Piaget’s Behaviour and Evolution (1976) sought to reconcile the view that organismal adaptiveness – in the form of equilibration – could contribute to human behavioural, cognitive, and epistemic evolution with the prevailing evolutionary orthodoxy of the time. He was particularly concerned to demonstrate that human behaviour, cognition, and knowledge acquisition could be drivers of human evolution. Piaget hypothesised constructive role for organisms in evolution was significantly at variance with the prevailing modern synthesis orthodoxy of his time (and ours). He looked to Conrad Hal Waddington’s genetic assimilation as a model for how equilibration could generate evolutionary novelties which become fixed by subsequent evolution. I make two claims. Firstly, that Piaget’s appeal to Waddington fails to reconcile his views of human evolution with the modern synthesis. Secondly, the newly emerging agential conception of evolution, in which the purposive activities of organisms are the principal causes of evolution, offers strong support to Piaget’s model of “organisational” evolution.
皮亚杰的行为与进化</i>(1976)试图将有机体适应性——以平衡的形式——可以促进人类行为、认知和认知进化的观点与当时盛行的进化论正统观点相协调。他特别关注证明人类的行为、认知和知识获取可能是人类进化的驱动力。皮亚杰假设生物体在进化中起着建设性的作用，这与他那个时代(以及我们这个时代)盛行的现代综合正统论有很大的不同。他把康拉德·哈尔·沃丁顿(Conrad Hal Waddington)的遗传同化理论作为一个模型，来解释平衡如何产生进化上的新事物，这些新事物在随后的进化中被固定下来。我有两点主张。首先，皮亚杰对沃丁顿的呼吁未能使他的人类进化观点与现代综合理论相协调。其次，新出现的进化的代理概念，其中生物体的目的活动是进化的主要原因，为皮亚杰的“组织”进化模型提供了强有力的支持。
{"title":"Piaget’s Paradox: Adaptation, Evolution, and Agency","authors":"Denis Walsh","doi":"10.1159/000534306","DOIUrl":"https://doi.org/10.1159/000534306","url":null,"abstract":"Piaget’s <i>Behaviour and Evolution</i> (1976) sought to reconcile the view that organismal adaptiveness – in the form of equilibration – could contribute to human behavioural, cognitive, and epistemic evolution with the prevailing evolutionary orthodoxy of the time. He was particularly concerned to demonstrate that human behaviour, cognition, and knowledge acquisition could be drivers of human evolution. Piaget hypothesised constructive role for organisms in evolution was significantly at variance with the prevailing modern synthesis orthodoxy of his time (and ours). He looked to Conrad Hal Waddington’s genetic assimilation as a model for how equilibration could generate evolutionary novelties which become fixed by subsequent evolution. I make two claims. Firstly, that Piaget’s appeal to Waddington fails to reconcile his views of human evolution with the modern synthesis. Secondly, the newly emerging agential conception of evolution, in which the purposive activities of organisms are the principal causes of evolution, offers strong support to Piaget’s model of “organisational” evolution.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Developmental biology has expanded to include prenatal and postnatal environmental factors as agents in producing phenotypes. Environmental agents can alter gene expression patterns and channel development into particular trajectories. Prenatal environments (e.g., diet, stress) can induce gene expression patterns that change metabolism in ways that can promote the survival of the offspring born into that particular environment. In addition to abiotic environmental agents, symbiotic microbes are necessary for the completion of mammalian development and have been shown to be critical for the proper development of the immune system and nervous system. The symbiotic microbes become organized into ecosystems within the body, especially in the gut, and the appreciation that organisms develop as conjoined ecosystems has important implications for biology, psychology, medicine, and public health. Indeed, microbial symbionts are necessary for the development of numerous cognitive and social behaviors in mice, and probably also in humans.
{"title":"Holobiont Development: Embryology and Ecological Succession","authors":"Scott F. Gilbert","doi":"10.1159/000534203","DOIUrl":"https://doi.org/10.1159/000534203","url":null,"abstract":"Developmental biology has expanded to include prenatal and postnatal environmental factors as agents in producing phenotypes. Environmental agents can alter gene expression patterns and channel development into particular trajectories. Prenatal environments (e.g., diet, stress) can induce gene expression patterns that change metabolism in ways that can promote the survival of the offspring born into that particular environment. In addition to abiotic environmental agents, symbiotic microbes are necessary for the completion of mammalian development and have been shown to be critical for the proper development of the immune system and nervous system. The symbiotic microbes become organized into ecosystems within the body, especially in the gut, and the appreciation that organisms develop as conjoined ecosystems has important implications for biology, psychology, medicine, and public health. Indeed, microbial symbionts are necessary for the development of numerous cognitive and social behaviors in mice, and probably also in humans.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136378844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Currently, a central problem for theoretical biology is the integration of development with genetics and evolutionary theory. Through the late 20th century, biologists held that animals resemble their ancestors strictly because of the transgenerational transmission of DNA. This view effectively wrote development out of evolutionary biology. However, many molecular and developmental biologists now understand that phenotypes – anatomical, physiological, and behavioral traits – are not determined by genes (i.e., DNA segments) alone; instead, they emerge epigenetically from developmental processes involving co-acting genetic factors, environmental factors, molecular epigenetic factors, and other non-genetic factors within organisms’ bodies. This insight forces a rethinking of biological inheritance. Perspectives focusing on the dynamics of developmental systems offer a compelling alternative way to think about inheritance, providing a powerful substitute to the reductionistic framework that attributes phenotypic outcomes to genetic instructions set in advance of developmental processes. Rethinking genetics, epigenetics, and inheritance by focusing on the dynamics of developmental systems helps highlight the bidirectional effects of evolutionary and developmental processes on one another, yielding a more integrated understanding of development, inheritance, and evolution. Simultaneously, this approach encourages rejection of genetic determinism, a simplistic perspective that continues to appear in psychological writing, despite its biological implausibility.
{"title":"Molecular and Systemic Epigenetic Inheritance: Integrating Development, Genetics, and Evolution","authors":"Robert Lickliter, David S. Moore","doi":"10.1159/000533192","DOIUrl":"https://doi.org/10.1159/000533192","url":null,"abstract":"Currently, a central problem for theoretical biology is the integration of development with genetics and evolutionary theory. Through the late 20th century, biologists held that animals resemble their ancestors strictly because of the transgenerational transmission of DNA. This view effectively wrote development out of evolutionary biology. However, many molecular and developmental biologists now understand that phenotypes – anatomical, physiological, and behavioral traits – are not determined by genes (i.e., DNA segments) alone; instead, they emerge epigenetically from developmental processes involving co-acting genetic factors, environmental factors, molecular epigenetic factors, <i>and</i> other non-genetic factors within organisms’ bodies. This insight forces a rethinking of biological inheritance. Perspectives focusing on the dynamics of developmental systems offer a compelling alternative way to think about inheritance, providing a powerful substitute to the reductionistic framework that attributes phenotypic outcomes to genetic instructions set <i>in advance</i> of developmental processes. Rethinking genetics, epigenetics, and inheritance by focusing on the dynamics of developmental systems helps highlight the bidirectional effects of evolutionary and developmental processes on one another, yielding a more integrated understanding of development, inheritance, and evolution. Simultaneously, this approach encourages rejection of genetic determinism, a simplistic perspective that continues to appear in psychological writing, despite its biological implausibility.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135486885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jeremy I.M. Carpendale, Viktoria A. Kettner, Irene Guevara de Haro
Communicative development can be better understood by examining the diversity of gestures and how various forms of gestures are interlinked in their developmental origins – their genealogy. To draw attention to the differences and interrelations among forms of gestures, we group gestures into three families based on their developmental origins: (1) action-based gestures that develop from infants’ spontaneous actions that others respond to; (2) conventional gestures; and (3) iconic gestures. Although these diverse gestures are acquired through somewhat different developmental pathways, we argue that they develop in the context of shared experiences within social routines. What differs is the relative role of the caregiver and child in initiating the routine. In viewing communicative development in this way, we show the importance of basing our investigations on an adequate conception of meaning in order to recognize the similarity in the underlying processes involved in early communicative development.
{"title":"A Genealogy of Gestures: On the Nature and Emergence of Forms of Gestural Communication within Shared Routines","authors":"Jeremy I.M. Carpendale, Viktoria A. Kettner, Irene Guevara de Haro","doi":"10.1159/000533645","DOIUrl":"https://doi.org/10.1159/000533645","url":null,"abstract":"Communicative development can be better understood by examining the diversity of gestures and how various forms of gestures are interlinked in their developmental origins – their genealogy. To draw attention to the differences and interrelations among forms of gestures, we group gestures into three families based on their developmental origins: (1) action-based gestures that develop from infants’ spontaneous actions that others respond to; (2) conventional gestures; and (3) iconic gestures. Although these diverse gestures are acquired through somewhat different developmental pathways, we argue that they develop in the context of shared experiences within social routines. What differs is the relative role of the caregiver and child in initiating the routine. In viewing communicative development in this way, we show the importance of basing our investigations on an adequate conception of meaning in order to recognize the similarity in the underlying processes involved in early communicative development.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136350025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Can the study of epigenetics, physiology and cognitive science contribute to the investigation and understanding of social-cultural systems while respecting the autonomy of social research? I present a developmental system theory (DST) approach, which takes the unit of analysis to be the system of self-sustaining interactions among multiple biological, psychological and social resources. On this view, the cybernetic architecture of the networks that constitute the system channels development, so that different trajectories lead to convergent end-states, accounting for the system’s developmental stability, as well as shedding light on the conditions that lead to departures from typical outcomes. Based on previous work, which is extended here, I suggest that Waddington’s epigenetic landscape metaphor, which was built to illustrate the relationship between genetic networks and embryological development is a useful tool for thinking about the temporal dynamics of social systems, capturing some important features of social stability and change at different scales and levels of social organization. I discuss five social systems using the landscape metaphor and explore the implications of this DST approach for investigating the relations between socio-cultural development and evolution.
{"title":"Interacting Networks in Social Landscapes \u0000Interacting Networks in Social Landscapes: A Devo-Evo Approach to Social-cultural Dynamics","authors":"E. Jablonka","doi":"10.1159/000533164","DOIUrl":"https://doi.org/10.1159/000533164","url":null,"abstract":"Can the study of epigenetics, physiology and cognitive science contribute to the investigation and understanding of social-cultural systems while respecting the autonomy of social research? I present a developmental system theory (DST) approach, which takes the unit of analysis to be the system of self-sustaining interactions among multiple biological, psychological and social resources. On this view, the cybernetic architecture of the networks that constitute the system channels development, so that different trajectories lead to convergent end-states, accounting for the system’s developmental stability, as well as shedding light on the conditions that lead to departures from typical outcomes. Based on previous work, which is extended here, I suggest that Waddington’s epigenetic landscape metaphor, which was built to illustrate the relationship between genetic networks and embryological development is a useful tool for thinking about the temporal dynamics of social systems, capturing some important features of social stability and change at different scales and levels of social organization. I discuss five social systems using the landscape metaphor and explore the implications of this DST approach for investigating the relations between socio-cultural development and evolution.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48546460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Budwig, Hojin Han, Raquel Jorge Fernandes, Jimin Lee, Sindy Wang, Benjamin Wolff
In his provocative article “ Eugenics, prejudice, and psychological research, ” Turiel (2020, p. 106) raises the important question: “ What does the eugenics movement of the early twentieth century tell us about present times? ” Turiel argues that much theory and research has supported the eugenics movement, and he highlights the importance of considering layperson ’ s thinking on these issues. Drawing on Piaget ’ s work, Turiel notes that thinking is not always correct and highlights the importance of examining the reasoning individuals have for thinking as they do. In his words, “ In order to better understand prejudice, discrimination, and segregation, it is important to also study the thinking that goes into current features of eugenics ” (Turiel, 2020, p. 106). Furthermore, he argues for the “ pressing need to study the psychological thinking underlying eugenics as well as its impact on individuals and societies. ” (Turiel, 2020, p. 107). We applaud such work and the continued efforts of Human Development to provide a platform for this important scholarship (see also special issue by Killen & Ruck, 2021, on Promoting Social Equity, Fairness, and Racial Justice in Development ). In this article, we suggest that research investigating individuals ’ thinking about prejudice and related themes should be augmented by explicit consideration of products beyond individual thinking. Human action is intricately tied to larger cultural and political systems and structures that promote racial and other forms of oppression. To expand on Turiel ’ s suggestions about the eugenics movement for modern times, we draw on the history of the eugenics movement at the turn of the century in America. By doing so, we can better understand how the eugenics movement has in fl uenced contemporary
{"title":"Eugenics, Prejudice, and Human Development Revisited: The Role of Structural Racism","authors":"N. Budwig, Hojin Han, Raquel Jorge Fernandes, Jimin Lee, Sindy Wang, Benjamin Wolff","doi":"10.1159/000531312","DOIUrl":"https://doi.org/10.1159/000531312","url":null,"abstract":"In his provocative article “ Eugenics, prejudice, and psychological research, ” Turiel (2020, p. 106) raises the important question: “ What does the eugenics movement of the early twentieth century tell us about present times? ” Turiel argues that much theory and research has supported the eugenics movement, and he highlights the importance of considering layperson ’ s thinking on these issues. Drawing on Piaget ’ s work, Turiel notes that thinking is not always correct and highlights the importance of examining the reasoning individuals have for thinking as they do. In his words, “ In order to better understand prejudice, discrimination, and segregation, it is important to also study the thinking that goes into current features of eugenics ” (Turiel, 2020, p. 106). Furthermore, he argues for the “ pressing need to study the psychological thinking underlying eugenics as well as its impact on individuals and societies. ” (Turiel, 2020, p. 107). We applaud such work and the continued efforts of Human Development to provide a platform for this important scholarship (see also special issue by Killen & Ruck, 2021, on Promoting Social Equity, Fairness, and Racial Justice in Development ). In this article, we suggest that research investigating individuals ’ thinking about prejudice and related themes should be augmented by explicit consideration of products beyond individual thinking. Human action is intricately tied to larger cultural and political systems and structures that promote racial and other forms of oppression. To expand on Turiel ’ s suggestions about the eugenics movement for modern times, we draw on the history of the eugenics movement at the turn of the century in America. By doing so, we can better understand how the eugenics movement has in fl uenced contemporary","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"67 1","pages":"170 - 172"},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42275162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Current conceptualizations of media literacy do not explicitly state that users should be able to identify and reject hateful, manipulative far-right content. We highlight important principles of relational developmental systems metatheory that are integral to our proposed model of anti-oppressive social media literacy. We critique current theories of digital media literacy for their political neutrality or lack of active opposition and offer a value- and action-based anti-oppressive framework for social media literacy in pursuit of social justice. We propose a model of anti-oppressive social media literacy in which we outline three potential orientation outcomes: rejection, endorsement, and ambivalence. We describe the implications and potential developmental pathways of each of these orientations in response to far-right content. We also highlight multiple layers of bidirectional mutually influential individual-context relations that may influence the development of social media users’ orientation to far-right content online. In conclusion, we discuss strengths, limitations and future directions for studying our proposed theory of anti-oppressive social media literacy.
{"title":"Social Media Literacy to Confront Far-Right Content: Saying “No” to Neutrality","authors":"Sarah L. F. Burnham, Miriam R. Arbeit","doi":"10.1159/000531765","DOIUrl":"https://doi.org/10.1159/000531765","url":null,"abstract":"Current conceptualizations of media literacy do not explicitly state that users should be able to identify and reject hateful, manipulative far-right content. We highlight important principles of relational developmental systems metatheory that are integral to our proposed model of anti-oppressive social media literacy. We critique current theories of digital media literacy for their political neutrality or lack of active opposition and offer a value- and action-based anti-oppressive framework for social media literacy in pursuit of social justice. We propose a model of anti-oppressive social media literacy in which we outline three potential orientation outcomes: rejection, endorsement, and ambivalence. We describe the implications and potential developmental pathways of each of these orientations in response to far-right content. We also highlight multiple layers of bidirectional mutually influential individual-context relations that may influence the development of social media users’ orientation to far-right content online. In conclusion, we discuss strengths, limitations and future directions for studying our proposed theory of anti-oppressive social media literacy.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"67 1","pages":"117 - 134"},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42345536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Poverty is associated with multiple contextual stressors, which may exacerbate child-rearing stress and interfere with positive parenting. However, many parents successfully navigate seemingly insurmountable obstacles and engage in positive parenting, which may allow parents to minimize the impact of poverty on child development by exerting control in responding to child-rearing challenges and focusing on parenting as a source of agency and competence. This paper provides a resilience process model of parenting based on the literatures from multiple disciplines, including socio-cognitive processes, decision-making, and coping, to identify risk and protective factors that contribute to positive parenting. Parents’ adaptive mindsets and more active, problem-oriented coping strategies may strengthen parents’ cognitive and emotion regulation, which, in turn, may lead to more positive parenting behaviors. This conceptual model may contribute to a more nuanced appreciation of how parents living in poverty successfully manage child-rearing challenges. By understanding the resilience process of parenting, we may inform family practice and interventions to better support well-being among families living in poverty.
{"title":"A Resilience Process Model of Parenting in the Context of Poverty","authors":"Y. Park","doi":"10.1159/000531634","DOIUrl":"https://doi.org/10.1159/000531634","url":null,"abstract":"Poverty is associated with multiple contextual stressors, which may exacerbate child-rearing stress and interfere with positive parenting. However, many parents successfully navigate seemingly insurmountable obstacles and engage in positive parenting, which may allow parents to minimize the impact of poverty on child development by exerting control in responding to child-rearing challenges and focusing on parenting as a source of agency and competence. This paper provides a resilience process model of parenting based on the literatures from multiple disciplines, including socio-cognitive processes, decision-making, and coping, to identify risk and protective factors that contribute to positive parenting. Parents’ adaptive mindsets and more active, problem-oriented coping strategies may strengthen parents’ cognitive and emotion regulation, which, in turn, may lead to more positive parenting behaviors. This conceptual model may contribute to a more nuanced appreciation of how parents living in poverty successfully manage child-rearing challenges. By understanding the resilience process of parenting, we may inform family practice and interventions to better support well-being among families living in poverty.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47742354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emotional availability (EA) is a relational construct that encompasses the ability of a dyad to share an emotionally connected, safe relationship. EA is operationalized by the multidimensional framework, which includes the observational EA Scales, the observational emotional attachment zones (EA-Z), as well as the EA Self-Report (EA-SR). The observational EA Scales measure the mutual interactive influences a child and parent may have on one another through observation of their affect and behavior and consist of 4 adult dimensions (sensitivity, structuring, nonintrusiveness, and nonhostility) and 2 child dimensions (responsiveness and involvement of the adult). The EA-Z refers to “emotional attachment styles” and is based on the summary of the observational EA Scales, assigned separately to adult and child (Emotionally Available, Complicated, Detached, Problematic/Disturbed/Traumatized or Traumatizing), with the potential that the emotional attachment perspective of the adult and child may not be the same. The EA-SR is about parental perceptions rather than observations, which should be taken into account in interpreting its findings. Collectively, these different measurements are referred to as the EA System. In this review, we focus on the EA-SR at any age, as well as EA observations, in the earliest months and adolescence.
{"title":"Observed Emotional Availability (EA) in the Early Months and Adolescence and Self-Reported EA at Any Age: A Narrative Review","authors":"Z. Biringen, Karen Sandoval, M. Flykt","doi":"10.1159/000531632","DOIUrl":"https://doi.org/10.1159/000531632","url":null,"abstract":"Emotional availability (EA) is a relational construct that encompasses the ability of a dyad to share an emotionally connected, safe relationship. EA is operationalized by the multidimensional framework, which includes the observational EA Scales, the observational emotional attachment zones (EA-Z), as well as the EA Self-Report (EA-SR). The observational EA Scales measure the mutual interactive influences a child and parent may have on one another through observation of their affect and behavior and consist of 4 adult dimensions (sensitivity, structuring, nonintrusiveness, and nonhostility) and 2 child dimensions (responsiveness and involvement of the adult). The EA-Z refers to “emotional attachment styles” and is based on the summary of the observational EA Scales, assigned separately to adult and child (Emotionally Available, Complicated, Detached, Problematic/Disturbed/Traumatized or Traumatizing), with the potential that the emotional attachment perspective of the adult and child may not be the same. The EA-SR is about parental perceptions rather than observations, which should be taken into account in interpreting its findings. Collectively, these different measurements are referred to as the EA System. In this review, we focus on the EA-SR at any age, as well as EA observations, in the earliest months and adolescence.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43027541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Our systematic qualitative analysis advances the field of human development with an integrative review of sensory research in children’s reading of books and e-books. Based on a systematic literature review of 35 papers, we qualitatively synthesise multi-disciplinary literature concerned with children’s sensory development and the activity of reading. We map the studies’ characteristics, including their methodological designs and primary theoretical concepts (embodiment and materiality). We highlight empirical research gaps and lack of literature attention particularly for critical engagement with sensorial research. We find notable terminological discrepancies across qualitative and quantitative studies and lack of attention to the developmental aspects of children’s sensory reading and its dynamic interaction with books’ affordances. Our theoretical contribution lies in identifying the emerging area of multisensory m(ai)cro research as a future agenda for studies of children’s reading, which we support with a terminological guide and a conceptual framework.
{"title":"Multisensory Reading in Early Childhood: Systematic Review with Theoretical Guidance for Human Development Studies","authors":"N. Kucirkova, Lucy Rodriguez-Leon","doi":"10.1159/000531633","DOIUrl":"https://doi.org/10.1159/000531633","url":null,"abstract":"Our systematic qualitative analysis advances the field of human development with an integrative review of sensory research in children’s reading of books and e-books. Based on a systematic literature review of 35 papers, we qualitatively synthesise multi-disciplinary literature concerned with children’s sensory development and the activity of reading. We map the studies’ characteristics, including their methodological designs and primary theoretical concepts (embodiment and materiality). We highlight empirical research gaps and lack of literature attention particularly for critical engagement with sensorial research. We find notable terminological discrepancies across qualitative and quantitative studies and lack of attention to the developmental aspects of children’s sensory reading and its dynamic interaction with books’ affordances. Our theoretical contribution lies in identifying the emerging area of multisensory m(ai)cro research as a future agenda for studies of children’s reading, which we support with a terminological guide and a conceptual framework.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42904066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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