Growing Brains

Join Our Community of Science Lovers!

I knew I was being watched. Dark eyes tracked my movements, intent. Impulsively, I grinned widely. I picked up a stuffed elephant from the menagerie on the coverlet and hugged and kissed it. Her eyes widened slightly as my baby daughter registered the idea. Today she is six years old, and “Ellie” is still her favorite plush companion when she needs a cuddle and mommy is not immediately available.

As the articles in this special issue underscore, a child’s rapid cognitive development begins from the earliest ages and may continue into young adulthood. Before they can talk, tots are learning how the world works and how they can apply that knowledge. “Test Subjects in Diapers,” by Gisa Aschersleben, reveals how quickly infants learn to think critically—and the ways in which scientists can “ask” babbling babies to show what they know; turn to page 10.

Knowledge about a child’s rapid mental development also serves to emphasize the importance of early intervention in cases where children have special needs. Articles in the issue explore faster detection of disorders and possible therapies for children with autism (page 14), ADHD (page 36) and Down syndrome (page 42).

On supporting science journalism

If you're enjoying this article, consider supporting our award-winning journalism by subscribing. By purchasing a subscription you are helping to ensure the future of impactful stories about the discoveries and ideas shaping our world today.

When does the brain finish “growing up”? Many neuroscientists say that cognitive development, especially in areas of the brain that are associated with decision making and other “executive” functions, continues into the second decade of life, reports Leslie Sabbagh in “The Teen Brain, Hard at Work,” beginning on page 54. Meanwhile psychologist Robert Epstein warns against excess reductionism in applying imaging studies of teen and adult brains to complex human behaviors. We blame teen turmoil on immature brains—but, he asks, did the brains cause the turmoil, or did the turmoil affect the brains? His article, “The Myth of the Teen Brain,” starts on page 68.

As you page through the articles in the issue, we hope one thing will be clear: as we learn more about how the mind operates, we are better able to help children grow up to lead happy, fulfilling lives.

Executive Editor editors@sciam.com

It’s Time to Stand Up for Science

If you enjoyed this article, I’d like to ask for your support. Scientific American has served as an advocate for science and industry for 180 years, and right now may be the most critical moment in that two-century history.

I’ve been a Scientific American subscriber since I was 12 years old, and it helped shape the way I look at the world. SciAm always educates and delights me, and inspires a sense of awe for our vast, beautiful universe. I hope it does that for you, too.

If you subscribe to Scientific American, you help ensure that our coverage is centered on meaningful research and discovery; that we have the resources to report on the decisions that threaten labs across the U.S.; and that we support both budding and working scientists at a time when the value of science itself too often goes unrecognized.

In return, you get essential news, captivating podcasts, brilliant infographics, can't-miss newsletters, must-watch videos, challenging games, and the science world's best writing and reporting. You can even gift someone a subscription.

There has never been a more important time for us to stand up and show why science matters. I hope you’ll support us in that mission.

Thank you,

David M. Ewalt, Editor in Chief, Scientific American