Developmental Review最新文献

{"title":"A relational developmental theory of human-animal interaction: A meta-synthesis and grounded theory","authors":"Erin Flynn ,&nbsp;Miriam G. Valdovinos ,&nbsp;Megan K. Mueller ,&nbsp;Kevin N. Morris","doi":"10.1016/j.dr.2024.101181","DOIUrl":"10.1016/j.dr.2024.101181","url":null,"abstract":"<div><div>Limited research has explored youths’ relationships with animals as a possible ecological asset. We conducted a qualitative <em>meta</em>-synthesis of studies published before 2022 that examined how youth-animal interactions are described as shaping youth social-emotional health in education and therapeutic settings. We compared and combined the patterns of findings to determine which mechanisms within youth-animal coaction might be theorized to shape social, emotional, and behavioral development for youth in education and therapy contexts. We used a grounded theory approach to further analyze the primary data and compare it with extant relational developmental systems literature to suggest a new theoretical model for understanding the role of youth relationships with animals in youth development. We expand established human-centric theoretical models of youth development to describe how youth relationships with animals may operate as influential assets on youth developmental trajectories. We discuss implications for practice, limitations, and future research directions.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101181"},"PeriodicalIF":5.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143155785","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}

{"title":"Neural hyperscanning in caregiver-child dyads: A paradigm for studying the long-term effects of facilitated vs. disrupted attention on working memory and executive functioning in young children","authors":"Maya L. Rosen ,&nbsp;Annabelle Li ,&nbsp;Catherine A. Mikkelsen ,&nbsp;Richard N. Aslin","doi":"10.1016/j.dr.2024.101170","DOIUrl":"10.1016/j.dr.2024.101170","url":null,"abstract":"<div><div>Parent-child interactions shape children’s cognitive outcomes such that caregivers can guide attention and facilitate learning opportunities. These interactions provide infants and toddlers with rich, naturalistic experiences that engage complex cognitive functions and lay the groundwork for the development of mature executive functions. Although most caregivers seek to engage children optimally, they can unintentionally impede this developmental process by being under-engaged or intrusive. When caregivers are under engaged, children do not have the proper scaffolding to know what to attend to in a complex environment. When parents are intrusive, they inadvertently disrupt the child’s attention and direct learning to information that the parent deems important, but the child may find uninteresting or irrelevant. This disruption can impede the learning process even if the child’s behavior does not appear to be negatively affected during the unfolding parent–child interaction. Understanding the moment-to-moment neural basis of these processes is critical to uncover the role that caregivers play in the development of attention and learning, which in turn impacts the development of working memory and executive function. Simultaneous brain recording, called hyperscanning, is a burgeoning method that measures brain synchrony across parent–child dyads when engaged in a shared task. In this opinion piece, we first review existing literature that highlights the important role caregivers play in guiding attention and learning in infants and toddlers and how these interactions contribute to the development of working memory and executive function in young children. Next, we review the existing literature using hyperscanning and dual eye tracking paradigms to uncover the patterning of interactions when caregivers guide attention in a manner that either matches the expectations of the child or over- or under-directs the child’s attention. We provide best-practices for employing hyperscanning techniques to uncover how caregivers optimally engage infant and toddlers’ attention in the moment, and how children’s developing memory of these patterns of interaction build their executive function abilities, both with their caregivers and with other adults and children.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101170"},"PeriodicalIF":5.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142972838","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}

{"title":"Modelling complex span performance: activation, attentional capacity, and interference","authors":"Lorenzo Muscella,&nbsp;Sergio Morra","doi":"10.1016/j.dr.2025.101188","DOIUrl":"10.1016/j.dr.2025.101188","url":null,"abstract":"<div><div>Complex span tasks, combining storage and processing requirements, are widely used working memory measures. They are related to executive attention and predict fluid intelligence and performance on cognitively demanding tasks. The two most prominent models of complex span performance are the Time-Based Resource Sharing and the Serial Order in a Box model. The former posits a refreshing process that re-activates decaying memory representations, whereas the latter is based on interference among representations and suppression of distractors. Both of these models have merits and can account for several findings, but none provides a complete explanation. We propose an alternative model that includes both capacity-limited activation and interference, framed within the Theory of Constructive Operators. Our model assumes: (a) an attentional resource activates a limited number (M capacity, increasing during development) of task-relevant information units; (b) during stimuli presentation this resource is used to activate representations of memoranda as well as encoding and order-keeping operations; (c) also the concurrent processing task uses a share of M capacity; (d) activation of the memoranda representations that exceed M capacity decreases over subsequent operations, and (e) continues decreasing during list recall; (f) interference among representations is a power function of the number of them whose activation is decreasing; (g) fully activated representations are recalled correctly, and partly activated representations are retrieved with a specified probability. The model includes one free parameter (rate of activation decrease, mainly due to interference) and one parameter (M capacity) that can be independently estimated from other tasks. Two experiments (one with adults and one with 10- to 13-year-olds) supported this model, and M capacity accounted for approximately half of the developmental variance.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101188"},"PeriodicalIF":5.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519975","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}

{"title":"How age and culture influence cognition: A lifespan developmental perspective","authors":"Isu Cho ,&nbsp;Angela Gutchess","doi":"10.1016/j.dr.2024.101169","DOIUrl":"10.1016/j.dr.2024.101169","url":null,"abstract":"<div><div>It has long been assumed that cognitive aging is a universal phenomenon. However, increasing evidence substantiates the importance of individual differences in cognitive aging. How do experiential factors related to culture shape developmental trajectories of cognition? We propose a new model examining how age and culture influence cognitive processes, building on past models and expanding upon them to incorporate a lifespan developmental perspective. The current model posits that how age and culture interact to influence cognition depends on (a) the extent to which the cognitive task relies on top-down or bottom-up processes, and (b) for more top-down processes, the level of cognitive resources required to perform the task. To assess the validity of the model, we review literature not only from adulthood but also childhood, making this the first model to adopt a lifespan perspective in the study of culture and cognition. The current work advances understanding of cognitive aging by delineating the combined effects of biological aging processes, assumed to apply across cultures, and culture-dependent experiential aging processes, which reflect unique cultural experiences throughout one’s lifespan. This approach enables understanding of comprehensive potential mechanisms that underlie the influence of culture on cognitive development across life stages.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101169"},"PeriodicalIF":5.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745016","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}

{"title":"Integrating attention, working memory, and word learning in a dynamic field theory of executive function development: Moving beyond the ‘component’ view of executive function","authors":"John P. Spencer ,&nbsp;Aaron T. Buss ,&nbsp;Alexis R. McCraw ,&nbsp;Eleanor Johns ,&nbsp;Larissa K. Samuelson","doi":"10.1016/j.dr.2024.101182","DOIUrl":"10.1016/j.dr.2024.101182","url":null,"abstract":"<div><div>Executive functions (EFs) are core cognitive abilities that enable self-control and flexibility. EFs undergo transformational changes between 3 to 5 years of age; critically, individual differences in these abilities are predictive of longer-term outcomes. Thus, a key question is how EFs change in early development. This question is complicated by evidence that EFs are supported by attentional, inhibitory, working memory, and task switching processes, ‘component’ abilities which themselves change over time. Thus, understanding the early development of EFs requires a framework for understanding how attention, working memory, and other abilities develop and how they are integrated to enable new EF skills. Here, we take a theory-based approach to this problem, building a neural process model that integrates multiple neurocognitive processes together and grounds these processes in perception–action dynamics. We then explore how EFs emerge from these integrated processes over development. In particular, we extend prior work showing how the concepts of dynamic field theory explain the emergence of EFs in the dimensional change card sort (DCCS) task by integrating our theory of EF with a new model of visual exploration and word learning (WOLVES). This integration (WOLVES 2.0) specifies how visual-spatial attention, visual working memory, auditory-visual word representations, and top-down attention mechanisms come together to enable EFs from 3 to 5 years. Our central hypothesis is that children learn autonomous self-control by using language to guide attention to key features of the world in context. We demonstrate this, showing how, for example, children’s learning of individual colour words and the associations among colour words and the word ‘colour’ gradually enable dimensional attention. More generally, we use WOLVES 2.0 as a concrete framework to explore how the concept of executive functions can be moved beyond the ‘component’ view towards a developmental systems perspective.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101182"},"PeriodicalIF":5.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143155782","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}

{"title":"Visceral afferent training in action: The origins of agency in early cognitive development","authors":"Andrew W. Corcoran ,&nbsp;Daniel Feuerriegel ,&nbsp;Jonathan E. Robinson ,&nbsp;Kelsey Perrykkad","doi":"10.1016/j.dr.2024.101184","DOIUrl":"10.1016/j.dr.2024.101184","url":null,"abstract":"<div><div>The foetal period constitutes a critical stage in the construction and organisation of the mammalian nervous system. In recent work, we have proposed that foetal brain development is structured by bottom-up (interoceptive) inputs from spontaneous physiological rhythms such as the heartbeat (<span><span>Corcoran et al., 2023</span></span>). Here, we expand this 'visceral afferent training' hypothesis to incorporate the development of top-down (allostatic) control over bodily states. We conceptualise the emergence of cardiac regulation as an early instance of sensorimotor contingency learning that scaffolds the development of agentic control. We further propose that the brain’s capacity to actively modify and regulate the afferent feedback it receives through interoceptive channels – and to parse these signals into their self-generated (reafferent) and externally-generated (exafferent) components – is crucial for grounding the distinction between self and other. Finally, we explore how individual differences in the ways these training regimes are implemented (or disrupted) might impact developmental trajectories in gestation and infancy, potentiating neurobehavioural diversity and disease risk in later life.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101184"},"PeriodicalIF":5.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143155783","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}

{"title":"The impact of bilingualism on theory of mind in children with and without developmental disorders: A scoping review","authors":"Franziska Baumeister ,&nbsp;Dafni Vaia Bagioka ,&nbsp;Laura Rivoletti ,&nbsp;Stephanie Durrleman","doi":"10.1016/j.dr.2025.101186","DOIUrl":"10.1016/j.dr.2025.101186","url":null,"abstract":"<div><div>Findings across studies investigating the impact of bilingualism on Theory of Mind (ToM) in children have been mixed, potentially due to methodological differences, including variations in the characterization of bilingualism. At the same time, researchers express the need to take into account the heterogeneity of bilingualism by measuring it in a continuous manner.</div><div>This scoping review aimed to explore how previous research identifies important bilingualism variables for future studies on its effects on ToM in children with and without developmental disorders. It analysed the studies’ ‘reasoning frameworks’ to assess these insights. Bilingualism is suggested to influence ToM directly or via factors like executive functioning or metalinguistic awareness. Of 37 studies analysed, few fully tested these hypotheses. Those reporting positive outcomes often involved bilinguals with significant language exposure, supporting the idea that bilingualism impacts ToM, particularly when exposure is considered.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101186"},"PeriodicalIF":5.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143156349","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}

{"title":"Building a developmental science of redemption","authors":"Daniel Yonas ,&nbsp;Larisa Heiphetz Solomon","doi":"10.1016/j.dr.2024.101183","DOIUrl":"10.1016/j.dr.2024.101183","url":null,"abstract":"<div><div>Stories about redemption are ubiquitous; people emphasize moral improvement when describing their own lives and, often, others’ lives as well. However, psychology does not yet have a well-developed literature concerning redemption, and developmental science has not addressed questions regarding how perceptions of redemption might emerge or change between childhood and adulthood. To the extent that past research has spoken to this issue, it has pointed in contradictory directions. Two different theories—focusing on essentialism and on optimism—make two different developmental predictions about how and why judgments of redemption might change with age. Integrating these perspectives, we propose a novel theory of redemption that puts work on essentialism and optimism in conversation with each other. The theory of redemption further highlights the role of social inputs (e.g., experiences with their own and others’ moral change) as mechanisms that can lead children to hold more redemptive views than do adults. The theory of redemption accounts for previous findings in developmental science and makes novel predictions regarding the social inputs and consequences of redemptive views.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101183"},"PeriodicalIF":5.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143155905","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}

{"title":"How attention and working memory work together in the pursuit of goals: The development of the sampling-remembering trade-off","authors":"Erik Blaser,&nbsp;Zsuzsa Kaldy","doi":"10.1016/j.dr.2025.101187","DOIUrl":"10.1016/j.dr.2025.101187","url":null,"abstract":"<div><div>Most work in the last 50 years on visual working memory and attention has used a classic psychophysical setup: participants are instructed to attend to, or remember, a set of items. This setup sidesteps the role of cognitive control; effort is maximal, tasks are simple, and strategies are limited. While this approach has yielded important insights, it provides no clear path toward an integrative theory (<span><span>Kristjánsson &amp; Draschkow, 2021</span></span>) and, like studying a town’s walkability by having its college students run the 50-yard dash, it runs the danger of focusing on edge cases. Here, in this theoretical opinion article, we argue for an approach where dynamic relationships between the agent and the environment are understood functionally, in light of an agent’s goals. This means a shift in emphasis from the performance of the mechanisms underlying a narrow task (“remember these items!”) to their control in pursuit of a naturalistic goal (“make a sandwich!”, <span><span>Land &amp; Hayhoe, 2001</span></span>). Here, we highlight the sampling-remembering trade-off between exploiting goal-relevant information in the environment versus maintaining it in working memory. We present a dynamic feedback model of this trade-off – where the individual weighs the subjective costs of accessing external information versus those of maintaining it in memory – using insights from existing cognitive control models based on economic principles (<span><span>Kool &amp; Botvinick, 2018</span></span>). This trade-off is particularly interesting in children, as the optimal use of internal resources is even more crucial when limited. Our model makes some specific predictions for future research: 1) an individual child strikes a preferred balance between the effort to attend to goal-relevant information in the environment versus the effort to maintain it in working memory, 2) in order to maintain this balance as underlying memory and cognitive control mechanisms improve with age, the child will have to increasingly shift toward remembering, and 3) older children will show greater adaptability to changing task demands.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101187"},"PeriodicalIF":5.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377421","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}

{"title":"A person-centered approach to examining effects on the interaction between cognitive control & language development","authors":"Baila Epstein ,&nbsp;Klara Marton","doi":"10.1016/j.dr.2024.101185","DOIUrl":"10.1016/j.dr.2024.101185","url":null,"abstract":"<div><div>This paper examines the interaction between cognitive control and language in preschool- and school-age children across a continuum of language ability from a person-centered perspective. Working memory, inhibitory control, and attention are cognitive control functions that are highly correlated with language skills in children of varying language ability, including those who are typically developing, as well as in those who have language disorders and language talent, or giftedness. Children with developmental language disorder (DLD), for example, demonstrate poor working memory and weak resistance to distractor and proactive interference on a range of tasks across modalities and domains. At the other end of the language ability continuum, children with language talent exhibit superior performance in language, working memory, and interference tasks. Analysis of the interconnections across working memory, inhibitory control, and attention in children with different language skills allows us to highlight how specific functions are impaired, whereas others are spared during development within each population. This research also demonstrates how associations and dissociations in cognitive control functions are related to both task design and conditions, alongside individual differences in children’s abilities.</div><div>The objective of this paper is to present a person-centered approach that describes the relationship between cognitive control and language development in the context of global and local factors, as well as individual skills. This integrative framework synthesizes selected components and processes of cognitive control and language and may guide each discipline in informing the other.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101185"},"PeriodicalIF":5.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143156350","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}