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Child Development Perspectives最新文献

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Issue Information - Editorial Board 发行信息-编辑委员会
IF 6.4 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-05-24 DOI: 10.1111/cdep.12455
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引用次数: 0
Belief it or not: How children construct a theory of mind 信不信由你:儿童如何构建心智理论
IF 6.4 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-04-15 DOI: 10.1111/cdep.12483
Ted Ruffman

In this article, I briefly review theories about the development of theory of mind, and then examine evidence for minimalism, the idea that infants initially understand only behaviors. To this end, I consider the need for a wide variety of species to predict the behaviors of other animals and that human infants are not unique in this regard. I also discuss evidence for infants' understanding of behaviors, including their good statistical learning skills and their rich exposure to patterns of behavior, which correlates with their acquisition of mental state vocabulary. Finally, I discuss evidence for how maternal mental state talk, as well as children's evolving language and understanding of self, contributes to learning that mental states underlie behaviors.

在这篇文章中,我简要回顾了关于心智理论发展的理论,然后检查了极简主义的证据,即婴儿最初只理解行为的观点。为此,我认为需要多种多样的物种来预测其他动物的行为,而人类婴儿在这方面并不是唯一的。我还讨论了婴儿理解行为的证据,包括他们良好的统计学习技能和他们对行为模式的丰富接触,这与他们获得精神状态词汇有关。最后,我讨论了母亲的精神状态谈话的证据,以及儿童不断发展的语言和对自我的理解,有助于学习心理状态是行为的基础。
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引用次数: 1
Peer learning and cultural evolution 同侪学习与文化进化
IF 6.4 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-04-15 DOI: 10.1111/cdep.12482
Sheina Lew-Levy, Wouter van den Bos, Kathleen Corriveau, Natália Dutra, Emma Flynn, Eoin O'Sullivan, Sarah Pope-Caldwell, Bruce Rawlings, Marco Smolla, Jing Xu, Lara Wood

In this article, we integrate cultural evolutionary theory with empirical research from developmental psychology, cultural anthropology, and primatology to explore the role of peer learning in the development of complex instrumental skills and behavioral norms. We show that instrumental imitation, contingent teaching, generative collaboration, and selective copying contribute to domain-specific transmission of knowledge between peers. Stages of development and characteristics inherent to the learner and model influence how and when children learn from each other. Peer learning is persistent across societies despite cultural beliefs that favor adult–child transmission in some settings. Comparative research hints at the possibility that children's greater motivation to interact with and learn from each other may set humans apart from other primates. We conclude by outlining avenues for future research, including how individual characteristics and developmental changes in social networks, motivation, and cognition may contribute to cultural evolution.

在本文中,我们将文化进化理论与发展心理学、文化人类学和灵长类学的实证研究相结合,探讨同伴学习在复杂工具技能和行为规范发展中的作用。研究表明,工具性模仿、偶然教学、生成式协作和选择性复制有助于同伴之间特定领域的知识传播。学习者和模式的发展阶段和固有特征影响着儿童如何以及何时相互学习。尽管在某些情况下,文化信仰倾向于成人与儿童之间的传播,但同侪学习在各个社会中仍然存在。比较研究暗示,儿童更大的相互交流和学习的动机可能使人类与其他灵长类动物区别开来。最后,我们概述了未来研究的途径,包括社会网络、动机和认知的个体特征和发展变化如何促进文化进化。
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引用次数: 0
Populism in youth: Do experiences in school matter? 青年民粹主义:学校经历重要吗?
IF 6.4 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-03-27 DOI: 10.1111/cdep.12481
Peter Noack, Katharina Eckstein

Many view populist tendencies among youth with concern because adolescence is a formative period for political development. Of the many factors that shape young people's populist attitudes, experiences in school deserve attention since young people spend time in educational settings and schools share the goal of educating students to become informed and responsible citizens. However, the school context offers a wide variety of experiences, ranging from formal curricular to informal (climatic or participatory) characteristics. While empirical findings indicate that experiences in school affect the extent to which young people lean toward populism, results are not always clear and point to considerable gaps in the literature. Consequently, in this article, we discuss practical implications of studies on this topic and outline directions for research.

很多人对青少年的民粹主义倾向表示担忧,因为青少年是政治发展的形成时期。在影响年轻人民粹主义态度的诸多因素中,学校的经历值得关注,因为年轻人在教育环境中度过时间,而学校的共同目标是教育学生成为知情和负责任的公民。然而,学校环境提供了各种各样的经验,从正式的课程到非正式的(气候或参与性)特征。虽然实证研究结果表明,在学校的经历会影响年轻人倾向于民粹主义的程度,但结果并不总是明确的,并指出了文献中相当大的差距。因此,在本文中,我们讨论了该主题研究的实际意义,并概述了研究方向。
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引用次数: 4
Media use and the development of racial attitudes among U.S. youth 媒体使用与美国青年种族态度的发展
IF 6.4 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-03-17 DOI: 10.1111/cdep.12480
L. Monique Ward, Enrica Bridgewater

Because media provide a steady stream of models, they are especially poised to offer formative information about race. Yet although U.S. youth consume approximately 7 h of media daily, we know little about how media use contributes to their developing racial attitudes. Instead, research has focused mainly on adults, and studies of youth have developed along separate tracks for youth who are White and BIPOC (Black, Indigenous, and people of color). In this article, we first analyze the lack of attention to media effects on the development of racial attitudes, despite their assumed prominence as socializers. Then we summarize research on youth of color and White youth. We conclude with suggestions for building a comprehensive research agenda, including addressing gaps in the associations tested, considering more nuanced assessments of race and media, and integrating approaches across fields.

因为媒体提供了稳定的模特流,他们特别准备提供关于种族的形成性信息。然而,尽管美国年轻人每天花在媒体上的时间约为7小时,但我们对媒体的使用如何影响他们的种族态度知之甚少。相反,研究主要集中在成年人身上,对青年的研究沿着白人和BIPOC(黑人、土著和有色人种)青年的不同轨道发展。在这篇文章中,我们首先分析了媒体对种族态度发展的影响缺乏关注,尽管它们被认为是重要的社交媒介。然后对有色人种青年和白人青年的研究进行了总结。最后,我们提出了建立全面研究议程的建议,包括解决所测试协会的差距,考虑对种族和媒体进行更细致的评估,以及整合跨领域的方法。
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引用次数: 1
Issue Information - Editorial Board 发行信息-编辑委员会
IF 6.4 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-02-01 DOI: 10.1111/cdep.12454
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引用次数: 0
Early learning attainments of children of naturalized citizens of refugee backgrounds in the sub-Saharan region: Evidence from Tanzania 撒哈拉以南地区难民背景入籍公民子女的早期学习成就:来自坦桑尼亚的证据
IF 6.4 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-01-19 DOI: 10.1111/cdep.12479
Laurent Gabriel Ndijuye

Research has consistently indicated that children of naturalized citizens from refugee backgrounds lag in most indicators of development. The disparities are more nuanced in contexts with limited educational resources, such as the sub-Saharan region of Africa. However, that is not the case with children of naturalized citizens from refugee backgrounds of Burundian origin living in Tanzania. The early learning attainment of these children is comparable to children from more advantaged urban majority groups. In this article, I discuss the role of the home learning environment and families' socioeconomic status in children's development of early math and reading skills by linking global and local perspectives. Challenges facing children from this group in Tanzania include issues related to curriculum, cultural practices and parental beliefs, mastery of Kiswahili, and the quality of teachers in the early grades. In light of the evidence, I argue for improvements in learning experiences and recommend research to inform policy and improve practice.

研究一贯表明,难民背景入籍公民的子女在大多数发展指标上落后。在教育资源有限的情况下,如撒哈拉以南非洲地区,这种差异更加微妙。但是,对于居住在坦桑尼亚的具有布隆迪难民背景的归化公民的子女,情况并非如此。这些孩子的早期学习成绩与来自更有利的城市多数群体的孩子相当。在这篇文章中,我通过全球和本地的视角,讨论了家庭学习环境和家庭社会经济地位在儿童早期数学和阅读技能发展中的作用。坦桑尼亚这一群体的儿童面临的挑战包括与课程、文化习俗和父母信仰、斯瓦希里语的掌握以及早期教师质量有关的问题。根据这些证据,我主张改进学习经验,并建议研究为政策提供信息并改进实践。
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引用次数: 2
The divergent adolescent and adult transitions of Latin American undocumented minors 拉丁美洲无证未成年人的不同青春期和成年过渡
IF 6.4 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-01-04 DOI: 10.1111/cdep.12478
Daysi Ximena Diaz-Strong, Roberto G. Gonzales

Undocumented immigrants arriving in the United States as minors navigate tremendous constraints as they transition into adolescence and adulthood. Exclusionary immigration laws profoundly shape and complicate the attainment of important milestones and the decisions undocumented minors make about their adult futures. A significant body of research, largely focused on children who arrive when they are 12 years old and younger, has examined the impact of legal exclusion on the coming-of-age experiences of undocumented minors. However, we know less about the experiences of teenage arrivals. In this article, we focus on young Latin American migrants and provide an overview of how legal exclusion contours undocumented minors' adolescent and adult transitions; we also call attention to the divergent experiences of youth who arrive during childhood and youth who arrive during adolescence. Throughout the article, we emphasize how the timing of immigration—the developmental stage when a young person migrates—creates meaningful differences in the barriers undocumented minors confront.

作为未成年人来到美国的非法移民在进入青春期和成年期的过程中面临着巨大的限制。排他性的移民法深刻地塑造和复杂化了重要里程碑的实现,以及无证未成年人对他们成年后的未来所做的决定。一项重要的研究主要集中在12岁及以下的儿童身上,研究了法律排斥对无证未成年人成年经历的影响。然而,我们对青少年移民的经历知之甚少。在本文中,我们将重点关注年轻的拉丁美洲移民,并概述法律排斥如何影响无证未成年人的青春期和成年过渡;我们还提请注意在童年时期抵达的青年和在青春期抵达的青年的不同经历。在整篇文章中,我们强调移民的时间——年轻人移民的发展阶段——如何在无证未成年人面临的障碍中产生有意义的差异。
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引用次数: 3
Talking with machines: Can conversational technologies serve as children's social partners? 与机器对话:对话技术能否成为儿童的社交伙伴?
IF 6.4 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2022-12-30 DOI: 10.1111/cdep.12475
Ying Xu

Back-and-forth conversations with others are vital for children's development in the early years. While children's conversation partners have traditionally been their parents, teachers, and peers, recent advances in artificial intelligence have led to the introduction of machines that understand human speech and generate natural responses, and thus can engage children in conversations. As these technologies become increasingly ubiquitous in children's lives, questions arise as to how they might affect children's development: How do children interact with, perceive, and learn from conversational technologies? Can these technologies serve as children's social partners? In this article, I detail what we know about these topics and discuss the possible implications of conversational technologies for children's shifting media landscape. I also suggest research agendas that can unpack the complex interplay among children, their social contexts, and conversational technology.

与他人进行反复的对话对儿童早期的发展至关重要。传统上,儿童的对话伙伴是他们的父母、老师和同龄人,但人工智能的最新进展导致引入了能够理解人类语言并产生自然反应的机器,从而可以让儿童参与对话。随着这些技术在儿童的生活中变得越来越普遍,关于它们可能如何影响儿童发展的问题就出现了:儿童如何与对话技术互动、感知和学习?这些技术能否成为儿童的社交伙伴?在本文中,我详细介绍了我们对这些主题的了解,并讨论了对话技术对儿童不断变化的媒体环境的可能影响。我还建议研究议程可以解开儿童,他们的社会环境和对话技术之间复杂的相互作用。
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引用次数: 2
The development of cognitive reflection 认知反思的发展
IF 6.4 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2022-12-30 DOI: 10.1111/cdep.12476
Andrew Shtulman, Andrew G. Young

What do cows drink? The correct answer is water, but many are tempted to say milk. The disposition to override an intuitive response (milk) with a more analytic response (water) is known as cognitive reflection. Tests of cognitive reflection predict a wide range of skills and abilities in adults. In this article, we discuss the construction of a developmental version of the cognitive reflection test and explore how it predicts rational thinking and normative thinking dispositions in elementary school-aged children, independent of age, executive function, and cultural context. We also explore how the test predicts children's mastery of counterintuitive concepts in science and mathematics. Findings suggest that cognitive reflection may be a prerequisite for developing, and improving, analytic thought, thus highlighting the value of studying cognitive reflection from a developmental perspective.

奶牛喝什么?正确答案是水,但很多人都想说牛奶。用更具分析性的反应(水)取代直觉反应(牛奶)的倾向被称为认知反射。认知反射测试可以预测成人的各种技能和能力。在本文中,我们讨论了一个发展版本的认知反思测试的构建,并探讨了它如何预测小学学龄儿童的理性思维和规范性思维倾向,独立于年龄、执行功能和文化背景。我们还探讨了该测试如何预测儿童对科学和数学中反直觉概念的掌握。研究结果表明,认知反思可能是发展和改进分析思维的先决条件,从而突出了从发展角度研究认知反思的价值。
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引用次数: 3
期刊
Child Development Perspectives
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