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Child Development Perspectives最新文献

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Issue Information - Editorial Board 发行信息-编辑委员会
IF 5.1 1区 心理学
Child Development Perspectives Pub Date : 2025-04-30 DOI: 10.1111/cdep.12547
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引用次数: 0
Issue Information - Editorial Board 发行信息-编辑委员会
IF 5.1 1区 心理学
Child Development Perspectives Pub Date : 2025-02-10 DOI: 10.1111/cdep.12542
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引用次数: 0
Issue Information - Editorial Board 期刊信息 - 编辑委员会
IF 5.1 1区 心理学
Child Development Perspectives Pub Date : 2024-11-01 DOI: 10.1111/cdep.12535
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引用次数: 0
Instrumental helping motivations of children and chimpanzees 儿童和黑猩猩的工具性帮助动机
IF 5.1 1区 心理学
Child Development Perspectives Pub Date : 2024-10-16 DOI: 10.1111/cdep.12529
Robert Hepach, Michael Tomasello
{"title":"Instrumental helping motivations of children and chimpanzees","authors":"Robert Hepach,&nbsp;Michael Tomasello","doi":"10.1111/cdep.12529","DOIUrl":"https://doi.org/10.1111/cdep.12529","url":null,"abstract":"<p>Chimpanzees and other great apes seem to be much less cooperative than humans overall, yet they nevertheless reliably help others in many instrumental circumstances. Although in many contexts the helping behavior of chimpanzees is quite similar to that of human children, recent studies using both behavioral and psychophysiological paradigms have revealed important differences, specifically, in the underlying motivations for prosocial behavior. Here, we provide both a synthesis of recent empirical work and an evolutionary hypothesis that can account for the differences in chimpanzee and human helping motivations.</p>","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"19 2","pages":"72-79"},"PeriodicalIF":5.1,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdep.12529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143889056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
You are here! Rethinking children's executive function development in the presence of others 你在这里！重新思考儿童在他人在场时的执行功能发展
IF 5.1 1区 心理学
Child Development Perspectives Pub Date : 2024-10-02 DOI: 10.1111/cdep.12533
Aurélien Frick
{"title":"You are here! Rethinking children's executive function development in the presence of others","authors":"Aurélien Frick","doi":"10.1111/cdep.12533","DOIUrl":"https://doi.org/10.1111/cdep.12533","url":null,"abstract":"<p>The development of executive function (EF) has been linked to various life outcomes, motivating intense research on the topic. While much of this research has focused on more thoroughly understanding age-related changes of the underlying neurocognitive mechanisms involved, recent theoretical and empirical works have stressed how the immediate physical and social context plays an important role in how children engage in control. Recent studies have shown that the experimenter is an important variable modulating how children engage EF. In this article, I argue that this social presence should be examined more thoroughly to understand the influence of the research context on assessing EF in children. However, this examination should not neglect the fact that the presence of others and the interactions with them likely shape the development of EF in the long run, with important interindividual differences. Examining how others affect children's development of EF can have important implications, such as better reproducibility of studies' findings and theoretical conceptions.</p>","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"19 2","pages":"116-125"},"PeriodicalIF":5.1,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdep.12533","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143888849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Concurrences across time and sensorimotor capacities promote infant learning 时间和感觉运动能力的同步促进了婴儿的学习
IF 5.1 1区 心理学
Child Development Perspectives Pub Date : 2024-09-26 DOI: 10.1111/cdep.12531
Ye Li, Viridiana L. Benitez
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引用次数: 0
The nature and development of cognitive offloading in children 儿童认知负荷的本质和发展
IF 5.1 1区 心理学
Child Development Perspectives Pub Date : 2024-09-26 DOI: 10.1111/cdep.12532
Kristy L. Armitage, Sam J. Gilbert
{"title":"The nature and development of cognitive offloading in children","authors":"Kristy L. Armitage,&nbsp;Sam J. Gilbert","doi":"10.1111/cdep.12532","DOIUrl":"https://doi.org/10.1111/cdep.12532","url":null,"abstract":"<p>Humans routinely use external thinking tools, like pencil and paper, maps, and calculators, to solve cognitive problems that would have once been solved internally. As many youth face unprecedented exposure to increasingly capable technological aids, there is a growing pressure to understand children's cognitive offloading capacities and propensities, and what they stand to gain or lose as frequent offloaders in the modern world. In this article, we review emerging research on the development of cognitive offloading. Children as young as 4 years can engage in effective offloading strategies that follow principles similar to those used by adults—for example, greater recruitment of external support when tasks are more difficult. However, young children's strategies also show evidence of bias (sometimes inadequate and sometimes excessive offloading), lack of selectivity, and lack of self-initiation. We also draw attention to important avenues for future research, working toward protecting and nurturing children's cognitive well-being in the digital age.</p>","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"19 2","pages":"108-115"},"PeriodicalIF":5.1,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdep.12532","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143889158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Designing equity-centered early learning assessments for today's young children 为当今幼儿设计以公平为中心的早期学习评估
IF 5.1 1区 心理学
Child Development Perspectives Pub Date : 2024-09-12 DOI: 10.1111/cdep.12528
Emily C. Hanno, Ximena A. Portilla, JoAnn Hsueh
{"title":"Designing equity-centered early learning assessments for today's young children","authors":"Emily C. Hanno,&nbsp;Ximena A. Portilla,&nbsp;JoAnn Hsueh","doi":"10.1111/cdep.12528","DOIUrl":"10.1111/cdep.12528","url":null,"abstract":"<p>In this article, we adopt culturally relevant perspectives on developmental science that acknowledge and value the diversity of backgrounds and experiences of young children and their families to identify opportunities to advance the measurement of early childhood development. We focus on direct child assessments that can drive more equitable early learning experiences and outcomes by informing the work of educators and program- and system-level decision-makers. Specifically, we describe potential advancements in the <i>content</i> (what is measured), <i>method</i> (how assessments are conducted), and <i>output</i> (how data are presented) of early learning assessments. Throughout, we highlight opportunities to elevate the experiences of those who use assessment—children, families, educators, and administrators—to develop equity-centered, engaging assessments that provide comprehensive, fair, and useful insights.</p>","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"19 2","pages":"92-98"},"PeriodicalIF":5.1,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdep.12528","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142196810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Rethinking pubertal research: Embracing intersectionality 反思青春期研究：拥抱交叉性
IF 5.1 1区 心理学
Child Development Perspectives Pub Date : 2024-08-08 DOI: 10.1111/cdep.12527
Rona Carter, Eleanor K. Seaton
{"title":"Rethinking pubertal research: Embracing intersectionality","authors":"Rona Carter,&nbsp;Eleanor K. Seaton","doi":"10.1111/cdep.12527","DOIUrl":"10.1111/cdep.12527","url":null,"abstract":"<p>Scholars acknowledge the significant role of puberty in the risks for adverse outcomes. However, we lack understanding of the relevant social and structural factors at play. Current theoretical approaches to research on puberty were posited based on the experiences of White, middle-class girls who developed early or late, disregarding the interplay among cultural, societal, and individual factors that shape perceptions of pubescent children and their experiences. The limited focus on timing effects has failed to generate comprehensive knowledge of broader pubertal experiences. In this article, we argue that intersectional understanding can overcome current deficiencies in research on puberty. We critique the predominant theoretical approaches in pubertal research, provide an overview of the intersectionality framework, and elucidate how intersectionality can be incorporated into puberty research. We conclude with recommendations for research. In so doing, we hope the intersectionality framework allows scholars of puberty to rethink how pubertal effects are examined.</p>","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"19 2","pages":"80-91"},"PeriodicalIF":5.1,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdep.12527","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141928664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The development of prosocial risk-taking behavior: Mechanisms and opportunities 亲社会冒险行为的发展：机制与机遇
IF 5.1 1区 心理学
Child Development Perspectives Pub Date : 2024-08-07 DOI: 10.1111/cdep.12525
Emma Armstrong-Carter, Eva H. Telzer
{"title":"The development of prosocial risk-taking behavior: Mechanisms and opportunities","authors":"Emma Armstrong-Carter,&nbsp;Eva H. Telzer","doi":"10.1111/cdep.12525","DOIUrl":"10.1111/cdep.12525","url":null,"abstract":"<p>Many young people are inclined toward risk taking and also toward helping other people. <i>Prosocial risk taking</i> is a term that can describe different ways that youth provide significant instrumental and emotional support to family members, friends, and strangers, even when it involves a personal risk. In this article, we review research about different types of prosocial risk taking and highlight examples, emphasizing a developmental perspective by examining change across childhood, adolescence, and young adulthood. Research to date suggests that young people are more likely to engage in prosocial risk taking when they are more tolerant of uncertainty, have greater sensation-seeking, perspective-taking, and empathy, and when they are motivated by reputational concerns. Individual differences in prosocial risk-taking behavior depend on youth's access to opportunities to explore, practice, and experience positive social feedback. Providing opportunities for youth to direct their risk-taking tendencies toward prosocial outlets may help minimize risks to their psychosocial health and promote individual and community well-being.</p>","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"19 2","pages":"63-71"},"PeriodicalIF":5.1,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141931173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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