Developmental Review最新文献

The default mode network throughout the lifespan: A state-of-the-art scoping review on its development and association to individual cognitive functioning 贯穿一生的默认模式网络：其发展及其与个体认知功能的关系的最新范围审查

IF 5.6 1区心理学

Developmental Review Pub Date : 2026-03-01 Epub Date: 2026-01-29 DOI: 10.1016/j.dr.2026.101250

Catarina Baptista , Antonino Vallesi , Arianna Menardi

{"title":"The default mode network throughout the lifespan: A state-of-the-art scoping review on its development and association to individual cognitive functioning","authors":"Catarina Baptista , Antonino Vallesi , Arianna Menardi","doi":"10.1016/j.dr.2026.101250","DOIUrl":"10.1016/j.dr.2026.101250","url":null,"abstract":"<div><div>The Default Mode Network (DMN), once seen merely as a “task-negative” network, is now recognized for its involvement in various cognitive functions, including higher-order executive behaviour. Its functional connectivity changes notably across the lifespan and closely reflects the development and decline of such abilities. Although interest in age-related DMN changes has grown, age-specific evaluation of the findings remains lacking. This review examines studies published between 2015 and 2025 using functional magnetic resonance imaging (fMRI) that investigate DMN connectivity from infancy through older adulthood and its role in the emergence, and later deterioration, of cognitive functions. Literature searches were conducted on PubMed and Scopus (last search: 02/04/2025), including studies in English with no age restrictions. Out of the initial pool, 98 studies were selected, involving a total of 96,927 participants. We overall report that the DMN undergoes maturation during infancy and childhood, reaching full cohesion by early adulthood. This maturation process is accompanied by the emergence of anticorrelation patterns between the DMN and task-positive networks, patterns that are linked to the individual level of cognitive efficiency. At the two ends of the aging curve (childhood and older age), the segregation among functional communities appears, however, less distinct, and active recruitment of DMN regions during challenging task conditions might, sometimes, act as a compensatory mechanism. In middle to late adulthood, the DMN exhibits a decline especially in long-range connectivity. This decline is accompanied by a worsening of cognitive performance, often associated with neuropathological mechanisms common at this stage of life.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"79 ","pages":"Article 101250"},"PeriodicalIF":5.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146080593","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

Mental space as an innate foundational structure for cognition: from quantities to events 心理空间作为认知的先天基础结构：从数量到事件

IF 5.6 1区心理学

Developmental Review Pub Date : 2026-03-01 Epub Date: 2026-01-30 DOI: 10.1016/j.dr.2026.101246

Vittoria Volpi , Maria Dolores de Hevia

引用次数: 0

Age differences in children’s judgments of personal choice: a meta-analysis 儿童个人选择判断的年龄差异：一项元分析

IF 5.6 1区心理学

Developmental Review Pub Date : 2026-03-01 Epub Date: 2026-01-22 DOI: 10.1016/j.dr.2026.101247

Fatma Betül Zeyrek, Judith Smetana

{"title":"Age differences in children’s judgments of personal choice: a meta-analysis","authors":"Fatma Betül Zeyrek, Judith Smetana","doi":"10.1016/j.dr.2026.101247","DOIUrl":"10.1016/j.dr.2026.101247","url":null,"abstract":"<div><div>Autonomy is considered a basic psychological need and has been widely studied in adolescence across diverse cultural contexts. Within Social-Cognitive Domain Theory (SCDT; Nucci, 2013; Smetana et al., 2014), autonomy has been examined in terms of children’s concepts of personal issues. These are seen as actions outside adult regulation and as matters of personal preference, rather than issues of right or wrong. Research on personal issues in younger children remains limited, and the developmental path of these concepts remains unclear. This <em>meta</em>-analysis synthesized findings from 17 studies (k = 137 effect sizes; N = 2,186; M<sub>age</sub> = 7.01 years; 48 % boys) examining five personal choice judgments (act acceptability, rule acceptability, decision locus, emotion attributions, and compliance) in 3- to 10-year-old children in various countries. Across ages, children generally judged personal acts as acceptable, restrictions as less legitimate, and emotions as negative when personal choices were restricted. However, children were mixed in their views of whether adults or children should be able to decide personal issues, and they often endorsed compliance. Significant age effects (with older children supporting personal choice more than younger ones) emerged across act acceptability, rule acceptability, and decision locus, but not emotion attributions or compliance. Effects for country were found, but only for compliance, with children from non-North American samples endorsing compliance more than children from North American samples. These findings provide <em>meta</em>-analytic support for age increases, particularly for some personal choice judgments.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"79 ","pages":"Article 101247"},"PeriodicalIF":5.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146006778","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

Language mixing in young multilingual children and its correlates: a systematic review 多语言儿童的语言混合及其相关因素：系统回顾

IF 5.6 1区心理学

Developmental Review Pub Date : 2026-03-01 Epub Date: 2026-01-29 DOI: 10.1016/j.dr.2026.101248

Vera Snijders, Ora Oudgenoeg-Paz, Merel van Witteloostuijn, Elma Blom

{"title":"Language mixing in young multilingual children and its correlates: a systematic review","authors":"Vera Snijders, Ora Oudgenoeg-Paz, Merel van Witteloostuijn, Elma Blom","doi":"10.1016/j.dr.2026.101248","DOIUrl":"10.1016/j.dr.2026.101248","url":null,"abstract":"<div><div>Globally, numerous children are raised in multilingual environments, mixing different languages in their everyday communication. This systematic review on children’s language mixing aimed to a) identify which social, linguistic, and cognitive factors have been studied in relation to language mixing, and b) examine associations and interrelations between these factors and (different types of) language mixing, focusing on typical language development, naturalistic settings and early childhood (2–6 years). Synthesis of 80 relevant articles from the initially identified 4,239 records showed that most studies focused on social factors (<em>n</em> = 69), followed by linguistic (<em>n</em> = 46), and cognitive factors (<em>n</em> = 6). Key findings include that children are more likely to mix in their minority language, in the language they receive lower input in, in informal settings, and in multilingual contexts. They may also mix more in the language in which they are less proficient, and in their non-dominant language. Results on other factors remain inconclusive (e.g., interlocutor mixing, discourse strategies) or scarce (e.g., language attitudes, language distance, cognitive factors). Moreover, results for some factors (e.g., language proficiency) varied for the different mixing types. Future research should place greater emphasis on the interrelations between different factors, as several theories on child development and language mixing highlight that the social environment and child-internal factors likely interact. Moreover, there is a need for more diverse samples, especially regarding multilingual communities in the Global South, along with research on the role of executive functions in early childhood language mixing using comparable measures.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"79 ","pages":"Article 101248"},"PeriodicalIF":5.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146080595","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

Counting on automatization: The automatized counting theory of mental arithmetic 自动计数：心算的自动计数理论

IF 5.6 1区心理学

Developmental Review Pub Date : 2026-03-01 Epub Date: 2026-02-23 DOI: 10.1016/j.dr.2026.101252

Jérôme Prado , Catherine Thevenot

{"title":"Counting on automatization: The automatized counting theory of mental arithmetic","authors":"Jérôme Prado , Catherine Thevenot","doi":"10.1016/j.dr.2026.101252","DOIUrl":"10.1016/j.dr.2026.101252","url":null,"abstract":"<div><div>Counting—enumerating sets by establishing one-to-one correspondence with an internal counter—is fundamental to the invention and development of mathematics. Yet, dominant models assume that counting is abandoned over the course of learning as children achieve proficiency with basic arithmetic calculations (e.g., 2 + 3), being replaced by the retrieval of associations between operands (e.g., 2 + 3) and answers (e.g., 5) from long-term memory. Here we challenge this assumption, arguing that counting remains at the very heart of arithmetic fluency even in adults alongside associative retrieval. Using mental addition as our test case, we present evidence that associative models fail to account for key behavioral and neuroimaging findings. We then put forward the <em>automatized counting hypothesis</em>, a novel framework proposing that counting procedures initially used by children become progressively accelerated through practice until they operate unconsciously and effortlessly. Automatized counting may become so efficient that it may generate answers to simple addition problems as fast as (or faster than) retrieval of associations from memory, particularly for problems with small operands. Recognizing the role of counting in arithmetic development explains a range of problematic data for purely associative accounts. We present behavioral and neuroimaging evidence supporting our model and discuss its theoretical, educational, and clinical implications. Overall, counting should not be seen as a steppingstone to be abandoned, but as an enduring foundation of arithmetic skills. This view challenges the assumption that automaticity necessarily relies on associative retrieval, suggesting that procedural automatization might be fundamental to skilled performance across domains of symbolic knowledge.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"79 ","pages":"Article 101252"},"PeriodicalIF":5.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147421692","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

A head taller: A meta-analysis on the relation between pretend play and executive functions in early childhood 高一个头：儿童早期假装游戏与执行功能关系的元分析

IF 5.6 1区心理学

Developmental Review Pub Date : 2026-03-01 Epub Date: 2026-01-22 DOI: 10.1016/j.dr.2026.101249

Tobias Constien, Sarah Moran, Brendan Rooney, Michelle Downes

{"title":"A head taller: A meta-analysis on the relation between pretend play and executive functions in early childhood","authors":"Tobias Constien, Sarah Moran, Brendan Rooney, Michelle Downes","doi":"10.1016/j.dr.2026.101249","DOIUrl":"10.1016/j.dr.2026.101249","url":null,"abstract":"<div><div>Executive functions emerge gradually in early childhood and are predictive of a range of developmental outcomes. Pretend play, a type of play that is imaginative and creative, has been posited to benefit children’s early development of executive functions. Yet, previous studies on the relation between pretend play and executive functions have not consistently evidenced a clear connection. This study aimed to quantitatively assess the relation between pretend play and executive functions in early childhood via a systematic review and <em>meta</em>-analysis for the first time. A pre-registered, systematic literature search was conducted across five databases (i.e., ERIC, ProQuest Dissertation and Theses Index, PsycInfo, Scopus, Web of Science). The screening process identified 26 studies, which reported on 2,915 children, aged 12–72 months. A three-level, random effects <em>meta</em>-analysis across 131 correlational effect sizes identified a significant, small effect between executive functions and pretend play, <em>r</em> = 0.17, 95 % CI [.13, 0.20], <em>SE</em> = 0.02, <em>t</em>(130) = 9.93, <em>p</em> < 0.001, albeit with significant heterogeneity within the cumulative effect. No evidence of publication bias was identified. Effect sizes were significantly larger for studies measuring executive functions via a questionnaire compared to performance-based tasks. Other considered variables (i.e. social aspects of pretend play measures, age, socioeconomic status, study design) did not, on their own, affect the observed relation between pretend play and executive functioning in early childhood. While these results do not evidence causality, they invite further research building on the identified, extant literature. The implications of the results are discussed in terms of the direction and the potential mechanisms for the identified relation between pretend play and executive functions.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"79 ","pages":"Article 101249"},"PeriodicalIF":5.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146025730","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

Distinct parental emotion socialization strategies and contextual moderators: A meta-analysis of links with children and adolescents’ internalizing problems 不同的父母情感社会化策略和情境调节因素：与儿童和青少年内化问题联系的元分析

IF 5.6 1区心理学

Developmental Review Pub Date : 2026-03-01 Epub Date: 2026-02-21 DOI: 10.1016/j.dr.2026.101251

Longyue Liao , Fanlong Wang , Xutong Zhang , Junsheng Liu

{"title":"Distinct parental emotion socialization strategies and contextual moderators: A meta-analysis of links with children and adolescents’ internalizing problems","authors":"Longyue Liao , Fanlong Wang , Xutong Zhang , Junsheng Liu","doi":"10.1016/j.dr.2026.101251","DOIUrl":"10.1016/j.dr.2026.101251","url":null,"abstract":"<div><div>Parental responses to children’s negative emotions, as a form of emotion socialization (ES), encompass a range of specific strategies commonly classified as supportive or unsupportive. However, empirical evidence for the presumed protective and adverse roles of supportive and unsupportive strategies for the risk of developing internalizing problems has been mixed, potentially due to differences in ES strategies examined under the two broad dimensions, as well as contextual (e.g., type of child emotion and sociocultural background within which the strategies were used) and methodological variations. To further understand the heterogeneity in research findings, this study took a <em>meta</em>-analytic approach to examine the associations between distinct ES strategies and internalizing problems in children and adolescents, as well as key moderators of these associations. A systematic literature search (updated in August 2025) yielded 133 studies comprising 1,050 relevant effect sizes. Overall, significant pooled associations with internalizing problems emerged for supportive ES strategies (<em>r</em> = -0.148) and unsupportive strategies (<em>r</em> = 0.199). However, override and expressive encouragement did not show the same negative associations as other presumed supportive strategies; minimization was less strongly linked to internalizing problems than other unsupportive strategies except for ignoring. Associations involving specific strategies were further moderated by factors conceptualized as key contexts of parents’ strategy-use (e.g., type of child negative emotion parents were responding to, child age and gender, sociocultural background). Overall, these findings underscore the complex and nuanced nature of how emotion-related parenting may be related to children’s mental health. They also provide evidence for more targeted and context-sensitive prevention strategies to promote adaptive ES practices.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"79 ","pages":"Article 101251"},"PeriodicalIF":5.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147421693","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

Organized After-School Activity and Adolescents’ Ethnic-Racial Identity: A Systematic Literature Review 组织课外活动与青少年族群认同：系统文献综述

IF 5.6 1区心理学

Developmental Review Pub Date : 2026-03-01 Epub Date: 2026-02-04 DOI: 10.1016/j.dr.2026.101245

Fuko Kiyama, Sandra D. Simpkins, Deborah Lowe Vandell

{"title":"Organized After-School Activity and Adolescents’ Ethnic-Racial Identity: A Systematic Literature Review","authors":"Fuko Kiyama, Sandra D. Simpkins, Deborah Lowe Vandell","doi":"10.1016/j.dr.2026.101245","DOIUrl":"10.1016/j.dr.2026.101245","url":null,"abstract":"<div><div>Ethnic-racial identity is an important developmental outcome, particularly for adolescents of color. Understanding the contextual factors that support this outcome is important for promoting their overall positive development. Organized after-school activities offer a promising structural support for ethnic-racial identity development, yet little is known about the specific mechanisms within activities that support this process. This systematic literature review synthesizes empirical studies from 2000 and 2023 to examine how processes within organized after-school activities may facilitate adolescents’ ethnic-racial identity development. Furthermore, bridging our findings with existing theories, we propose a conceptual framework to guide future research on this topic. Following PRISMA guidelines, we identified 35 studies that met inclusion criteria. Synthesis of quantitative studies indicate that breadth and duration of participation in activities are positively associated with ethnic-racial identity development, whereas intensity was not significantly associated. Findings from qualitative studies highlight the importance of (1) fostering a supportive environment in which adolescents can engage in ethnic-racial identity promoting processes and (2) implementing ethnic-racial socialization strategies through culturally responsive activity quality indicators (e.g., providing opportunities for skills-building). Overall, this systematic literature review underscores the need for culturally responsive activity structure and practices with the combination of strategic resource allocation to optimize the benefits of organized after-school activities. Strengthening these practices can foster more inclusive, supportive, and effective activities that enhance positive ethnic-racial identity development and overall well-being in adolescents.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"79 ","pages":"Article 101245"},"PeriodicalIF":5.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174256","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 : 2025-12-01 Epub 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":"2025-12-01","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

A similarity-based memory retrieval model to orthographic processing 基于相似度的正字法记忆检索模型

IF 5.6 1区心理学

Developmental Review Pub Date : 2025-12-01 Epub Date: 2025-11-04 DOI: 10.1016/j.dr.2025.101232

Rabab Hashem

{"title":"A similarity-based memory retrieval model to orthographic processing","authors":"Rabab Hashem","doi":"10.1016/j.dr.2025.101232","DOIUrl":"10.1016/j.dr.2025.101232","url":null,"abstract":"<div><div>Orthographic processing abilities are vital for the efficient execution of literacy-related tasks. Drawing from automaticity research, which addresses how skilled performance develops with practice, this article proposes a new model in which orthographic processing operates through a similarity-based memory retrieval mechanism that utilizes both lexical and sublexical orthographic knowledge. The model captures the learner’s experience of developing literacy through perceptual categorization and how it could be facilitated—and sometimes inhibited—by the orthographic similarity effect within and between categories. The model further predicts a situation in which a deficit in perceiving speech sounds within and between categories could impede children’s earlier attempts at sound–character mapping, leading them to deviate from the normal course of literacy development and become diagnosed with dyslexia. Critical issues to the model—such as the conceptualization of similarity and the relationship between perceptual categorization and categorical perception and how they both relate to the automaticity phenomenon—are discussed throughout the article. The universality of the automaticity experience could qualify the model to extend its predictions across different orthographies that appear to be processed differently yet underpinned by the same universal cognitive mechanism.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"78 ","pages":"Article 101232"},"PeriodicalIF":5.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466647","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