Developmental Review最新文献

{"title":"Varieties of Number-Line Estimation: Systematic Review, Models, and Data","authors":"Jike Qin ,&nbsp;Dan Kim ,&nbsp;John E. Opfer","doi":"10.1016/j.dr.2024.101161","DOIUrl":"10.1016/j.dr.2024.101161","url":null,"abstract":"<div><div>The psychophysical function that best fits human data from number-line estimation is the subject of a lively, on-going debate with important theoretical and practical implications. We comprehensively reviewed articles which tested competing psychophysical functions and found systematic variablility in task design. To test whether one function could account for data across diverse tasks, we examined 158 children’s and adults’ estimates using two 2 × 2 designs, crossing symbol (symbolic, non-symbolic) and boundedness (bounded, unbounded) on free number-line tasks (Experiment 1) and crossing the same factors on anchored tasks (Experiment 2). This yielded eight varieties of number-line estimation: four old varieties for testing replicability and four new varieties for testing generalizability. Across the eight varieties, 88.84 % of participants provided estimates better fit by a mixed log-linear model than competing models, with weights of the logarithmic component (<em>λ</em>) decreasing with age in each task. Unlike parameters of competing models, <em>λ</em> on any given task significantly predicted <em>λ</em> on the other 7 tasks, as well as predicting arithmetic skills. Results suggest that representations of numerical magnitude play the largest part in number-line estimation, and the “logarithmic-to-linear shift” provides the most accurate and generalizable description of how number-line estimation develops. (196 words)</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"74 ","pages":"Article 101161"},"PeriodicalIF":5.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421293","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 unified framework of parental socialization of executive function development","authors":"Patrick Hanlin,&nbsp;Qing Zhou","doi":"10.1016/j.dr.2024.101149","DOIUrl":"10.1016/j.dr.2024.101149","url":null,"abstract":"<div><p>Parenting behaviors have been recognized as a significant contributor to the development of executive function (EF) skills in children. These contributions encompass various socioemotionally and cognitively oriented behaviors. In this comprehensive review, we examine the existing literature on cognitively oriented parenting behaviors and identify three principal dimensions: cognitive stimulation, language input, and scaffolding/autonomy support. We discuss the conceptual and methodological overlap among these behaviors while emphasizing the distinct aspects of each and their potential contributions to EF development. A conceptual framework is then proposed which elucidates the interrelatedness of these behaviors and their association with child EF development. Within this framework, cognitive stimulation, language input, and scaffolding/autonomy support are reframed as opportunities, tools, and strategies for problem solving, respectively. This perspective underscores the elaborative nature of these behaviors and suggesting that they not only do they make independent contributions to EF skills but may also interact to facilitate EF development. Lastly, we explore practical, methodological, and cross-cultural implications arising from this framework.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"73 ","pages":"Article 101149"},"PeriodicalIF":5.7,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141948027","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":"The development of affective preferences and beliefs: A processing fluency framework","authors":"Rolf Reber,&nbsp;Jasmin Richter,&nbsp;Mathilde H. Prenevost","doi":"10.1016/j.dr.2024.101148","DOIUrl":"https://doi.org/10.1016/j.dr.2024.101148","url":null,"abstract":"<div><p>We present a fluency framework of the development of affective preferences and beliefs, two domains often neglected in research on development. Fluency is the subjective ease with which a mental operation can be executed. The fluency framework of the development of preferences and beliefs starts from evidence that effects of fluency are present early in infancy and remain stable across the lifespan. The framework predicts that interindividual differences in preferences and beliefs will be few among newborns but increase with age, a process we call <em>differentiation</em>. Such differentiation goes along with what we call <em>mental narrowing</em>, which denotes the observation that preferences and beliefs become narrower in range and less flexible with increasing age. Therefore, with increasing age, fewer new preferences or beliefs develop, and it is more difficult to change them. We discuss alternative explanations for differentiation and mental narrowing and outline empirical tests for the predictions.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"73 ","pages":"Article 101148"},"PeriodicalIF":5.7,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0273229724000327/pdfft?md5=8ac59f0ffb60d5c4a6bf3bac975c961d&pid=1-s2.0-S0273229724000327-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141606242","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":"Maternal mentalizing and quality of interactive behavior with their infant in the first year postpartum: A meta-analysis","authors":"Katrine I. Wendelboe,&nbsp;Sophie Reijman,&nbsp;Eva B. Madsen,&nbsp;Laura L. Støve,&nbsp;Anne C. Stuart,&nbsp;Johanne Smith-Nielsen,&nbsp;Mette Skovgaard Væver","doi":"10.1016/j.dr.2024.101136","DOIUrl":"https://doi.org/10.1016/j.dr.2024.101136","url":null,"abstract":"<div><p>The quality of parent-infant interaction is crucial for infant development, and the postpartum period is considered particularly important for subsequent developmental pathways. Parental mentalizing has been identified as a key component influencing parental behavior. Yet, no <em>meta</em>-analysis has specifically focused on the link between parental mentalizing and observed parental behavior during parent-infant interaction in the first year postpartum. The present study addresses this gap by conducting a <em>meta</em>-analysis of 20 studies involving mothers and their 0–12 months old infants. A three-level random effects analysis, encompassing 133 individual effect sizes and 1990 participants, revealed a small, positive overall effect size (<em>r</em> = 0.20). Moderator analyses investigated the influence of study methodology (e.g., offline versus online assessment of mentalizing, free-play interaction versus non-free play), sample and study characteristics on effect size. Using <em>meta</em>-regression, significant moderators were maternal SES risk-status and study publication year, while study methodology and other sample and study characteristics did not moderate the association. The study advances our understanding of parental mentalizing and parenting behavior in the postpartum period, providing methodological considerations for mentalizing assessment. Results are discussed in terms of implications and recommendations for future research.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"73 ","pages":"Article 101136"},"PeriodicalIF":6.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0273229724000200/pdfft?md5=09fa0ff4486987e344eb62fdf25a682a&pid=1-s2.0-S0273229724000200-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141303575","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 relationship between attachment and problematic internet use: A multilevel meta-analysis","authors":"Jiayi Li ,&nbsp;Song Li ,&nbsp;Han Li ,&nbsp;Lei Ye ,&nbsp;Xu Chen","doi":"10.1016/j.dr.2024.101146","DOIUrl":"https://doi.org/10.1016/j.dr.2024.101146","url":null,"abstract":"<div><p>Attachment theory and the model of compensatory Internet use provide a comprehensive framework for understanding the relationship between attachment and problematic Internet use. Despite numerous studies on this topic, the findings have been inconsistent. To address this gap, we conducted a multilevel meta-analysis and explored the associations between various attachment orientations and types of problematic Internet use. A systematic database search identified 167 studies published prior to March 2024, including 173 samples comprising 516 effect sizes. The results revealed a negative correlation between attachment security and problematic Internet use (<em>r</em> = −.202). Conversely, attachment anxiety and avoidance exhibited positive correlations with problematic Internet addiction. Specifically, attachment anxiety demonstrated a medium to large positive correlation with problematic Internet addiction (<em>r</em> = .288), while attachment avoidance exhibited a relatively small positive correlation (<em>r</em> = .123). Moreover, we identified several moderating variables, including types of problematic Internet use, measurements of attachment, attachment figure, culture, participant age and gender that influenced the relationship between attachment and problematic Internet use. These findings provide empirical support for the close links between attachment and problematic Internet use. The implications for future research and clinical practice are discussed.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"73 ","pages":"Article 101146"},"PeriodicalIF":5.7,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141478902","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":"Connecting learning environments to learning: Two examples from children’s mathematics","authors":"","doi":"10.1016/j.dr.2024.101138","DOIUrl":"10.1016/j.dr.2024.101138","url":null,"abstract":"<div><p>Everyone agrees that environments influence learning, but only a small percentage of studies of cognitive development relate children’s specific learning environments to their learning. In this article, I examine relations to math learning of two types of specific learning environments: math textbooks and home math environments. The strength of the relations appears to differ for the two types of environments; characteristics of math textbooks seem to play an important role in shaping school-age children’s arithmetic with whole numbers, fractions, decimals, and percentages, but characteristics of home math environments seem to be only weakly related to preschoolers’ math knowledge. The differences cannot be attributed entirely to differences in the children’s ages or to difficulties in measuring preschoolers’ mathematics knowledge; studies relating preschoolers’ literacy environments to their reading comprehension yield much stronger relations, and measurement of preschoolers’ math knowledge is sufficiently valid to yield substantial relations to the same children’s math knowledge in elementary and high school. Two types of issues are identified that seem to contribute to the differing relations of the specific learning environments to children’s mathematics knowledge: issues involving measurement of specific learning environments and influences of unmeasured variables. Relating learning environments to learning is likely to be useful for understanding cognitive development in other domains as well.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"73 ","pages":"Article 101138"},"PeriodicalIF":5.7,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141411372","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 joint future for cultural evolution and developmental psychology","authors":"Magnus Enquist ,&nbsp;Stefano Ghirlanda ,&nbsp;Anandi Hattiangadi ,&nbsp;Johan Lind ,&nbsp;Gustaf Gredebäck","doi":"10.1016/j.dr.2024.101147","DOIUrl":"10.1016/j.dr.2024.101147","url":null,"abstract":"<div><p>Developmental psychology and cultural evolution are concerned with the same research questions but rarely interact. Collaboration between these fields could lead to substantial progress. Developmental psychology and related fields such as educational science and linguistics explore how behavior and cognition develop through combinations of social and individual experiences and efforts. Human developmental processes display remarkable plasticity, allowing children to master complex tasks, many which are of recent origin and not part of our biological history, such as mental arithmetic or pottery. It is this potency of human developmental mechanisms that allow humans to have culture on a grand scale. Biological evolution would only establish such plasticity if the combinatorial problems associated with flexibility could be solved, biological goals be reasonably safeguarded, and cultural transmission faithful. We suggest that cultural information can guide development in similar way as genes, provided that cultural evolution can establish productive transmission/teaching trajectories that allow for incremental acquisition of complex tasks. We construct a principle model of development that fulfills the needs of both subjects that we refer to as Incremental Functional Development. This process is driven by an error-correcting mechanism that attempts to fulfill combinations of cultural and inborn goals, using cultural information about structure. It supports the acquisition of complex skills. Over generations, it maintains function rather than structure, and this may solve outstanding issues about cultural transmission. The presence of cultural goals gives the mechanisms an open architecture that become an engine for cultural evolution.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"73 ","pages":"Article 101147"},"PeriodicalIF":5.7,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0273229724000315/pdfft?md5=b4713d9cd924ee5afc8add15d7448b66&pid=1-s2.0-S0273229724000315-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141629799","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":"Environmental contributions to cognitive development: The role of cognitive stimulation","authors":"Divyangana Rakesh ,&nbsp;Katie A. McLaughlin ,&nbsp;Margaret Sheridan ,&nbsp;Kathryn L. Humphreys ,&nbsp;Maya L. Rosen","doi":"10.1016/j.dr.2024.101135","DOIUrl":"https://doi.org/10.1016/j.dr.2024.101135","url":null,"abstract":"<div><p>Early environmental experiences influence children’s cognitive and neural development. In particular, cognitive stimulation, defined as environmental inputs that engage the senses and provide learning opportunities for children, fosters acquisition of knowledge across various cognitive domains. Low levels of cognitive stimulation in early life may restrict learning opportunities, contributing to lasting consequences for neural development and later academic and occupational achievement. This review delves into the role of cognitive stimulation in neural development and related cognitive performance, available tools for measuring cognitive stimulation in various settings, and offers insights into future research directions. In addition, variability in cognitive stimulation, often linked to differences in socioeconomic status, may create disparities in children’s access to enriching experiences that provide the foundation for learning. We therefore briefly review the role of socioeconomic status in cognitive stimulation and cognitive development. We also leverage evidence from intervention studies to illustrate the importance of cognitive stimulation for children’s outcomes. Investigating the influence of cognitive stimulation on children’s brain and behavior development is crucial for developing effective intervention strategies to foster the healthy development of all children and unlocking their full potential.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"73 ","pages":"Article 101135"},"PeriodicalIF":6.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0273229724000194/pdfft?md5=925c4c7b0686587aae849f6530b8e584&pid=1-s2.0-S0273229724000194-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141308382","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":"Learning to imitate facial expressions through sound","authors":"Narain K. Viswanathan ,&nbsp;Carina C.J.M. de Klerk ,&nbsp;Samuel V. Wass ,&nbsp;Louise Goupil","doi":"10.1016/j.dr.2024.101137","DOIUrl":"https://doi.org/10.1016/j.dr.2024.101137","url":null,"abstract":"<div><p>The question of how young infants learn to imitate others’ facial expressions has been central in developmental psychology for decades. Facial imitation has been argued to constitute a particularly challenging learning task for infants because facial expressions are perceptually opaque: infants cannot see changes in their own facial configuration when they execute a motor program, so how do they learn to match these gestures with those of their interacting partners? Here we argue that this apparent paradox mainly appears if one focuses only on the visual modality, as most existing work in this field has done so far. When considering other modalities, in particular the auditory modality, many facial expressions are not actually perceptually opaque. In fact, every orolabial expression that is accompanied by vocalisations has specific acoustic consequences, which means that it is relatively transparent in the auditory modality. Here, we describe how this relative perceptual transparency can allow infants to accrue experience relevant for orolabial, facial imitation every time they vocalise. We then detail two specific mechanisms that could support facial imitation learning through the auditory modality. First, we review evidence showing that experiencing correlated proprioceptive and auditory feedback when they vocalise – even when they are alone – enables infants to build audio-motor maps that could later support facial imitation of orolabial actions. Second, we show how these maps could also be used by infants to support imitation even for silent, orolabial facial expressions at a later stage. By considering non-visual perceptual domains, this paper expands our understanding of the ontogeny of facial imitation and offers new directions for future investigations.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"73 ","pages":"Article 101137"},"PeriodicalIF":6.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0273229724000212/pdfft?md5=b600b32363bc164d99608e88e1cb2665&pid=1-s2.0-S0273229724000212-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141422945","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":"Does child-directed speech facilitate language development in all domains? A study space analysis of the existing evidence","authors":"Vera Kempe ,&nbsp;Mitsuhiko Ota ,&nbsp;Sonja Schaeffler","doi":"10.1016/j.dr.2024.101121","DOIUrl":"https://doi.org/10.1016/j.dr.2024.101121","url":null,"abstract":"<div><p>Because child-directed speech (CDS) is ubiquitous in some cultures and because positive associations between certain features of the language input and certain learning outcomes have been attested it has often been claimed that the function of CDS is to aid children’s language development in general. We argue that for this claim to be generalisable, superior learning from CDS compared to non-CDS, such as adult-directed speech (ADS), must be demonstrated across multiple input domains and learning outcomes. To determine the availability of such evidence we performed a study space analysis of the research literature on CDS. A total of 942 relevant papers were coded with respect to (i) CDS features under consideration, (ii) learning outcomes and (iii) whether a comparison between CDS and ADS was reported. The results show that only 16.2% of peer-reviewed studies in this field compared learning outcomes between CDS and ADS, almost half of which focussed on the ability to discriminate between the two registers. Crucially, we found only 20 studies comparing learning outcomes between CDS and ADS for morphosyntactic and lexico-semantic features and none for pragmatic and extra-linguistic features. Although these 20 studies provided preliminary evidence for a facilitative effect of some specific morphosyntactic and lexico-semantic features, overall CDS-ADS comparison studies are very unevenly distributed across the space of CDS features and outcome measures. The disproportional emphasis on prosodic, phonetic, and phonological input features, and register discrimination as the outcome invites caution with respect to the generalisability of the claim that CDS facilitates language development across the breadth of input domains and learning outcomes. Future research ought to resolve the discrepancy between sweeping claims about the function of CDS as facilitating language development on the one hand and the narrow evidence base for such a claim on the other by conducting CDS-ADS comparisons across a wider range of input features and outcome measures.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"72 ","pages":"Article 101121"},"PeriodicalIF":6.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0273229724000054/pdfft?md5=94ba734189a5f4e8b08b34f6e987edd1&pid=1-s2.0-S0273229724000054-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140042517","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}