /* Competence */

2026-03-03T10:46:21Z

Competence

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	==Competence==		==Competence==

	It's widely believed that minors differ fundamentally in their cognitive and decision-making abilities from adults. In addition legal definitions are often conflated with ~~real~~ capacities of ~~people~~, leading to belief in a clear boundary between competent and incompetent ages. Many studies ~~refuse~~ this view, supporting the concept of [[Evolving capacity\|evolving capacity]].		It's widely believed that minors differ fundamentally in their cognitive and decision-making abilities from adults. In addition, legal definitions are often conflated with the actual capacities of individuals, leading to a belief in a clear boundary between competent and incompetent ages. Many studies refute this view, supporting the concept of [[Evolving capacity\|evolving capacity]].

	*'''Kidd, C (2025) in ''The Conversation''. [https://theconversation.com/children-can-be-systematic-problem-solvers-at-younger-ages-than-psychologists-had-thought-new-research-266438 Children can be systematic problem-solvers at younger ages than psychologists had thought – new research]'''		*'''Kidd, C (2025) in ''The Conversation''. [https://theconversation.com/children-can-be-systematic-problem-solvers-at-younger-ages-than-psychologists-had-thought-new-research-266438 Children can be systematic problem-solvers at younger ages than psychologists had thought – new research]'''

Xtjvimds16dovrfc: /* Competence */

2026-03-03T10:21:17Z

Competence

← Older revision		Revision as of 10:21, 3 March 2026
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	==Competence==		==Competence==

	it's widely believed that minors differ fundamentally in their cognitive and decision-making abilities from adults. In addition legal definitions are often conflated with real capacities of people, leading to belief in a clear boundary between competent and incompetent ages. Many studies refuse this view, supporting the concept of [[Evolving capacity\|evolving capacity]].		It's widely believed that minors differ fundamentally in their cognitive and decision-making abilities from adults. In addition legal definitions are often conflated with real capacities of people, leading to belief in a clear boundary between competent and incompetent ages. Many studies refuse this view, supporting the concept of [[Evolving capacity\|evolving capacity]].

	*'''Kidd, C (2025) in ''The Conversation''. [https://theconversation.com/children-can-be-systematic-problem-solvers-at-younger-ages-than-psychologists-had-thought-new-research-266438 Children can be systematic problem-solvers at younger ages than psychologists had thought – new research]'''		*'''Kidd, C (2025) in ''The Conversation''. [https://theconversation.com/children-can-be-systematic-problem-solvers-at-younger-ages-than-psychologists-had-thought-new-research-266438 Children can be systematic problem-solvers at younger ages than psychologists had thought – new research]'''

Thorn: /* Basic Physiology/brain volumes */

2025-12-25T10:02:32Z

Basic Physiology/brain volumes

← Older revision		Revision as of 10:02, 25 December 2025
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	*:Del Giudice has age 6-8 as the peak for gray matter (see tables). This paper also goes into detail about development in middle-childhood, most importantly the onsent of '''adrenarche'''<ref>Gilbert Herdt and Martha McClintock, Ph.D, [https://www.ipce.info/sites/ipce.info/files/biblio_attachments/herdt_-_the_magical_age_of_10_2000.pdf ''The Magical Age of 10''], in ''Archives of Sexual Behavior'', Vol. 29, No. 6, 2000. </ref> between 6-8 years of age, giving rise to sexual differentiation in behavior - including sexual curiosity and attraction. It could be argued that as a developmental milestone, this age is as important, if not more so than the start of puberty, as determined by thelarche or gonardarche.		*:Del Giudice has age 6-8 as the peak for gray matter (see tables). This paper also goes into detail about development in middle-childhood, most importantly the onsent of '''adrenarche'''<ref>Gilbert Herdt and Martha McClintock, Ph.D, [https://www.ipce.info/sites/ipce.info/files/biblio_attachments/herdt_-_the_magical_age_of_10_2000.pdf ''The Magical Age of 10''], in ''Archives of Sexual Behavior'', Vol. 29, No. 6, 2000. </ref> between 6-8 years of age, giving rise to sexual differentiation in behavior - including sexual curiosity and attraction. It could be argued that as a developmental milestone, this age is as important, if not more so than the start of puberty, as determined by thelarche or gonardarche.
	*:"By age 6, the brain has almost reached its maximum size and receives a decreasing share of the body’s glucose after the consumption peak of early childhood (see Figure 1; Giedd & Rapoport, 2010; Kuzawa et al., in press). However, brain development proceeds at a sustained pace, with intensive synaptogenesis in cortical areas (gray matter) and rapid maturation of axonal connections (white matter; Lebel, Walker, Leemans, Phillips, & Beaulieu, 2008). [...] The most dramatic changes probably occur in the domain of self-regulation and executive functions: Children become much more capable of inhibiting unwanted behavior, maintaining sustained attention, making and following plans, and so forth (Best, Miller, & Jones, 2009; Weisner, 1996)."		*:"By age 6, the brain has almost reached its maximum size and receives a decreasing share of the body’s glucose after the consumption peak of early childhood (see Figure 1; Giedd & Rapoport, 2010; Kuzawa et al., in press). However, brain development proceeds at a sustained pace, with intensive synaptogenesis in cortical areas (gray matter) and rapid maturation of axonal connections (white matter; Lebel, Walker, Leemans, Phillips, & Beaulieu, 2008). [...] The most dramatic changes probably occur in the domain of self-regulation and executive functions: Children become much more capable of inhibiting unwanted behavior, maintaining sustained attention, making and following plans, and so forth (Best, Miller, & Jones, 2009; Weisner, 1996)."

			*'''Mousley, A., Bethlehem, R. A. I., Yeh, F. C., & Astle, D. E. (2025). [https://pmc.ncbi.nlm.nih.gov/articles/PMC12647875/ Topological turning points across the human lifespan.] ''Nature communications'', 16(1), 10055. doi:10.1038/s41467-025-65974-8'''
			::"[W]e identified four major topological turning points across the lifespan – around nine, 32, 66, and 83 years old."
			::“The second lifespan epoch, ages nine to 32, indicates that the trajectory of topological development remains consistent across this period. While adolescence begins with puberty, the end of adolescence is less clear, with older definitions ending before 20 and more recent definitions extending into the mid-20s. The transition to adulthood is influenced by cultural, historical, and social factors, making it context-dependent rather than a purely biological shift. Our findings suggest that in Western countries (i.e., the United Kingdom and United States of America), adolescent topological development extends to around 32 years old, before brain networks begin a new trajectory of topological development.”

	==Competence==		==Competence==

Jim Burton at 02:24, 26 November 2025

2025-11-26T02:24:17Z

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	The often-repeated ageist/ableist myth<ref>[https://slate.com/technology/2022/11/brain-development-25-year-old-mature-myth.html Slate: Updated take on the 25y/o brain myth]</ref> of brain development ending at the ages of 18 or 25 started circulating in the late 00s and early 10s,<ref>[https://www.apa.org/monitor/julaug04/brain Brain research advances help elucidate teen behavior]</ref> but the samples were never followed up beyond the age of 25.<ref>[https://www.iflscience.com/does-the-brain-really-mature-at-the-age-of-25-68979 Does The Brain Really Mature At The Age Of 25?]</ref> Historically, similar arguments have been made against Women<ref>[https://sci-hub.se/10.1016/s0079-6123(08)64447-7 Sexual Differentiation of the Human Brain A Historical Perspective]</ref><ref>[https://www.wsj.com/articles/the-history-of-female-brain-studies-reveal-a-lot-11584895362 The History of Female Brain Studies Reveal a Lot - WSJ]</ref><ref>[https://theconversation.com/the-female-brain-why-damaging-myths-about-women-and-science-keep-coming-back-in-new-forms-129310 The ‘female’ brain: why damaging myths about women and science keep coming back in new forms]</ref> (the gender differences while moderate, probably ''exceed'' any teen-adult variations<ref>[https://sci-hub.se/10.1016/j.neuron.2011.12.001 The Trouble with Sex Differences]</ref><ref>[https://sci-hub.se/10.1016/j.neubiorev.2021.02.026 Dump the “dimorphism”: Comprehensive synthesis of human brain studies reveals few male-female differences beyond size]</ref>) and Black people.<ref>[https://deepblue.lib.umich.edu/bitstream/handle/2027.42/49594/1000050402_ftp.pdf SOME RACIAL PECULIARITIES OF THE NEGRO BRAIN]</ref><ref>[https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10143281/ Goldstein HW, Yusko KP, Scherbaum CA, Larson EC. Reducing Black-White Racial Differences on Intelligence Tests Used in Hiring for Public Safety Jobs. J Intell. 2023 Mar 28;11(4):62. doi: 10.3390/jintelligence11040062. PMID: 37103247; PMCID: PMC10143281.]</ref> Such alleged "racial peculiarities" are ignored by modern-day authoritarians, who prefer to ideologically mobilize "brain science" in a more selective manner.		The often-repeated ageist/ableist myth<ref>[https://slate.com/technology/2022/11/brain-development-25-year-old-mature-myth.html Slate: Updated take on the 25y/o brain myth]</ref> of brain development ending at the ages of 18 or 25 started circulating in the late 00s and early 10s,<ref>[https://www.apa.org/monitor/julaug04/brain Brain research advances help elucidate teen behavior]</ref> but the samples were never followed up beyond the age of 25.<ref>[https://www.iflscience.com/does-the-brain-really-mature-at-the-age-of-25-68979 Does The Brain Really Mature At The Age Of 25?]</ref> Historically, similar arguments have been made against Women<ref>[https://sci-hub.se/10.1016/s0079-6123(08)64447-7 Sexual Differentiation of the Human Brain A Historical Perspective]</ref><ref>[https://www.wsj.com/articles/the-history-of-female-brain-studies-reveal-a-lot-11584895362 The History of Female Brain Studies Reveal a Lot - WSJ]</ref><ref>[https://theconversation.com/the-female-brain-why-damaging-myths-about-women-and-science-keep-coming-back-in-new-forms-129310 The ‘female’ brain: why damaging myths about women and science keep coming back in new forms]</ref> (the gender differences while moderate, probably ''exceed'' any teen-adult variations<ref>[https://sci-hub.se/10.1016/j.neuron.2011.12.001 The Trouble with Sex Differences]</ref><ref>[https://sci-hub.se/10.1016/j.neubiorev.2021.02.026 Dump the “dimorphism”: Comprehensive synthesis of human brain studies reveals few male-female differences beyond size]</ref>) and Black people.<ref>[https://deepblue.lib.umich.edu/bitstream/handle/2027.42/49594/1000050402_ftp.pdf SOME RACIAL PECULIARITIES OF THE NEGRO BRAIN]</ref><ref>[https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10143281/ Goldstein HW, Yusko KP, Scherbaum CA, Larson EC. Reducing Black-White Racial Differences on Intelligence Tests Used in Hiring for Public Safety Jobs. J Intell. 2023 Mar 28;11(4):62. doi: 10.3390/jintelligence11040062. PMID: 37103247; PMCID: PMC10143281.]</ref> Such alleged "racial peculiarities" are ignored by modern-day authoritarians, who prefer to ideologically mobilize "brain science" in a more selective manner.

	Further brain imaging investigations have put "adulthood" (when so defined) at least as late as the 30s,<ref>[https://www.bbc.com/news/newsbeat-47622059 BBC - People don't become 'adults' until their 30s, say scientists]</ref> ~~but ultimately~~ no set age for the end of brain "development" and beginning of "deterioration" has been established, as this is an impossible task. ~~Similarly, brain~~ ''~~plasticity~~'' in teenagers is ~~overstated~~. Plasticity is a troublesome argument for [[Ageism\|ageists]] to maintain, as they also hold that critical thinking (known to promote plasticity) is considerably degraded in teens.		Further brain imaging investigations have put "adulthood" (when so defined) at least as late as the 30s, with one study bizarrely concluding that the brain stays in the same "phase" between 9 and the early 30s.<ref>[https://www.bbc.com/news/newsbeat-47622059 BBC - People don't become 'adults' until their 30s, say scientists], [https://www.aol.com/articles/adolescence-lasts-30s-study-shows-101116917.html Adolescence lasts until 30s]</ref> Ultimately, no set age for the end of brain "development" and beginning of "deterioration" has ever been established, as this is an impossible task and riddled with subjective factors. ''Neuroplasticity'' (and adaptive interpretation thereof) is a massive pitfall here, and in teenagers, it is generally over-claimed. Plasticity is also a troublesome argument for [[Ageism\|ageists]] to maintain, as they also hold that critical thinking (known to promote plasticity) is considerably degraded in teens.

	In summary, it can be said that the perceived incompetence of the modern minor is exaggerated and culture-bound, owing somewhat to the highly lucrative "[[Adolescence\|troubled teen]]" industry and the advocacy science surrounding it.		In summary, it can be said that the perceived incompetence of the modern minor is exaggerated and culture-bound, owing somewhat to the highly lucrative "[[Adolescence\|troubled teen]]" industry and the advocacy science surrounding it.

Jim Burton at 18:27, 18 October 2025

2025-10-18T18:27:13Z

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	Our [[Debate_Guide:_Teen_brain\|Teen Brain debate guide]] offers rebuttals to these myths; use it together with the following sources:		Our [[Debate_Guide:_Teen_brain\|Teen Brain debate guide]] offers rebuttals to these myths; use it together with the following sources:

	==Basic Physiology/volumes==		==Basic Physiology/brain volumes==

	Total brain volume ''and'' Gray Matter volume appears to reach a peak at the start of, or during puberty<ref>Cabana T, Jolicoeur P, and Michaud J (1993) Prenatal and postnatal growth and allometry of stature, head circumference, and brain weight in Quebec children. Am. J. Hum. Biol.5:93–99.</ref><ref>[https://www.biorxiv.org/content/10.1101/2021.06.08.447489v3.full.pdf Brain charts for the human lifespan - Bethlehem et al (2022)]</ref>, declining thereafter. White matter, which has a less critical function in cognition, takes until the mid-40s to peak in volume. It is clear that some parts of the brain develop into and beyond early adulthood, while others might regress somewhat. This is a normal process of aging, since brain development and cognitive capacity are highly elastic and dependent upon one's environment.		Total brain volume ''and'' Gray Matter volume appears to reach a peak at the start of, or during puberty<ref>Cabana T, Jolicoeur P, and Michaud J (1993) Prenatal and postnatal growth and allometry of stature, head circumference, and brain weight in Quebec children. Am. J. Hum. Biol.5:93–99.</ref><ref>[https://www.biorxiv.org/content/10.1101/2021.06.08.447489v3.full.pdf Brain charts for the human lifespan - Bethlehem et al (2022)]</ref>, declining thereafter. White matter, which has a less critical function in cognition, takes until the mid-40s to peak in volume. It is clear that some parts of the brain develop into and beyond early adulthood, while others might regress somewhat. This is a normal process of aging, since brain development and cognitive capacity are highly elastic and dependent upon one's environment.
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	==Competence==		==Competence==

	it's widely believed that minors differ fundamentally in their cognitive and decision-making abilities from adults. In addition legal definitions are often conflated with real capacities of people, leading to belief in a clear boundary between competent and incompetent ages. Many studies refuse this view, supporting the concept of [[Evolving capacity\|evolving capacity]].		it's widely believed that minors differ fundamentally in their cognitive and decision-making abilities from adults. In addition legal definitions are often conflated with real capacities of people, leading to belief in a clear boundary between competent and incompetent ages. Many studies refuse this view, supporting the concept of [[Evolving capacity\|evolving capacity]].

			*'''Kidd, C (2025) in ''The Conversation''. [https://theconversation.com/children-can-be-systematic-problem-solvers-at-younger-ages-than-psychologists-had-thought-new-research-266438 Children can be systematic problem-solvers at younger ages than psychologists had thought – new research]'''
			*:"More than half the children we tested demonstrated evidence of structured algorithmic thinking, and at ages as young as 4 years old. While older kids were more likely to use algorithmic strategies, our finding contrasts with Piaget’s belief that children were incapable of this kind of systematic strategizing before 7 years of age. Our results suggest that children are actually capable of spontaneous logical strategy discovery much earlier when circumstances require it. Explaining our results requires a more nuanced interpretation of Piaget’s original data. While children may still favor apparently less logical solutions to problems during the first two Piagetian stages, it’s not because they are incapable of doing otherwise if the situation requires it."

	*'''Johnson SB, Blum RW, Giedd JN. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2892678/ Adolescent maturity and the brain: the promise and pitfalls of neuroscience research in adolescent health policy.] J Adolesc Health. 2009 Sep;45(3):216-21. doi: 10.1016/j.jadohealth.2009.05.016.'''		*'''Johnson SB, Blum RW, Giedd JN. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2892678/ Adolescent maturity and the brain: the promise and pitfalls of neuroscience research in adolescent health policy.] J Adolesc Health. 2009 Sep;45(3):216-21. doi: 10.1016/j.jadohealth.2009.05.016.'''
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	* '''Wang, F., Tong, Y., & Danovitch, J. (2019). [https://www.researchgate.net/publication/333302913_Who_do_I_believe_Children's_epistemic_trust_in_internet_teacher_and_peer_informants Who do I believe? Children’s epistemic trust in internet, teacher, and peer informants]. ''Cognitive Development'', 50, 248–260. Doi:10.1016/j.cogdev.2019.05.006'''		* '''Wang, F., Tong, Y., & Danovitch, J. (2019). [https://www.researchgate.net/publication/333302913_Who_do_I_believe_Children's_epistemic_trust_in_internet_teacher_and_peer_informants Who do I believe? Children’s epistemic trust in internet, teacher, and peer informants]. ''Cognitive Development'', 50, 248–260. Doi:10.1016/j.cogdev.2019.05.006'''
	::"Taken together, our findings suggest that school age children can reason about the reliability of information sources from different categories and that their judgments are sensitive to the type of information being sought. Just as children can be skeptical when making judgments about the reliability of different people (see Mills, 2013), children’s belief in information from the internet is not immutable. "		::"Taken together, our findings suggest that school age children can reason about the reliability of information sources from different categories and that their judgments are sensitive to the type of information being sought. Just as children can be skeptical when making judgments about the reliability of different people (see Mills, 2013), children’s belief in information from the internet is not immutable. "


	===Informed consent===		===Informed consent===

Thorn: /* Competence */

2025-09-20T15:12:59Z

Competence

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	*:"In Jean Piaget’s influential theory of human cognitive development, the period from 5 to 7 years is marked by a major transition from pre-operational to concrete operational thinking (Piaget 1963). From a historical standpoint there is a great deal of evidence that this age range also marked a major transition in children’s social standing, in particular that a 7 year-old could be held legally and morally accountable for his/her actions (White 1991: 13)."		*:"In Jean Piaget’s influential theory of human cognitive development, the period from 5 to 7 years is marked by a major transition from pre-operational to concrete operational thinking (Piaget 1963). From a historical standpoint there is a great deal of evidence that this age range also marked a major transition in children’s social standing, in particular that a 7 year-old could be held legally and morally accountable for his/her actions (White 1991: 13)."
	*:"The last point we would make is that the various markers of the onset of middle childhood we have enumerated all seem to be tied to a shift in cognitive functioning. There is an evident sensitivity to the expectations and needs of others—critical in child-minding and errand running. The child displays other indicators of “sense,” including lengthened attention span, greater language facility, and persistence in completing tasks. He or she is a willing student. The manifold signs of awareness of appropriate behavior vis-à-vis sex and gender go along with increased complexity in peer relations and rule-governed play. On the other hand, the exit from middle childhood is signaled more by markers of physical maturity—including secondary sexual characteristics, a growth spurt, voice change, increased sexuality, and augmented strength and endurance."		*:"The last point we would make is that the various markers of the onset of middle childhood we have enumerated all seem to be tied to a shift in cognitive functioning. There is an evident sensitivity to the expectations and needs of others—critical in child-minding and errand running. The child displays other indicators of “sense,” including lengthened attention span, greater language facility, and persistence in completing tasks. He or she is a willing student. The manifold signs of awareness of appropriate behavior vis-à-vis sex and gender go along with increased complexity in peer relations and rule-governed play. On the other hand, the exit from middle childhood is signaled more by markers of physical maturity—including secondary sexual characteristics, a growth spurt, voice change, increased sexuality, and augmented strength and endurance."

			* '''Wang, F., Tong, Y., & Danovitch, J. (2019). [https://www.researchgate.net/publication/333302913_Who_do_I_believe_Children's_epistemic_trust_in_internet_teacher_and_peer_informants Who do I believe? Children’s epistemic trust in internet, teacher, and peer informants]. ''Cognitive Development'', 50, 248–260. Doi:10.1016/j.cogdev.2019.05.006'''
			::"Taken together, our findings suggest that school age children can reason about the reliability of information sources from different categories and that their judgments are sensitive to the type of information being sought. Just as children can be skeptical when making judgments about the reliability of different people (see Mills, 2013), children’s belief in information from the internet is not immutable. "

Xtjvimds16dovrfc at 14:10, 20 September 2025

2025-09-20T14:10:43Z

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	Well known data surrounding the high recidivism and reoffending rates of youth offenders also contradicts the "unique plasticity" or [[Research: Who offends and how often?\|"second chance" narrative]] (sources in linked article). So like many MAP-adjacent topics, the source of the myth is a classical case of "bad science following good (or at least political) intentions". Since this Supreme Court decision, some less reputable brain scientists have cottoned on to the trend, sometimes making spurious claims that contradict their own experimental findings - one supposes, in an attempt to curry favor. The MacArthur Foundation, who manage a $7.0bn endowment, are one example of a private foundation who plowed considerable finance into a now-discontinued program - adding to the now increasingly outdated and discredited "teen brain" body of research.<ref>[https://www.macfound.org/networks/research-network-on-adolescent-development-juvenil MacArthur Foundation: Research Network on Adolescent Development]</ref>		Well known data surrounding the high recidivism and reoffending rates of youth offenders also contradicts the "unique plasticity" or [[Research: Who offends and how often?\|"second chance" narrative]] (sources in linked article). So like many MAP-adjacent topics, the source of the myth is a classical case of "bad science following good (or at least political) intentions". Since this Supreme Court decision, some less reputable brain scientists have cottoned on to the trend, sometimes making spurious claims that contradict their own experimental findings - one supposes, in an attempt to curry favor. The MacArthur Foundation, who manage a $7.0bn endowment, are one example of a private foundation who plowed considerable finance into a now-discontinued program - adding to the now increasingly outdated and discredited "teen brain" body of research.<ref>[https://www.macfound.org/networks/research-network-on-adolescent-development-juvenil MacArthur Foundation: Research Network on Adolescent Development]</ref>

	[[~~Debate Guide~~: Teen ~~brain~~]]~~, gives some~~ rebuttals to these myths~~. Use in combination~~ with the following sources:		Our [[Debate_Guide:_Teen_brain\|Teen Brain debate guide]] offers rebuttals to these myths; use it together with the following sources:

	==Basic Physiology/volumes==		==Basic Physiology/volumes==

Xtjvimds16dovrfc at 13:44, 20 September 2025

2025-09-20T13:44:52Z

← Older revision		Revision as of 13:44, 20 September 2025
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	*'''Epstein, Robert (2007). "[http://drrobertepstein.com/pdf/Epstein-THE_MYTH_OF_THE_TEEN_BRAIN-Scientific_American_Mind-4-07.pdf The Myth of the Teen Brain]," ''Scientific American Mind'', April/May, 57-63.'''		*'''Epstein, Robert (2007). "[http://drrobertepstein.com/pdf/Epstein-THE_MYTH_OF_THE_TEEN_BRAIN-Scientific_American_Mind-4-07.pdf The Myth of the Teen Brain]," ''Scientific American Mind'', April/May, 57-63.'''
	*:"Visual acuity, for example, peaks around the time of puberty. "Incidental memory"—the kind of memory that occurs automatically, without any mnemonic effort, peaks at about age 12 and declines through life. [...] In the 1940s pioneering intelligence researchers J. C. Raven and David Wechsler, relying on radically different kinds of intelligence tests, each showed that raw scores on intelligence tests peak between ages 13 and 15 and decline after that throughout life. Although verbal expertise and some forms of judgment can remain strong throughout life, the extraordinary cognitive abilities of teens, and especially their ability to learn new things rapidly, is beyond question. And whereas brain size is not necessarily a good indication of processing ability, it is notable that recent scanning data collected by Eric Courchesne and his colleagues at the University of California, San Diego, show that brain volume peaks at about age 14."		*:"Visual acuity, for example, peaks around the time of puberty. "Incidental memory"—the kind of memory that occurs automatically, without any mnemonic effort, peaks at about age 12 and declines through life. [...] In the 1940s pioneering intelligence researchers J. C. Raven and David Wechsler, relying on radically different kinds of intelligence tests, each showed that raw scores on intelligence tests peak between ages 13 and 15 and decline after that throughout life. Although verbal expertise and some forms of judgment can remain strong throughout life, the extraordinary cognitive abilities of teens, and especially their ability to learn new things rapidly, is beyond question. And whereas brain size is not necessarily a good indication of processing ability, it is notable that recent scanning data collected by Eric Courchesne and his colleagues at the University of California, San Diego, show that brain volume peaks at about age 14."
	::"A variety of research in several fields suggests that teen turmoil is caused by cultural factors, not by a faulty brain. [...] Anthropological research reveals that teens in many cultures experience no turmoil whatsoever and that teen problems begin to appear only after Western schooling, movies and television are introduced. [...] Teens have the potential to perform in exemplary ways, the author says, but we hold them back by infantilizing them and trapping them in the frivolous world of teen culture."		*:"A variety of research in several fields suggests that teen turmoil is caused by cultural factors, not by a faulty brain. [...] Anthropological research reveals that teens in many cultures experience no turmoil whatsoever and that teen problems begin to appear only after Western schooling, movies and television are introduced. [...] Teens have the potential to perform in exemplary ways, the author says, but we hold them back by infantilizing them and trapping them in the frivolous world of teen culture."
	::"Studies of intelligence, perception and memory show that teens are in many ways superior to adults. [...] When we treat teens like adults, they almost immediately rise to the challenge."		*:"Studies of intelligence, perception and memory show that teens are in many ways superior to adults. [...] When we treat teens like adults, they almost immediately rise to the challenge."

	*'''Moshman, David (2011). "[https://www.taylorfrancis.com/books/mono/10.4324/9780203835111/adolescent-rationality-development-david-moshman Adolescent Rationality and Development: Cognition, Morality, and Identity, Third Edition].'''		*'''Moshman, David (2011). "[https://www.taylorfrancis.com/books/mono/10.4324/9780203835111/adolescent-rationality-development-david-moshman Adolescent Rationality and Development: Cognition, Morality, and Identity, Third Edition].'''

Thorn: /* Competence */

2025-09-20T10:26:18Z

Competence

← Older revision		Revision as of 10:26, 20 September 2025
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	*'''Epstein, Robert (2007). "[http://drrobertepstein.com/pdf/Epstein-THE_MYTH_OF_THE_TEEN_BRAIN-Scientific_American_Mind-4-07.pdf The Myth of the Teen Brain]," ''Scientific American Mind'', April/May, 57-63.'''		*'''Epstein, Robert (2007). "[http://drrobertepstein.com/pdf/Epstein-THE_MYTH_OF_THE_TEEN_BRAIN-Scientific_American_Mind-4-07.pdf The Myth of the Teen Brain]," ''Scientific American Mind'', April/May, 57-63.'''
	*:"Visual acuity, for example, peaks around the time of puberty. "Incidental memory"—the kind of memory that occurs automatically, without any mnemonic effort, peaks at about age 12 and declines through life. [...] In the 1940s pioneering intelligence researchers J. C. Raven and David Wechsler, relying on radically different kinds of intelligence tests, each showed that raw scores on intelligence tests peak between ages 13 and 15 and decline after that throughout life. Although verbal expertise and some forms of judgment can remain strong throughout life, the extraordinary cognitive abilities of teens, and especially their ability to learn new things rapidly, is beyond question. And whereas brain size is not necessarily a good indication of processing ability, it is notable that recent scanning data collected by Eric Courchesne and his colleagues at the University of California, San Diego, show that brain volume peaks at about age 14."		*:"Visual acuity, for example, peaks around the time of puberty. "Incidental memory"—the kind of memory that occurs automatically, without any mnemonic effort, peaks at about age 12 and declines through life. [...] In the 1940s pioneering intelligence researchers J. C. Raven and David Wechsler, relying on radically different kinds of intelligence tests, each showed that raw scores on intelligence tests peak between ages 13 and 15 and decline after that throughout life. Although verbal expertise and some forms of judgment can remain strong throughout life, the extraordinary cognitive abilities of teens, and especially their ability to learn new things rapidly, is beyond question. And whereas brain size is not necessarily a good indication of processing ability, it is notable that recent scanning data collected by Eric Courchesne and his colleagues at the University of California, San Diego, show that brain volume peaks at about age 14."
			::"A variety of research in several fields suggests that teen turmoil is caused by cultural factors, not by a faulty brain. [...] Anthropological research reveals that teens in many cultures experience no turmoil whatsoever and that teen problems begin to appear only after Western schooling, movies and television are introduced. [...] Teens have the potential to perform in exemplary ways, the author says, but we hold them back by infantilizing them and trapping them in the frivolous world of teen culture."
			::"Studies of intelligence, perception and memory show that teens are in many ways superior to adults. [...] When we treat teens like adults, they almost immediately rise to the challenge."

	*'''Moshman, David (2011). "[https://www.taylorfrancis.com/books/mono/10.4324/9780203835111/adolescent-rationality-development-david-moshman Adolescent Rationality and Development: Cognition, Morality, and Identity, Third Edition].'''		*'''Moshman, David (2011). "[https://www.taylorfrancis.com/books/mono/10.4324/9780203835111/adolescent-rationality-development-david-moshman Adolescent Rationality and Development: Cognition, Morality, and Identity, Third Edition].'''
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	*:"In Jean Piaget’s influential theory of human cognitive development, the period from 5 to 7 years is marked by a major transition from pre-operational to concrete operational thinking (Piaget 1963). From a historical standpoint there is a great deal of evidence that this age range also marked a major transition in children’s social standing, in particular that a 7 year-old could be held legally and morally accountable for his/her actions (White 1991: 13)."		*:"In Jean Piaget’s influential theory of human cognitive development, the period from 5 to 7 years is marked by a major transition from pre-operational to concrete operational thinking (Piaget 1963). From a historical standpoint there is a great deal of evidence that this age range also marked a major transition in children’s social standing, in particular that a 7 year-old could be held legally and morally accountable for his/her actions (White 1991: 13)."
	*:"The last point we would make is that the various markers of the onset of middle childhood we have enumerated all seem to be tied to a shift in cognitive functioning. There is an evident sensitivity to the expectations and needs of others—critical in child-minding and errand running. The child displays other indicators of “sense,” including lengthened attention span, greater language facility, and persistence in completing tasks. He or she is a willing student. The manifold signs of awareness of appropriate behavior vis-à-vis sex and gender go along with increased complexity in peer relations and rule-governed play. On the other hand, the exit from middle childhood is signaled more by markers of physical maturity—including secondary sexual characteristics, a growth spurt, voice change, increased sexuality, and augmented strength and endurance."		*:"The last point we would make is that the various markers of the onset of middle childhood we have enumerated all seem to be tied to a shift in cognitive functioning. There is an evident sensitivity to the expectations and needs of others—critical in child-minding and errand running. The child displays other indicators of “sense,” including lengthened attention span, greater language facility, and persistence in completing tasks. He or she is a willing student. The manifold signs of awareness of appropriate behavior vis-à-vis sex and gender go along with increased complexity in peer relations and rule-governed play. On the other hand, the exit from middle childhood is signaled more by markers of physical maturity—including secondary sexual characteristics, a growth spurt, voice change, increased sexuality, and augmented strength and endurance."


	===Informed consent===		===Informed consent===

Thorn: /* Risk Taking/Impulsivity/Prefrontal Physiology */

2025-09-02T12:50:02Z

Risk Taking/Impulsivity/Prefrontal Physiology

← Older revision		Revision as of 12:50, 2 September 2025
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	*'''Del Giudice M. (2014) [https://iris.unito.it/retrieve/handle/2318/1853338/974935/DelGiudice_2018_middle-childhood_chapter_pre.pdf Middle childhood: an evolutionary-developmental synthesis.]; 8:193–200. doi:10.1111/cdep.12084. in: Halfon N, Forrest CB, Lerner RM, et al., editors. [https://www.ncbi.nlm.nih.gov/books/NBK543707/ Handbook of Life Course Health Development]. ''Cham (CH): Springer''; 2018. doi: 10.1007/978-3-319-47143-3'''		*'''Del Giudice M. (2014) [https://iris.unito.it/retrieve/handle/2318/1853338/974935/DelGiudice_2018_middle-childhood_chapter_pre.pdf Middle childhood: an evolutionary-developmental synthesis.]; 8:193–200. doi:10.1111/cdep.12084. in: Halfon N, Forrest CB, Lerner RM, et al., editors. [https://www.ncbi.nlm.nih.gov/books/NBK543707/ Handbook of Life Course Health Development]. ''Cham (CH): Springer''; 2018. doi: 10.1007/978-3-319-47143-3'''
	*:"The most dramatic changes probably occur in the domain of self-regulation and executive functions: children become much more capable of inhibiting unwanted behavior, maintaining sustained attention, making and following plans, and so forth (Best, Miller, & Jones, 2009; Weisner, 1996)."		*:"The most dramatic changes probably occur in the domain of self-regulation and executive functions: children become much more capable of inhibiting unwanted behavior, maintaining sustained attention, making and following plans, and so forth (Best, Miller, & Jones, 2009; Weisner, 1996)."

			*'''Berns GS, Moore S, Capra CM (2009) Adolescent Engagement in Dangerous Behaviors Is Associated with Increased White Matter Maturity of Frontal Cortex. ''PLoS ONE'' 4(8): e6773. doi:10.1371/journal.pone.0006773'''
			::"The direction of correlation suggests that rather than having immature cortices, adolescents who engage in dangerous activities have frontal white matter tracts that are more adult in form than their more conservative peers."

	==Moral reasoning==		==Moral reasoning==