Developmental Review最新文献

{"title":"Looking for the lighthouse: A systematic review of advanced theory-of-mind tests beyond preschool","authors":"Christopher Osterhaus ,&nbsp;Sandra L. Bosacki","doi":"10.1016/j.dr.2022.101021","DOIUrl":"10.1016/j.dr.2022.101021","url":null,"abstract":"<div><p>Advanced Theory of Mind (AToM) refers to the age-related progressions in mindreading that occur in the development of theory of mind after the age of 5 years. Despite the growth in studies, AToM remains a conceptually slippery skill to test in youth and adults. To address this conundrum, this paper reports a systematic review of the literature on AToM during the past ten years. We explored which measures are the most frequently used (a) across age groups, and (b) to study antecedents and consequences of AToM. Our study also reports on meta-analytic findings regarding the relation between AToM, language and executive control (antecedents), as well as between AToM and empathy (consequence). Results show a large variation for definitional operationalizations of AToM, ranging from understanding higher-order false belief and nonliteral speech, to the decoding of facial expressions and the recognition of social blunders also known as faux pas. In contrast, results showed relatively little variation in test use. Specifically, for each main operationalization, a single most frequently-used test was found (second-order false belief understanding; strange stories; reading the mind in the eyes test; faux pas recognition test; and Frith-Happé triangles test). Together, these five tasks accounted for more than 60% of measures used. The results of three meta-analyses revealed that individual differences in AToM were significantly related to language skills and inhibition, but not empathy. Our review extends past studies to show systematic differences in AToM task use, and will help researchers make informed decisions about task choice across the lifespan.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44257922","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":"Theoretical advances in research on the development of risk taking","authors":"Ivy N. Defoe ,&nbsp;Daniel Romer","doi":"10.1016/j.dr.2021.101001","DOIUrl":"10.1016/j.dr.2021.101001","url":null,"abstract":"","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47382296","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 review of the differential contributions of language abilities to children’s eyewitness memory and suggestibility","authors":"Christina O. Perez ,&nbsp;Kamala London ,&nbsp;Henry Otgaar","doi":"10.1016/j.dr.2021.101009","DOIUrl":"10.1016/j.dr.2021.101009","url":null,"abstract":"<div><p>Language abilities have been heralded as an important cognitive factor driving children’s memory and suggestibility in forensic contexts. To this end, we reviewed over 30 years of child eyewitness memory literature to identify patterns in how language skills affect children’s event memory and suggestibility. Across 37 studies examining 3071 children aged 2- to 17-years-old, language abilities emerged as an important predictor of children’s eyewitness memory and suggestibility. The results revealed that specific domains of language are differentially related to children’s memory and suggestibility. Specifically, <em>expressive</em> language abilities were most consistently related to children’s accuracy during free recall and decreased shifting. <em>Receptive</em> language abilities were most consistently related to children’s accurate responses to direct, non-leading questions. Furthermore, narrative skills were associated with both increases and decreases in children’s suggestibility depending on the type of narrative obtained. Our findings imply a nuanced relationship between language abilities and children’s testimonial performance.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43238257","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":"Emotion recognition across visual and auditory modalities in autism spectrum disorder: A systematic review and meta-analysis","authors":"Florence Yik Nam Leung ,&nbsp;Jacqueline Sin ,&nbsp;Caitlin Dawson ,&nbsp;Jia Hoong Ong ,&nbsp;Chen Zhao ,&nbsp;Anamarija Veić ,&nbsp;Fang Liu","doi":"10.1016/j.dr.2021.101000","DOIUrl":"10.1016/j.dr.2021.101000","url":null,"abstract":"<div><p>An expanding literature has investigated emotion recognition across visual and auditory modalities in autism spectrum disorder (ASD). Findings, however, have been highly variable. The present work systematically reviewed and quantitatively synthesised a large body of literature, in order to determine whether autistic individuals differ from their neurotypical counterparts in emotion recognition across human face, nonhuman face, speech, and music domains. To identify eligible studies, the literature was searched using Embase, Medline, PubMed, Web of Science, and Google Scholar. Synthesising data from 72 papers, results showed a general difficulty with emotion recognition accuracy in ASD, while autistic individuals also showed longer response times than their neurotypical counterparts for a subset of emotions (i.e., anger, fear, sadness, and the six-emotion composite). These impairments were shown to be robust as they were not driven by differences in stimulus presentation time restriction and IQ matching, though the severity of impairments was less pronounced for a subset of emotions when full-scale IQ matching (i.e., anger, fear, happiness, sadness, and disgust) and verbal IQ matching (i.e., anger, fear, sadness, and disgust) had been undertaken. The heterogeneity among studies arose from a combination of sample characteristics (i.e., age but not IQ) and experimental design (i.e., stimulus domain and task demand) parameters. Specifically, we show that (i) impairments were more pronounced in autistic adults; (ii) full-scale, verbal, and nonverbal IQ did not moderate impairments; (iii) emotion-general impairments were found for human faces but emotion-specific impairments were observed for speech prosody (i.e., anger, happiness, and disgust) and music (i.e., fear and sadness), while no impairment was observed for nonhuman faces; (iv) impairments were found across emotions for verbal but not nonverbal tasks. Importantly, further research on the recognition of prosodic, musical, and nonhuman facial emotions is warranted, as the current findings are disproportionately influenced by studies on human faces. Future studies should also continue to explore the different emotion processing strategies employed by autistic individuals, which could be fundamental to promoting fulfilling emotional experiences in real life.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"54224148","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":"Sex, mathematics, and the brain: An evolutionary perspective","authors":"David C. Geary","doi":"10.1016/j.dr.2021.101010","DOIUrl":"10.1016/j.dr.2021.101010","url":null,"abstract":"<div><p>The articles in this special issue provide state-of-the-art reviews of the brain and cognitive systems that are engaged during some aspects of mathematical learning, as well as the self-beliefs, anxiety, and social factors that influence engagement with mathematics, along with discussion of any associated sex differences. These issues are integrated into an evolutionary perspective that includes discussion of how evolved brain and cognitive systems might be co-opted for learning in the evolutionarily novel domain of mathematics. Attitudes and beliefs about mathematics are considered in the context of the evolution of self-awareness that in turn explains why many students do not value mathematics, despites its importance in the modern world, as highly as many other personal traits, such as their physical appearance. The overall argument is that reflecting on academic learning and attitudes from an evolutionary perspective provides insights into student learning and self-beliefs about learning that might otherwise elude explanation.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49136149","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":null,"pages":null},"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}

{"title":"Individual and developmental differences in delinquency: Can they be explained by adolescent risk-taking models?","authors":"Aja Louise Murray ,&nbsp;Jessica Hafetz Mirman ,&nbsp;Lara Carter ,&nbsp;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":null,"pages":null},"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}

{"title":"How fuzzy-trace theory predicts development of risky decision making, with novel extensions to culture and reward sensitivity","authors":"Sarah M. Edelson ,&nbsp;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":null,"pages":null},"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}

{"title":"Rejection sensitivity and negative urgency: A proposed framework of intersecting risk for peer stress","authors":"Julia Lesnick ,&nbsp;Jane Mendle","doi":"10.1016/j.dr.2021.100998","DOIUrl":"10.1016/j.dr.2021.100998","url":null,"abstract":"<div><p>This paper poses a novel theoretical framework for a developmentally-informed mechanism explaining how adolescents who are highly sensitive and reactive to rejection may respond to interpersonal stress in ways that ultimately perpetuate relational difficulties. Specifically, heightened distress from rejection is proposed to activate impulsive reactions that immediately modulate the negative emotions from rejection, but which are socially aversive and thus often come at the expense of long-term relational harmony. We start by exploring the overlap of two dispositions: a hyper-sensitivity to rejection and an escalated reactivity to negative affect. We then trace distal factors underlying the development of both dispositions, the mechanisms through which the convergent effects of these dispositions produce socially aversive responses, and the individual and contextual differences that influence this process and explain the continuum of rash responses to rejection. The developmental and clinical importance of considering sensitivity and reactivity to rejection concurrently is emphasized, with directions for future research.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0273229721000538/pdfft?md5=f5b44f39712c216e1be5027a9470538b&pid=1-s2.0-S0273229721000538-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45788066","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":"Multiple pathways of risk taking in adolescence","authors":"Eveline A. Crone ,&nbsp;Anna C.K. van Duijvenvoorde","doi":"10.1016/j.dr.2021.100996","DOIUrl":"10.1016/j.dr.2021.100996","url":null,"abstract":"<div><p>In this review, we describe multiple pathways that may lead to risk-taking in adolescence. We review behavioral and neuroimaging studies showing heightened risk-taking tendencies and associated neural reward activity in mid to late adolescence, but evidence points to risk taking as highly context and sample dependent. Here, we suggest that individual differences, specifically reward drive, may be a differential susceptibility factor that shows heightened sensitivity in adolescents and that makes some adolescents more sensitive to their environment. Furthermore, we review evidence that an elevated reward drive in mid-adolescence in interaction with prosocial and cognitive development can lead to various trajectories of risk taking. In this review we propose to extend existing models with individual-difference factors, specifically reward drive, and accompanying developmental processes, including cognitive control and prosocial development, that drive the development of multiple pathways of risk taking.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100996","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42005552","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}