Developmental Review最新文献_第6页

Examining the role of parents and teachers in executive function development in early and middle childhood: A systematic review 考察父母和教师在儿童早期和中期执行功能发展中的作用：一项系统综述

IF 6.6 1区心理学

Developmental Review Pub Date : 2023-03-01 DOI: 10.1016/j.dr.2022.101063

Sümeyye Koşkulu-Sancar , Eva van de Weijer-Bergsma , Hanna Mulder , Elma Blom

{"title":"Examining the role of parents and teachers in executive function development in early and middle childhood: A systematic review","authors":"Sümeyye Koşkulu-Sancar , Eva van de Weijer-Bergsma , Hanna Mulder , Elma Blom","doi":"10.1016/j.dr.2022.101063","DOIUrl":"10.1016/j.dr.2022.101063","url":null,"abstract":"<div><p>The aim of the current systematic review is (1) to examine theoretical frameworks and mechanisms explaining the association between parental and teacher behaviors and child executive function (EF) development, and (2) to compare and combine empirical findings for the relationship between parental and teacher behaviors and child EF development in early and middle childhood. Results revealed that theoretical frameworks have been established more strongly in the parent literature and parental behaviors have been more extensively studied with more diverse terms compared to studies in teacher literature. Overall, patterns of findings suggest that positive (e.g., emotional support) and cognitive parental/teacher behaviors (e.g., cognitive stimulation) were positively linked to child EF performance while negative behaviors (e.g., intrusiveness) were adversely related. Considering the similar roles of parents and teachers in child EF development, insights from parent literature could enable a better understanding of the impact of teacher behaviors on child EF (and vice versa), and opens new venues for future teacher research. Moreover, these findings suggest that, in addition to genetic transmission, social factors such as parent/teacher-child interactions play a significant role in EF development. Future research should investigate the joint influence of parent and teacher behaviors on child EF.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"67 ","pages":"Article 101063"},"PeriodicalIF":6.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43203189","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: 7

Arithmetic thinking as the basis of children's generative number concepts 算术思维是儿童生成数概念的基础

IF 6.6 1区心理学

Developmental Review Pub Date : 2023-03-01 DOI: 10.1016/j.dr.2022.101062

Diego Guerrero , Joonkoo Park

{"title":"Arithmetic thinking as the basis of children's generative number concepts","authors":"Diego Guerrero , Joonkoo Park","doi":"10.1016/j.dr.2022.101062","DOIUrl":"10.1016/j.dr.2022.101062","url":null,"abstract":"<div><p>Predominant psychological theories of number acquisition posit that children acquire natural number concepts as they acquire the successor principle, or the knowledge that every natural number is succeeded by another natural number that is exactly-one more than it. However, exactly how children acquire the successor principle remains largely unexplained. Recently developed ideas within this family of theories posit that an abstract recursive successor function is acquired from the recursive structure of number words; however, the types of recursion underlying the successor function and number words are distinctively different (one is a self-referential function and the other is a self-embedded structure), making it difficult to theorize how one type triggers the acquisition of another. Moreover, our analysis of the literature questions if the knowledge about the successor principle is even empirically measurable. Here, we argue that number acquisition is a process of understanding a generative rule that governs the system of natural numbers and point out that the successor principle is not the only generative rule that governs the natural number system. We propose an alternative hypothesis that generative number concepts emerge from children's realization about how the combinatorial rules of numerals allow arithmetic (specifically additive and multiplicative) representations of quantity. Importantly, under addition and multiplication—which are historically rooted in concatenation and grouping of physical objects—natural numbers are mathematically closed. As a corollary, the system of infinitely generative natural numbers is conceptualized. This new theoretical framework allows the construction of novel empirical questions and testable hypotheses based on the formalized rules of numerical syntax and numeration systems, and therefore opens a new avenue for studying later stages of children's acquisition of number concepts.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"67 ","pages":"Article 101062"},"PeriodicalIF":6.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41795131","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: 3

How does play foster development? A new executive function perspective 游戏如何促进发展?一个新的执行功能视角

IF 6.6 1区心理学

Developmental Review Pub Date : 2023-03-01 DOI: 10.1016/j.dr.2022.101064

Sabine Doebel , Angeline S. Lillard

引用次数: 10

A new look at the relations between attachment and intelligence 依恋与智力关系新探

IF 6.6 1区心理学

Developmental Review Pub Date : 2023-03-01 DOI: 10.1016/j.dr.2022.101054

Marco Del Giudice , John D. Haltigan

引用次数: 3

Understanding the role of testimony in children’s moral development: Theories, controversies, and implications 理解证言在儿童道德发展中的作用：理论、争议和启示

IF 6.6 1区心理学

Developmental Review Pub Date : 2023-03-01 DOI: 10.1016/j.dr.2022.101053

Pearl Han Li , Melissa A. Koenig

{"title":"Understanding the role of testimony in children’s moral development: Theories, controversies, and implications","authors":"Pearl Han Li , Melissa A. Koenig","doi":"10.1016/j.dr.2022.101053","DOIUrl":"https://doi.org/10.1016/j.dr.2022.101053","url":null,"abstract":"<div><p>Children, much like adults, rely heavily on information from other people in the domains of word learning, science and religion (Harris, Koenig, Corriveau & Jaswal, 2018). However, we know much less about how testimony affects children’s moral thinking. In fact, many psychologists argue that morality is relatively impervious to direct testimonial influence, and emphasize children’s early emerging moral abilities and intuitions (Haidt, 2001; Hamlin, 2013; Smetana, 1981). These accounts are consistent with recent philosophical work holding that while testimony is an acceptable source for non-moral beliefs, it is problematic to acquire moral understanding via testimony (<em>the asymmetry thesis</em>, Hopkins, 2007). Is testimony really insufficient to transmit moral understanding?</p><p>In order to address this question, we first draw attention to recent philosophical work on skepticism towards moral testimony. We then review the literature on children’s moral development and testimonial learning and make the argument that testimony plays an indispensable role in children’s acquisition of moral understanding. Lastly, we discuss how the study of moral testimony could be supported by appreciating a set of important distinctions (e.g., different levels of dependence, different types of testimony, different costs and benefits) to aid our theorizing and empirical work on testimonial learning in the moral domain.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"67 ","pages":"Article 101053"},"PeriodicalIF":6.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50182103","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 systematic review of measures of theory of mind for children 儿童心理理论测量的系统回顾

IF 6.6 1区心理学

Developmental Review Pub Date : 2023-03-01 DOI: 10.1016/j.dr.2022.101061

I-Ning Fu , Kuan-Lin Chen , Meng-Ru Liu , Dai-Rong Jiang , Ching-Lin Hsieh , Shih-Chieh Lee

{"title":"A systematic review of measures of theory of mind for children","authors":"I-Ning Fu , Kuan-Lin Chen , Meng-Ru Liu , Dai-Rong Jiang , Ching-Lin Hsieh , Shih-Chieh Lee","doi":"10.1016/j.dr.2022.101061","DOIUrl":"10.1016/j.dr.2022.101061","url":null,"abstract":"<div><p>Theory of mind (ToM) is a developmental and multidimensional ability to impute mental states to oneself and others. This systematic review aimed to identify and appraise the current ToM measures for children in terms of their constructs, modes of presentation and response, the test theories adopted to develop them, and psychometric properties. Among the 588 articles retrieved, 127 ToM measures were identified. Twelve measures covered the full spectrum of ToM development in childhood. Only four measures had items in all construct dimensions (i.e., cognitive–interpersonal, cognitive–intrapersonal, affective–interpersonal, and affective–intrapersonal ToM), but they were not designed with specific items on developmental components in every dimension. As regards modes of presentation and response, twenty-one measures designed with visual aids are recommended for children with poor verbal comprehension and expression abilities. Only six measures were constructed or examined with Rasch modeling to better quantify ToM ability. To sum up, currently, no single ToM measure constructed with Rasch modeling and featuring visual aids can assess children’s ToM ability simultaneously and specifically with the multidimensional construct. A thorough ToM measurement for children with the above-mentioned characteristics is warranted for clinicians and researchers to better understand children’s ToM ability and examine the mechanisms governing the developmental and multidimensional constructs.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"67 ","pages":"Article 101061"},"PeriodicalIF":6.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46614146","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: 2

Understanding pretense as causal inference 将伪装理解为因果推理

IF 6.6 1区心理学

Developmental Review Pub Date : 2023-01-01 DOI: 10.1016/j.dr.2023.101065

David M. Sobel

引用次数: 0

The Elusive “Developmental Mechanism”: What they are and how to study and test them 难以捉摸的“发展机制”：它们是什么以及如何研究和测试它们

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-12-13 DOI: 10.31234/osf.io/pwxma

Deon T. Benton

{"title":"The Elusive “Developmental Mechanism”: What they are and how to study and test them","authors":"Deon T. Benton","doi":"10.31234/osf.io/pwxma","DOIUrl":"https://doi.org/10.31234/osf.io/pwxma","url":null,"abstract":"Few issues have garnered as much attention as that of understanding mechanisms of developmental change. Understanding mechanisms of developmental change is important because it allows researchers to go beyond studying at what age an ability emerges to understanding the processes by which those abilities develop in the first place. Despite the clear importance of mechanisms, the notion of a developmental mechanism or mechanism of developmental change remains largely undefined and there exists no clear guidance on how to study these mechanisms systematically in the developmental literature. Given these outstanding questions, this paper has two main aims. The first aim was to provide a clear definition of mechanisms of developmental change that aligns most closely with how most, if not all, developmental psychologists think about developmental mechanisms. The second goal was to provide concrete suggestions for how developmental scientists might study and test different kinds of mechanisms of developmental change based on their perceived manipulability. One of the main arguments of the paper is that there is no one-size-fits-all approach to studying and testing mechanisms of developmental change and that how developmental researchers study them depends crucially on their perceived manipulability.","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":" ","pages":""},"PeriodicalIF":6.6,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48553326","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: 2

Individual and developmental differences in delinquency: Can they be explained by adolescent risk-taking models? 犯罪行为中的个体和发展差异：青少年的冒险模式能解释吗？

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-12-01 DOI: 10.1016/j.dr.2021.100985

Aja Louise Murray , Jessica Hafetz Mirman , Lara Carter , Manuel Eisner

{"title":"Individual and developmental differences in delinquency: Can they be explained by adolescent risk-taking models?","authors":"Aja Louise Murray , Jessica Hafetz Mirman , Lara Carter , Manuel Eisner","doi":"10.1016/j.dr.2021.100985","DOIUrl":"10.1016/j.dr.2021.100985","url":null,"abstract":"<div><p>Delinquency shows an increase in adolescence and is hence often cited as a behaviour explainable in terms of adolescent risk-taking models. In this review we summarise contemporary developmental models of adolescent risk-taking as they apply to delinquency and evaluate the extent to which they are supported by empirical evidence. Dual Systems theory, Fuzzy Trace Theory, the Lifespan Wisdom Model (LWM), and the Developmental Neuro-Ecological Risk-taking Model (DNERM) are all discussed. We highlight that there have been very few direct empirical evaluations of developmental risk-taking models as applied to delinquency; however, indirect evidence supports the core Dual Systems theory claim that a developmental imbalance between sensation-seeking and self-regulation contributes to an adolescent peak in offending. However, this appears to apply particularly to a sub-group of vulnerable youth, as implied by the LWM. Further, risk-taking propensity likely interacts with age-related changes in exposure to risk-conducive situations, as implied by DNERM. There is little evidence to suggest that Fuzzy Trace Theory alone explains developmental changes in risk-taking, though it may help explain how young people learn about risk, as outlined in LWM, Better integration of risk-taking models with criminological perspectives as well as further longitudinal research using appropriate operationalisations of developmental imbalance, modelling individual differences in trajectories, and incorporating measures of exposure to risk-conducive situations will be essential for advancing knowledge of the drivers of engagement in delinquency in adolescence.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"62 ","pages":"Article 100985"},"PeriodicalIF":6.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100985","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49652265","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: 13

How fuzzy-trace theory predicts development of risky decision making, with novel extensions to culture and reward sensitivity 模糊追踪理论如何预测风险决策的发展，以及对文化和奖励敏感性的新扩展

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-12-01 DOI: 10.1016/j.dr.2021.100986

Sarah M. Edelson , Valerie F. Reyna

{"title":"How fuzzy-trace theory predicts development of risky decision making, with novel extensions to culture and reward sensitivity","authors":"Sarah M. Edelson , Valerie F. Reyna","doi":"10.1016/j.dr.2021.100986","DOIUrl":"10.1016/j.dr.2021.100986","url":null,"abstract":"<div><p>Comprehensive meta-analyses of risky decision making in children, adolescents, and adults have revealed that age trends in disambiguated laboratory tasks confirmed fuzzy-trace theory’s prediction that preference for risk decreases monotonically from childhood to adulthood. These findings are contrary to predictions of dual systems or neurobiological imbalance models. Assumptions about increasing developmental reliance on mental representations of the gist of risky options are essential to account for this developmental trend. However, dual systems theory appropriately emphasizes how cultural context changes behavioral manifestation of risk preferences across age and neurobiological imbalance models appropriately emphasize developmental changes in reward sensitivity. All of the major theories include the assumption of increasing behavioral inhibition. Here, we integrate these theoretical constructs—representation, cultural context, reward sensitivity, and behavioral inhibition—to provide a novel framework for understanding and improving risky decision making in youth. We also discuss the roles of critical tests, scientific falsification, disambiguating assessments of psychological and neurological processes, and the misuse of such concepts as ecological validity and reverse inference. We illustrate these concepts by extending fuzzy-trace theory to explain why youth are a major conduit of viral infections, including the virus that causes COVID-19. We conclude by encouraging behavioral scientists to embrace new ways of thinking about risky decision making that go beyond traditional stereotypes about adolescents and that go beyond conceptualizing ideal decision making as trading off degrees of risk and reward.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"62 ","pages":"Article 100986"},"PeriodicalIF":6.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100986","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39622718","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: 8