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Journal articles on the topic 'Developmental continuum'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Panicek, D. M., E. R. Heitzman, P. A. Randall, S. A. Groskin, F. S. Chew, E. J. Lane, and B. Markarian. "The continuum of pulmonary developmental anomalies." RadioGraphics 7, no. 4 (July 1987): 747–72. http://dx.doi.org/10.1148/radiographics.7.4.3448653.

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2

Meeus, Wim. "The Identity Status Continuum Revisited." European Psychologist 23, no. 4 (October 2018): 289–99. http://dx.doi.org/10.1027/1016-9040/a000339.

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Abstract. The developmental continuum of identity status has been a topic of theoretical debate since the early 1980’s. A recent meta-analysis and recent studies with dual cycle models lead to two conclusions: (1) during adolescence there is systematic identity maturation; (2) there are two continuums of identity status progression. Both continuums show that in general adolescents move from transient identity statuses to identity statuses that mark the relative endpoints of development: from diffusion to closure, and from searching moratorium and moratorium to closure and achievement. This pattern can be framed as development from identity formation to identity maintenance. In Identity Status Interview research using Marcia’s model, not the slightest indication for a continuum of identity development was found. This may be due to the small sample sizes of the various studies leading to small statistical power to detect differences in identity status transitions, as well as developmental inconsistencies in Marcia’s model. Findings from this review are interpreted in terms of life-span developmental psychology.

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3

Swank, Linda K. "Specific Developmental Disorders: The Language-Learning Continuum." Child and Adolescent Psychiatric Clinics of North America 8, no. 1 (January 1999): 89–112. http://dx.doi.org/10.1016/s1056-4993(18)30198-6.

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4

Pufpaff, Lisa A. "A developmental continuum of phonological sensitivity skills." Psychology in the Schools 46, no. 7 (August 2009): 679–91. http://dx.doi.org/10.1002/pits.20407.

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5

Jones, Howard W. "Grading a developmental continuum—now and then." Fertility and Sterility 82, no. 6 (December 2004): 1716. http://dx.doi.org/10.1016/j.fertnstert.2004.07.939.

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6

McDonough, Paul G. "Grading a developmental continuum—now and then." Fertility and Sterility 82, no. 6 (December 2004): 1717–18. http://dx.doi.org/10.1016/j.fertnstert.2004.07.941.

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7

Gajwani, Ruchika. "DEVELOPMENTAL VULNERABILITIES AND AFFECTIVE DYSREGULATION IN PSYCHOSIS CONTINUUM." Schizophrenia Research 136 (April 2012): S65. http://dx.doi.org/10.1016/s0920-9964(12)70243-8.

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8

Smith, Austin. "Formative pluripotency: the executive phase in a developmental continuum." Development 144, no. 3 (January 31, 2017): 365–73. http://dx.doi.org/10.1242/dev.142679.

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9

Williams, Jacqueline, Christian Hyde, and Alicia Spittle. "Developmental Coordination Disorder and Cerebral Palsy: Is There a Continuum?" Current Developmental Disorders Reports 1, no. 2 (March 1, 2014): 118–24. http://dx.doi.org/10.1007/s40474-014-0009-3.

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Pearsall-Jones, Jillian G., Jan P. Piek, and Florence Levy. "Developmental Coordination Disorder and cerebral palsy: Categories or a continuum?" Human Movement Science 29, no. 5 (October 2010): 787–98. http://dx.doi.org/10.1016/j.humov.2010.04.006.

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Ahn, Sungsook, and Sang Joon Lee. "Nanoscale element behavior in a continuum." Journal of Synchrotron Radiation 27, no. 4 (June 9, 2020): 1033–41. http://dx.doi.org/10.1107/s1600577520006682.

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Patterns in materials are not just decoration but also important for function. In view of this, the dynamics of patterning procedures in materials has been investigated as an important developmental procedure. In this study, nanoscale components in a continuum are traced in terms of natural patterning procedures. Externally applied compressive or extensive forces to an elastic thin sheet commonly induce an orientated lateral line pattern. From a nanoscale element point of view, the dynamics of natural arrangements, forming anisotropic patterns in preference to isotropy, still remains unclear. In this study, new developmental procedures for line patterns are suggested by stimuli-responsive viscoelastic nanocomposite network model systems. Forces originating from an internal source without directional orientation generate lines in preference to isotropic patterns. With repeated, non-oriented (or isotropic) and self-modulated strain variations, stress is accumulated to drive anisotropic orientations and further lines. The anisotropic elemental arrangement is justified by the equilibrium between the short-range attraction and long-range repulsion from a bottom-up viewpoint. This study suggests a new material design methodology that is useful for electrical devices, biomedical devices and other patterned soft condensed matter in conjunction with line patterns typically generated in a broad range of viscoelastic materials.

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12

Boucher, Jill. "Time and the implicit-explicit continuum." Behavioral and Brain Sciences 22, no. 5 (October 1999): 758–59. http://dx.doi.org/10.1017/s0140525x99262188.

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Dienes & Perner's target article contains numerous but unsystematic references to the implicit or explicit knowledge of the temporal context of a known state of affairs such as may constitute the content of a propositional attitude. In this commentary, the forms of cognition that, according to D&P, require only implicit knowledge of time are contrasted with those for which explicit temporal knowledge is needed. It is suggested that the explicit representation of time may have been important in human evolution and that certain developmental disorders including autism may be (partly) caused by defective ability to represent time.

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Rutishauser, Rolf. "EvoDevo: Past and Future of Continuum and Process Plant Morphology." Philosophies 5, no. 4 (December 1, 2020): 41. http://dx.doi.org/10.3390/philosophies5040041.

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Plants and animals are both important for studies in evolutionary developmental biology (EvoDevo). Plant morphology as a valuable discipline of EvoDevo is set for a paradigm shift. Process thinking and the continuum approach in plant morphology allow us to perceive and interpret growing plants as combinations of developmental processes rather than as assemblages of structural units (“organs”) such as roots, stems, leaves, and flowers. These dynamic philosophical perspectives were already favored by botanists and philosophers such as Agnes Arber (1879–1960) and Rolf Sattler (*1936). The acceptance of growing plants as dynamic continua inspires EvoDevo scientists such as developmental geneticists and evolutionary biologists to move towards a more holistic understanding of plants in time and space. This review will appeal to many young scientists in the plant development research fields. It covers a wide range of relevant publications from the past to present.

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14

Juni, Samuel, and Scott Budge. "The Developmental Acquisition of Motion." Psychology and Human Development: an international journal 1, no. 2 (March 1, 1986): 67–75. http://dx.doi.org/10.2224/sbp.6315.

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Under the general rubric of the development of object constancy and permanence, the concepts of time, space, motion, and noncentrist motion are assimilated through a hierarchy of steps. This developmental continuum begins at the pervasive ego-centric position of early infancy, where there is no concept of the outside world, and ends at the stage where the world serves as the frame of reference for all subjectively perceived events. The general impetus for movement along this continuum (with allowance for periodic regression) is formulated as a basic tendency to generalize from unitary experience into generalized expectancies. This tendency manifests through integration algorithms that are expressed by establishing induction as a governing principle of phenomenological expectancies, thus forming the essence of a systematic explanatory network comprising an internalized catalog of events the person had encountered in the past. Such historical antecedents serve to extract certain contingencies from the heretofore unexplained or "magical" domain of childhood logic and enable their codification as explainable events. We suggest that this is precisely the opposite of a parallel process that proceeds from total noncentricity to phenomenology of subjectivity: philosophical inquiry into logic events.

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15

Jagannathan, Sujatha, and Robert K. Bradley. "Congenital myotonic dystrophy—an RNA-mediated disease across a developmental continuum." Genes & Development 31, no. 11 (June 1, 2017): 1067–68. http://dx.doi.org/10.1101/gad.302893.117.

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16

Szajnberg, Nathan M. "The Developmental Continuum from Secrecy to Privacy in a Psychodynamic Milieu." Residential Treatment For Children & Youth 6, no. 2 (February 9, 1989): 9–28. http://dx.doi.org/10.1300/j007v06n02_03.

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17

Beitchman, Joseph H., and Alison Inglis. "The Continuum of Linguistic Dysfunction From Pervasive Developmental Disorders to Dyslexia." Psychiatric Clinics of North America 14, no. 1 (March 1991): 95–111. http://dx.doi.org/10.1016/s0193-953x(18)30327-7.

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18

Baptista, Marlyse. "Continuum and variation in Creoles." Journal of Pidgin and Creole Languages 30, no. 2 (October 2, 2015): 225–64. http://dx.doi.org/10.1075/jpcl.30.2.02bap.

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This paper focuses on the two most distinct varieties of Cape Verdean Creole spoken on the islands of Santiago and São Vicente. These two varieties are consistently viewed as being in opposition to each other on historical, linguistic, political and cultural grounds. This paper examines the historical and linguistic aspects of this particular case. Historically, the island of Santiago was settled in 1461 and the island of São Vicente most likely around 1894 (Andrade, 1996), more than 400 years later. Linguistically, for the past 120 years (Brito, 1888), these two varieties have been traditionally described as being at opposite sides of the creole continuum, the Santiago variety, the oldest of the two, being portrayed as basilectal and the São Vicente variety, of more recent origins, as acrolectal. Focusing on the Tense Mood Aspect markers of these two varieties, the synchronic examination highlights their similarities and differences. The diachronic analysis explores the etymological origins of these forms and the developmental process that they have undergone and reveals that the traces of the founding languages may still be readily detectable in the Santiago variety. Finally, our findings invite us to revisit how these two varieties have been characterized for the past 120 years as being representative of a basilect (Santiago) and an acrolect (São Vicente) on the creole continuum. We show that such a characterization should be much more nuanced.

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19

Cobb, Jeanne B. "Investigating Reading Metacognitive Strategy Awareness of Elementary Children: A Developmental Continuum Emerges." Journal of Research in Childhood Education 31, no. 3 (May 9, 2017): 401–18. http://dx.doi.org/10.1080/02568543.2017.1309481.

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20

Besedovsky, Andres, and B. U. K. Li. "Across the developmental continuum of irritable bowel syndrome: Clinical and pathophysiologic considerations." Current Gastroenterology Reports 6, no. 3 (May 2004): 247–53. http://dx.doi.org/10.1007/s11894-004-0015-4.

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21

Witherspoon, Robert, and Randall P. White. "Executive coaching: A continuum of roles." Consulting Psychology Journal: Practice and Research 48, no. 2 (1996): 124–33. http://dx.doi.org/10.1037/1061-4087.48.2.124.

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22

Kihlstrom, John F. "The Continuum of Consciousness." Consciousness and Cognition 2, no. 4 (December 1993): 334–54. http://dx.doi.org/10.1006/ccog.1993.1028.

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23

Baum, J. D. "‘THE CONTINUUM OF CARETAKING CASUALTY’." Developmental Medicine & Child Neurology 19, no. 4 (November 12, 2008): 543–44. http://dx.doi.org/10.1111/j.1469-8749.1977.tb07954.x.

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24

Oates, Margaret R. "Adverse effects of maternal antenatal anxiety on children: Causal effect or developmental continuum?" British Journal of Psychiatry 180, no. 06 (June 2002): 478–79. http://dx.doi.org/10.1192/bjp.180.6.478.

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There is much literature on the effects on the developing brain of adverse events in pregnancy and the sensitive period postpartum, both in humans and in animals (Perry & Pollard, 1998). The study published by O'Connor etal(2002, this issue) contributes to this by suggesting that maternal antenatal anxiety increases the risk of behavioural problems in early childhood. They suggest that this could be due to the direct effect of maternal anxiety and stress on foetal brain development. This study also contributes to the longstanding and increasing evidence base that suggests that maternal mental ill health is related to childhood difficulties (Murray et al, 1996).

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25

Klaehn, Robert L., Kathleen Koth, and Jeremy Veenstra-VanderWeele. "47.0 Developing a Community-Based Continuum of Care for Children With Developmental Disabilities." Journal of the American Academy of Child & Adolescent Psychiatry 56, no. 10 (October 2017): S68—S69. http://dx.doi.org/10.1016/j.jaac.2017.07.271.

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26

Brown, Geoffrey, Rhodri Ceredig, and Panagiotis Tsapogas. "The Making of Hematopoiesis: Developmental Ancestry and Environmental Nurture." International Journal of Molecular Sciences 19, no. 7 (July 21, 2018): 2122. http://dx.doi.org/10.3390/ijms19072122.

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Evidence from studies of the behaviour of stem and progenitor cells and of the influence of cytokines on their fate determination, has recently led to a revised view of the process by which hematopoietic stem cells and their progeny give rise to the many different types of blood and immune cells. The new scenario abandons the classical view of a rigidly demarcated lineage tree and replaces it with a much more continuum-like view of the spectrum of fate options open to hematopoietic stem cells and their progeny. This is in contrast to previous lineage diagrams, which envisaged stem cells progressing stepwise through a series of fairly-precisely described intermediate progenitors in order to close down alternative developmental options. Instead, stem and progenitor cells retain some capacity to step sideways and adopt alternative, closely related, fates, even after they have “made a lineage choice.” The stem and progenitor cells are more inherently versatile than previously thought and perhaps sensitive to lineage guidance by environmental cues. Here we examine the evidence that supports these views and reconsider the meaning of cell lineages in the context of a continuum model of stem cell fate determination and environmental modulation.

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27

Scarborough, Donna, Jeri Miller, and Kara Fletcher. "Development of Swallowing Function Along the Prenatal to Postnatal Continuum." Perspectives on Swallowing and Swallowing Disorders (Dysphagia) 17, no. 3 (October 2008): 78–83. http://dx.doi.org/10.1044/sasd17.3.78.

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Abstract Developmental information is the cornerstone of diagnosis and intervention in pediatric dysphagia. Ongoing research has refined specific parameters of growth and development of the swallow from the prenatal through the postnatal period. The intent of this article is to review the latest findings regarding normal development of feeding/swallowing from the time the fetus is in utero through the postnatal period. This information may provide clinicians valuable tools to make adaptations within the clinical decision making process.

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Torday, J. S., and V. K. Rehan. "The evolutionary continuum from lung development to homeostasis and repair." American Journal of Physiology-Lung Cellular and Molecular Physiology 292, no. 3 (March 2007): L608—L611. http://dx.doi.org/10.1152/ajplung.00379.2006.

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A functional, developmental, and comparative biological approach is probably the most effective way for arranging gene regulatory networks (GRNs) in their biological contexts. Evolutionary developmental biology allows comparison of GRNs during development across phyla. For lung evolution, the parathyroid hormone-related protein (PTHrP) GRN exemplifies a continuum from ontogeny to phylogeny, homeostasis, and repair. PTHrP signaling between the lung endoderm and mesoderm stimulates lipofibroblast differentiation by downregulating the myofibroblast Wnt signaling pathway and upregulating the protein kinase A-dependent cAMP signaling pathway, inducing the lipofibroblast phenotype. Leptin secreted by the lipofibroblast, in turn, binds to its receptor on the alveolar type II cell, stimulating surfactant synthesis to ensure alveolar homeostasis. Failure of the PTHrP/PTHrP receptor signaling mechanism causes transdifferentiation of lipofibroblasts to myofibroblasts, which are the hallmark for lung fibrosis. We have shown that by targeting peroxisome proliferator-activated receptor γ, the downstream target for lipofibroblast PTHrP signaling, we can prevent lung fibrosis. We speculate that the recapitulation of the myofibroblast phenotype during transdifferentiation is consistent with lung injury as lung evolution in reverse. Repair recapitulates ontogeny because it is programmed to express the cross talk between epithelium and mesoderm through evolution. This model demonstrates how epithelial-mesenchymal cross talk, when seen as a recapitulation of ontogeny and phylogeny (in both a forward and reverse direction), predicts novel, effective diagnostic and therapeutic targets.

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Chapman, Hannah C., Katherine F. Visser, Vijay A. Mittal, Brandon E. Gibb, Meredith E. Coles, and Gregory P. Strauss. "Emotion regulation across the psychosis continuum." Development and Psychopathology 32, no. 1 (February 11, 2019): 219–27. http://dx.doi.org/10.1017/s0954579418001682.

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AbstractEmotion regulation dysfunction is characteristic of psychotic disorders, but little is known about how the use of specific types of emotion regulation strategies differs across phases of psychotic illness. This information is vital for understanding factors contributing to psychosis vulnerability states and developing targeted treatments. Three studies were conducted to examine emotion regulation across phases of psychosis, which included (a) adolescent community members with psychotic-like experiences (PLEs; n = 262) and adolescents without PLEs (n = 1,226); (b) adolescents who met clinical high-risk criteria for a prodromal syndrome (n = 29) and healthy controls (n = 29); and (c) outpatients diagnosed with schizophrenia or schizoaffective disorder (SZ; n = 61) and healthy controls (n = 67). In each study, participants completed the Emotion Regulation Questionnaire and measures of psychiatric symptoms and functional outcome. The three psychosis groups did not differ from each other in reported use of suppression; however, there was evidence for a vulnerability-related, dose-dependent decrease in reappraisal. Across each sample, a lower use of reappraisal was associated with poorer clinical outcomes. Findings indicate that emotion regulation abnormalities occur across a continuum of psychosis vulnerability and represent important targets for intervention.

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30

Alonzo, Crystle N., Autumn L. McIlraith, Hugh W. Catts, and Tiffany P. Hogan. "Predicting Dyslexia in Children With Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 63, no. 1 (January 22, 2020): 151–62. http://dx.doi.org/10.1044/2019_jslhr-l-18-0265.

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Purpose In this study, we examine how well kindergarten letter identification and phonological awareness predict 2nd grade word reading and dyslexia in children with developmental language disorder (DLD) and their age- and grade-matched peers with typical language (TL). Method We employ (a) logistic regression to determine how letter identification and phonological awareness predict dyslexia, that is, dichotomous categorization of good or poor word reading, in children with DLD and TL and (b) quantile regression to determine how letter identification and phonological awareness are associated with word reading abilities on a continuum in these groups of children. Results Logistic regression revealed that letter identification was the only significant, unique kindergarten predictor of dyslexia in 2nd grade children with DLD, when compared to phonological awareness. In children with TL, both kindergarten letter identification and phonological awareness significantly predicted dyslexia in 2nd grade. Quantile regression revealed that kindergarten letter identification was a stronger predictor of 2nd grade word reading for average and lower achieving word readers with DLD and their peers with TL compared to higher performing readers. Phonological awareness was weakly associated with word reading across the full continuum of word reading abilities in children with DLD. Conclusion Letter identification is a more accurate predictor of poor word reading and dyslexia than phonological awareness in kindergarten children with DLD, which has important implications for recent U.S. legislation around early identification of dyslexia in all children.

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31

O'Dowd, Elizabeth. "The development of linguistic complexity: A functional continuum." Language Teaching 45, no. 3 (December 9, 2010): 329–46. http://dx.doi.org/10.1017/s0261444810000510.

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Following the No Child Left Behind Act (2001), which mandates standards-based accountability for the academic progress of all students, much attention has been given to integrating language and content instruction for English learners (ELs) in K-12 classrooms in the US. Although TESOL and other state-approved language proficiency standards acknowledge that academic English requires progressive linguistic complexity to tackle progressively complex content, they give no indicators for this progression beyond some generalizations about increased sentential variety. An enlightening characterization of linguistic complexity comes from Systemic Functional Linguistics (SFL), specifying how grammatical choices actually construct meaning, making a strong case for explicit, proactive instruction, and calling for a systematic analysis of the language our English learners need to master. This paper describes an ongoing project to answer this call by charting a developmental continuum of complexity for school-age English learners. Its preliminary analysis is based on some 90 compositions, collected over the course of a year from more than 30 students in a New England middle school classroom.

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32

Tysinger, P. Dawn, Jeffrey A. Tysinger, and Terry Diamanduros. "Teacher expectations on the directiveness continuum in consultation." Psychology in the Schools 46, no. 4 (April 2009): 319–32. http://dx.doi.org/10.1002/pits.20378.

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33

Pappa, Kalliopi I., and Nicholas P. Anagnou. "Novel sources of fetal stem cells: where do they fit on the developmental continuum?" Regenerative Medicine 4, no. 3 (May 2009): 423–33. http://dx.doi.org/10.2217/rme.09.12.

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34

Singh, Yadvinder, Bhupinder Singh, Shivakumar Bhairappa, Khamitkar Shankar Rao Subramani, Naviluru M. Prasad, and Manjunath C. Nanjappa. "A Rare Association of Left Ventricular Diverticulum and Noncompaction: Continuum of Common Developmental Abnormality?" Echocardiography 30, no. 6 (April 8, 2013): E171—E174. http://dx.doi.org/10.1111/echo.12189.

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35

McDonough, Paul G. "Grading a developmental continuum—elegy on the rise and fall of the endometrial biopsy." Fertility and Sterility 82, no. 5 (November 2004): 1286–92. http://dx.doi.org/10.1016/j.fertnstert.2004.07.932.

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36

Viswanathan, V., Sarah J. Bridges, W. Whitehouse, and RW Newton. "Childhood headaches: discrete entities or continuum?" Developmental Medicine & Child Neurology 40, no. 8 (November 12, 2008): 544–50. http://dx.doi.org/10.1111/j.1469-8749.1998.tb15413.x.

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37

Moosa, Mahdi Muhammad, Josephine C. Ferreon, and Allan Chris M. Ferreon. "Ligand interactions and the protein order-disorder energetic continuum." Seminars in Cell & Developmental Biology 99 (March 2020): 78–85. http://dx.doi.org/10.1016/j.semcdb.2018.05.007.

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38

Nicholson, Jody S., Pascal R. Deboeck, and Waylon Howard. "Attrition in developmental psychology." International Journal of Behavioral Development 41, no. 1 (July 10, 2016): 143–53. http://dx.doi.org/10.1177/0165025415618275.

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Inherent in applied developmental sciences is the threat to validity and generalizability due to missing data as a result of participant drop-out. The current paper provides an overview of how attrition should be reported, which tests can examine the potential of bias due to attrition (e.g., t-tests, logistic regression, Little's MCAR test, sensitivity analysis), and how it is best corrected through modern missing data analyses. To amend this discussion of best practices in managing and reporting attrition, an assessment of how developmental sciences currently handle attrition was conducted. Longitudinal studies ( n = 541) published from 2009–2012 in major developmental journals were reviewed for attrition reporting practices and how authors handled missing data based on recommendations in the Publication Manual of the American Psychological Association (APA, 2010). Results suggest attrition reporting is not following APA recommendations, quality of reporting did not improve since the APA publication, and a low proportion of authors provided sufficient information to convey that data properly met the MAR assumption. An example based on simulated data demonstrates bias that may result from various missing data mechanisms in longitudinal data, the utility of auxiliary variables for the MAR assumption, and the need for viewing missingness along a continuum from MAR to MNAR.

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TALLAL, PAULA, and APRIL A. BENASICH. "Developmental language learning impairments." Development and Psychopathology 14, no. 3 (August 20, 2002): 559–79. http://dx.doi.org/10.1017/s0954579402003097.

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Developmental language learning impairments (LLI) are one of the most prevalent of all developmental disabilities, can occur in children for a wide variety of reasons, and have been shown to co-occur frequently with other developmental social, emotional and behavioral disorders, as well as with academic achievement problems. Research pertaining to developmental LLI of unknown origin, with an emphasis on the continuum between oral and written language impairment, is the focus of this review. Given the complexity of language learning, research has focused on multiple levels of analysis, including linguistic, neuropsychological, genetic, neurobiological, and remediation studies. To date, the vast majority of data on LLI derive from studies focused on a single level of analysis. Although attempts have been made to integrate data across studies and multiple levels of analysis, this has proven to be problematic, given the heterogeneity of the subject populations used to study LLI, as well as the differences in ages, degree of impairment, and types of impairment included in each study. Given that LLI is a complex developmental disability, it is suggested that future research would benefit from taking a multiple levels of analysis approach with the same individuals, incorporating mathematical models designed to analyze dynamically changing complex systems, and studying individual differences in language learning, prospectively and longitudinally, throughout the most dynamic stages of the process.

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40

Cohen, Leonora M. "A continuum of adaptive creative behaviors." Creativity Research Journal 2, no. 3 (June 1989): 169–83. http://dx.doi.org/10.1080/10400418909534313.

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41

Harper, Amanda J., and Christine Clifford. "Through the Dąbrowski Lens: Empathy and the Syntonic Continuum." Roeper Review 41, no. 1 (January 2, 2019): 35–41. http://dx.doi.org/10.1080/02783193.2018.1553217.

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42

Simpson, Elizabeth Ann, and Pier Francesco Ferrari. "Mirror neurons are central for a second-person neuroscience: Insights from developmental studies." Behavioral and Brain Sciences 36, no. 4 (July 25, 2013): 438. http://dx.doi.org/10.1017/s0140525x12002051.

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AbstractBased on mirror neurons' properties, viewers are emotionally engaged when observing others – even when not actively interacting; therefore, characterizing non-participatory action-viewing as isolated may be misleading. Instead, we propose a continuum of socio-emotional engagement. We also highlight recent developmental work that uses a second-person perspective, investigating behavioral, physiological, and neural activity during caregiver–infant interactions.

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43

Li, Hojun, Anirudh Natarajan, Jideofor Ezike, M. Inmaculada Barrasa, Huan Yang, Clement Ma, Styliani Markoulaki, and Harvey Lodish. "Single Cell Resolution of Glucocorticoid Effects on Erythroid Progenitor Cells." Blood 132, Supplement 1 (November 29, 2018): 751. http://dx.doi.org/10.1182/blood-2018-99-112445.

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Abstract To generate the billions of new erythrocytes required on a daily basis, erythroid progenitor cells must exponentially increase in number before undergoing terminal differentiation. A limited number of cell divisions occur during erythropoietin (EPO)-regulated erythroid terminal differentiation, but the principal regulation of erythroid transit-amplification occurs earlier in erythropoiesis between the burst forming unit-erythroid (BFU-E) and colony forming unit-erythroid (CFU-E) stages of development. The importance of this EPO-independent early erythropoietic process is highlighted in Diamond-Blackfan Anemia (DBA). DBA is characterized by pure red cell aplasia, loss of BFU-E and CFU-E progenitors in the bone marrow, and severe anemia despite high circulating EPO levels. The only known effective medical therapy for DBA also provides insight into the regulation of erythroid transit-amplification. In patients responsive to glucocorticoid treatment, there are increased numbers of BFU-E and CFU-E progenitors in the bone marrow, and ex vivo culture studies indicate that the synthetic glucocorticoid dexamethasone (Dex) predominantly increases proliferative capacity of BFU-Es, with minimal effect on proliferative capacity of CFU-Es. These findings led to a prevailing model that glucocorticoids increase BFU-E proliferative capacity by stimulating several rounds of self-renewal cell divisions. However, a limitation of this model is that there is no mechanistic explanation for how BFU-Es regulate the fate choice of undergoing a self-renewal cell division versus a differentiation cell division in the presence or absence of glucocorticoids. In this study, we address this question by examining progression of early erythroid progenitor development at single cell resolution, and subsequently elucidate the true mechanistic nature of glucocorticoid-induced erythroid progenitor proliferative capacity amplification. By performing single cell transcriptome profiling (scRNAseq) of primary-isolated mouse fetal liver BFU-Es, CFU-Es, and their developmental intermediates, we identify a continuum of transcriptomic states during erythroid transit-amplification when performing principle component analysis (PCA) on transcriptomes of individual cells. We show that ex vivo culture of primary-isolated BFU-Es in serum free media supplemented with stem cell factor, insulin-like growth factor 1, and EPO results in developmental progression along the transcriptome continuum when performing scRNAseq and PCA on cultured BFU-Es. The addition of Dex into this culture system does not result in self-renewal of BFU-Es at the transcriptome level, but rather still results in developmental progression, albeit to less of a degree per cell division than BFU-Es cultured without Dex. We additionally show that the continuum of transcriptome states in erythroid transit-amplification is reflective of a continuum of functional states, with developmental progression characterized by decreasing proliferative capacity and decreasing glucocorticoid-responsiveness. Lastly, through manual separation of daughter cells resulting from a BFU-E cell division, we demonstrate that BFU-E cell division is a symmetric process at the transcriptome level, both with and without the addition of Dex. Our results clarify the nature of how glucocorticoids amplify BFU-E proliferative capacity. As opposed to stimulating a finite number of BFU-E self-renewal cell divisions, glucocorticoids decrease the extent of progression through the erythroid transit-amplifying developmental continuum per cell division. Thus, a decreased rate of progression through the developmental continuum is associated with an increased number of transit-amplifying cell divisions prior to terminal differentiation. These findings are important not only for the rational development of glucocorticoid-alternatives for treating DBA, but also for all bone marrow failure syndromes characterized by progenitor cell hypoplasia. Disclosures No relevant conflicts of interest to declare.

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Spanoudis, George C., Timothy C. Papadopoulos, and Spyroula Spyrou. "Specific Language Impairment and Reading Disability: Categorical Distinction or Continuum?" Journal of Learning Disabilities 52, no. 1 (May 23, 2018): 3–14. http://dx.doi.org/10.1177/0022219418775111.

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Specific language impairment (SLI) and reading disability (RD) are familial, moderately heritable comorbid developmental disorders. The key deficit of SLI is oral language, whereas children with RD exhibit impairment in learning to read. The present study examines the possible co-occurrence of RD and SLI and the nature of this co-occurrence at a linguistic and a cognitive level in an orthographically consistent language. Four groups of children participated in the study: an RD group ( n = 10), an SLI group ( n = 13), a possible comorbid group ( n = 9), and a control–no deficit group ( n = 20). Analysis showed that all three clinical groups in our sample performed similarly in phonological awareness and naming-speed tasks. However, significant group differences were observed in orthographic processing, reading, semantics, and phonological memory measures, thus supporting the view that SLI and RD are distinct disorders. Results are in line with previous findings indicating that SLI and RD share common characteristics, although the two conditions are manifested with different symptoms.

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Nelms, Brad, and Virginia Walbot. "Defining the developmental program leading to meiosis in maize." Science 364, no. 6435 (April 4, 2019): 52–56. http://dx.doi.org/10.1126/science.aav6428.

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In multicellular organisms, the entry into meiosis is a complex process characterized by increasing meiotic specialization. Using single-cell RNA sequencing, we reconstructed the developmental program into maize male meiosis. A smooth continuum of expression stages before meiosis was followed by a two-step transcriptome reorganization in leptotene, during which 26.7% of transcripts changed in abundance by twofold or more. Analysis of cell-cycle gene expression indicated that nearly all pregerminal cells proliferate, eliminating a stem-cell model to generate meiotic cells. Mutants defective in somatic differentiation or meiotic commitment expressed transcripts normally present in early meiosis after a delay; thus, the germinal transcriptional program is cell autonomous and can proceed despite meiotic failure.

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Berger, Brigitte, Chantal Alvarez, and Didier Pelaprat. "Retrosplenial/presubicular continuum in primates: a developmental approach in fetal macaques using neurotensin and parvalbumin as markers." Developmental Brain Research 101, no. 1-2 (July 1997): 207–24. http://dx.doi.org/10.1016/s0165-3806(97)00067-9.

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BICKMAN, LEONARD, E. MICHAEL FOSTER, and E. WARREN LAMBERT. "Who Gets Hospitalized in a Continuum of Care." Journal of the American Academy of Child & Adolescent Psychiatry 35, no. 1 (January 1996): 74–80. http://dx.doi.org/10.1097/00004583-199601000-00015.

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Salem, I. "The lexico-grammatical continuum viewed through student error." ELT Journal 61, no. 3 (July 1, 2007): 211–19. http://dx.doi.org/10.1093/elt/ccm028.

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Capawana, Michael R. "A Developmental Psychopathology Perspective of Obsessive-Compulsive Disorder." Current Psychiatry Research and Reviews 15, no. 2 (September 13, 2019): 105–15. http://dx.doi.org/10.2174/1573400515666190314162612.

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Objective: This integrative review explores Obsessive-Compulsive Disorder (OCD) from the perspective of developmental psychopathology, in terms of its multifaceted etiology and course. Background: Individuals affected by OCD experience intrusive and undesired thoughts accompanied by behaviors used to mitigate the unwanted images. Accordingly, there are several sub-types and personality dispositions reflective of the overall continuum of OCD, spanning normality and psychopathology. The etiology is complex, with generalized psychological and biological vulnerabilities, as well as contributors from life stress. Moreover, OCD is a disorder with a highly comorbid and overlapping presence; therefore, difficulties may arise when differentiating between OCD and other problems. Conclusion: Treatment non-responsiveness is a pervasive trend in persons afflicted with OCD, but the most effective approach likely involves a stepped-care model incorporating cognitive-behavioral psychotherapy and psychotropic medications. Other considerations will also be discussed.

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Vincent, Ken R. "THE RELATIONSHIP BETWEEN PERSONALITY DISORDERS, NORMALITY AND HEALTHY PERSONALITY: PERSONALITY ON A CONTINUUM." Social Behavior and Personality: an international journal 18, no. 2 (January 1, 1990): 245–50. http://dx.doi.org/10.2224/sbp.1990.18.2.245.

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The relationship between personality disorders, normality and healthy personality is discussed from a developmental and normative perspective. Psychological traits unique to the individual are seen as coexisting and continuing throughout the life span of personality development and across the traditional boundaries of personality disorders, normal personality, and healthy personality. This paper attempts to extend the pioneering work of Millon into the realm of healthy personality. Healthy personality is conceived of as an extension of a three-factor model with: mystical, hardy, and self-actualized personalities composing the healthy end of the spectrum.

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