Developmental Review最新文献

Learning to carve nature at its joints: the development of hierarchical event structures in perception and action 学习在自然的关节处雕刻：在感知和行动中发展分层事件结构

IF 6 1区心理学

Developmental Review Pub Date : 2026-09-01 Epub Date: 2026-08-26 DOI: 10.1016/j.dr.2026.101290

T.J. Northrop, A. Tolmie, S.V. Wass

{"title":"Learning to carve nature at its joints: the development of hierarchical event structures in perception and action","authors":"T.J. Northrop, A. Tolmie, S.V. Wass","doi":"10.1016/j.dr.2026.101290","DOIUrl":"10.1016/j.dr.2026.101290","url":null,"abstract":"<div><div>Adults have a semantically discretised, event-based perception of reality – such that events and goals are both hierarchically structured and have a beginning, middle and end. Here, we consider how we first develop the ability to parse reality into discrete units - as we learn, to use Plato’s phrase, to ‘carve nature at its joints’. Central to this process is the ability to make predictions on hierarchical timescales. We consider two aspects of predictability: first, a child’s capacity to use predictability to inform how they observe events as they unfold; and second, children’s capacity to actively generate predictable sequences of behaviour. We highlight two themes that are, we argue, common across both observation and action. First, flat (i.e. non-hierarchical) predictability initially increases over development, before decreasing as hierarchical predictability (i.e. nested, multi-level goals) increases. Second, learnt regularities in low-level environmental data (e.g., movement, contrast, over fine-grained timescales) feed into our internal predictions of higher-order events (e.g., goals, over more coarse-grained timescales). In sum, over development, children construct increasingly elaborate hierarchies in the observation and generation of events.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"81 ","pages":"Article 101290"},"PeriodicalIF":6.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148854150","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

Origins of vocabulary variability: A scoping review of infant cognitive processes in relation to word learning and vocabulary development 词汇变异的起源：婴儿与词汇学习和词汇发展相关的认知过程的范围回顾

IF 6 1区心理学

Developmental Review Pub Date : 2026-09-01 Epub Date: 2026-08-29 DOI: 10.1016/j.dr.2026.101291

Niki D. Theofilogiannakou, Larissa K. Samuelson

{"title":"Origins of vocabulary variability: A scoping review of infant cognitive processes in relation to word learning and vocabulary development","authors":"Niki D. Theofilogiannakou, Larissa K. Samuelson","doi":"10.1016/j.dr.2026.101291","DOIUrl":"10.1016/j.dr.2026.101291","url":null,"abstract":"<div><div>The role early vocabulary plays in later language development and academic success has been widely acknowledged, and common developmental trajectories are known. Nevertheless, how general cognitive processes support individual trajectories of vocabulary development is not well understood. We explored this issue via a scoping review covering literatures on the relations between nine general cognitive processes (visual processing, visual/spatial attention, attention shifting, sustained attention, visual working memory, novelty detection, object recognition, statistical learning, and declarative memory) and vocabulary development. Processes were selected based on their instantiation in a successful neural-process model of word learning. Auditory processing and discrimination was also reviewed to inform future theory and model development. Systematic database searches were conducted for each process. Papers returned from three databases were screened, reviewed, and the relevant information for each process extracted. While the final number of included papers was limited, we found some evidence of links between nine of the processes and vocabulary development. Evidence of processing differences in children at risk for language impairment was also found for three processes. We discuss the revealed relations and gaps in the literature. We also provide a critical appraisal of the literature and implications for both theory and future work, highlighting the need for integrative longitudinal work and the usefulness of formal models in examining how multiple processes interact to support development.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"81 ","pages":"Article 101291"},"PeriodicalIF":6.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148958727","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

Towards a more social account of social-cognitive development 对社会认知发展的社会解释

IF 6 1区心理学

Developmental Review Pub Date : 2026-09-01 Epub Date: 2026-08-26 DOI: 10.1016/j.dr.2026.101289

Patricia H. Miller

{"title":"Towards a more social account of social-cognitive development","authors":"Patricia H. Miller","doi":"10.1016/j.dr.2026.101289","DOIUrl":"10.1016/j.dr.2026.101289","url":null,"abstract":"<div><div>This paper draws on theoretical concepts from several research areas within and outside of psychology to propose a more thoroughly social account of social-cognitive development. Key concepts are social location within a sociocultural matrix, interlocking social locations, power, social hierarchies, interdependent versus independent societies, epistemological communities, and psychological connections within a group. These phenomena both influence social-cognitive development and become concepts in children’s thinking about the social world. This perspective thus continues the movement away from a focus on decontextualized individuals thinking about individuals or dyads. It highlights large social structures (e.g., social stratification) and networks of minds (a “community of minds”). This framework also moves away from the focus on dominant social groups, and instead addresses perspectives of people in the margins who might draw on understudied aspects of social cognition. The paper reviews several research areas that provide support for these themes: social ingroups and outgroups, cognition about social inequalities, infants’ understanding of social relationships, a relational self concept, cognition in interdependent cultures, perspectives from nondominant social locations, recursive thinking, and intuitive sociology about social structures. This paper suggests some metaphors of developmental processes in this more social account and illustrates how the proposed framework would reconceptualize theory of mind. The focus on the role of large social structures and social networks would broaden, and provide a more balanced account of, social-cognitive development.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"81 ","pages":"Article 101289"},"PeriodicalIF":6.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148854149","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

When hands come in handy. The importance of hands for interaction and self-other recognition in early development 当手派上用场的时候。在早期发展中，手对互动和自我-他人认知的重要性

IF 6 1区心理学

Developmental Review Pub Date : 2026-09-01 Epub Date: 2026-08-27 DOI: 10.1016/j.dr.2026.101292

Chiara Dondena, Valentina Silvestri, Hermann Bulf

{"title":"When hands come in handy. The importance of hands for interaction and self-other recognition in early development","authors":"Chiara Dondena, Valentina Silvestri, Hermann Bulf","doi":"10.1016/j.dr.2026.101292","DOIUrl":"10.1016/j.dr.2026.101292","url":null,"abstract":"<div><div>Hands are among the earliest and most socially meaningful body parts infants see, feel and use to act on the world. From birth, they provide a continuous source of visual and multisensory information, supporting exploration and emotion sharing. Yet the developmental origins of visual hand recognition, and particularly recognition of one's own hand, remain largely unknown.</div><div>Here, we synthesize behavioral, neural, and developmental evidence to argue that hands hold a privileged status in early body representation. Dense multisensory exposure, continuous visual access, and early social use create a self-reinforcing loop that tunes infants to the form, movement, and meaning of hands.</div><div>We propose a developmental framework in which early predispositions for body processing interact with visual and multisensory experience. These elements keep affecting one another forming a cycle that may support early hand-specific tuning, driven by the privileged role hands play in infants' perceptual, motor and social word. Testing this hypothesis offers a unique entry point into the origins of body ownership and agency, and provides new insights into the origins of bodily self-awareness and early social cognition.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"81 ","pages":"Article 101292"},"PeriodicalIF":6.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148854151","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 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

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

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

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