Developmental Review最新文献

Rethinking adversity and psychopathology as multidimensional constructs: identifying shared patterns of brain dysconnectivity 重新思考逆境和精神病理学作为多维结构：识别大脑连接障碍的共同模式

IF 5.6 1区心理学

Developmental Review Pub Date : 2025-09-27 DOI: 10.1016/j.dr.2025.101227

Viviane Valdes

{"title":"Rethinking adversity and psychopathology as multidimensional constructs: identifying shared patterns of brain dysconnectivity","authors":"Viviane Valdes","doi":"10.1016/j.dr.2025.101227","DOIUrl":"10.1016/j.dr.2025.101227","url":null,"abstract":"<div><div>Accumulating evidence suggests that experiences of adversity interact with genetic vulnerability to shape brain development in ways that increase risk for psychopathology. However, the complexity of these interactions—and the multidimensional nature of both adversity and psychopathology symptom presentations—has made it challenging to identify consistent mechanistic pathways or patterns. This review uses conceptual framework that integrates pleiotropic genetic risk, epigenetic modifications, and neurobiological signaling pathways to provide an overview for how adversity may shape neurodevelopmental processes and alter large-scale brain network connectivity. Drawing on the triple network model and existing empirical work, the review synthesizes how specific features of adversity may map onto patterns of dysconnectivity in the salience network (SN), default mode network (DMN), and frontoparietal network (FPN). These network-level changes appear to align with transdiagnostic symptom dimensions: for instance, hypoconnectivity patterns are more commonly associated with neglect dimensions and “negative” symptoms (e.g., anhedonia, cognitive impairments), while hyperconnectivity patterns are linked to trauma dimensions and “positive” symptoms (e.g., hypervigilance, intrusive thoughts). The review concludes by highlighting the value of a multidimensional frameworks of both adversity and psychopathology to guide future research on mechanistic and transdiagnostic pathways from adversity to psychopathology, particularly work on neural networks.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"78 ","pages":"Article 101227"},"PeriodicalIF":5.6,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159639","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

The role of family ethnic-racial socialization in early childhood among minoritized populations: An integrative review 家庭族群-种族社会化在少数族群幼儿期的作用：一项综合回顾

IF 5.6 1区心理学

Developmental Review Pub Date : 2025-09-13 DOI: 10.1016/j.dr.2025.101226

Melissa Hall, Kathleen N. Bergman, E. Mark Cummings

{"title":"The role of family ethnic-racial socialization in early childhood among minoritized populations: An integrative review","authors":"Melissa Hall, Kathleen N. Bergman, E. Mark Cummings","doi":"10.1016/j.dr.2025.101226","DOIUrl":"10.1016/j.dr.2025.101226","url":null,"abstract":"<div><div>Ethnic-racial socialization (ERS), the process through which children learn about race and ethnicity, is often influenced by family. While ERS plays a role in adolescent ethnic/racial identity development, little is known about its impact during early childhood. An integrative review of the literature was conducted to understand the role ERS has in children’s early years, specifically in regards to 1) the extent and strategies used, 2) family demographic and socio-environmental correlates of engaging in ERS, and 3) the positive and negative psychosocial child outcomes of engagement in these practices. PsycINFO, PubMed, and Web of Science were used to conduct the search with terms related to ERS and early childhood. Articles were included in the review if they were published in peer-reviewed journals; were original, empirical quantitative research; participants were minoritized children and/or their parent(s) or adult caregiver(s), identified as any race/ethnicity besides White, Non-Hispanic; and minoritized children were within the early childhood age range (i.e., 0–5) at the baseline visit. Data were extracted and synthesized from 21 articles. Study characteristics revealed that ERS processes in minoritized families, most commonly cultural socialization, begin as early as 2.5 years old. Correlates of this process and child outcomes are summarized. Additionally, overlaps and differences between studies are highlighted. Findings demonstrate the importance of family ERS in early childhood and contribute to the literature by addressing the longstanding exclusion of racially and ethnically minoritized families from research, underscoring their inclusion as essential to better understanding the impact of ERS in diverse family contexts.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"78 ","pages":"Article 101226"},"PeriodicalIF":5.6,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049861","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

Evaluating parent-mediated interventions to support child emotion regulation: a review of preventative approaches across childhood 评估父母介导的干预以支持儿童情绪调节：童年时期预防方法的回顾

IF 5.7 1区心理学

Developmental Review Pub Date : 2025-07-26 DOI: 10.1016/j.dr.2025.101218

Katrina R. Abela , Randi E. McCabe , Teresa Bennett , Nicholas Bock , Andrea Gonzalez

{"title":"Evaluating parent-mediated interventions to support child emotion regulation: a review of preventative approaches across childhood","authors":"Katrina R. Abela , Randi E. McCabe , Teresa Bennett , Nicholas Bock , Andrea Gonzalez","doi":"10.1016/j.dr.2025.101218","DOIUrl":"10.1016/j.dr.2025.101218","url":null,"abstract":"<div><div>Parenting plays an important role in children’s emotion regulation (ER) development. Parent-mediated interventions, preventative approaches that equip caregivers with skills to enhance their children’s emotional, behavioural, or developmental outcomes, have emerged as a promising strategy to address difficulties in child ER, particularly during the early to middle childhood years (<span><span>Morawska et al., 2019</span></span>). This narrative review synthesized studies evaluating the effectiveness of parent-mediated preventative interventions aimed at enhancing ER in children aged 0–12 years. A search across three databases yielded 3189 articles, with 24 studies retained after applying inclusion criteria. Key interventions included Tuning in to Kids, Incredible Years, Parent-Child Interaction Therapy, Family Check-Up, and Triple P – Positive Parenting Program. While the interventions varied in design, all included a parental and child ER element (albeit using varied terminology to describe it), providing caregivers with skills to regulate their emotions, engage in effective parenting practices, and model healthy ER behaviours. Despite these promising outcomes, significant methodological limitations, such as inconsistent and imprecise measurement of ER and limited research on middle childhood, restricted a comprehensive understanding of the impact of these interventions. Future research should incorporate rigorous and comprehensive ER assessments and expand the focus of inquiry to include children in middle childhood to addressing the identified gaps in current literature and further promote adaptive ER development in children.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"77 ","pages":"Article 101218"},"PeriodicalIF":5.7,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144711731","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

From the “Here and Now” to the “There and Then”: How parent–child decontextualized conversations support early development 从“此时此地”到“彼处彼时”：亲子非语境化对话如何支持早期发展

IF 5.7 1区心理学

Developmental Review Pub Date : 2025-07-22 DOI: 10.1016/j.dr.2025.101217

Ran Wei , Paul L. Harris , Catherine E. Snow , Meredith L. Rowe

{"title":"From the “Here and Now” to the “There and Then”: How parent–child decontextualized conversations support early development","authors":"Ran Wei , Paul L. Harris , Catherine E. Snow , Meredith L. Rowe","doi":"10.1016/j.dr.2025.101217","DOIUrl":"10.1016/j.dr.2025.101217","url":null,"abstract":"<div><div>Decontextualized language (DL), language referring to concepts and events that are abstract or spatially, temporally, or personally displaced from the immediate context, has been shown to bolster children’s language, cognitive, and socioemotional development. Because research on parent–child DL spans multiple disciplinary, theoretical, and methodological traditions, a comprehensive framework defining DL and examining the mechanistic pathways linking DL’s unique attributes to early development remains absent. This review proposes a framework that delineates DL along three interrelated yet distinct dimensions: its function, relation to the perceptual context, and linguistic form. It also analyzes how cultural, social, personal, and contextual factors contribute to individual differences in parents’ DL input, emphasizing social and cultural factors. Additionally, this review elucidates the demonstrated links between parent–child decontextualized conversation and children’s language, cognitive, and socioemotional skills, along with the underlying mechanisms. We argue that a three-dimensional, gradient-based view of DL can enable a more refined and systematic exploration of developmental shifts and individual variation in DL. This approach also promises to enhance our understanding of its developmental implications and underlying mechanisms. In the concluding remarks, we provide practical recommendations on using this framework to inform coding and analytical choices and discuss areas we deem as priorities in DL research.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"77 ","pages":"Article 101217"},"PeriodicalIF":5.7,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144687150","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

The role of patterning skill in cognitive development and learning: A critical review 模式技能在认知发展和学习中的作用：综述

IF 5.7 1区心理学

Developmental Review Pub Date : 2025-05-22 DOI: 10.1016/j.dr.2025.101202

Tongyao Zhang , Giulia A. Borriello , Karin H. James , Emily R. Fyfe

{"title":"The role of patterning skill in cognitive development and learning: A critical review","authors":"Tongyao Zhang , Giulia A. Borriello , Karin H. James , Emily R. Fyfe","doi":"10.1016/j.dr.2025.101202","DOIUrl":"10.1016/j.dr.2025.101202","url":null,"abstract":"<div><div>Patterning is a skill that involves understanding, identifying, and applying systematic rules within predictable sequences, and a recent surge in the literature has focused on this skill as a crucial part of cognitive development. The goal of this paper is to critically evaluate this growing literature to highlight what we know about patterning and what major gaps remain, and then to offer several recommendations for advancing patterning research. In particular, we believe the field has made extensive advances in understanding the assessment, developmental trajectories, and correlates of patterning skills. Yet, there are open questions about whether patterning is a proxy for other cognitive abilities, whether it is domain-specific or domain-general, and whether it causally impacts learning. We provide recommendations for future work to (1) acknowledge connections with adjacent cognitive abilities, (2) break down patterning activities into cognitive processes, (3) take a developmental perspective to observe patterning skill formation, (4) target both local and central mechanisms that support patterning, and (5) continue to explore patterning’s role in educational practices. By probing deeper into the nature of patterning, researchers can advance knowledge of both patterning and other cognitive skills that are critical to human development.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"76 ","pages":"Article 101202"},"PeriodicalIF":5.7,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144106896","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

Dopamine genetic composite score × environment interactions on executive function in children and adolescents: A systematic review 多巴胺遗传复合评分与环境相互作用对儿童和青少年执行功能的影响：一项系统综述

IF 5.7 1区心理学

Developmental Review Pub Date : 2025-05-07 DOI: 10.1016/j.dr.2025.101201

Daphne M. Vrantsidis , Viktoria Wuest , Sandra A. Wiebe

{"title":"Dopamine genetic composite score × environment interactions on executive function in children and adolescents: A systematic review","authors":"Daphne M. Vrantsidis , Viktoria Wuest , Sandra A. Wiebe","doi":"10.1016/j.dr.2025.101201","DOIUrl":"10.1016/j.dr.2025.101201","url":null,"abstract":"<div><div>Individual differences in dopamine genotype are theorized to increase children and adolescent’s sensitivity to the effects of environmental factors on executive function. This review synthesized and evaluated the evidence for dopamine gene × environment interactions on children and adolescents’ (ages 2 –19 years) executive function in studies that used a multilocus or polygenic measure of dopamine genotype. Ten peer-reviewed published studies were identified and included in the review. Sixteen of 29 (55 %; N = 4697) interactions were significant, with associations between environmental factors and executive function generally stronger in individuals with genotypes related to reduced dopamine availability. A p-curve analysis found the significant interactions to be of evidential value and p-hacking to be unlikely. Results suggest that multilocus and polygenic measures hold promise for examining dopamine gene × environment interactions on executive function and that individual differences in dopamine genotype alter sensitivity to environmental effects on children and adolescent’s executive function. This finding has potential implications for understanding pathways to the development of mental and physical health problems. It also raises important theoretical questions about dopamine gene × environment interactions and the biopsychosocial mechanisms involved in executive function development to be addressed in future research.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"76 ","pages":"Article 101201"},"PeriodicalIF":5.7,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143916380","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

Advancing a transnational ecological systems framework for research on exposure to violence 推进暴力暴露研究的跨国生态系统框架

IF 5.7 1区心理学

Developmental Review Pub Date : 2025-04-06 DOI: 10.1016/j.dr.2025.101200

Franklin Moreno , Paul Boxer

{"title":"Advancing a transnational ecological systems framework for research on exposure to violence","authors":"Franklin Moreno , Paul Boxer","doi":"10.1016/j.dr.2025.101200","DOIUrl":"10.1016/j.dr.2025.101200","url":null,"abstract":"<div><div>Scholars have underscored the need to integrate research from more diverse contexts and local realities across national borders to inform global perspectives on developmental science. As multination developmental studies have increased, one area requiring further attention is the ways in which countries that wield greater power influence the local realities of youth in other countries. The domain of public safety, insecurity, and violence for youth evinces important issues related to local conditions shaped by foreign government policy interventions. In this paper we draw from multinational studies, research on exposure to community violence, Bronfenbrenner’s ecological model of human development, and policy between the United States and Central America. Utilizing Central America as a case study, our analysis examines how transnational governmental policies of the US are distal processes that have real-life impacts on youth’s proximal experiences with violence and safety in Honduras. We propose a <em>transnational ecological systems framework</em> for advancing developmental theory and research on violence to expand from a <em>within</em> country application of ecological systems to a <em>between</em> country model to account for these transnational, distal processes. We conclude with theoretical and research implications and applications with the aim of advancing a more comprehensive and accurate understanding of context-specific and general developmental processes and outcomes.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"76 ","pages":"Article 101200"},"PeriodicalIF":5.7,"publicationDate":"2025-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785966","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

Improving executive function during toddlerhood: A systematic review and meta-analysis of parent-led interventions 改善幼儿期执行功能：父母主导干预的系统回顾和荟萃分析

IF 5.7 1区心理学

Developmental Review Pub Date : 2025-04-01 DOI: 10.1016/j.dr.2025.101198

Fionnuala O’Reilly, Sylvia U. Gattas, Gaia Scerif

{"title":"Improving executive function during toddlerhood: A systematic review and meta-analysis of parent-led interventions","authors":"Fionnuala O’Reilly, Sylvia U. Gattas, Gaia Scerif","doi":"10.1016/j.dr.2025.101198","DOIUrl":"10.1016/j.dr.2025.101198","url":null,"abstract":"<div><div>Individual differences in executive functions are detectable in the first year of life and continue to develop throughout the preschool years. Psychological science suggests that executive function is malleable, with parents playing a crucial role as potential agents of change. However, the effectiveness of interventions aimed at teaching parents how to enhance their children’s executive function during the preschool years remains unclear. To address this gap, we pre-registered a systematic review and <em>meta</em>-analysis of the literature on parent/caregiver-led interventions designed to foster children’s executive function from ages 2 to 5 years. We conducted an extensive search across 12 databases spanning disciplines such as developmental psychology, education, and policy. After screening over 11,000 papers, 12 studies met our inclusion criteria. These interventions included home visits, in-person group sessions for parents/caregivers, or a combination of both. Our <em>meta</em>-analysis, which included 8 studies with a total of 1,815 participants − 946 in the treatment group and 869 in the control group − revealed no statistically significant difference between the treatment and control groups overall. A follow-up analysis of two studies using the same outcome measure for Effortful Control showed a small to moderate positive effect that was statistically significant [SMD = 0.28, 95 % CI (0.08, 0.47)]. We provide recommendations for improving the evidence base in this area, emphasising the need for more rigorous and standardised methodologies in future research. This review underscores the potential of parents as key facilitators in the development of their children’s executive functions and highlights promising directions for future interventions.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"76 ","pages":"Article 101198"},"PeriodicalIF":5.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143737881","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

A systematic review of modern measures for capturing children’s ethnic and racial attitudes, stereotypes, and discrimination 对捕捉儿童的民族和种族态度、陈规定型观念和歧视的现代措施进行系统审查

IF 5.7 1区心理学

Developmental Review Pub Date : 2025-03-30 DOI: 10.1016/j.dr.2025.101189

Eren Fukuda , Katharine E. Scott , Katherine L. Swerbenski , Nicole Huth , Kierin C. Barnett , Natalie Sarmiento , Madeline A. Henkel , Kristin Shutts

{"title":"A systematic review of modern measures for capturing children’s ethnic and racial attitudes, stereotypes, and discrimination","authors":"Eren Fukuda , Katharine E. Scott , Katherine L. Swerbenski , Nicole Huth , Kierin C. Barnett , Natalie Sarmiento , Madeline A. Henkel , Kristin Shutts","doi":"10.1016/j.dr.2025.101189","DOIUrl":"10.1016/j.dr.2025.101189","url":null,"abstract":"<div><div>In recent years, there have been accelerated efforts among developmental scientists to understand and address children’s ethnic and racial attitudes, stereotypes, and discrimination. For such efforts, using high-quality and context-appropriate measures is critical. However, focused discussions and investigations of measures for capturing children’s ethnic and racial attitudes, stereotypes, and discrimination are scant. Accordingly, we conducted a systematic review of 1,001 measures that were used in 403 journal articles published between 2010 and 2022. Our review was guided by four questions: (1) What types of measures of children’s ethnic and racial attitudes, stereotypes, and discrimination are being used by researchers?; (2) How do measures represent target groups?; (3) In which geographic and demographic contexts are measures being used?; and (4) What evidence do we have about some of the psychometric properties of commonly used scales/tasks? In seeking answers to these questions, we found both strengths and problems with our field’s toolkit of measures. Taken together, our review provides an overview of modern measures for capturing children’s ethnic and racial attitudes, stereotypes, and discrimination; offers initial insights about the characteristics and psychometric properties of those measures; and makes recommendations for future efforts in the field. We argue that measurement evaluation is a fertile avenue for future work in our field and that widespread discussions about measurement are necessary to advance the science of how children feel, think about, and behave toward members of different social groups.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"76 ","pages":"Article 101189"},"PeriodicalIF":5.7,"publicationDate":"2025-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143735171","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

Decoding the intent-to-outcome developmental shift in moral judgment, from infancy to preschool age: A critical review and a novel proposition 解读从婴儿期到学龄前道德判断的意图到结果的发展转变：一个批判性的回顾和一个新颖的命题

IF 5.7 1区心理学

Developmental Review Pub Date : 2025-03-29 DOI: 10.1016/j.dr.2025.101197

Marine Buon , Francesco Margoni

{"title":"Decoding the intent-to-outcome developmental shift in moral judgment, from infancy to preschool age: A critical review and a novel proposition","authors":"Marine Buon , Francesco Margoni","doi":"10.1016/j.dr.2025.101197","DOIUrl":"10.1016/j.dr.2025.101197","url":null,"abstract":"<div><div>For decades, researchers in moral judgment development have described and tried to explain the so-called ‘outcome-to-intent shift’ that occurs by late preschool age: preschoolers predominantly base their moral judgments on the actions’ outcomes and it is only at the age of 5 or later that most children start to generate intent-based judgments. However, recent research in the domain of early moral development has reported intriguing findings: in their socio-moral evaluations, infants are sensitive to agents’ intentions and disregard information about the consequences of agents’ actions. What are the processes underlying this surprising developmental pattern? We first aim to critically review recent attempts to explain it which focus on the factors that impact infants’ and children’s sensitivity to information about <em>intentions</em>. We thus offer a review of the vast infant and child literature on the development of intent-based moral judgment<strong>.</strong> Next, we argue that current propositions explain a part of the findings, but they underestimate the importance of <em>outcomes</em> processing. By analyzing the factors that may influence the way children represent and react to outcomes, we offer a new proposition: a combination of developmental, experimental, cognitive and experiential factors determines a heightened sensitivity to outcomes in preschoolers, compared to other age groups. In addition to shedding new light on the understanding of the discrepancy between infants’ and children’s moral evaluations, the implications of this proposition for future developmental psychology research in the field of moral cognition are discussed.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"76 ","pages":"Article 101197"},"PeriodicalIF":5.7,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143724171","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