Stages of brain and cognitive maturation.

Abstract

, Epstein (1974a, 1986) and McCall (1988; McCall, Meyers, Hartman, & Roche, 1983) presented discrepant findings regarding the presence ofstages in brain arid.o McCall. Meyers, Hartman, & Roche, 1983) reviewed studies on skull circum­ ference and mental test performance to estimate the probable relationships between brain and cognitive maturation. Epstein reported that skull circumference and mental test perform­ ance (in independent, cross-sectional samples) were correlated over the first 17 years ofpostnatal development. Furthermore, he reported that brain and cognitive maturation proceeded by incremental spurts and plateaus, with three growth cycles starting at I, 6, and 10 years of age, respectively. McCall found that he could not replicate these correlations in a longitudinal sample (same variables, within subjects). Conse­ quently, he questioned the validity and usefulness of brain measurements (i.e., inferred from skull circumference) and their application in the design ofeducational programs. Epstein (l974a, 1986) and McCall (1988; McCall et aI., 1983) opened important discussions concerning the applica­ bility of modern neuroscience data in the design of educa­ tional programs. It is clear that both identified critical issues that make the relationships between brain and mental growth difficult to interpret. Because most investigators in this area are reevaluating previously published data, there is little hope that many desirable or critical variables were used in a single research rePort. Given this limitation, the variables used by Epstein and McCall may not provide essential distinctions for relating brain and cognitive growth.