The National Academy of Sciences founded The National Academies Press (NAP) with the goal of publishing reports of all four national academies. Annually, NAP publishes more than 200 books from the fields of science, engineering and medicine and offers more than 4000 titles in PDF on its website (http://www.nap.edu/) free of charge.

/pdf/the-national-academies-press-3oqc1apmt7.pdf

The National Academies Press

Adolescence—beginning with the onset of puberty and ending in the mid-20s—is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescence—rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish.

The Promise of Adolescence: Realizing Opportunity for All Youth

We outline a dual systems approach to temporal cognition, which distinguishes between two cognitive systems for dealing with how things unfold over time – a temporal updating system and a temporal reasoning system – of which the former is both phylogenetically and ontogenetically more primitive than the latter, and which are at work alongside each other in adult human cognition. We describe the main features of each of the two systems, the types of behavior the more primitive temporal updating system can support, and the respects in which it is more limited than the temporal reasoning system. We then use the distinction between the two systems to interpret findings in comparative and developmental psychology, arguing that animals operate only with a temporal updating system and that children start out doing so too, before gradually becoming capable of thinking and reasoning about time. After this, we turn to adult human cognition and suggest that our account can also shed light on a specific feature of humans’ everyday thinking about time that has been the subject of debate in the philosophy of time, which consists in a tendency to think about the nature of time itself in a way that appears ultimately self-contradictory. We conclude by considering the topic of intertemporal choice, and argue that drawing the distinction between temporal updating and temporal reasoning is also useful in the context of characterizing two distinct mechanisms for delaying gratification.

/pdf/thinking-in-and-about-time-a-dual-systems-perspective-on-4plcwz7qos.pdf

Thinking in and about time: A dual systems perspective on temporal cognition

Many organizations are working to address diversity, equity, and inclusion. Organizations frequently use implicit bias to explain disparities and marshal implicit bias training as a solution. Impli...

Moving Beyond Implicit Bias Training: Policy Insights for Increasing Organizational Diversity:

Identity-based motivation: Connections between first-year students' engineering role identities and future-time perspectives

Will you be going to that networking lunch? Will you be tempted by a donut at 4 p.m.? Will you be doing homework at 9 p.m.? If, like many people, your responses are based on your gut sense of who y...

An Identity-Based Motivation Framework for Self-Regulation

Classroom activities aimed at changing students’ identity-based motivation (IBM) improve student outcomes by helping students experience school as the path to their adult future identities and their difficulties along the way as signals of the importance of schoolwork. One way to scale these effects would be to have teachers deliver IBM activities. Hence, we asked if, after a brief two-day training, teacher-delivered IBM intervention could meet fidelity standards and if attaining more fidelity matters. We trained all eighth grade teachers in two middle schools (N = 211 students). We used Dane and Schneider’s (1988) five-component fidelity model and Durlak and DuPre’s (2008) empirically derived threshold and practical maximum standards for fidelity. We found that most classrooms (88%) and students (89%) received IBM intervention at-or-above threshold standard, implying that teacher-based IBM delivery is viable. Moreover, investing in improving fidelity is worthwhile; above-threshold fidelity improved core grade-point-average and reduced risk of course failure.

https://files.eric.ed.gov/fulltext/ED603372.pdf

Teachers Can Do It: Scalable Identity-Based Motivation Intervention in the Classroom.

/pdf/developing-and-testing-a-scalable-identity-based-motivation-1yreiagml8.pdf

Developing and Testing a Scalable Identity-Based Motivation Intervention in the Classroom.

Do you need a roadmap or can someone give you directions: When school-focused possible identities change so do academic trajectories

Do You Need a Roadmap or Can Someone Give You Directions: When School-Focused Possible Identities Change so Do Academic Trajectories.

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