Developmental Review最新文献

{"title":"The emergence of empathy: A developmental neuroscience perspective","authors":"Jean Decety ,&nbsp;Claire Holvoet","doi":"10.1016/j.dr.2021.100999","DOIUrl":"10.1016/j.dr.2021.100999","url":null,"abstract":"<div><p>Empathy reflects the ability to perceive and be sensitive to the emotional states of others, often eliciting a motivation to care for their well-being. It plays a central role in prosocial behavior and inhibition of aggression. While the development of empathy has traditionally been examined with behavioral and observational methods, a growing body of work in neuroscience using eye-tracking, functional MRI, electroencephalography, electromyography and near-infrared spectroscopy, casts new light on the neurobiological mechanisms involved in the capacity to connect with one another and share their subjective states. This article selectively reviews and critically examines the current knowledge on the developmental neuroscience of empathy in early childhood. Deconstructing empathy into functional components such as sensitivity to signals of distress, emotion sharing, perspective taking, and caring for others within the framework of natural sciences, in conjunction with examining their developmental trajectory in early childhood is beneficial to research and theory with implication for psychopathology. This developmental neuroscience perspective advances our understanding of empathy, its underlying mechanisms, and functions.</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":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46466045","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":"Resolving ambiguity: Broadening the consideration of risky decision making over adolescent development","authors":"Neeltje E. Blankenstein ,&nbsp;Scott A. Huettel ,&nbsp;Rosa Li","doi":"10.1016/j.dr.2021.100987","DOIUrl":"10.1016/j.dr.2021.100987","url":null,"abstract":"<div><p>Popular culture often portrays adolescence as a period of peak risk-taking, but that developmental trend is not consistently found across laboratory studies. Instead, <em>meta</em>-analytic evidence shows that while adolescents take more risks compared to adults, children and adolescents actually take similar levels of risk. Furthermore, developmental trajectories vary across different measures of laboratory decision making and everyday risky behavior. Indeed, the psychological concept of “risk” is multifactorial, such that its different factors exhibit different developmental trajectories. Here, we examine how economic risk preference, or the propensity to gamble on uncertain outcomes with known probabilities, is distinct from economic ambiguity preference, or the propensity to gamble on uncertain outcomes with <em>unknown</em> probabilities -- and how economic risk and ambiguity may differentially influence adolescent decision making. Economic ambiguity engages distinct neural mechanisms from economic risk – both in adults and adolescents – and differentially relates to everyday risk-taking. However, to date, it remains elusive how economic ambiguity aversion develops across adolescence, as the relative paucity of such work limits the conclusions that can be drawn. We propose that developmental research into adolescent decision making should consider economic ambiguity as a distinct component within the multifactorial construct of adolescent risk-taking. This will set the stage for future work on economic ambiguity preferences as an explanatory mechanism for behaviors beyond risk taking, such as learning and prosocial behavior.</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.2021.100987","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44790154","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":"Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches","authors":"Susan C. Levine,&nbsp;Nancy Pantoja","doi":"10.1016/j.dr.2021.100997","DOIUrl":"10.1016/j.dr.2021.100997","url":null,"abstract":"<div><p>The relation of various math attitudes to math achievement has been extensively studied in adolescents and adults. Recently, researchers have begun to examine the math attitude-math achievement relation in young children. We review theories and research on four attitudes relevant to early math learning—math anxiety, math self-concept, mindset, and math-gender stereotype. These attitudes emerge and are related to math achievement by early elementary school. Our review suggests that early math achievement plays an important role in the initial development of either positive or negative math attitudes, which in turn, may initiate a vicious or virtuous cycle that can enhance or undermine math learning. Additionally, gender differences in math attitudes (favoring boys) emerge by early to mid-elementary school. An important future direction involves understanding how early attitudes about math relate to each other, and whether certain constellations of attitudes are prevalent. We also consider three types of math attitudes that key socializers—parents and teachers—hold: general (math-gender stereotypes and mindsets), self-relevant (math anxiety), and child-specific (expectations and value of math for their child or student). Our review highlights a link between key socializers’ math attitudes and associated behaviors, and their children’s math attitudes and math achievement. Based on these findings, we propose the Early Math Achievement-Attitude model (EMAA). An important future direction involves increasing our understanding of how key socializers with different math attitude constellations engage with children around math. Finally, based on our review of these topics as well as intervention studies, we discuss intervention approaches that hold promise for improving young children’s math achievement and math attitudes.</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":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43175167","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":"Adolescents take positive risks, too","authors":"Natasha Duell ,&nbsp;Laurence Steinberg","doi":"10.1016/j.dr.2021.100984","DOIUrl":"10.1016/j.dr.2021.100984","url":null,"abstract":"<div><p>The detrimental outcomes associated with certain risk behaviors during adolescence has perpetuated a narrative<span> that risk taking during adolescence is inherently maladaptive and warrants prevention. This is not the case. In the broadest sense, risk taking is engaging in a behavior with uncertain probabilities of desirable or undesirable outcomes. Whether a risk is considered positive or negative depends on various factors, many of which are culturally defined, including the developmental benefits of the risk, the potential for harm, and social acceptability. Although adolescents take many negative risks, such as substance use and delinquency, adolescents take positive risks, too. Evolutionary theories have pointed to the importance of risk taking for adolescent development. In order to develop a sense of identity, establish autonomy, hone new skills, and take advantage of exciting opportunities, people need to have a willingness to try things they may not like or at which they may fail. This requires a tolerance of risk. Although researchers have speculated about positive risk taking for decades, empirical work on positive risk taking is relatively sparse in the developmental literature. Society has seen many examples of adolescent positive risk taking in the popular media through teen activists, Olympic medalists, and young inventors. Yet, little is understood about what motivates adolescents to take positive risks. To this end, the present paper reviews the literature on positive risk taking from various fields, summarizes existing theories of positive risk taking, identifies what is currently known about positive risk taking from empirical findings, and identifies remaining questions for future research.</span></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.2021.100984","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41958932","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":"Towards a hybrid criminological and psychological model of risk behavior: The developmental neuro-ecological risk-taking model (DNERM)","authors":"Ivy N. Defoe","doi":"10.1016/j.dr.2021.100995","DOIUrl":"10.1016/j.dr.2021.100995","url":null,"abstract":"<div><p>Adolescents have long been characterized as <em>the</em> stereotypical risk-takers, due to their apparent heightened risk behavior (e.g., delinquency, substance use). Hence, the raising of minimum ages for substance use are common legal actions that presume that limiting the exposure to substances (i.e., “risk exposure”) will decrease such heightened adolescent risk behavior. This ecological concept of risk exposure (access to risk conducive situations) is acknowledged in criminological models—to some extent. However, risk exposure is virtually absent from contemporary psychological models, which focus on neuropsychological development, particularly socio-affective and cognitive control development. Moreover, when theories in these disciplines do consider risk exposure, the ubiquitous developmental (i.e., age-dependent) component of this concept is overlooked. For example, in the real-word, adolescents encounter far more risk conducive situations (both offline and online) than children, which could at least partially account for heightened adolescent risk behaviors compared to children. A meta-analysis (Defoe et al. 2015) on laboratory studies provided suggestive evidence for this assertion. Namely, this meta-analysis showed that in laboratory settings—where risk exposure is equal for all participants regardless of age—children and adolescents are generally equally susceptible to engage in risks. Hence, in the above-mentioned meta-analysis, a hybrid <em>Developmental Neuro-Ecological Risk-taking Model</em> (DNERM) was put forward. DNERM emphasizes an interaction between adolescents’ neuropsychological development and their changing physical- and social- ecology, which is further embedded in a cultural context. The current paper further develops DNERM’s aims, which include bridging contemporary psychology models with criminology models to comprehensively describe the development of risk behavior during the youth period (ages 11–24).</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/S0273229721000502/pdfft?md5=10fe1fae16b007d7946a0e6585345879&pid=1-s2.0-S0273229721000502-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48476646","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":"Understanding sensory regulation in typical and atypical development: the case of sensory seeking","authors":"Elena Serena Piccardi, T. Gliga","doi":"10.31234/osf.io/tg2xw","DOIUrl":"https://doi.org/10.31234/osf.io/tg2xw","url":null,"abstract":"Sensory regulation, the ability to select and process sensory information to plan and perform appropriate behaviours, provides a foundation for learning. From early in development, infants manifest differences in the strategies used for sensory regulation. Here, we discuss the nature and characteristics of sensory seeking, a key behavioural strategy for sensory regulation often described as atypical in children with Neurodevelopmental Disorders. We evaluate theoretical models proposed to clarify mechanisms underlying individual differences in sensory seeking and discuss evidence for/against each of these models. We conclude by arguing that the information prioritization hypothesis holds the greatest promise to illuminate the nature of individual differences in sensory seeking across participant cohorts. This proposal aligns to molecular genetic animal and human evidence, provides a coherent explanation for developmental findings and generates testable hypotheses for future research.","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47486103","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":"Stress in the onset and aggravation of learning disabilities","authors":"Olga V. Burenkova ,&nbsp;Oksana Yu. Naumova ,&nbsp;Elena L. Grigorenko","doi":"10.1016/j.dr.2021.100968","DOIUrl":"10.1016/j.dr.2021.100968","url":null,"abstract":"<div><p>Despite substantial grounds for such research, the role of chronic exposure to stressors in the onset and aggravation of learning disabilities (LDs) is largely unexplored. In this review, we first consider the hormonal, (epi)genetic, and neurobiological mechanisms that might underlie the impact of adverse childhood experiences, a form of chronic stressors, on the onset of LDs. We then found that stress factors combined with feelings of inferiority, low self-esteem, and peer victimization could potentially further aggravate academic failures in children with LDs. Since effective evidence-based interventions for reducing chronic stress in children with LDs could improve their academic performance, consideration of the role of exposure to stressors in children with LDs has both theoretical and practical importance, especially when delivered in combination with academic interventions.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100968","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39157569","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":"Adolescent risk-taking in the context of exploration and social influence","authors":"Simon Ciranka ,&nbsp;Wouter van den Bos","doi":"10.1016/j.dr.2021.100979","DOIUrl":"10.1016/j.dr.2021.100979","url":null,"abstract":"<div><p>Adolescents are often described as a strange and different species that behaves like no other age group, typical behaviours being excessive risk-taking and sensitivity to peer influence. Different theories of adolescent behaviour attribute this to different internal mechanisms like undeveloped cognitive control, higher sensation-seeking or extraordinary social motivation. Many agree that some of adolescent risk-taking behaviour is adaptive. Here we argue that to understand adolescent risk-taking, and why it may be adaptive, research needs to pay attention to the adolescent environments’ structure and view adolescents as learning and exploring agents in it. We identify three unique aspects of the adolescent environment: 1) the opportunities to take risks are increased significantly, 2) these opportunities are novel and their outcomes uncertain, and 3) peers become more important. Next, we illustrate how adolescent risk-taking may emerge from learning using agent-based modelling, and show that a typical inverted-U shape in risk-taking may emerge in absence of a specific adolescent motivational drive for sensation-seeking or sensitivity to social information. The simulations also show how risky exploration may be necessary for adolescents to gain long-term benefits in later developmental stages and that social learning can help reduce losses. Finally, we discuss how a renewed ecological perspective and the focus on adolescents as learning agents may shift the interpretation of current findings and inspire future studies.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100979","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43955917","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 origins of effortful control: How early development within arousal/regulatory systems influences attentional and affective control","authors":"Samuel V. Wass","doi":"10.1016/j.dr.2021.100978","DOIUrl":"10.1016/j.dr.2021.100978","url":null,"abstract":"<div><p>In this review, I consider the developmental interactions between two domains sometimes characterised as at opposite ends of the human spectrum: early-developing arousal/regulatory domains, that subserve basic mechanisms of survival and homeostasis; and the later-developing ‘higher-order’ cognitive domain of effortful control. First, I examine how short-term fluctuations within arousal/regulatory systems associate with fluctuations in effortful control during early childhood. I present evidence suggesting that both hyper- and hypo-arousal are associated with immediate reductions in attentional and affective control; but that hyper-aroused individuals can show cognitive strengths (faster learning speeds) as well as weaknesses (reduced attentional control). I also present evidence that, in infancy, both hyper- and hypo-aroused states may be dynamically amplified through interactions with the child’s social and physical environment. Second, I examine long-term interactions between arousal/regulatory systems and effortful control. I present evidence that atypical early arousal/regulatory development predicts poorer attentional and affective control during later development. And I consider moderating influences of the environment, such that elevated early arousal/regulatory system reactivity may confer both cognitive advantages in a supportive environment, and disadvantages in an unsupportive one. Finally, I discuss how future research can further our understanding of these close associations between attentional and affective domains during early development.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100978","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48011076","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":"Society to cell: How child poverty gets “Under the Skin” to influence child development and lifelong health","authors":"Kim L. Schmidt ,&nbsp;Sarah M. Merrill ,&nbsp;Randip Gill ,&nbsp;Gregory E. Miller ,&nbsp;Anne M. Gadermann ,&nbsp;Michael S. Kobor","doi":"10.1016/j.dr.2021.100983","DOIUrl":"10.1016/j.dr.2021.100983","url":null,"abstract":"<div><p>Almost one in three children globally live in households lacking basic necessities, and 356 million of these children were living in extreme poverty as of 2017. Disasters such as the COVID-19 pandemic further increase rates of child poverty due to widespread job and income loss and economic insecurity among families. Poverty leads to unequal distribution of power and resources, which impacts the economic, material, environmental and psychosocial conditions in which children live. There is evidence that poverty is associated with adverse child health and developmental outcomes in the short term, as well as increased risk of chronic diseases and mental illnesses over the life course. Over the past decade, advances in genomic and epigenomic research have helped elucidate molecular mechanisms that could in part be responsible for these long-term effects. Here, we review evidence suggestive of biological embedding of early life poverty in three, interacting physiological systems that are potential contributors to the increased risk of disease: the hypothalamic pituitary adrenal axis, the brain, and the immune system. We also review interventions that have been developed to both eliminate childhood poverty and alleviate its impact on pediatric development and health. Pertinently, studies estimate that the costs of child poverty, calculated by increased healthcare expenditures and loss of productivity, are immense. We argue that investing in child development by reducing child poverty has the potential to improve the health and well-being at the population level, which would go a long way towards benefiting the economy and promoting a more just society by helping all individuals reach their full potential.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100983","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47364398","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}