Abstract
Annual Review of Psychology
Vol. 57:
423-451
(Volume publication date January 2006)
(doi:10.1146/annurev.psych.57.102904.190057)
First published online as a Review in Advance on September 13, 2005Child Development and the Physical Environment Gary W. EvansDepartments of Design and Environmental Analysis and of Human Development, Cornell University, Ithaca, New York 14853-4401; email: gwe1@cornell.edu Characteristics of the physical environment that influence child development are discussed. Topics include behavioral toxicology, noise, crowding, housing and neighborhood quality, natural settings, schools, and day care settings. Socioemotional, cognitive, motivation, and psychophysiological outcomes in children and youths are reviewed. Necessary methodological and conceptual advances are introduced as well. Most recent citing papers (via CrossRef)Choice of environmental components for a longitudinal birth cohort study Paediatric and Perinatal Epidemiology 23:134-153 (2009) Conduct problems, IQ, and household chaos: a longitudinal multi-informant study Journal of Child Psychology and Psychiatry (2009) The building process as a tool towards an all-inclusive school. A Swedish example focusing on children with defined concentration difficulties such as ADHD, autism and Down’s syndrome Journal of Housing and the Built Environment 24(1):47-66 (2009) The walls still speak: the stories occupants tell Journal of Educational Administration 47(3):400-426 (2009) Childhood Poverty and Health: Cumulative Risk Exposure and Stress Dysregulation Psychological Science 18(11):953-957 (2007)
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