Developmental Review最新文献

{"title":"Parental postpartum depression and children’s receptive and expressive language during the first six years of life: A systematic review of depression timing, status, and chronicity","authors":"Brandon Neil Clifford ,&nbsp;Vanessa Rainey ,&nbsp;Natalie D. Eggum","doi":"10.1016/j.dr.2023.101105","DOIUrl":"https://doi.org/10.1016/j.dr.2023.101105","url":null,"abstract":"<div><p><span>Parental postpartum depression may be a risk factor for children’s early language development. However, previous empirical findings have been inconclusive regarding these relations. Moreover, previous reviews of this topic have summarized across measures of language. The purpose of the present </span>systematic review<span> was to summarize and synthesize the relations between parental postpartum depression and children’s language development while treating language as a multidimensional construct and while considering the nature of parental depression. We identified empirical articles in the PsycInfo®/ProQuest database (8/15/2023) and through additional strategies. Articles were screened and considered eligible for inclusion based on several criteria. Twenty-six studies were included in the present systematic review. Included articles were evaluated for risk bias using a tool produced by Glod and colleagues (2015) and adapted for the present study. Findings were organized by the aspect of language (i.e., receptive, expressive) and the nature of parents’ depression (timing, status, chronicity). Varying levels of support were found for the assertion that parental depression is related to children’s receptive and expressive language<span>. Significant relations are more likely to be found later in early childhood indicating a delayed effect of parental postpartum depression. Further, there was inconclusive support concerning the role of depression status and depression chronicity in relation to children’s language development. Additional work is needed to clarify these relations. Directions for future work are recommended that would explore mediating mechanisms, the role of fathers’ depression and how other aspects of parental mental health play a role in these relations. As a limitation, the scope of the present systematic review excluded studies of older children and studies of more general language development that are relevant to informing future work.</span></span></p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138430551","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":"Childhood socioeconomic position and later-life cognitive functioning in the U.S.: A critical review","authors":"Hanamori F. Skoblow ,&nbsp;Christine M. Proulx ,&nbsp;Francisco Palermo","doi":"10.1016/j.dr.2023.101104","DOIUrl":"https://doi.org/10.1016/j.dr.2023.101104","url":null,"abstract":"<div><p>An emerging body of research suggests that later-life cognitive functioning may be partly the result of influences across the life course. Low socioeconomic position in childhood is associated with disparities in cognitive functioning in older adulthood. Framed by the life course perspective, several explanations for this association exist: the <em>latency model</em>, positing that the conditions of low early-life socioeconomic position are directly linked to later-life cognitive functioning; the <em>pathway hypothesis</em>, suggesting that the association is mediated through adult socioeconomic position; and the <em>accumulation of (dis)advantage hypothesis</em>, proposing that the combined conditions of the childhood and adulthood contexts are more impactful than either socioeconomic context alone. The purpose of this critical review was to assess the empirical evidence supporting each hypothesis through a synthesis of the extant literature on the association between childhood socioeconomic position and later-life cognitive functioning. We reviewed 29 studies with U.S. samples and found the strongest evidence for the pathway hypothesis, followed by the accumulation hypothesis. Support for the latency model is present but weaker than the other explanations. The influence of childhood socioeconomic position on cognitive functioning is stronger when cognitive functioning is assessed at a single time point rather than as change over time, suggesting that childhood socioeconomic position might not affect the rate at which cognition declines in later life but does impact performance measured at any designated testing occasion. We conclude with a discussion of the limitations of the state of the literature, directions for future research, and implications for policy.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138430552","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":"Episodic thought in development: On the relation between memory and future thinking","authors":"Angela Nyhout ,&nbsp;Caitlin E.V. Mahy","doi":"10.1016/j.dr.2023.101103","DOIUrl":"https://doi.org/10.1016/j.dr.2023.101103","url":null,"abstract":"<div><p>Extensive research from cognitive neuroscience has shown that episodic memory and future thinking are related processes and has given rise to theories attempting to explain these similarities, but developmental research has only minimally been considered. We argue that developmental research is fundamental to understanding the association between episodic memory and future thinking and that existing neurocognitive theories do not fully accommodate developmental findings. We review evidence from studies investigating children’s episodic memory, future thinking, and comparing across the two, as well as studies on the developing brain, and research with patients with brain lesions and individuals with autism spectrum disorder. These data provide an emerging but incomplete picture of the relation between memory and future thinking, and therefore we present a framework that deconstructs episodic thought into its separate components – who an episode is about, what happens in it, and when and where it occurs. We argue that episodic memory and future thinking place different demands on these subcomponents but are bound together by a shared episodic simulator that plays episodes to conscious awareness. We then provide a roadmap for future research that will clarify how memory and future thinking are related in development.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0273229723000394/pdfft?md5=ebda05552e6917ed5dc0dd6e3d7f95ae&pid=1-s2.0-S0273229723000394-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138087047","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":"Contributions of motor skill development and physical activity to the ontogeny of executive function skills in early childhood","authors":"Michael T. Willoughby,&nbsp;Kesha Hudson","doi":"10.1016/j.dr.2023.101102","DOIUrl":"https://doi.org/10.1016/j.dr.2023.101102","url":null,"abstract":"<div><p>Because of executive function (EF) skills’ importance for social, emotional, and academic success, there is strong interest in supporting their development in early childhood. Efforts to increase the duration and/or intensity of children’s physical activity have been proposed as one promising approach. However, this proposal has been a source of debate, and too few studies have been conducted with young children to support recommendations in early childhood. Here, we provide a critical review of relevant studies. A recurring idea is that children’s fine and gross motor development represents a sequence of goal-directed activities that serve to engage and practice their EF skills. The development of children’s motor skills appears more strongly associated with EF skill development in early childhood than the frequency, duration, or intensity of their physical activity. We integrate these ideas into the larger literature and consider implications for research and practice.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50200831","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":"Moral disengagement in youth: A meta-analytic review","authors":"Aileen Luo,&nbsp;Kay Bussey","doi":"10.1016/j.dr.2023.101101","DOIUrl":"https://doi.org/10.1016/j.dr.2023.101101","url":null,"abstract":"<div><p>Moral disengagement enables individuals to enact behavior contrary to their moral standards without remorse. Although associations between moral disengagement and transgressions are widely studied, the process occurs in the context of personal and environmental factors that may increase or suppress its enlistment. Understanding potential moderators provide insight into how moral disengagement enables transgressions, and offers possible areas of intervention to decrease its enlistment. This review integrates research examining moral disengagement within a social cognitive theory framework from which it is part. Within the 157 eligible studies (<em>N</em> = 118,501) investigating moral disengagement and a related construct, 35 distinct correlates of moral disengagement were identified. Random-effects <em>meta</em>-analyses identified significant associations between moral disengagement and transgressive behavior, and additionally identified personal (e.g., self-efficacy; empathy) and environmental factors (e.g., parental monitoring; peer rejection) that may moderate its enlistment. Findings highlight the importance of considering intrapsychic and societal influences associated with moral disengagement when enacting transgressions. Theoretical considerations and suggestions for future research are also proposed.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50200830","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":"Does child-mother attachment predict and mediate language and cognitive outcomes? A series of meta-analyses","authors":"Audrey-Ann Deneault ,&nbsp;Robbie Duschinsky ,&nbsp;Marinus H. van IJzendoorn ,&nbsp;Glenn I. Roisman ,&nbsp;Anh Ly ,&nbsp;R.M. Pasco Fearon ,&nbsp;Sheri Madigan","doi":"10.1016/j.dr.2023.101093","DOIUrl":"10.1016/j.dr.2023.101093","url":null,"abstract":"<div><p>A programmatic set of meta-analyses by Groh et al. (e.g., <span>Groh et al., 2017a</span>) and Madigan et al. (e.g., <span>Madigan et al., 2023</span>) demonstrated that secure child-caregiver attachments are positively associated with children’s social and emotional development, with somewhat stronger associations identified in relation to social competence and (lower) externalizing behaviors than for (lower) internalizing symptoms (<span>Groh et al., 2017a</span>). The association of attachment security with children’s cognitive and language outcomes, however, is relatively less well established. Moreover, it is unknown whether attachment is associated with these outcomes through direct links, indirect links (i.e., as a mediator of the association between caregiver sensitivity and child cognition and language processes), or both. Empirical tests of these hypotheses have not yet been conducted. The current study had two main objectives: 1) provide a meta-analytic update for the association between attachment security and cognition and language (<em>k</em> = 125 studies [107 samples]; <em>N</em> = 9,213 children; 52.5% boys; 100% mothers; 93% from North America/Europe), and 2)<!--> <!-->test this association within a larger mediation model that accounts for the roles of sensitivity and attachment through a meta-analytic structural equation model (sensitivity → attachment → cognitive and language outcomes). Results showed that child-mother attachment security was significantly associated with child cognition (<em>r</em> = 0.17, 95% CI [0.14, 0.20]) and language outcomes (<em>r</em> = 0.16, 95% CI [0.12, 0.20]). The MASEM model revealed a small, but significant, indirect effect of sensitivity on cognitive and language outcomes through attachment security. The discussion considers the theoretical and practical implications of these findings.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47506109","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 model of peer aggression and victimization on the social spectrum: A relational perspective","authors":"Naomi C.Z. Andrews","doi":"10.1016/j.dr.2023.101088","DOIUrl":"10.1016/j.dr.2023.101088","url":null,"abstract":"<div><p><span>Peer aggression among children and youth has garnered significant attention in the fields of child development and developmental psychology, as well as psychology more generally. Given the inherently social nature of peer aggression, attention has also been paid to the social factors associated with aggression, bullying, and victimization. Yet, there remain conflicting findings regarding the social nature of aggression, as well as confusion in terminology and overlapping constructs. To address these issues in the field, this review introduces a model of aggression and victimization that integrates prior theory and empirical literature, and organizes aggressive interactions using a relational perspective. As illustrated in the model, four types of aggressive interaction are presented and discussed, based on explicitly examining how perpetrator and victim are relationally linked within an aggressive interaction: </span><em>Bullying, Indiscriminate Aggression, Equal Aggression</em>, and <em>High-Status Aggression</em>. This review and associated model represent critical theoretical advancements that integrate current knowledge regarding aggression across disciplines and provides a framework from which to understand aggression from a relational perspective.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41591252","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":"Development and socialization of self-regulation from infancy to adolescence: A meta-review differentiating between self-regulatory abilities, goals, and motivation","authors":"Christiane Wesarg-Menzel ,&nbsp;Rutmer Ebbes ,&nbsp;Maud Hensums ,&nbsp;Eline Wagemaker ,&nbsp;Martina S. Zaharieva ,&nbsp;Janneke P.C. Staaks ,&nbsp;Alithe L. van den Akker ,&nbsp;Ingmar Visser ,&nbsp;Machteld Hoeve ,&nbsp;Eddie Brummelman ,&nbsp;Tycho J. Dekkers ,&nbsp;Jaap A. Schuitema ,&nbsp;Helle Larsen ,&nbsp;Cristina Colonnesi ,&nbsp;Brenda R.J. Jansen ,&nbsp;Geertjan Overbeek ,&nbsp;Hilde M. Huizenga ,&nbsp;Reinout W. Wiers","doi":"10.1016/j.dr.2023.101090","DOIUrl":"10.1016/j.dr.2023.101090","url":null,"abstract":"<div><p>Self-regulation has been intensely studied across developmental science disciplines in virtue of its significance to understanding and fostering adaptive functioning throughout life. Whereas research has predominantly focused on self-regulatory abilities, age-related changes in goals and motivation that underlie self-regulation have been largely neglected. In a systematic meta-review, we disentangle the development of self-regulatory abilities from age-related goals and motivation between infancy and adolescence. We further investigate the roles of parents, teachers, and peers in the socialization of self-regulatory abilities separately from the socialization of goals and motivation. We searched reviews and meta-analyses on self-regulation in typical development (0–18 years), identifying 1,935 records, from which 136 articles were included. Results show that self-regulation develops from being largely co-regulated in infancy to an independent yet socially-calibrated process in adolescence. We further demonstrate continuity as well as age-related transitions in the abilities, goals, and motivation employed for self-regulation, and pinpoint the exact role of various social agents involved in these processes. Our meta-review yields a detailed description of self-regulation development between infancy and adolescence, providing a starting point for future developmental and intervention work regarding key processes and social agents to be considered when targeting self-regulation in a particular age group.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47732784","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":"Time and sequence as key developmental dimensions of joint action","authors":"Valentina Fantasia ,&nbsp;Jonathan Delafield-Butt","doi":"10.1016/j.dr.2023.101091","DOIUrl":"10.1016/j.dr.2023.101091","url":null,"abstract":"<div><p>Joint action, generally defined as working together towards a common purpose, has become an important concept in many areas of cognitive science, from philosophical appraisal of its core concepts to empirical mapping of its psychological development. Within mainstream cognitive accounts, to engage in a joint action requires an inferential process of representing the other’s intentions and plans to enable social coordination for a shared goal. However, growing endorsement of a contrasting view from embodied and situated accounts of social cognition proposes that joint action is better understood as a dynamic, situated interactional process where participants “roll into” joint action without requiring reflective or representational awareness of it. This work proposes a rethinking of how we conceive the nature of action and its development as joint action early in human life. With particular reference to developmental studies, we advance a rationale for the conceptual framework of joint action to include its temporal and sequential structures, and their intrinsic prospective qualities of human action, solitary or shared, as key analytical aspects for the study of how infants understand and share meaning with another, in joint <em>interaction</em>.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41288599","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":"Disentangling processing and storage accounts of working memory development in childhood","authors":"Luísa Superbia-Guimarães,&nbsp;Nelson Cowan","doi":"10.1016/j.dr.2023.101089","DOIUrl":"10.1016/j.dr.2023.101089","url":null,"abstract":"<div><p>Researchers have been asking the question of what drives the development of working memory (WM) during childhood for decades. This question is particularly challenging because so many aspects of cognition develop with age that it is difficult to disentangle them and find out which factors are causal or fundamental. In this review, we first prepare to discuss this issue by inquiring whether increases in storage, processing, or both are the fundamental driving factor(s) of the age-related increase in WM capability in childhood. We contend that by experimentally manipulating either factor and observing changes in the other, it is possible to learn about causal roles in WM development. We discuss research on school-aged children that seems to suggest, by means of such an approach, that the growth of storage is causal for some phases or steps in WM tasks, but that the growth of processing is causal for other steps. In our theoretical proposal, storage capacity of the focus of attention determines earlier steps of information processing by constraining the selective encoding of information into WM, whereas processing dependent on the focus of attention determines later steps, like the detection of patterns that can simplify the effective memory load and adoption of a proactive stance of maintenance in dual-task settings. Future directions for research are discussed.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10470321/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10505502","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}