Josef Zihl, Katharina Hußlein, Julia A. Zihl:
Möglichkeiten und Grenzen der Gehirnplastizität: Implikationen für ein interdisziplinäres Konzept der Frühförderung
Prospects and Limits of Brain Plasticity in Developmental Disorders: Implications for an Interdisciplinary Concept of Early Intervention

2009, 99-114

Summary: Brain plasticity plays an increasingly important role in research on the development of mental functions. The novel terms neuropedagogy and neurodidactics indicate the demand for incorporating neuroscientific findings into developmental research, particularly into research on (early) childhood. Brain plasticity is considered as the basis for spontaneous development and spontaneous progression of mental functions as well as for improving mental functions through systematic interventions in early developmental disorders. The interaction between environment and practice is of particular significance in this regard (so-called environment- and practice-dependent plasticity). The adaptation of learning processes to the individual‘s developmental needs, which are based on the principles of the working brain, are crucial for all treatment approaches, particularly in early intervention. Positive and negative factors influencing developmental plasticity are exemplified for attention, learning, and emotional and social functions. Discussing the significance of interdisciplinary early intervention and the importance of clinical developmental neuropsychology conclude the article.

Keywords: Brain plasticity, cognition, social functions, developmental neuropsychology, early intervention

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