Project 05 · Series DB
Designing for the Developing Brain
Most windows narrow. Very few of them close.
A high plateau through childhood, then a steep decline at the end of adolescence.
Three shapes, not three datasets. The two lower buttons are competing readings of the same 1.1 million-subject dataset, and the question between them is genuinely open. The top one is the claim school design is usually asked to act on, and it is the one the evidence will not carry.
Three numbers
Subjects in the largest dataset assembled on second-language syntax. One reading finds a sharp decline at the end of adolescence; a reanalysis by learner type finds a continuous one.Chen & Hartshorne (2021); Slik et al. (2022)
Of children meet the criteria for ADHD on the international consensus statement. Variation on that scale is a design parameter, not an exception to plan around.International consensus statement on ADHD
Conclusions in that consensus statement, and the number of researchers who signed it. Agreement of that size is rare, and worth naming when it exists.International consensus statement on ADHD
Where it stands
The evidence work is complete. The chapter behind this project has been through its citation pass, and three corrections went into the report before anything was designed.
The boundary with Manufactured Disadvantage is the live design question: one of the five principles runs on the same studies, and this project hands that material back rather than arguing it a second time.