Advances in Child Development and Behavior最新文献

Harnessing technology to measure individual differences in spatial thinking in early childhood from a relational developmental systems perspective. 从关系发展系统的角度利用技术测量幼儿空间思维的个体差异。

2区医学

Advances in Child Development and Behavior Pub Date : 2024-01-01 Epub Date: 2024-08-01 DOI: 10.1016/bs.acdb.2024.07.008

Karinna A Rodriguez, Nick Mattox, Carlos Desme, LaTreese V Hall, Yinbo Wu, Shannon M Pruden

{"title":"Harnessing technology to measure individual differences in spatial thinking in early childhood from a relational developmental systems perspective.","authors":"Karinna A Rodriguez, Nick Mattox, Carlos Desme, LaTreese V Hall, Yinbo Wu, Shannon M Pruden","doi":"10.1016/bs.acdb.2024.07.008","DOIUrl":"https://doi.org/10.1016/bs.acdb.2024.07.008","url":null,"abstract":"According to the Relational Developmental Systems perspective, the development of individual differences in spatial thinking (e.g., mental rotation, spatial reorientation, and spatial language) are attributed to various psychological (e.g., children's cognitive strategies), biological (e.g., structure and function of hippocampus), and cultural systems (e.g., caregiver spatial language input). Yet, measuring the development of individual differences in spatial thinking in young children, as well as the psychological, biological, and cultural systems that influence the development of these abilities, presents unique challenges. The current paper outlines ways to harness available technology including eye-tracking, eye-blink conditioning, MRI, Zoom, and LENA technology, to study the development of individual differences in young children's spatial thinking. The technologies discussed offer ways to examine children's spatial thinking development from different levels of analyses (i.e., psychological, biological, cultural), thereby allowing us to advance the study of developmental theory. We conclude with a discussion of the use of artificial intelligence.","PeriodicalId":47214,"journal":{"name":"Advances in Child Development and Behavior","volume":"67 ","pages":"236-272"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Executive function as a mechanism for the emergence and expression of moral knowledge. 作为道德知识产生和表达机制的执行功能。

2区医学

Advances in Child Development and Behavior Pub Date : 2024-01-01 Epub Date: 2024-07-25 DOI: 10.1016/bs.acdb.2024.07.001

Jessica S Caporaso, Stuart Marcovitch

引用次数: 0

Word learning is hands-on: Insights from studying natural behavior. 字词学习要亲身实践：研究自然行为的启示

2区医学

Advances in Child Development and Behavior Pub Date : 2024-01-01 Epub Date: 2024-06-01 DOI: 10.1016/bs.acdb.2024.04.002

Sara E Schroer, Chen Yu

{"title":"Word learning is hands-on: Insights from studying natural behavior.","authors":"Sara E Schroer, Chen Yu","doi":"10.1016/bs.acdb.2024.04.002","DOIUrl":"https://doi.org/10.1016/bs.acdb.2024.04.002","url":null,"abstract":"Infants' interactions with social partners are richly multimodal. Dyads respond to and coordinate their visual attention, gestures, vocalizations, speech, manual actions, and manipulations of objects. Although infants are typically described as active learners, previous experimental research has often focused on how infants learn from stimuli that is well-crafted by researchers. Recent research studying naturalistic, free-flowing interactions has explored the meaningful patterns in dyadic behavior that relate to language learning. Infants' manual engagement and exploration of objects supports their visual attention, creates salient and diverse views of objects, and elicits labeling utterances from parents. In this chapter, we discuss how the cascade of behaviors created by infant multimodal attention plays a fundamental role in shaping their learning environment, supporting real-time word learning and predicting later vocabulary size. We draw from recent at-home and cross-cultural research to test the validity of our mechanistic pathway and discuss why hands matter so much for learning. Our goal is to convey the critical need for developmental scientists to study natural behavior and move beyond our \"tried-and-true\" paradigms, like screen-based tasks. By studying natural behavior, the role of infants' hands in early language learning was revealed-though it was a behavior that was often uncoded, undiscussed, or not even allowed in decades of previous research. When we study infants in their natural environment, they can show us how they learn about and explore their world. Word learning is hands-on.","PeriodicalId":47214,"journal":{"name":"Advances in Child Development and Behavior","volume":"66 ","pages":"55-79"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141793727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Daylong egocentric recordings in small- and large-scale language communities: A practical introduction. 小规模和大规模语言社区的日间自我中心录音：实用介绍。

2区医学

Advances in Child Development and Behavior Pub Date : 2024-01-01 Epub Date: 2024-06-06 DOI: 10.1016/bs.acdb.2024.05.002

Marisa Casillas, Kennedy Casey

引用次数: 0

The dual journey: The development of twins' relationships throughout childhood. 双重旅程：双胞胎在整个童年期的关系发展。

2区医学

Advances in Child Development and Behavior Pub Date : 2024-01-01 Epub Date: 2024-08-05 DOI: 10.1016/bs.acdb.2024.07.006

Hila Segal, Ariel Knafo-Noam

{"title":"The dual journey: The development of twins' relationships throughout childhood.","authors":"Hila Segal, Ariel Knafo-Noam","doi":"10.1016/bs.acdb.2024.07.006","DOIUrl":"10.1016/bs.acdb.2024.07.006","url":null,"abstract":"Twin bonds, likely the most enduring of human relationships, provide both solace and rivalry for twins. Using an evolutionary psychology perspective, this chapter scrutinizes twins' bonds from prenatal stages to childhood to better understand their unique relationships. Twins' interactions, which begin in the womb, establish patterns of cooperation and competition. The initial years pose parenting challenges that shape the twins' experiences of dependency and rivalry. As twins grow, five dimensions-closeness, dependence, conflict, rivalry, and dominance-emerge, evolving distinctly between monozygotic twins (MZ: sharing close to 100% of their genes) and dizygotic twins (DZ: sharing on average 50% of their genetic variance). The chapter notes the closer relationship MZ twins share compared to DZ twins. While the closeness and dependence among DZ twins decline throughout childhood, these elements remain stable in MZ twins. The effect of zygosity on conflict and rivalry is less clear. For both MZ and DZ twins, conflict stays steady, while rivalry intensifies with school entry, probably driven by external comparisons, but lessens as twins develop into late childhood. Unlike singletons, where birth order dictates dominance dynamics, in twins, this dynamic is more variable and becomes more defined by around 6.5 years of age. Several factors are presented as impacting the nature of the twins' relationships: the evolvement of 'twin language', the parenting style and the differential parenting they receive. This exploration into the development of twins' relationships underlines the importance of tailored caregiving and invites further research into the genetic and environmental factors that shape close bonds.","PeriodicalId":47214,"journal":{"name":"Advances in Child Development and Behavior","volume":"67 ","pages":"273-298"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Language development in children's natural environments: People, places, and things. 儿童在自然环境中的语言发展：人、地方和事物。

2区医学

Advances in Child Development and Behavior Pub Date : 2024-01-01 Epub Date: 2024-07-26 DOI: 10.1016/bs.acdb.2024.07.004

Christine E Potter, Casey Lew-Williams

引用次数: 0

Stop trying to carve Nature at its joints! The importance of a process-based developmental science for understanding neurodiversity. 别再试图在大自然的关节处雕刻了！基于过程的发展科学对理解神经多样性的重要性

2区医学

Advances in Child Development and Behavior Pub Date : 2024-01-01 Epub Date: 2024-06-28 DOI: 10.1016/bs.acdb.2024.06.004

Hana D'Souza, Dean D'Souza

{"title":"Stop trying to carve Nature at its joints! The importance of a process-based developmental science for understanding neurodiversity.","authors":"Hana D'Souza, Dean D'Souza","doi":"10.1016/bs.acdb.2024.06.004","DOIUrl":"10.1016/bs.acdb.2024.06.004","url":null,"abstract":"Nature is dynamic and interdependent. Yet we typically study and understand it as a hierarchy of independent static things (objects, factors, capacities, traits, attributes) with well-defined boundaries. Hence, since Plato, the dominant research practice has been to 'carve Nature at its joints' (Phaedrus 265e), rooted in the view that the world comes to us pre-divided - into static forms or essences - and that the goal of science is to simply discover (identify and classify) them. This things-based approach dominates developmental science, and especially the study of neurodevelopmental conditions. The goal of this paper is to amplify the marginalised process-based approach: that Nature has no joints. It is a hierarchy of interacting processes from which emerging functions (with fuzzy boundaries) softly assemble, become actively maintained, and dissipate over various timescales. We further argue (with a specific focus on children with Down syndrome) that the prevailing focus on identifying, isolating, and analysing things rather than understanding dynamic interdependent processes is obstructing progress in developmental science and particularly our understanding of neurodiversity. We explain how re-examining the very foundation of traditional Western thought is necessary to progress our research on neurodiversity, and we provide specific recommendations on how to steer developmental science towards the process-based approach.","PeriodicalId":47214,"journal":{"name":"Advances in Child Development and Behavior","volume":"66 ","pages":"233-268"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141793725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How teachers make connections among ideas in mathematics instruction. 教师如何在数学教学中将各种观点联系起来。

2区医学

Advances in Child Development and Behavior Pub Date : 2024-01-01 Epub Date: 2024-06-25 DOI: 10.1016/bs.acdb.2024.06.003

Martha W Alibali, Rui Meng, Andrea Marquardt Donovan, Meixia Ding, Amelia Yeo

{"title":"How teachers make connections among ideas in mathematics instruction.","authors":"Martha W Alibali, Rui Meng, Andrea Marquardt Donovan, Meixia Ding, Amelia Yeo","doi":"10.1016/bs.acdb.2024.06.003","DOIUrl":"10.1016/bs.acdb.2024.06.003","url":null,"abstract":"Conceptual understanding involves understanding connections among ideas within a domain. In this chapter, we consider how teachers support students in learning about connections among ideas in mathematics. We review research focusing on teachers' connection making in mathematics classrooms, and we consider several dimensions of variability in that connection making. Across three corpora of lessons that varied in students' grade levels (first grade to college), cultural settings (United States and China), and mathematics content, we found that all teachers produced linking episodes, but the frequency with which they did so varied substantially, raising new questions about the sources and consequences of that variability. Teachers of first-grade students in China routinely engaged their students in co-constructing links; teachers of middle schoolers and college students in the United States typically explained links to students. Linking episodes targeted many different types of connections, including connections between representations, connections between principles and exemplars, connections between procedures and concepts, and connections between concepts and real-world instantiations. Across all three corpora, teachers expressed linked ideas multimodally in a majority of linking episodes. Based on the findings, we present several hypotheses about how teacher behaviors may support students' understanding of connections among ideas, and we suggest directions for future work.","PeriodicalId":47214,"journal":{"name":"Advances in Child Development and Behavior","volume":"66 ","pages":"137-167"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141793766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A cultural perspective of action-based learning by infants and young children. 从文化角度看婴幼儿以行动为基础的学习。

2区医学

Advances in Child Development and Behavior Pub Date : 2024-01-01 Epub Date: 2024-08-03 DOI: 10.1016/bs.acdb.2024.07.003

Su-Hua Wang, Samantha Basch

{"title":"A cultural perspective of action-based learning by infants and young children.","authors":"Su-Hua Wang, Samantha Basch","doi":"10.1016/bs.acdb.2024.07.003","DOIUrl":"https://doi.org/10.1016/bs.acdb.2024.07.003","url":null,"abstract":"Decades of research have informed about ways in which infants and young children learn through action in connection with their sensory system. However, this research has not strongly addressed the issues of cultural diversity or taken into account everyday cultural experiences of young learners across different communities. Diversifying the scholarship of early learning calls for paradigm shifts, extending beyond the analysis at the individual level to make close connections with real-world experience while placing culture front and center. On the other hand, cultural research that specifies diversity in caregiver guidance and scaffolding, while providing insights into young learners' cultural experiences, has been conducted separately from the research of action-based cross-modal learning. Taking everyday activities as contexts for learning, in this chapter, we summarize seminal work on cross-modal learning by infants and young children that connects action and perception, review empirical evidence of cultural variations in caregiver guidance for early action-based learning, and make recommendations of research approaches for advancing the scientific understanding about cultural ways of learning across diverse communities.","PeriodicalId":47214,"journal":{"name":"Advances in Child Development and Behavior","volume":"67 ","pages":"164-199"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preface. 序言

2区医学

Advances in Child Development and Behavior Pub Date : 2024-01-01 DOI: 10.1016/S0065-2407(24)00089-2

Jeffrey J Lockman

引用次数: 0