The role of the frontal lobes in the regulation of cognitive development.
Between the ages of 1.5 and 5 years, and again between the ages of 5 and 10 years, a sequence of changes takes place in children's behavior which indicates a fundamental reorganization of their attentional, executive, and self-reflexive processes. In the present article, these changes are summarized, and evidence is adduced to support the claims (1) that these changes are frontally mediated and (2) that the underlying mechanism that generates them is similar to the one that generates the changes in EEG coherence during the same time period. The psychological model that has been hypothesized to explain the cycles of cognitive development (Case, 1992) is then compared to the physiological model that has been proposed to explain cycles of EEG development (Thatcher, 1992). It is shown that the two models are complementary, both in the underlying developmental sequence that they postulate and in the recursive dynamic they propose for producing movement through this sequence. A number of implications and predictions are derived, which follow from the proposition that the two sets of changes are different manifestations of a common underlying process.
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Center for Educational Research, Stanford School of Education, Stanford University, Palo Alto, CA 94305.
D001288:Attention / Q000502:physiology; D002648:Child; D002657:Child Development / Q000502:physiology*; D002675:Child, Preschool; D003071:Cognition / Q000502:physiology*; D004569:Electroencephalography; D004644:Emotions / Q000502:physiology; D005260:Female; D005625:Frontal Lobe / Q000502:physiology*; D006801:Humans; D007223:Infant; D008297:Male; D008959:Models, Neurological; D008960:Models, Psychological; D009483:Neuropsychological Tests