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Observed Emotional Availability (EA) in the Early Months and Adolescence and Self-Reported EA at Any Age: A Narrative Review 早期几个月观察到的情绪可用性（EA）、青春期和任何年龄的自我报告的EA：叙事综述
2区 心理学
Human Development Pub Date : 2023-06-27 DOI: 10.1159/000531632
Z. Biringen, Karen Sandoval, M. Flykt
{"title":"Observed Emotional Availability (EA) in the Early Months and Adolescence and Self-Reported EA at Any Age: A Narrative Review","authors":"Z. Biringen, Karen Sandoval, M. Flykt","doi":"10.1159/000531632","DOIUrl":"https://doi.org/10.1159/000531632","url":null,"abstract":"Emotional availability (EA) is a relational construct that encompasses the ability of a dyad to share an emotionally connected, safe relationship. EA is operationalized by the multidimensional framework, which includes the observational EA Scales, the observational emotional attachment zones (EA-Z), as well as the EA Self-Report (EA-SR). The observational EA Scales measure the mutual interactive influences a child and parent may have on one another through observation of their affect and behavior and consist of 4 adult dimensions (sensitivity, structuring, nonintrusiveness, and nonhostility) and 2 child dimensions (responsiveness and involvement of the adult). The EA-Z refers to “emotional attachment styles” and is based on the summary of the observational EA Scales, assigned separately to adult and child (Emotionally Available, Complicated, Detached, Problematic/Disturbed/Traumatized or Traumatizing), with the potential that the emotional attachment perspective of the adult and child may not be the same. The EA-SR is about parental perceptions rather than observations, which should be taken into account in interpreting its findings. Collectively, these different measurements are referred to as the EA System. In this review, we focus on the EA-SR at any age, as well as EA observations, in the earliest months and adolescence.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43027541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Multisensory Reading in Early Childhood: Systematic Review with Theoretical Guidance for Human Development Studies 儿童早期的多感官阅读：人类发展研究的系统回顾与理论指导
2区 心理学
Human Development Pub Date : 2023-06-23 DOI: 10.1159/000531633
N. Kucirkova, Lucy Rodriguez-Leon
{"title":"Multisensory Reading in Early Childhood: Systematic Review with Theoretical Guidance for Human Development Studies","authors":"N. Kucirkova, Lucy Rodriguez-Leon","doi":"10.1159/000531633","DOIUrl":"https://doi.org/10.1159/000531633","url":null,"abstract":"Our systematic qualitative analysis advances the field of human development with an integrative review of sensory research in children’s reading of books and e-books. Based on a systematic literature review of 35 papers, we qualitatively synthesise multi-disciplinary literature concerned with children’s sensory development and the activity of reading. We map the studies’ characteristics, including their methodological designs and primary theoretical concepts (embodiment and materiality). We highlight empirical research gaps and lack of literature attention particularly for critical engagement with sensorial research. We find notable terminological discrepancies across qualitative and quantitative studies and lack of attention to the developmental aspects of children’s sensory reading and its dynamic interaction with books’ affordances. Our theoretical contribution lies in identifying the emerging area of multisensory m(ai)cro research as a future agenda for studies of children’s reading, which we support with a terminological guide and a conceptual framework.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42904066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
There Goes My Hero: The Role of Exemplars in Identity Formation 我的英雄走了:模范在身份形成中的作用
2区 心理学
Human Development Pub Date : 2023-06-09 DOI: 10.1159/000531435
T. Klimstra, Alfred Archer, Anne K. Reitz, J. Chung, Bart Engelen
{"title":"There Goes My Hero: The Role of Exemplars in Identity Formation","authors":"T. Klimstra, Alfred Archer, Anne K. Reitz, J. Chung, Bart Engelen","doi":"10.1159/000531435","DOIUrl":"https://doi.org/10.1159/000531435","url":null,"abstract":"In this paper, we argue that who one is and wants to become is closely related to whom one admires. Although the links between identity formation and exemplars have been largely neglected, we claim that integrating both literature studies provides interesting new insights. First, exemplars can play an important role in and constitute a powerful tool for people’s identity construction. Second, insights into identity formation processes can help better understand how people select, evaluate, and replace their exemplars. Third, we explore the ways in which external factors such as possible selves, social relationships, and emotions affect both exemplars and identity formation. Finally, we discuss how stigma, marginalization, and do-gooder derogation can prevent exemplars from playing a positive role in identity formation. By integrating existing perspectives on identity formation and exemplars, we explain how people obtain their personal commitments and what exactly can inspire their attempts to change or maintain their identity.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"67 1","pages":"154 - 169"},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43516776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Front & Back Matter 正面和背面事项
2区 心理学
Human Development Pub Date : 2023-06-01 DOI: 10.1159/000531717
Werner Strik Bern
{"title":"Front & Back Matter","authors":"Werner Strik Bern","doi":"10.1159/000531717","DOIUrl":"https://doi.org/10.1159/000531717","url":null,"abstract":"","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42097553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Conceptual Change and Developmental Teaching: Comment on Gennen 观念变迁与发展性教学:评根嫩
2区 心理学
Human Development Pub Date : 2023-04-05 DOI: 10.1159/000530505
A. diSessa
{"title":"Conceptual Change and Developmental Teaching: Comment on Gennen","authors":"A. diSessa","doi":"10.1159/000530505","DOIUrl":"https://doi.org/10.1159/000530505","url":null,"abstract":"<none>","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"67 1","pages":"108 - 113"},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47826519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Intrusiveness and Emotional Manipulation as Facets of Parental Psychological Control: A Culturally and Developmentally Sensitive Reconceptualization 作为父母心理控制方面的侵入性和情绪操纵:文化和发展敏感的再概念化
2区 心理学
Human Development Pub Date : 2023-04-04 DOI: 10.1159/000530493
S. Choe, B. Laursen, Charissa S. L. Cheah, L. Lengua, S. Schoppe-Sullivan, D. Bagner
{"title":"Intrusiveness and Emotional Manipulation as Facets of Parental Psychological Control: A Culturally and Developmentally Sensitive Reconceptualization","authors":"S. Choe, B. Laursen, Charissa S. L. Cheah, L. Lengua, S. Schoppe-Sullivan, D. Bagner","doi":"10.1159/000530493","DOIUrl":"https://doi.org/10.1159/000530493","url":null,"abstract":"Over 750 studies have examined parental psychological control (PPC) in different cultures. However, the conceptualization of PPC remains unclear, and operationalizations of PPC have been inconsistent. Herein we review and refine conceptual models of PPC, focusing on intrusiveness and emotional manipulation as two core facets of PPC. Guided by the Social Domain Theory, we relate intrusiveness to the boundaries of the child’s personal domain, which can vary by culture and age group. We describe how our conceptual model of PPC can clarify the disagreement in the literature about whether PPC may be arguably less damaging in interdependent cultures than it is in independent cultures or not; operationalizing PPC as mainly emotional manipulation – inducing guilt – might have contributed to this argument, and testing PPC with both intrusiveness and emotional manipulation can show both universal and culture-specific consequences of PPC. We conclude with recommendations for applying our conceptual model in future studies.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"67 1","pages":"69 - 87"},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41636214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 2
How Can I Trust You? The Role of Facial Trustworthiness in the Development of Epistemic and Interpersonal Trust 我怎么能相信你？面部诚信在认知和人际信任发展中的作用
2区 心理学
Human Development Pub Date : 2023-04-03 DOI: 10.1159/000530248
A. Milesi, P. De Carli, F. Locati, I. Benzi, C. Campbell, P. Fonagy, L. Parolin
{"title":"How Can I Trust You? The Role of Facial Trustworthiness in the Development of Epistemic and Interpersonal Trust","authors":"A. Milesi, P. De Carli, F. Locati, I. Benzi, C. Campbell, P. Fonagy, L. Parolin","doi":"10.1159/000530248","DOIUrl":"https://doi.org/10.1159/000530248","url":null,"abstract":"Recently, researchers from developmental and clinical psychology highlighted epistemic trust (ET) as a key factor for personality disorders. ET is intended as the mental openness to information coming from others during social exchanges. ET develops from signals called ostensive cues, delivered through facial expressions during interactions in a secure attachment context. Similarly, interpersonal trust (IT) refers to the perception of others as not harmful, which is also developed through secure attachment relationships. Our purpose was to suggest a conceptualization of ET as a specific facet of IT. We hypothesize that positive experiences of caregiving promote IT development that includes a specific sense of trust toward others’ knowledge. Moreover, we suggest that the early ability to infer a judgment of trustworthiness from facial cues is the starting point for developing both IT and ET. This conceptualization supports the role of considering both IT and ET in the development of borderline pathology.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"67 1","pages":"57 - 68"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45626698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 1
Conceptual Change and Education: The Neglected Potential of Developmental Teaching Approaches 观念转变与教育：发展性教学方法被忽视的潜力
2区 心理学
Human Development Pub Date : 2023-03-28 DOI: 10.1159/000530247
Thomas Gennen
{"title":"Conceptual Change and Education: The Neglected Potential of Developmental Teaching Approaches","authors":"Thomas Gennen","doi":"10.1159/000530247","DOIUrl":"https://doi.org/10.1159/000530247","url":null,"abstract":"Research on conceptual change (CC) has revealed that students face difficulties when learning that requires significant changes to their prior knowledge. Researchers have documented the challenges in education to promote CCs and concluded that conventional teaching does not facilitate these changes. However, while designing educational methods to address CC challenges is a central aim of CC research, it is an area of research that still requires refinement. I show that developmental teaching (DT) approaches, including El’konin-Davydov’s developmental education and Gal’perin’s method of stage-by-stage formation of mental actions and concepts, are promising for addressing CC challenges but are absent from CC research literature. I first review the CC challenges revealed in CC research, the way in which three CC research trends – framework theory, ontological theory, and knowledge-in-pieces theory – interpret them, and their educational recommendations to foster CC. Next, I present CC challenges and educational recommendations to foster CC from a DT perspective. I delineate convergences and divergences between the three CC research trends and DT research concerning both educational design and theories of CC. I conclude by suggesting articulations between DT research and CC research in general and the three CC research trends in particular.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"67 1","pages":"88 - 107"},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46894071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Society News 社会新闻
2区 心理学
Human Development Pub Date : 2023-03-02 DOI: 10.1159/000529864
{"title":"Society News","authors":"","doi":"10.1159/000529864","DOIUrl":"https://doi.org/10.1159/000529864","url":null,"abstract":"<br />Human Development 2023;67:55–56","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"90 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Basic Need Satisfaction through Social Media Engagement: A Developmental Framework for Understanding Adolescent Social Media Use 通过社交媒体参与满足基本需求：理解青少年社交媒体使用的发展框架
2区 心理学
Human Development Pub Date : 2023-02-03 DOI: 10.1159/000529449
Natasha Parent
{"title":"Basic Need Satisfaction through Social Media Engagement: A Developmental Framework for Understanding Adolescent Social Media Use","authors":"Natasha Parent","doi":"10.1159/000529449","DOIUrl":"https://doi.org/10.1159/000529449","url":null,"abstract":"This article provides a theoretical review of how within notions of self-determination theory adolescents’ use of social media can contribute to both the satisfaction and/or frustration of their basic psychological needs and thus contribute to (or impede) their attainment of key developmental goals in adolescence, such as identity formation and peer affiliation, and how these may impact their overall well-being. In this way, this work provides important insights into the motivational (i.e., basic psychological need satisfaction) and developmental (i.e., identity formation and peer affiliation) processes underlying youths’ social media engagement and has important implications for future research, as well as the development of intervention and prevention efforts targeting youth experiencing negative outcomes related to their social media engagement.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"67 1","pages":"1 - 17"},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42071939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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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