Developmental Review最新文献

{"title":"Social goals and gains of adolescent bullying and aggression: A meta-analysis","authors":"Maud Hensums ,&nbsp;Eddie Brummelman ,&nbsp;Helle Larsen ,&nbsp;Wouter van den Bos ,&nbsp;Geertjan Overbeek","doi":"10.1016/j.dr.2023.101073","DOIUrl":"10.1016/j.dr.2023.101073","url":null,"abstract":"<div><p>There is a long-standing debate on the goals that underlie adolescent socially coercive behaviors, such as bullying, relational aggression, and instrumental aggression. Knowledge about these goals is critical for the development of effective interventions. Bridging evolutionary and social-cognitive perspectives, we propose and substantiate a Social Goals and Gains Model of Adolescent Bullying and Aggression. The model holds that adolescents who hold agentic goals (i.e., getting ahead of others), rather than communal goals (i.e., getting along with others), engage in more bullying and aggression. Engaging in bullying and aggression, in turn, may lead adolescents to gain popularity but lose likeability. To substantiate this model, we <em>meta</em>-analyzed data of 164,143 adolescents (age range: 8–20 years), from 148 independent samples, with Meta-Analytic Structural Equation Modeling (MASEM). Our results both support and refine our model. As hypothesized, adolescents’ agentic goals were associated with higher levels of bullying and aggression. Bullying and aggression, in turn, were associated with higher popularity but lower likeability. However, there was no significant association between adolescents’ communal goals and bullying or aggression. These findings suggest that socially coercive behaviors, such as bullying and aggression, can be fueled by agentic goals and potentially lead to gains in popularity but losses in likeability. This suggests that intervention programs could reduce bullying and aggression by changing the means through which adolescents pursue agentic goals.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"68 ","pages":"Article 101073"},"PeriodicalIF":6.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41414157","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":"Antarctic Penguin Biogeography Project: Database of abundance and distribution for the Adélie, chinstrap, gentoo, emperor, macaroni and king penguin south of 60 S.","authors":"Christian Che-Castaldo, Grant Humphries, Heather Lynch","doi":"10.3897/BDJ.11.e101476","DOIUrl":"10.3897/BDJ.11.e101476","url":null,"abstract":"<p><strong>Background: </strong>The Antarctic Penguin Biogeography Project is an effort to collate all known information about the distribution and abundance of Antarctic penguins through time and to make such data available to the scientific and management community. The core data product involves a series of structured tables with information on known breeding sites and surveys conducted at those sites from the earliest days of Antarctic exploration through to the present. This database, which is continuously updated as new information becomes available, provides a unified and comprehensive repository of information on Antarctic penguin biogeography that contributes to a growing suite of applications of value to the Antarctic community. One such application is the Mapping Application for Antarctic Penguins and Projected Dynamics (MAPPPD; www.penguinmap.com), a browser-based search and visualisation tool designed primarily for policy-makers and other non-specialists, and mapppdr, an R package developed to assist the Antarctic science community. This dataset contains records of <i>Pygoscelisadeliae</i>, <i>Pygoscelisantarctica</i>, <i>Pygoscelispapua</i>, <i>Eudypteschrysolophus</i>, <i>Aptenodytespatagonicus</i> and <i>Aptenodytesforsteri</i> annual nest, adult and/or chick counts conducted during field expeditions or collected using remote sensing imagery, that were subsequently gathered by the Antarctic Penguin Biogeography Project from published and unpublished sources, at all known Antarctic penguin breeding colonies south of 60 S from 01-11-1892 to 12-02-2022-02-12.</p><p><strong>New information: </strong>This dataset collates together all publicly available breeding colony abundance data (1979-2022) for Antarctic penguins in a single database with standardised notation and format. Colony locations have been adjusted as necessary using satellite imagery and each colony has been assigned a unique four-digit alphanumeric code to avoid confusion. These data include information previously published in a variety of print and online formats as well as additional survey data not previously published. Previously unpublished data derive primarily from recent surveys collected under the auspices of the Antarctic Site Inventory, Penguin Watch or by the Lynch Lab at Stony Brook University.</p>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"47 1","pages":"e101476"},"PeriodicalIF":1.3,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10848690/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74352761","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":"Arithmetic thinking as the basis of children's generative number concepts","authors":"Diego Guerrero ,&nbsp;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}

{"title":"Examining the role of parents and teachers in executive function development in early and middle childhood: A systematic review","authors":"Sümeyye Koşkulu-Sancar ,&nbsp;Eva van de Weijer-Bergsma ,&nbsp;Hanna Mulder ,&nbsp;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}

{"title":"How does play foster development? A new executive function perspective","authors":"Sabine Doebel ,&nbsp;Angeline S. Lillard","doi":"10.1016/j.dr.2022.101064","DOIUrl":"10.1016/j.dr.2022.101064","url":null,"abstract":"<div><p>Around the world, children play. Does play support development? If so, how? One popular idea is that play fosters the development of higher-order cognitive abilities, such as executive functions. A contrasting view is that play fosters the development of cultural knowledge and skills rather than general capacities. We describe a third proposal: that play helps children acquire culture-specific executive function skills. We articulate three ideas of how this might work, synthesizing diverse literatures. We also discuss other activities children voluntarily engage in that overlap with play and may similarly help them acquire culture-specific executive function skills. We end by considering implications of these ideas and questions for future research. We suggest that play and related activities are most likely to support the development of culture-specific executive function skills if they are informed by cultural knowledge, values and practices.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"67 ","pages":"Article 101064"},"PeriodicalIF":6.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41813794","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 new look at the relations between attachment and intelligence","authors":"Marco Del Giudice ,&nbsp;John D. Haltigan","doi":"10.1016/j.dr.2022.101054","DOIUrl":"https://doi.org/10.1016/j.dr.2022.101054","url":null,"abstract":"","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"67 ","pages":""},"PeriodicalIF":6.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50182102","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":"Understanding the role of testimony in children’s moral development: Theories, controversies, and implications","authors":"Pearl Han Li ,&nbsp;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 &amp; 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}

{"title":"A systematic review of measures of theory of mind for children","authors":"I-Ning Fu ,&nbsp;Kuan-Lin Chen ,&nbsp;Meng-Ru Liu ,&nbsp;Dai-Rong Jiang ,&nbsp;Ching-Lin Hsieh ,&nbsp;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}

{"title":"Understanding pretense as causal inference","authors":"David M. Sobel","doi":"10.1016/j.dr.2023.101065","DOIUrl":"https://doi.org/10.1016/j.dr.2023.101065","url":null,"abstract":"","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"68 ","pages":""},"PeriodicalIF":6.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50192077","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 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}