Developmental Review最新文献

Learning to live in the spatial world: Experience-expectant and experience-dependent input 学会在空间世界中生活：经验预期输入和经验依赖输入

IF 5.7 1区心理学

Developmental Review Pub Date : 2024-10-22 DOI: 10.1016/j.dr.2024.101166

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Executive functions and social cognition from early childhood to pre-adolescence: A systematic review 从幼儿期到青春期前的执行功能和社会认知：系统回顾

IF 5.7 1区心理学

Developmental Review Pub Date : 2024-10-19 DOI: 10.1016/j.dr.2024.101167

{"title":"Executive functions and social cognition from early childhood to pre-adolescence: A systematic review","authors":"","doi":"10.1016/j.dr.2024.101167","DOIUrl":"10.1016/j.dr.2024.101167","url":null,"abstract":"<div><div>In the last few decades, there has been growing interest in the association between executive functions (EFs) and social cognition in the childhood years, but it is not fully understood what aspects of EFs are linked to social cognition. Nor is the direction of these associations clear. This systematic review aimed to organize and clarify the existing knowledge about the links between EFs and social cognition in typically developing children and provide directions for future research. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for empirical studies (<span><span>Moher et al., 2015</span></span>), we identified 133 concurrent, longitudinal, and intervention studies (reported in 125 papers) that met our criteria and were published between 1995 and 2024. There were four main findings. First, the core EFs were correlated with both cognitive and affective social cognition. Second, most studies examined the associations between EFs and theory of mind (ToM). Third, relativity few studies examined the association between hot EFs and social cognition. Fourth, limited longitudinal and intervention research has been conducted in this field, and while work generally tends to support the impact of EFs on social cognition, there are some contradictory findings on the causal direction between these constructs.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531984","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}

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Judith Rich Harris and child development: 25 years after The Nurture Assumption 朱迪斯-里奇-哈里斯与儿童发展：《养育假定》25 年之后

IF 5.7 1区心理学

Developmental Review Pub Date : 2024-10-18 DOI: 10.1016/j.dr.2024.101164

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Chronicle of deceit: Navigating the developmental cognitive landscape from childhood fabrications to prolific adulthood artistry 欺骗编年史：从童年编造到成年多产艺术品的认知发展导航

IF 5.7 1区心理学

Developmental Review Pub Date : 2024-10-09 DOI: 10.1016/j.dr.2024.101165

{"title":"Chronicle of deceit: Navigating the developmental cognitive landscape from childhood fabrications to prolific adulthood artistry","authors":"","doi":"10.1016/j.dr.2024.101165","DOIUrl":"10.1016/j.dr.2024.101165","url":null,"abstract":"<div><div>Lying is a universal, psychosocially complex behavior that society paradoxically views as morally reprehensible yet socially necessary. However, learning how and when to lie can be difficult, with a small proportion of the population failing to do so and lying prolifically into adulthood while suffering the consequences. Following a comprehensive review of the literature on the cognitive development of lying, including its normative and atypical features, this integrative work: 1) explains how maturations in theory of mind (ToM) and executive functioning (EF) are intertwined within developmental milestones of lying from childhood through adolescence, and 2) proposes unexplored etiologies surrounding how correlates of ToM, EF, and lying may lead to prolific lying in adulthood. Results reveal that in earlier childhood, the normative growth of ToM and EF increase the frequency and sophistication of lies, while their continued development into adulthood are integral to the desistance of dishonesty. Additionally, it appears that psychopathic traits (e.g., callous-unemotional traits, narcissism), intelligence, and attitudes towards lying may help identify different etiologies of atypical liars (i.e., prolific, pathological). This information for parents, educators, policy makers, and healthcare workers clarifies the natural age-based progressions of lying and highlights patterns of risks for prolonged, excessive lying.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421295","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}

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The 20-year documentary of genetic nurturing: The realization of Harris’s insight 长达 20 年的基因培育纪录片哈里斯洞察力的实现

IF 5.7 1区心理学

Developmental Review Pub Date : 2024-10-03 DOI: 10.1016/j.dr.2024.101151

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Varieties of Number-Line Estimation: Systematic Review, Models, and Data 各种数列估算：系统回顾、模型和数据

IF 5.7 1区心理学

Developmental Review Pub Date : 2024-10-03 DOI: 10.1016/j.dr.2024.101161

{"title":"Varieties of Number-Line Estimation: Systematic Review, Models, and Data","authors":"","doi":"10.1016/j.dr.2024.101161","DOIUrl":"10.1016/j.dr.2024.101161","url":null,"abstract":"<div><div>The psychophysical function that best fits human data from number-line estimation is the subject of a lively, on-going debate with important theoretical and practical implications. We comprehensively reviewed articles which tested competing psychophysical functions and found systematic variablility in task design. To test whether one function could account for data across diverse tasks, we examined 158 children’s and adults’ estimates using two 2 × 2 designs, crossing symbol (symbolic, non-symbolic) and boundedness (bounded, unbounded) on free number-line tasks (Experiment 1) and crossing the same factors on anchored tasks (Experiment 2). This yielded eight varieties of number-line estimation: four old varieties for testing replicability and four new varieties for testing generalizability. Across the eight varieties, 88.84 % of participants provided estimates better fit by a mixed log-linear model than competing models, with weights of the logarithmic component (<em>λ</em>) decreasing with age in each task. Unlike parameters of competing models, <em>λ</em> on any given task significantly predicted <em>λ</em> on the other 7 tasks, as well as predicting arithmetic skills. Results suggest that representations of numerical magnitude play the largest part in number-line estimation, and the “logarithmic-to-linear shift” provides the most accurate and generalizable description of how number-line estimation develops. (196 words)</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421293","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}

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Children’s saving: A review and proposed ecological framework 儿童储蓄：回顾与拟议生态框架

IF 5.7 1区心理学

Developmental Review Pub Date : 2024-09-28 DOI: 10.1016/j.dr.2024.101163

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A meta-analysis of sequences in theory-of-mind understandings: Theory of mind scale findings across different cultural contexts 对心智理论理解顺序的元分析：不同文化背景下的心智理论量表研究结果

IF 5.7 1区心理学

Developmental Review Pub Date : 2024-09-27 DOI: 10.1016/j.dr.2024.101162

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Neural indicators of numerical abilities in the infant human brain: A systematic review 婴儿人脑中数字能力的神经指标：系统回顾

IF 5.7 1区心理学

Developmental Review Pub Date : 2024-09-11 DOI: 10.1016/j.dr.2024.101150

{"title":"Neural indicators of numerical abilities in the infant human brain: A systematic review","authors":"","doi":"10.1016/j.dr.2024.101150","DOIUrl":"10.1016/j.dr.2024.101150","url":null,"abstract":"<div><p>Infants are thought to possess an innate specific capacity to process numerical information. In this article, we review the past research that has focused on unveiling the timing and localization of the related brain mechanisms with the purpose of depicting a neurodevelopmental blueprint of this capacity from birth. A systematic search of studies published between 1998 and 2023 was conducted. A total of 21 studies with 732 participants (age rage: 30 weeks of gestation to 6 years) met the study selection criterion. EEG, fMRI and fNIRS studies consistently support the existence of brain responses (mainly in the right parietal, bilateral frontal and occipital cortex) that reflect sensitivity to numerical features even before birth. These enable the infant brain to code numerical information independently of other non-numerical magnitude dimensions. Small (<4) or large (>4) numerosities seem to diverge in dissociable brain responses from the second semester of life, suggesting a neurodevelopmental specialization. Variations in the brain’s sensitivity to numerical information across participants and whether they can anticipate the individual’s development of future numerical skills remains uncertain, due to the scarcity of longitudinal studies. Understanding how familial and other contextual factors shape these initial biological predispositions and give rise to typical and atypical trajectories requires further investigation.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0273229724000340/pdfft?md5=9fb5a87c673574b4f27d8381df153c81&pid=1-s2.0-S0273229724000340-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142168388","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}

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Connecting learning environments to learning: Two examples from children’s mathematics 将学习环境与学习联系起来：儿童数学的两个例子

IF 5.7 1区心理学

Developmental Review Pub Date : 2024-09-01 DOI: 10.1016/j.dr.2024.101138

{"title":"Connecting learning environments to learning: Two examples from children’s mathematics","authors":"","doi":"10.1016/j.dr.2024.101138","DOIUrl":"10.1016/j.dr.2024.101138","url":null,"abstract":"<div><p>Everyone agrees that environments influence learning, but only a small percentage of studies of cognitive development relate children’s specific learning environments to their learning. In this article, I examine relations to math learning of two types of specific learning environments: math textbooks and home math environments. The strength of the relations appears to differ for the two types of environments; characteristics of math textbooks seem to play an important role in shaping school-age children’s arithmetic with whole numbers, fractions, decimals, and percentages, but characteristics of home math environments seem to be only weakly related to preschoolers’ math knowledge. The differences cannot be attributed entirely to differences in the children’s ages or to difficulties in measuring preschoolers’ mathematics knowledge; studies relating preschoolers’ literacy environments to their reading comprehension yield much stronger relations, and measurement of preschoolers’ math knowledge is sufficiently valid to yield substantial relations to the same children’s math knowledge in elementary and high school. Two types of issues are identified that seem to contribute to the differing relations of the specific learning environments to children’s mathematics knowledge: issues involving measurement of specific learning environments and influences of unmeasured variables. Relating learning environments to learning is likely to be useful for understanding cognitive development in other domains as well.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141411372","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