Pub Date : 2022-08-01Epub Date: 2022-05-11DOI: 10.1159/000524964
Madeleine Bruce, Martha Ann Bell
Early childhood marks a time where word learning is accompanied by rapid growth in the cognitive processes that underlie self-modulated and goal-directed behavior (i.e., executive functions). Although there is empirical evidence to support the association between executive functioning and vocabulary in childhood, inconsistent findings have been reported regarding the extent to which early executive functioning abilities predict later vocabulary outcomes and vice versa. To clarify the nature of the longitudinal relation between these two processes and to examine what, if any, claims can be made about their interdependence, a critical review of the literature was conducted. Also addressed are the conceptual and/or methodological differences that exist across studies conducted on this topic that may be contributing to some of the discrepancies reported in the longitudinal literature. Finally, this review provides practical and empirically informed future directions to serve as a resource for early childhood researchers advancing this area of study.
{"title":"Vocabulary and Executive Functioning: A Scoping Review of the Unidirectional and Bidirectional Associations across Early Childhood.","authors":"Madeleine Bruce, Martha Ann Bell","doi":"10.1159/000524964","DOIUrl":"https://doi.org/10.1159/000524964","url":null,"abstract":"<p><p>Early childhood marks a time where word learning is accompanied by rapid growth in the cognitive processes that underlie self-modulated and goal-directed behavior (i.e., executive functions). Although there is empirical evidence to support the association between executive functioning and vocabulary in childhood, inconsistent findings have been reported regarding the extent to which early executive functioning abilities predict later vocabulary outcomes and vice versa. To clarify the nature of the longitudinal relation between these two processes and to examine what, if any, claims can be made about their interdependence, a critical review of the literature was conducted. Also addressed are the conceptual and/or methodological differences that exist across studies conducted on this topic that may be contributing to some of the discrepancies reported in the longitudinal literature. Finally, this review provides practical and empirically informed future directions to serve as a resource for early childhood researchers advancing this area of study.</p>","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 3","pages":"167-187"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9501766/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40376297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01Epub Date: 2022-06-03DOI: 10.1159/000525361
Stephanie E Miller
{"title":"Vocabulary and Early Executive Function during Early Childhood: Revisiting Questions on the Nature of Thought and Language - Commentary on Bruce and Bell.","authors":"Stephanie E Miller","doi":"10.1159/000525361","DOIUrl":"10.1159/000525361","url":null,"abstract":"","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 3","pages":"188-191"},"PeriodicalIF":4.4,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9501748/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40376296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nativist and empiricist approaches require foundationalism because they cannot account for the emergence of representation. Foundationalism is the assumption of an innate representational base. In turn, foundationalism places limits on the nature of learning as a constructivist process. In contrast, action-based approaches can account for the emergence of representation through (inter)action. In so doing, action-based approaches can pursue an emergent constructivism for learning and development. Despite the theoretical symmetry between nativism and empiricism with respect to foundationalism, there is an asymmetry in nativist and empiricist research programs. Nativism generally ignores constructivist complexity that non-nativist approaches assume needs to be investigated empirically. In practice, this means that the plethora of nativist looking-time studies do not provide adequate control conditions for the rich interpretations drawn from such research. Instead, it is the a priori assumptions of nativism doing the justification. Without such assumptions, the meaning of the data is unclear at best. Importantly, the problem of a priori assumptions driving rich interpretations is not specific to nativism or looking methodologies. Mindreading as a research program also engages in rich interpretations for studies that concern social-cognition from infancy through preschool. Similarly, these studies do not include the types of control conditions motivated by more constructivist thinking. To the extent that empiricist research programs incorporate constructivist thinking into research, they converge with action-based approaches. This creates a sort of methodological bridge between lean-empiricist research programs and action-based approaches. However, this bridge has limitations that we illustrate through an example concerning maternal mental-state discourse and theory of mind development. The ultimate conclusions are threefold: (a) Action-based approaches are the best theoretical framework for understanding learning and development; (b) constructivist methodology is multiply motivated; (c) there are varying degrees of methodological commensurability between empiricism and action-based approaches.
{"title":"Emergent Constructivism: Theoretical and Methodological Considerations","authors":"Jedediah W. P. Allen, M. Bickhard","doi":"10.1159/000526220","DOIUrl":"https://doi.org/10.1159/000526220","url":null,"abstract":"Nativist and empiricist approaches require foundationalism because they cannot account for the emergence of representation. Foundationalism is the assumption of an innate representational base. In turn, foundationalism places limits on the nature of learning as a constructivist process. In contrast, action-based approaches can account for the emergence of representation through (inter)action. In so doing, action-based approaches can pursue an emergent constructivism for learning and development. Despite the theoretical symmetry between nativism and empiricism with respect to foundationalism, there is an asymmetry in nativist and empiricist research programs. Nativism generally ignores constructivist complexity that non-nativist approaches assume needs to be investigated empirically. In practice, this means that the plethora of nativist looking-time studies do not provide adequate control conditions for the rich interpretations drawn from such research. Instead, it is the a priori assumptions of nativism doing the justification. Without such assumptions, the meaning of the data is unclear at best. Importantly, the problem of a priori assumptions driving rich interpretations is not specific to nativism or looking methodologies. Mindreading as a research program also engages in rich interpretations for studies that concern social-cognition from infancy through preschool. Similarly, these studies do not include the types of control conditions motivated by more constructivist thinking. To the extent that empiricist research programs incorporate constructivist thinking into research, they converge with action-based approaches. This creates a sort of methodological bridge between lean-empiricist research programs and action-based approaches. However, this bridge has limitations that we illustrate through an example concerning maternal mental-state discourse and theory of mind development. The ultimate conclusions are threefold: (a) Action-based approaches are the best theoretical framework for understanding learning and development; (b) constructivist methodology is multiply motivated; (c) there are varying degrees of methodological commensurability between empiricism and action-based approaches.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"276 - 294"},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42819292","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}
The COVID-19 pandemic has impacted so many aspects of family life in unprecedented ways. Some of these changes might necessitate a reexamining of how we can best research and support families as we move forward. In this editorial, we propose ways that we might examine families differently in research and approach families differently as a result of COVID-19.
{"title":"Supporting Families: Lessons Learned from the COVID-19 Pandemic","authors":"L. Frankel, Ritu Sampige","doi":"10.1159/000525257","DOIUrl":"https://doi.org/10.1159/000525257","url":null,"abstract":"The COVID-19 pandemic has impacted so many aspects of family life in unprecedented ways. Some of these changes might necessitate a reexamining of how we can best research and support families as we move forward. In this editorial, we propose ways that we might examine families differently in research and approach families differently as a result of COVID-19.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"163 - 166"},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49662331","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}
Z. Biringen, Karen Sandoval, M. Flykt, Steffany Joslin, Michael Lincoln
Emotional availability (EA) is the ability to share an emotional connection within a dyad. The observational EA System includes the EA Scales and the EA Zones. The EA Scales consist of four adult dimensions (sensitivity, structuring, nonintrusiveness, nonhostility) and two child dimensions (responsiveness, involvement). Based on the EA Scales, EA Zones refer to “emotional attachment styles” and are patterned after traditional attachment categories (Ainsworth et al., 1978). Since the review on EA by Biringen et al. (2014), extensive research on EA has utilized the EA Scales or the EA Zones, especially with respect to clinical populations and applications. We address topics absent from the 2014 review, namely, utilizing the EA System for at-risk populations and in prevention and intervention studies. We consider EA research accounting for fathers or alternative caregivers and suggest using the whole EA system versus specific dimensions. We conclude with new directions in clinical applications of EA.
{"title":"Emotional Availability: Clinical Populations and Clinical Applications","authors":"Z. Biringen, Karen Sandoval, M. Flykt, Steffany Joslin, Michael Lincoln","doi":"10.1159/000525256","DOIUrl":"https://doi.org/10.1159/000525256","url":null,"abstract":"Emotional availability (EA) is the ability to share an emotional connection within a dyad. The observational EA System includes the EA Scales and the EA Zones. The EA Scales consist of four adult dimensions (sensitivity, structuring, nonintrusiveness, nonhostility) and two child dimensions (responsiveness, involvement). Based on the EA Scales, EA Zones refer to “emotional attachment styles” and are patterned after traditional attachment categories (Ainsworth et al., 1978). Since the review on EA by Biringen et al. (2014), extensive research on EA has utilized the EA Scales or the EA Zones, especially with respect to clinical populations and applications. We address topics absent from the 2014 review, namely, utilizing the EA System for at-risk populations and in prevention and intervention studies. We consider EA research accounting for fathers or alternative caregivers and suggest using the whole EA system versus specific dimensions. We conclude with new directions in clinical applications of EA.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"192 - 215"},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41826374","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}
Pub Date : 2022-05-01Epub Date: 2022-03-25DOI: 10.1159/000524277
Ari Ne'eman, Elizabeth Pellicano
{"title":"Neurodiversity as Politics.","authors":"Ari Ne'eman, Elizabeth Pellicano","doi":"10.1159/000524277","DOIUrl":"10.1159/000524277","url":null,"abstract":"","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 2","pages":"149-157"},"PeriodicalIF":4.4,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9881465/pdf/nihms-1814370.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9374484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We appreciate the letter by Hill and Pfund about our commentary and the opportunity to respond to it. It is exactly this type of interchange that advances understanding and clarity of communication in the scholarly community. The object of our commentary (Bronk & Damon, 2021, “What makes a purpose ‘worth having’) was a thoughtful Human Development article by Burrow et al. (2021) entitled “Are all purposes worth having?” It should be clear from the titles of our commentary and the original article that the question explored by both pieces is how to determine whether a purpose chosen by a young person is worth having. The question is not “What makes a purpose a purpose?” Yet the authors of the present letter intermingle the two questions. Our response to their letter explains the important distinction between the two questions and summarize our views on each.
{"title":"Scientific and Ethical Mandates in the Study of Purpose","authors":"K. Bronk, W. Damon","doi":"10.1159/000524601","DOIUrl":"https://doi.org/10.1159/000524601","url":null,"abstract":"We appreciate the letter by Hill and Pfund about our commentary and the opportunity to respond to it. It is exactly this type of interchange that advances understanding and clarity of communication in the scholarly community. The object of our commentary (Bronk & Damon, 2021, “What makes a purpose ‘worth having’) was a thoughtful Human Development article by Burrow et al. (2021) entitled “Are all purposes worth having?” It should be clear from the titles of our commentary and the original article that the question explored by both pieces is how to determine whether a purpose chosen by a young person is worth having. The question is not “What makes a purpose a purpose?” Yet the authors of the present letter intermingle the two questions. Our response to their letter explains the important distinction between the two questions and summarize our views on each.\u0000","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"219 - 221"},"PeriodicalIF":0.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48408990","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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