Developmental Review最新文献_第8页

The emergence of richly organized semantic knowledge from simple statistics: A synthetic review 从简单统计中产生的有组织的语义知识:综合综述

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-06-01 DOI: 10.1016/j.dr.2021.100949

Layla Unger , Anna V. Fisher

{"title":"The emergence of richly organized semantic knowledge from simple statistics: A synthetic review","authors":"Layla Unger , Anna V. Fisher","doi":"10.1016/j.dr.2021.100949","DOIUrl":"10.1016/j.dr.2021.100949","url":null,"abstract":"<div><p>As adults, we draw upon our ample knowledge about the world to support such vital cognitive feats as using language, reasoning, retrieving knowledge relevant to our current goals, planning for the future, adapting to unexpected events, and navigating through the environment. Our knowledge readily supports these feats because it is not merely a collection of stored facts, but rather functions as an organized, <em>semantic</em> network of concepts connected by meaningful relations. How do the relations that fundamentally organize semantic concepts emerge with development? Here, we cast a spotlight on a potentially powerful but often overlooked driver of semantic organization: Rich statistical regularities that are ubiquitous in both language and visual input. In this synthetic review, we show that a driving role for statistical regularities is convergently supported by evidence from diverse fields, including computational modeling, statistical learning, and semantic development. Finally, we identify a number of key avenues of future research into how statistical regularities may drive the development of semantic organization.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"60 ","pages":"Article 100949"},"PeriodicalIF":6.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100949","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25578770","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: 17

Emerging neurodevelopmental perspectives on mathematical learning 数学学习中新兴的神经发育观点。

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-06-01 DOI: 10.1016/j.dr.2021.100964

Vinod Menon , Hyesang Chang

{"title":"Emerging neurodevelopmental perspectives on mathematical learning","authors":"Vinod Menon , Hyesang Chang","doi":"10.1016/j.dr.2021.100964","DOIUrl":"10.1016/j.dr.2021.100964","url":null,"abstract":"<div><p>Strong foundational skills in mathematical problem solving, acquired in early childhood, are critical not only for success in the science, technology, engineering, and mathematical (STEM) fields but also for quantitative reasoning in everyday life. The acquisition of mathematical skills relies on protracted interactive specialization of functional brain networks across development. Using a systems neuroscience approach, this review synthesizes emerging perspectives on neurodevelopmental pathways of mathematical learning, highlighting the functional brain architecture that supports these processes and sources of heterogeneity in mathematical skill acquisition. We identify the core neural building blocks of numerical cognition, anchored in the posterior parietal and ventral temporal-occipital cortices, and describe how memory and cognitive control systems, anchored in the medial temporal lobe and prefrontal cortex, help scaffold mathematical skill development. We highlight how interactive specialization of functional circuits influences mathematical learning across different stages of development. Functional and structural brain integrity and plasticity associated with math learning can be examined using an individual differences approach to better understand sources of heterogeneity in learning, including cognitive, affective, motivational, and sociocultural factors. Our review emphasizes the dynamic role of neurodevelopmental processes in mathematical learning and cognitive development more generally.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"60 ","pages":"Article 100964"},"PeriodicalIF":6.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100964","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39078719","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

Development of prejudice against immigrants and ethnic minorities in adolescence: A systematic review with meta-analysis of longitudinal studies 青少年对移民和少数民族偏见的发展:纵向研究的荟萃分析的系统回顾

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-06-01 DOI: 10.1016/j.dr.2021.100959

Elisabetta Crocetti , Flavia Albarello , Francesca Prati , Monica Rubini

{"title":"Development of prejudice against immigrants and ethnic minorities in adolescence: A systematic review with meta-analysis of longitudinal studies","authors":"Elisabetta Crocetti , Flavia Albarello , Francesca Prati , Monica Rubini","doi":"10.1016/j.dr.2021.100959","DOIUrl":"10.1016/j.dr.2021.100959","url":null,"abstract":"<div><p>Previous research highlighted that prejudice is already formed in early childhood, reaches a peak in middle childhood, and slightly decreases in late childhood, whereas the development of prejudice in adolescence was mostly unknown. This systematic review with meta-analysis aimed to comprehensively summarize and integrate prior longitudinal research on adolescents’ prejudice to address two main research questions: (a) how does prejudice develop in adolescence? (b) which factors are related to holding prejudicial attitudes in adolescence? Using multiple search strategies and applying a two-step selection process, a final set of 26 journal articles including a total of 30 samples (<em>N</em> = 23,513 participants) was found to match eligibility criteria and, thus, was included in the review. The meta-analytic findings highlighted that (a) prejudice does not change in adolescence; (b) interindividual differences in prejudice are well-established, they become increasingly strong with age, and they are inversely related to the time-lag between assessments; and (c) several individual, identity, and contextual factors are related to prejudice in different ways. More specifically, social dominance orientation, intergroup anxiety, identification with the national ingroup, and parental prejudice contributed to increasing later levels of adolescents’ prejudice, whereas intergroup friendship contributed to lessening it. Importantly, prejudice had comparable reverse effects on these factors, pointing to consistent bidirectional associations. These main findings are discussed considering their implications for future research and practice.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"60 ","pages":"Article 100959"},"PeriodicalIF":6.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100959","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47847011","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}

引用次数: 29

Evaluating associations between parental mind-mindedness and children’s developmental capacities through meta-analysis 通过荟萃分析评估父母心智与儿童发展能力之间的关系

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-06-01 DOI: 10.1016/j.dr.2021.100946

Naomi J. Aldrich , Jing Chen , Louis Alfieri

{"title":"Evaluating associations between parental mind-mindedness and children’s developmental capacities through meta-analysis","authors":"Naomi J. Aldrich , Jing Chen , Louis Alfieri","doi":"10.1016/j.dr.2021.100946","DOIUrl":"10.1016/j.dr.2021.100946","url":null,"abstract":"<div><p>Various lines of research suggest that parental mind-mindedness can facilitate children’s cognitive and social growth (e.g., executive functions and social cognition) in addition to improving parent-child relationships (i.e., attachments). The current research investigated the stability of the relationship between parental mind-mindedness and children’s developmental capacities by conducting a meta-analysis of 42 studies with 170 comparisons. Random effects analyses from the 170 comparisons revealed a modest positive mean effect size (<em>r</em> = 0.14), 95% CI [0.11, 0.16]. Next, the meta-analysis investigated three sets of potential moderators (sample characteristics, methodology, and publication factors) which led to 12 potential moderators in total. Of the 12, developmental capacity domain, children’s ages, mind-mindedness coding, mind-mindedness scoring, and research group were the five found to moderate the strength of the correlation. Parental mind-mindedness (coded for in regard to appropriate mind-related comments and/or mental attributes/comments) most strongly correlates with children’s executive functions, language abilities, and social cognition, and yields the strongest correlations when assessed during toddlerhood. Other analyses revealed that scoring parental mind-mindedness using the proportions of mind-minded utterances within speech is likely a conservative best practice, and that additional data from research groups is needed to ensure the stability of replications. We conclude with summaries of the literature’s quantitative findings currently and what that indicates about where subsequent investigations might focus.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"60 ","pages":"Article 100946"},"PeriodicalIF":6.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100946","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41321462","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: 21

Determinants of social connectedness in children and early adolescents with mental disorder: A systematic literature review 儿童和青少年早期精神障碍的社会联系的决定因素:系统的文献回顾

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-06-01 DOI: 10.1016/j.dr.2021.100960

Tamara Diendorfer , Louise Seidl , Marija Mitic , Gloria Mittmann , Kate Woodcock , Beate Schrank

{"title":"Determinants of social connectedness in children and early adolescents with mental disorder: A systematic literature review","authors":"Tamara Diendorfer , Louise Seidl , Marija Mitic , Gloria Mittmann , Kate Woodcock , Beate Schrank","doi":"10.1016/j.dr.2021.100960","DOIUrl":"10.1016/j.dr.2021.100960","url":null,"abstract":"<div><p>Social connectedness (SC), as a sense of belonging and a psychological bond a person may feel towards other people or groups, is imperative for the positive mental and physical development of children and early adolescents. Particularly children and early adolescents with a mental disorder often face difficulties feeling socially connected and experience the detrimental effects of loneliness. The present systematic review aims to investigate how far SC differs in children and early adolescents with a mental disorder compared to in those that develop neurotypically. Furthermore, it aims to examine the determinants of SC and predominant SC measurement techniques applied in youth with a mental disorder. Following a systematic PRISMA approach, 33 studies were included. In the majority of studies, SC was reduced in the affected population, with varying manifestations over different diagnoses. Determinants could be divided into skills, behavioral and social aspects, and symptoms. Various measurement techniques were applied, exploring friendship quality, loneliness, and peer relations along several dimensions. Interventions and possibilities of influencing SC in certain disorders seems possible and necessary to bring SC more into the focus of daily clinical routine and prevent adverse outcomes in this vulnerable population.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"60 ","pages":"Article 100960"},"PeriodicalIF":6.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100960","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47250141","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: 10

Dopaminergic associations between behavioral inhibition, executive functioning, and anxiety in development 发育过程中行为抑制、执行功能和焦虑之间的多巴胺能关联

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-06-01 DOI: 10.1016/j.dr.2021.100966

Kelley E. Gunther, Koraly Pérez-Edgar

{"title":"Dopaminergic associations between behavioral inhibition, executive functioning, and anxiety in development","authors":"Kelley E. Gunther, Koraly Pérez-Edgar","doi":"10.1016/j.dr.2021.100966","DOIUrl":"10.1016/j.dr.2021.100966","url":null,"abstract":"<div><p>Temperamental Behavioral Inhibition (BI) is a well-documented risk factor for social anxiety in development. However, not all BI children will ultimately demonstrate anxious symptomology. Levels of inhibitory control have been proposed as a possible risk or protective factor for these children, but research remains mixed on whether higher levels of inhibitory control may increase or decrease risk in development. However, the idea of elevated inhibitory control as a risk factor for maladaptation is often considered incongruent with prior conceptions of advantages conferred by proficient inhibitory control. Here, we review theories pertaining to greater inhibitory control as a risk factor for BI children. We also review how individual differences in dopaminergic activity may link BI, executive functioning, and anxiety both concurrently and longitudinally, explaining these nonlinear relations. By way of these associations, we propose a model examining how transactions between these dopamine- modulated domains over time may predict socioemotional adaptation or maladaptation, and discuss how spontaneous eye blink rate may allow for the developmentally-friendly testing of cognitive and socioemotional associations with dopaminergic activity across different forms of experimental design.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"60 ","pages":"Article 100966"},"PeriodicalIF":6.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100966","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42196642","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

Where language meets attention: How contingent interactions promote learning 语言与注意力在哪里相遇:偶然互动如何促进学习

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-06-01 DOI: 10.1016/j.dr.2021.100961

Lillian R. Masek , Brianna T.M. McMillan , Sarah J. Paterson , Catherine S. Tamis-LeMonda , Roberta Michnick Golinkoff , Kathy Hirsh-Pasek

引用次数: 36

An examination of gender differences in spatial skills and math attitudes in relation to mathematics success: A bio-psycho-social model 空间技能和数学态度的性别差异与数学成功的关系:一个生物心理社会模型

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-06-01 DOI: 10.1016/j.dr.2021.100963

Beth M. Casey , Colleen M. Ganley

{"title":"An examination of gender differences in spatial skills and math attitudes in relation to mathematics success: A bio-psycho-social model","authors":"Beth M. Casey , Colleen M. Ganley","doi":"10.1016/j.dr.2021.100963","DOIUrl":"10.1016/j.dr.2021.100963","url":null,"abstract":"<div><p>There are extensive controversies about: (1) whether any gender differences in math exist, (2) what factors might contribute to any gender differences, and (3) whether gender differences in abilities and attitudes are likely to impact the substantially smaller number of women in math intensive Science, Technology, Engineering, and Mathematics (STEM) fields. We provide a review of gender differences in math, describing the inconsistencies and disagreements in the literature, which we propose can often be tied to the population being studied or to features relating to the math measures being used. Then we address two potential areas of gender differences (spatial skills and math attitudes), which may be critical in influencing gender differences in math within certain populations and types of math skills. Next, this article compares key gender-math theories, analyzing them from a bio-psycho-social framework. These findings are discussed within the context of our bio-psycho-social theory of gender differences in both math skills and STEM fields. In an overview of our bio-psycho-social theory, we propose that it is relative tilt in patterns of brain organization relating to spatial versus verbal abilities (rather than math versus verbal abilities tilt) that leads to gender differences in math behaviors and attitudes. This relative spatial-verbal tilt is likely a key player in influencing math skills/careers. At the end of the article, the educational implications are addressed including implications for interventions.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"60 ","pages":"Article 100963"},"PeriodicalIF":6.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100963","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44110633","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: 18

The appraisal approach to aging and emotion: An integrative theoretical framework 衰老与情绪的评估方法:一个整合的理论框架

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-03-01 DOI: 10.1016/j.dr.2021.100947

Nathaniel A. Young, Alyssa R. Minton, Joseph A. Mikels

引用次数: 9

Traumatic brain injury in adolescence: A review of the neurobiological and behavioural underpinnings and outcomes 青少年创伤性脑损伤:神经生物学和行为基础和结果的综述

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-03-01 DOI: 10.1016/j.dr.2020.100943

Jennaya Christensen , Eric Eyolfson , Sabrina Salberg , Richelle Mychasiuk

{"title":"Traumatic brain injury in adolescence: A review of the neurobiological and behavioural underpinnings and outcomes","authors":"Jennaya Christensen , Eric Eyolfson , Sabrina Salberg , Richelle Mychasiuk","doi":"10.1016/j.dr.2020.100943","DOIUrl":"10.1016/j.dr.2020.100943","url":null,"abstract":"<div><p>Traumatic brain injury (TBI) is among the most prevalent causes of disability and death in childhood and adolescence. Although adolescents are commonly lumped in with either children or adults, their injury patterns, symptoms, and outcomes significantly differ from both groups and the effects of TBI during this period should be studied and treated as distinct. This review highlights these distinctions by demonstrating how adolescence differs from other developmental stages and how outcomes of all TBI severities during this phase contrast with those of children and adults. Within this framework, the review highlights three key points. First, adolescence represents a high-risk period for acquiring a TBI (mild, moderate, or severe). Second, adolescents do not respond and recover from these injuries in the same manner as young children or adults. Finally, there are significant gaps in the literature regarding adolescent neuropathology and most specifically the neuroinflammatory response in the adolescent brain, as well as relationships of these factors to cognitive, social, and emotional factors and decision making in adolescence, all of which contribute to risks and recovery from TBI. Future research should comprehensively characterize causal mechanisms ranging from neuropathophysiology, including neuroinflammatory processes, to social and psychological processes associated with adolescent TBI across the spectrum (mild to severe), as this may provide innovative pathways toward effective preventative and therapeutic strategies.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"59 ","pages":"Article 100943"},"PeriodicalIF":6.6,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2020.100943","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47100205","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