1. Is early good or bad? Early puberty onset and its consequences for learning
- Author
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Delia Fuhrmann and Corinna Laube
- Subjects
Cognitive Neuroscience ,05 social sciences ,Social environment ,Cognition ,Academic achievement ,050105 experimental psychology ,Developmental psychology ,03 medical and health sciences ,Behavioral Neuroscience ,Psychiatry and Mental health ,Young age ,0302 clinical medicine ,Early maturation ,0501 psychology and cognitive sciences ,Psychology ,Psychosocial ,030217 neurology & neurosurgery ,Early puberty - Abstract
Entering puberty at a relatively young age is often thought to be associated with negative outcomes, such as poorer cardiovascular and psychosocial health. However, the literature on the relationship between early puberty, learning, and academic achievement is inconclusive. Previous work suggests both positive and negative health and cognitive outcomes after early puberty. We here review recent findings on the relationship between early puberty and cognitive outcomes and integrate these findings into larger theoretical frameworks of pubertal development. We argue that differences in observed outcomes may be explained by domain-specific and context-specific effects of early puberty. Early maturation may be linked to positive as well as negative cognitive outcomes, depending on the domain studied, and effects appear to be influenced by the wider social context, with less supportive environments associated with poorer outcomes for early maturers.
- Published
- 2020
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