Sinirbilim Perspektifinden Bilişsel Gelişim Kuramlarına Eklektik Bakış

Ainsworth M. D. (1979). Infant--mother attachment. The American psychologist, 34(10), 932–937. https://doi.org/10.1037//0003-066x.34.10.932

Akhutina, T., & Shereshevsky, G. (2014). Cultural-historical neuropsychological perspective on learning disability. In A. Yasnitsky, R. Van der Veer, & M. Ferrari (Eds.), The Cambridge Handbook of Cultural-Historical Psychology (Cambridge Handbooks in Psychology, pp. 350-377). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139028097.020

Anderson P. (2002). Assessment and development of executive function (EF) during childhood. Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence, 8(2), 71–82. https://doi.org/10.1076/chin.8.2.71.8724

Anderson, M. C., & Hanslmayr, S. (2014). Neural mechanisms of motivated forgetting. Trends in cognitive sciences, 18(6), 279–292. https://doi.org/10.1016/j.tics.2014.03.002

Bee, H. & Boyd, D. (2002). The Developing Child, 10th ed. Boston: Pearson.

Beilin, H., & Fireman, G. (1999). The foundation of Piaget's theories: mental and physical action. Advances in child development and behavior, 27, 221–246. https://doi.org/10.1016/s0065-2407(08)60140-8

Camacho, M. C., Quiñones-Camacho, L. E., & Perlman, S. B. (2020). Does the child brain rest?: An examination and interpretation of resting cognition in developmental cognitive neuroscience. NeuroImage, 212, 116688. https://doi.org/10.1016/j.neuroimage.2020.116688

Chad-Friedman, E., Botdorf, M., Riggins, T., & Dougherty, L. R. (2021). Early childhood cumulative risk is associated with decreased global brain measures, cortical thickness, and cognitive functioning in school-age children. Developmental psychobiology, 63(2), 192–205. https://doi.org/10.1002/dev.21956

Chiang, A. K., Rennie, C. J., Robinson, P. A., van Albada, S. J., & Kerr, C. C. (2011). Age trends and sex differences of alpha rhythms including split alpha peaks. Clinical neurophysiology : official journal of the International Federation of Clinical Neurophysiology, 122(8), 1505–1517. https://doi.org/10.1016/j.clinph.2011.01.040

Compas, B. E., Hinden, B. R., & Gerhardt, C. A. (1995). Adolescent development: pathways and processes of risk and resilience. Annual review of psychology, 46, 265–293. https://doi.org/10.1146/annurev.ps.46.020195.001405

Demetriou, A., & Spanoudis, G. (2017). From Cognitive Development to Intelligence: Translating Developmental Mental Milestones into Intellect. Journal of Intelligence, 5(3), 30. https://doi.org/10.3390/jintelligence5030030

Elkind, D. (1967). Egocentrism in adolescence. Child Develop, 38, 1025–1034.

Friedrich J. (2014). “Vygotsky’s idea of psychological tools” in The Cambridge handbook of cultural-historical psychology. eds. Yasnitsky A., Van der Veer R., Ferrari M. Cambridge, United Kingdom: Cambridge University Press, 47–62.

Gabrieli, J. D. E., Ghosh, S. S., & Whitfield-Gabrieli, S. (2015). Prediction as a humanitarian and pragmatic contribution from human cognitive neuroscience. Neuron, 85(1), 11–26. https://doi.org/10.1016/j.neuron.2014.10.047

Ghassemzadeh, H., Posner, M. I., & Rothbart, M. K. (2013). Contributions of Hebb and Vygotsky to an integrated science of mind. Journal of the history of the neurosciences, 22(3), 292–306. https://doi.org/10.1080/0964704X.2012.761071

Gilmore, J. H., Knickmeyer, R. C., & Gao, W. (2018). Imaging structural and functional brain development in early childhood. Nature reviews. Neuroscience, 19(3), 123–137. https://doi.org/10.1038/nrn.2018.1

Goodman Y. M., Goodman K. S. (2014). “Vygotsky in a whole language perspective” in Making sense of learners making sense of written language. eds. Goodman S., Goodman M. (New York, NY: Routledge; ), 98–114.

Hao, L., Li, L., Chen, M., Xu, J., Jiang, M., Wang, Y., Jiang, L., Chen, X., Qiu, J., Tan, S., Gao, J. H., He, Y., Tao, S., Dong, Q., & Qin, S. (2021). Mapping Domain- and Age-Specific Functional Brain Activity for Children's Cognitive and Affective Development. Neuroscience bulletin, 37(6), 763–776. https://doi.org/10.1007/s12264-021-00650-7

Hebb, D. O. (1949). The Organization of Behavior—A Neuropsychological Theory. New York: John Wiley.

Hillen, R., Günther, T., Kohlen, C., Eckers, C., van Ermingen-Marbach, M., Sass, K., Scharke, W., Vollmar, J., Radach, R., & Heim, S. (2013). Identifying brain systems for gaze orienting during reading: fMRI investigation of the Landolt paradigm. Frontiers in human neuroscience, 7, 384. https://doi.org/10.3389/fnhum.2013.00384

Huang, H., Shu, N., Mishra, V., Jeon, T., Chalak, L., Wang, Z. J., Rollins, N., Gong, G., Cheng, H., Peng, Y., Dong, Q., & He, Y. (2015). Development of human brain structural networks through infancy and childhood. Cerebral cortex (New York, N.Y. : 1991), 25(5), 1389–1404. https://doi.org/10.1093/cercor/bht335

Hudspeth, W. J. & Pribram, K. H. (1990). Stages of Brain and Cognitive Maturation. Journal of Educational Psychology, B2(4) 881-884.

Isquith, P. K., Crawford, J. S., Espy, K. A., & Gioia, G. A. (2005). Assessment of executive function in preschool-aged children. Mental retardation and developmental disabilities research reviews, 11(3), 209–215. https://doi.org/10.1002/mrdd.20075

Johnson, E. L., & Knight, R. T. (2015). Intracranial recordings and human memory. Current opinion in neurobiology, 31, 18–25. https://doi.org/10.1016/j.conb.2014.07.021

Johnson, M. H. (2011). Developmental Cognitive Neuroscience, 2nd London, Blackwell

Karmiloff-Smith A. (2018). Thinking developmentally from constructivism to neuroconstructivism: Selected works of Annette Karmiloff-Smith. (Florence: Routledge Ltd.).

Klingberg T. (2014). Childhood cognitive development as a skill. Trends in cognitive sciences, 18(11), 573–579. https://doi.org/10.1016/j.tics.2014.06.007

Larsen, B., & Luna, B. (2018). Adolescence as a neurobiological critical period for the development of higher-order cognition. Neuroscience and biobehavioral reviews, 94, 179–195. https://doi.org/10.1016/j.neubiorev.2018.09.005

Newcombe N. S. (2013). Cognitive development: changing views of cognitive change. Wiley interdisciplinary reviews. Cognitive science, 4(5), 479–491. https://doi.org/10.1002/wcs.1245

Newton, J. T., & Harrison, V. (2005). The cognitive and social development of the child. Dental update, 32(1), 33–38. https://doi.org/10.12968/denu.2005.32.1.33

Ofen, N., Tang, L., Yu, Q., & Johnson, E. L. (2019). Memory and the developing brain: From description to explanation with innovation in methods. Developmental cognitive neuroscience, 36, 100613. https://doi.org/10.1016/j.dcn.2018.12.011

Ornstein, P.A., Haden, C.A., & San Souci, P. (2008). The devel- opment of skilled remembering in children. In H.L. Roediger, III & J.H. Byrne (Eds.), Cognitive psychology of memory: Vol. 2 of Learning and memory: A comprehensive reference. (pp. 715–744). Oxford, U.K.: Elsevier.

Orr J. (1991). Piaget's theory of cognitive development may be useful in deciding what to teach and how to teach it. Nurse education today, 11(1), 65–69. https://doi.org/10.1016/0260-6917(91)90127-v

Petanjek, Z., Judaš, M., Šimic, G., Rasin, M. R., Uylings, H. B., Rakic, P., & Kostovic, I. (2011). Extraordinary neoteny of synaptic spines in the human prefrontal cortex. Proceedings of the National Academy of Sciences of the United States of America, 108(32), 13281–13286. https://doi.org/10.1073/pnas.1105108108

Petanjek, Z., Sedmak, D., Džaja, D., Hladnik, A., Rašin, M. R., & Jovanov-Milosevic, N. (2019). The Protracted Maturation of Associative Layer IIIC Pyramidal Neurons in the Human Prefrontal Cortex During Childhood: A Major Role in Cognitive Development and Selective Alteration in Autism. Frontiers in psychiatry, 10, 122. https://doi.org/10.3389/fpsyt.2019.00122

Rovee-Collier, C., & Cuevas, K. (2009). The development of infant memory. In M. L. Courage & N. Cowan (Eds.), The development of memory in infancy and childhood. (pp. 11–41). New York, NY: Psychology Press.

Schneider, W., & Ornstein, P. A. (2019). Determinants of memory development in childhood and adolescence. International journal of psychology : Journal international de psychologie, 54(3), 307–315. https://doi.org/10.1002/ijop.12503

Shaw, P., Kabani, N. J., Lerch, J. P., Eckstrand, K., Lenroot, R., Gogtay, N., Greenstein, D., Clasen, L., Evans, A., Rapoport, J. L., Giedd, J. N., & Wise, S. P. (2008). Neurodevelopmental trajectories of the human cerebral cortex. The Journal of neuroscience : the official journal of the Society for Neuroscience, 28(14), 3586–3594. https://doi.org/10.1523/JNEUROSCI.5309-07.2008

Spann, M. N., Bansal, R., Rosen, T. S., & Peterson, B. S. (2014). Morphological features of the neonatal brain support development of subsequent cognitive, language, and motor abilities. Human brain mapping, 35(9), 4459–4474. https://doi.org/10.1002/hbm.22487

Tamnes, C. K., Herting, M. M., Goddings, A. L., Meuwese, R., Blakemore, S. J., Dahl, R. E., Güroğlu, B., Raznahan, A., Sowell, E. R., Crone, E. A., & Mills, K. L. (2017). Development of the Cerebral Cortex across Adolescence: A Multisample Study of Inter-Related Longitudinal Changes in Cortical Volume, Surface Area, and Thickness. The Journal of neuroscience : the official journal of the Society for Neuroscience, 37(12), 3402–3412. https://doi.org/10.1523/JNEUROSCI.3302-16.2017

Tang, L., Shafer, A. T., & Ofen, N. (2018). Prefrontal Cortex Contributions to the Development of Memory Formation. Cerebral cortex (New York, N.Y. : 1991), 28(9), 3295–3308. https://doi.org/10.1093/cercor/bhx200

Toomela, A. (2014). Methodology of cultural-historical psychology. In A. Yasnitsky, R. van der Veer, & M. Ferrari (Eds.), The Cambridge handbook of cultural-historical psychology (pp. 101–125). Cambridge University Press. https://doi.org/10.1017/CBO9781139028097.007

Vakorin, V. A., McIntosh, A. R., Mišić, B., Krakovska, O., Poulsen, C., Martinu, K., & Paus, T. (2013). Exploring age-related changes in dynamical non-stationarity in electroencephalographic signals during early adolescence. PloS one, 8(3), e57217. https://doi.org/10.1371/journal.pone.0057217

van der Veer R. (2021). Vygotsky's Legacy: Understanding and Beyond. Integrative psychological & behavioral science, 55(4), 789–796. https://doi.org/10.1007/s12124-021-09652-6

Vasileva, O., & Balyasnikova, N. (2019). (Re)Introducing Vygotsky's Thought: From Historical Overview to Contemporary Psychology. Frontiers in psychology, 10, 1515. https://doi.org/10.3389/fpsyg.2019.01515

Vygotsky L. S. (1995). The problem of development and disintegration of higher mental functions. Problems of defectology, 404–418.

Vygotsky L. S. (1997). The collected works of LS Vygotsky: Problems of the theory and history of psychology. New York and London: Springer Science & Business Media, Plenum Press, Vol 3.

Winstanley M. A. (2023). Stages in Theory and Experiment. Fuzzy-Structuralism and Piagetian Stages. Integrative psychological & behavioral science, 57(1), 151–173. https://doi.org/10.1007/s12124-022-09702-7

Wobber, V., Herrmann, E., Hare, B., Wrangham, R., & Tomasello, M. (2014). Differences in the early cognitive development of children and great apes. Developmental psychobiology, 56(3), 547–573. https://doi.org/10.1002/dev.21125

Ainsworth M. D. (1979). Infant--mother attachment. The American psychologist, 34(10), 932–937. https://doi.org/10.1037//0003-066x.34.10.932

Akhutina, T., & Shereshevsky, G. (2014). Cultural-historical neuropsychological perspective on learning disability. In A. Yasnitsky, R. Van der Veer, & M. Ferrari (Eds.), The Cambridge Handbook of Cultural-Historical Psychology (Cambridge Handbooks in Psychology, pp. 350-377). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139028097.020

Anderson P. (2002). Assessment and development of executive function (EF) during childhood. Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence, 8(2), 71–82. https://doi.org/10.1076/chin.8.2.71.8724

Anderson, M. C., & Hanslmayr, S. (2014). Neural mechanisms of motivated forgetting. Trends in cognitive sciences, 18(6), 279–292. https://doi.org/10.1016/j.tics.2014.03.002

Bee, H. & Boyd, D. (2002). The Developing Child, 10th ed. Boston: Pearson.

Beilin, H., & Fireman, G. (1999). The foundation of Piaget's theories: mental and physical action. Advances in child development and behavior, 27, 221–246. https://doi.org/10.1016/s0065-2407(08)60140-8

Camacho, M. C., Quiñones-Camacho, L. E., & Perlman, S. B. (2020). Does the child brain rest?: An examination and interpretation of resting cognition in developmental cognitive neuroscience. NeuroImage, 212, 116688. https://doi.org/10.1016/j.neuroimage.2020.116688

Chad-Friedman, E., Botdorf, M., Riggins, T., & Dougherty, L. R. (2021). Early childhood cumulative risk is associated with decreased global brain measures, cortical thickness, and cognitive functioning in school-age children. Developmental psychobiology, 63(2), 192–205. https://doi.org/10.1002/dev.21956

Chiang, A. K., Rennie, C. J., Robinson, P. A., van Albada, S. J., & Kerr, C. C. (2011). Age trends and sex differences of alpha rhythms including split alpha peaks. Clinical neurophysiology : official journal of the International Federation of Clinical Neurophysiology, 122(8), 1505–1517. https://doi.org/10.1016/j.clinph.2011.01.040

Compas, B. E., Hinden, B. R., & Gerhardt, C. A. (1995). Adolescent development: pathways and processes of risk and resilience. Annual review of psychology, 46, 265–293. https://doi.org/10.1146/annurev.ps.46.020195.001405

Demetriou, A., & Spanoudis, G. (2017). From Cognitive Development to Intelligence: Translating Developmental Mental Milestones into Intellect. Journal of Intelligence, 5(3), 30. https://doi.org/10.3390/jintelligence5030030

Elkind, D. (1967). Egocentrism in adolescence. Child Develop, 38, 1025–1034.

Friedrich J. (2014). “Vygotsky’s idea of psychological tools” in The Cambridge handbook of cultural-historical psychology. eds. Yasnitsky A., Van der Veer R., Ferrari M. Cambridge, United Kingdom: Cambridge University Press, 47–62.

Gabrieli, J. D. E., Ghosh, S. S., & Whitfield-Gabrieli, S. (2015). Prediction as a humanitarian and pragmatic contribution from human cognitive neuroscience. Neuron, 85(1), 11–26. https://doi.org/10.1016/j.neuron.2014.10.047

Ghassemzadeh, H., Posner, M. I., & Rothbart, M. K. (2013). Contributions of Hebb and Vygotsky to an integrated science of mind. Journal of the history of the neurosciences, 22(3), 292–306. https://doi.org/10.1080/0964704X.2012.761071

Gilmore, J. H., Knickmeyer, R. C., & Gao, W. (2018). Imaging structural and functional brain development in early childhood. Nature reviews. Neuroscience, 19(3), 123–137. https://doi.org/10.1038/nrn.2018.1

Goodman Y. M., Goodman K. S. (2014). “Vygotsky in a whole language perspective” in Making sense of learners making sense of written language. eds. Goodman S., Goodman M. (New York, NY: Routledge; ), 98–114.

Hao, L., Li, L., Chen, M., Xu, J., Jiang, M., Wang, Y., Jiang, L., Chen, X., Qiu, J., Tan, S., Gao, J. H., He, Y., Tao, S., Dong, Q., & Qin, S. (2021). Mapping Domain- and Age-Specific Functional Brain Activity for Children's Cognitive and Affective Development. Neuroscience bulletin, 37(6), 763–776. https://doi.org/10.1007/s12264-021-00650-7

Hebb, D. O. (1949). The Organization of Behavior—A Neuropsychological Theory. New York: John Wiley.

Hillen, R., Günther, T., Kohlen, C., Eckers, C., van Ermingen-Marbach, M., Sass, K., Scharke, W., Vollmar, J., Radach, R., & Heim, S. (2013). Identifying brain systems for gaze orienting during reading: fMRI investigation of the Landolt paradigm. Frontiers in human neuroscience, 7, 384. https://doi.org/10.3389/fnhum.2013.00384

Huang, H., Shu, N., Mishra, V., Jeon, T., Chalak, L., Wang, Z. J., Rollins, N., Gong, G., Cheng, H., Peng, Y., Dong, Q., & He, Y. (2015). Development of human brain structural networks through infancy and childhood. Cerebral cortex (New York, N.Y. : 1991), 25(5), 1389–1404. https://doi.org/10.1093/cercor/bht335

Hudspeth, W. J. & Pribram, K. H. (1990). Stages of Brain and Cognitive Maturation. Journal of Educational Psychology, B2(4) 881-884.

Isquith, P. K., Crawford, J. S., Espy, K. A., & Gioia, G. A. (2005). Assessment of executive function in preschool-aged children. Mental retardation and developmental disabilities research reviews, 11(3), 209–215. https://doi.org/10.1002/mrdd.20075

Johnson, E. L., & Knight, R. T. (2015). Intracranial recordings and human memory. Current opinion in neurobiology, 31, 18–25. https://doi.org/10.1016/j.conb.2014.07.021

Johnson, M. H. (2011). Developmental Cognitive Neuroscience, 2nd London, Blackwell

Karmiloff-Smith A. (2018). Thinking developmentally from constructivism to neuroconstructivism: Selected works of Annette Karmiloff-Smith. (Florence: Routledge Ltd.).

Klingberg T. (2014). Childhood cognitive development as a skill. Trends in cognitive sciences, 18(11), 573–579. https://doi.org/10.1016/j.tics.2014.06.007

Larsen, B., & Luna, B. (2018). Adolescence as a neurobiological critical period for the development of higher-order cognition. Neuroscience and biobehavioral reviews, 94, 179–195. https://doi.org/10.1016/j.neubiorev.2018.09.005

Newcombe N. S. (2013). Cognitive development: changing views of cognitive change. Wiley interdisciplinary reviews. Cognitive science, 4(5), 479–491. https://doi.org/10.1002/wcs.1245

Newton, J. T., & Harrison, V. (2005). The cognitive and social development of the child. Dental update, 32(1), 33–38. https://doi.org/10.12968/denu.2005.32.1.33

Ofen, N., Tang, L., Yu, Q., & Johnson, E. L. (2019). Memory and the developing brain: From description to explanation with innovation in methods. Developmental cognitive neuroscience, 36, 100613. https://doi.org/10.1016/j.dcn.2018.12.011

Ornstein, P.A., Haden, C.A., & San Souci, P. (2008). The devel- opment of skilled remembering in children. In H.L. Roediger, III & J.H. Byrne (Eds.), Cognitive psychology of memory: Vol. 2 of Learning and memory: A comprehensive reference. (pp. 715–744). Oxford, U.K.: Elsevier.

Orr J. (1991). Piaget's theory of cognitive development may be useful in deciding what to teach and how to teach it. Nurse education today, 11(1), 65–69. https://doi.org/10.1016/0260-6917(91)90127-v

Petanjek, Z., Judaš, M., Šimic, G., Rasin, M. R., Uylings, H. B., Rakic, P., & Kostovic, I. (2011). Extraordinary neoteny of synaptic spines in the human prefrontal cortex. Proceedings of the National Academy of Sciences of the United States of America, 108(32), 13281–13286. https://doi.org/10.1073/pnas.1105108108

Petanjek, Z., Sedmak, D., Džaja, D., Hladnik, A., Rašin, M. R., & Jovanov-Milosevic, N. (2019). The Protracted Maturation of Associative Layer IIIC Pyramidal Neurons in the Human Prefrontal Cortex During Childhood: A Major Role in Cognitive Development and Selective Alteration in Autism. Frontiers in psychiatry, 10, 122. https://doi.org/10.3389/fpsyt.2019.00122

Rovee-Collier, C., & Cuevas, K. (2009). The development of infant memory. In M. L. Courage & N. Cowan (Eds.), The development of memory in infancy and childhood. (pp. 11–41). New York, NY: Psychology Press.

Schneider, W., & Ornstein, P. A. (2019). Determinants of memory development in childhood and adolescence. International journal of psychology : Journal international de psychologie, 54(3), 307–315. https://doi.org/10.1002/ijop.12503

Shaw, P., Kabani, N. J., Lerch, J. P., Eckstrand, K., Lenroot, R., Gogtay, N., Greenstein, D., Clasen, L., Evans, A., Rapoport, J. L., Giedd, J. N., & Wise, S. P. (2008). Neurodevelopmental trajectories of the human cerebral cortex. The Journal of neuroscience : the official journal of the Society for Neuroscience, 28(14), 3586–3594. https://doi.org/10.1523/JNEUROSCI.5309-07.2008

Spann, M. N., Bansal, R., Rosen, T. S., & Peterson, B. S. (2014). Morphological features of the neonatal brain support development of subsequent cognitive, language, and motor abilities. Human brain mapping, 35(9), 4459–4474. https://doi.org/10.1002/hbm.22487

Tamnes, C. K., Herting, M. M., Goddings, A. L., Meuwese, R., Blakemore, S. J., Dahl, R. E., Güroğlu, B., Raznahan, A., Sowell, E. R., Crone, E. A., & Mills, K. L. (2017). Development of the Cerebral Cortex across Adolescence: A Multisample Study of Inter-Related Longitudinal Changes in Cortical Volume, Surface Area, and Thickness. The Journal of neuroscience : the official journal of the Society for Neuroscience, 37(12), 3402–3412. https://doi.org/10.1523/JNEUROSCI.3302-16.2017

Tang, L., Shafer, A. T., & Ofen, N. (2018). Prefrontal Cortex Contributions to the Development of Memory Formation. Cerebral cortex (New York, N.Y. : 1991), 28(9), 3295–3308. https://doi.org/10.1093/cercor/bhx200

Toomela, A. (2014). Methodology of cultural-historical psychology. In A. Yasnitsky, R. van der Veer, & M. Ferrari (Eds.), The Cambridge handbook of cultural-historical psychology (pp. 101–125). Cambridge University Press. https://doi.org/10.1017/CBO9781139028097.007

Vakorin, V. A., McIntosh, A. R., Mišić, B., Krakovska, O., Poulsen, C., Martinu, K., & Paus, T. (2013). Exploring age-related changes in dynamical non-stationarity in electroencephalographic signals during early adolescence. PloS one, 8(3), e57217. https://doi.org/10.1371/journal.pone.0057217

van der Veer R. (2021). Vygotsky's Legacy: Understanding and Beyond. Integrative psychological & behavioral science, 55(4), 789–796. https://doi.org/10.1007/s12124-021-09652-6

Vasileva, O., & Balyasnikova, N. (2019). (Re)Introducing Vygotsky's Thought: From Historical Overview to Contemporary Psychology. Frontiers in psychology, 10, 1515. https://doi.org/10.3389/fpsyg.2019.01515

Vygotsky L. S. (1995). The problem of development and disintegration of higher mental functions. Problems of defectology, 404–418.

Vygotsky L. S. (1997). The collected works of LS Vygotsky: Problems of the theory and history of psychology. New York and London: Springer Science & Business Media, Plenum Press, Vol 3.

Winstanley M. A. (2023). Stages in Theory and Experiment. Fuzzy-Structuralism and Piagetian Stages. Integrative psychological & behavioral science, 57(1), 151–173. https://doi.org/10.1007/s12124-022-09702-7

Wobber, V., Herrmann, E., Hare, B., Wrangham, R., & Tomasello, M. (2014). Differences in the early cognitive development of children and great apes. Developmental psychobiology, 56(3), 547–573. https://doi.org/10.1002/dev.21125