Human Development最新文献

{"title":"Mother-Infant Interaction Unfolds Using Mixed Methods: An Examination of Two Cultural Sites","authors":"Eva Chian‐Hui Chen","doi":"10.1159/000516840","DOIUrl":"https://doi.org/10.1159/000516840","url":null,"abstract":"The article by Zhang, Wang, and Duh (2021, this issue, DOI: 10.1159/000517081) provides a comprehensive review of the existing research concerning cultural ways of learning focusing on Chinese and Taiwanese cultures (e.g., Li, 2012), verbal and nonverbal aspects of socialization (e.g., Goldin-Meadow & Saltzman, 2000; Miller et al., 2012), learning through observation (e.g., Gaskins & Paradise, 2010), and multifaceted frameworks of learning (e.g., Rogoff, 2014). Zhang et al. (2021, this issue) propose a framework of analysis for examining how 9-month-old infants’ experiences with learning are shaped by co-creating “directive guidance” – a practice derived from Chinese cultural ideologies – with their mothers in Taipei, Taiwan. This practice is less frequently observed among their European-American counterparts in Santa Cruz in the USA. The authors propose an assets-based approach in creating a smooth transition from preschool to formal education as well as enhancing diversity in the classroom. This article makes 3 significant contributions. First, the authors exemplify the strengths of adopting mixed methods in examining mother-child interactions across cultures. By so doing, the authors extend our understanding of infant development from an individual level to interpersonal and sociocultural levels. Second, this study demonstrates and expands culture-specific socialization practices in Chinese-heritage communities from 2 years old to as early as 9 months old. Lastly, the authors approach child development from a cultural assets perspective (rather than a deficit model) that opens doors for future research. Below I first stress each of the 3 contributions by providing more contexts in understanding early childhood socialization. I then discuss future directions that each of the contributions can lead us to in furthering our knowledge of early human development.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"139 - 143"},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1159/000516840","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42450843","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}

{"title":"The Development of Giving in Forms of Object Exchange: Exploring the Roots of Communication and Morality in Early Interaction around Objects","authors":"J. Carpendale, Ulrich Müller,, B. Wallbridge, Tanya Broesch, T. Cameron-Faulkner, Kayla D. Ten Eycke","doi":"10.1159/000517221","DOIUrl":"https://doi.org/10.1159/000517221","url":null,"abstract":"Giving is an act of great social importance across cultures, with communicative as well as moral dimensions because it is linked to sharing and fairness. We critically evaluate various explanations for how this social process develops in infancy and take a process-relational approach, using naturalistic observations to illustrate forms of interaction involving the exchange of objects and possible developmental trajectories for the emergence of different forms of giving. Based on our data, we propose that the object becomes a pivot point for interaction, and through the process of such interaction the social actions of showing and giving emerge and take on diverse social meanings within the relations between infants and caregivers.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"166 - 179"},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1159/000517221","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47530731","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}

{"title":"Bullying Conceptualization in Context: Research and Practical Implications","authors":"K. Mehari, Jennifer L. Doty","doi":"10.1159/000516839","DOIUrl":"https://doi.org/10.1159/000516839","url":null,"abstract":"In the bullying literature, there often appears to be a tension between the theoretical conceptualization of bullying by researchers and the practical limitations around measuring bullying among youths in survey research. In contrast to Chang (this issue, DOI 10.1159/000516838), we believe that there is a strong agreement among researchers about how to conceptualize bullying. Researchers almost universally conceptualize bullying as a subset of peer-targeted aggression (behavior intended to cause harm) characterized by repetition or chronicity and a power imbalance between the perpetrating youth and the victimized youth (e.g., Farrington, 1993; Felix et al., 2011; Gladden et al., 2014; Leff & Waasdorp, 2013; Solberg & Olweus, 2003; Vivolo-Kantor et al., 2014). Rather, the inconsistency is around how to measure bullying among youths. The question, then, is around construct validity – the extent to which our measures of bullying are actually measuring bullying, and not more general aggression or victimization, or something else entirely. In this review, we discuss possible causes of variations in prevalence rates besides differences in bullying measurement as well as problems with using the word “bullying” and defining bullying in survey research. We also discuss the added empirical value in the ability to assess bullying separately from more general aggression and practical reasons that some researchers use simplified measurement. We close with a caution against so narrowly defining constructs that it limits researchers’ abilities to understand and promote the safety and well-being of youths.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"160 - 165"},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1159/000516839","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43885256","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}

{"title":"Front & Back Matter","authors":"","doi":"10.1159/000517985","DOIUrl":"https://doi.org/10.1159/000517985","url":null,"abstract":"","PeriodicalId":47837,"journal":{"name":"Human Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48743433","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}

{"title":"Grasp Actually: An Evolutionist Argument for Enactivist Mathematics Education","authors":"Dor Abrahamson","doi":"10.1159/000515680","DOIUrl":"https://doi.org/10.1159/000515680","url":null,"abstract":"What evolutionary account explains our capacity to reason mathematically? Identifying the biological provenance of mathematical thinking would bear on education, because we could then design learning environments that simulate ecologically authentic conditions for leveraging this universal phylogenetic inclination. The ancient mechanism coopted for mathematical activity, I propose, is our fundamental organismic capacity to improve our sensorimotor engagement with the environment by detecting, generating, and maintaining goal-oriented perceptual structures regulating action, whether actual or imaginary. As such, the phenomenology of grasping a mathematical notion is literally that – gripping the environment in a new way that promotes interaction. To argue for the plausibility of my thesis, I first survey embodiment literature to implicate cognition as constituted in perceptuomotor engagement. Then, I summarize findings from a design-based research project investigating relations between learning to move in new ways and learning to reason mathematically about these conceptual choreographies. As such, the project proposes educational implications of enactivist evolutionary biology.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"77 - 93"},"PeriodicalIF":0.0,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1159/000515680","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42112711","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}

{"title":"Sustained Attention: Alternative to Joint Attention or Ambiguous Concept?","authors":"Kimberley M. Hudspeth, C. Lewis","doi":"10.1159/000515681","DOIUrl":"https://doi.org/10.1159/000515681","url":null,"abstract":"For forty years it has been assumed that joint attention is a driving force in the development of early communication (Bates, 1979), and much evidence has been provided to support this idea. Shared attention at the end of the infant’s first year has been found to relate to the infant’s first words (Baldwin, 1995; Bates, 1979; Bruner, 1974; Markus et al., 2000; Tomasello, 1988, 1995; Tomasello & Todd, 1983), early learning (Striano et al., 2006), emotion regulation (Morales et al., 2005), social development (Mundy & Sigman, 2006; Vaughan Van Hecke et al., 2007) and early symbolic thinking (Mundy & Jarrold, 2010). A few recent investigations have suggested an alternative position, that it is infants’ abilities to sustain attention rather than share a focus with their caregiver, that may reveal the underlying mechanism for these achievements, particularly their early vocabulary growth (Yu et al., 2019). Although this literature is far smaller, it has received a lot of interest. Not only has it been used to explain individual differences in vocabulary acquisition (Brooks et al., 2018), it has also been shown to relate to cognitive performance, notably problem solving in the later toddler period (Choudhury & Gorman, 2000). This recent research posits a challenge to traditional theories, suggesting that joint attention may merely be a proxy for the ability to sustain a focus on objects (toys and people), as the true driving force behind later developmental abilities. Given the centrality of joint attention as a construct (Carpenter et al., 1998), the theoretical implications could be major. Sustained attention is characterised by a focus or fixation on a particular stimulus. The recent literature is not wholly clear about what this reveals, but it is implied that attention is a demonstration of the ability to be more connected to objects and, therefore, an ability to use this information to develop more complex associations – what Richards and Casey (1992) term “information processing.” Yet to have to compete with, or replace, joint attention, the construct of sustained attention needs much more critical analysis. The issues with this concept can be divided into 2 main areas, measurement and definitional problems, which we explore in turn before exploring some deeper theoretical concerns.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"67 - 71"},"PeriodicalIF":0.0,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1159/000515681","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41535800","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}

{"title":"Grasping What? Ecological Anchors for Abstract Thought","authors":"Harry Heft","doi":"10.1159/000515868","DOIUrl":"https://doi.org/10.1159/000515868","url":null,"abstract":"Thought Commentary on Abrahamson","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"94 - 99"},"PeriodicalIF":0.0,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1159/000515868","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44822293","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}

{"title":"Society News","authors":"","doi":"10.1093/neuonc/now115","DOIUrl":"https://doi.org/10.1093/neuonc/now115","url":null,"abstract":"","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"65 - 66"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/neuonc/now115","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41787428","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}

{"title":"Front & Back Matter","authors":"","doi":"10.1159/000516583","DOIUrl":"https://doi.org/10.1159/000516583","url":null,"abstract":"","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44599843","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}

{"title":"Revisiting Redemption: A Life Span Developmental Account of the Functions of Narrative Redemption","authors":"Joshua D. Perlin, R. Fivush","doi":"10.1159/000514357","DOIUrl":"https://doi.org/10.1159/000514357","url":null,"abstract":"We propose an interdisciplinary developmental model of narrative redemption. Although redemption is one of the most thoroughly studied constructs in the narrative identity literature, research to date has not sufficiently addressed the qualitative structures of redemption, which in turn has led to a lack of attention to the developmental functions that redemption serves in different periods of the life span. Based on a review of existing perspectives on redemption across a variety of disciplines, we propose 2 forms of redemption – return and emergent – that correspond to the dual functions of the life story – stability and change. These forms of redemption also interact with the thematic focus of the narrative, which constitutes the second component of our model. Namely, narratives may emphasize either situation themes or identity themes. We use this revised conceptualization of the structures of redemption to explore the developmental functions of redemption, both theoretically and through narrative examples. We conclude that redemption is an autobiographical tool that can be adapted for different psychosocial functions across the life span.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"23 - 42"},"PeriodicalIF":0.0,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1159/000514357","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43453275","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}