New insights from children with early focal brain injury: Lessons to be learned from examining STEM‐related skills. Issue 3 (3rd April 2019)

• Record Type: Journal Article
• Authors: Demir‐Lira, Ö. Ece; Aktan‐Erciyes, Aslı; Göksun, Tilbe
• Other Names: Amso Dima guestEditor.; Blumberg Mark S. guestEditor.
• Is Part Of: Developmental psychobiology. Volume 61:Issue 3(2019)
• Page Start: 477
• Page End: 490
• Publication Date: 2019-04-03
• Subjects: brain -- development -- mathematical -- plasticity -- STEM -- visuospatial; Psychobiology -- Periodicals; 155
• DOI: 10.1002/dev.21847
• Languages: English
• ISSNs: 0012-1630

Abstract

Abstract: The study of cognitive development in children with early brain injury reveals crucial information about the developing brain and its plasticity. However, information on long‐term outcomes of these children, especially in domains relevant to science, technology, engineering, and math (STEM) remains limited. In the current review, our goal is to address the existing research on cognitive development of children with pre‐ or perinatal focal brain lesion (PL) as it relates to children's STEM‐related skills and suggest future work that could shed further light on the developmental trajectories of children with PL. We argue that examining STEM‐related development in children with PL will have broader implications for our understanding of the nature of the plasticity children with PL exhibit as well as address theoretical questions in the field regarding the foundation skills for STEM, including visuospatial and mathematical skills.