Developmental Review最新文献

The default mode network throughout the lifespan: A state-of-the-art scoping review on its development and association to individual cognitive functioning 贯穿一生的默认模式网络：其发展及其与个体认知功能的关系的最新范围审查

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2026-03-01 Epub Date: 2026-01-29 DOI: 10.1016/j.dr.2026.101250

Catarina Baptista , Antonino Vallesi , Arianna Menardi

The Default Mode Network (DMN), once seen merely as a “task-negative” network, is now recognized for its involvement in various cognitive functions, including higher-order executive behaviour. Its functional connectivity changes notably across the lifespan and closely reflects the development and decline of such abilities. Although interest in age-related DMN changes has grown, age-specific evaluation of the findings remains lacking. This review examines studies published between 2015 and 2025 using functional magnetic resonance imaging (fMRI) that investigate DMN connectivity from infancy through older adulthood and its role in the emergence, and later deterioration, of cognitive functions. Literature searches were conducted on PubMed and Scopus (last search: 02/04/2025), including studies in English with no age restrictions. Out of the initial pool, 98 studies were selected, involving a total of 96,927 participants. We overall report that the DMN undergoes maturation during infancy and childhood, reaching full cohesion by early adulthood. This maturation process is accompanied by the emergence of anticorrelation patterns between the DMN and task-positive networks, patterns that are linked to the individual level of cognitive efficiency. At the two ends of the aging curve (childhood and older age), the segregation among functional communities appears, however, less distinct, and active recruitment of DMN regions during challenging task conditions might, sometimes, act as a compensatory mechanism. In middle to late adulthood, the DMN exhibits a decline especially in long-range connectivity. This decline is accompanied by a worsening of cognitive performance, often associated with neuropathological mechanisms common at this stage of life.

默认模式网络（DMN），曾经被认为仅仅是一个“任务负性”网络，现在被认为与各种认知功能有关，包括高阶执行行为。其功能连通性在整个生命周期中发生显著变化，并密切反映了这些能力的发展和衰退。尽管对与年龄相关的DMN变化的兴趣越来越大，但对研究结果的年龄特异性评估仍然缺乏。本综述回顾了2015年至2025年间发表的使用功能性磁共振成像（fMRI）的研究，这些研究调查了从婴儿期到成年期DMN的连通性及其在认知功能出现和后来退化中的作用。在PubMed和Scopus上进行文献检索（最后检索日期：02/04/2025），包括无年龄限制的英文研究。从最初的研究池中，选择了98项研究，共涉及96,927名参与者。我们总体报道，DMN经历了婴儿期和儿童期的成熟，在成年早期达到充分的凝聚力。这一成熟过程伴随着DMN和任务积极网络之间的反相关模式的出现，这种模式与个体水平的认知效率有关。然而，在衰老曲线的两端（童年和老年），功能群体之间的隔离似乎不那么明显，在具有挑战性的任务条件下，DMN区域的积极招募有时可能作为一种补偿机制。在成年中期到晚期，DMN表现出下降，特别是在远程连接方面。这种衰退伴随着认知能力的恶化，通常与这个生命阶段常见的神经病理机制有关。

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引用次数: 0

Mental space as an innate foundational structure for cognition: from quantities to events 心理空间作为认知的先天基础结构：从数量到事件

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2026-03-01 Epub Date: 2026-01-30 DOI: 10.1016/j.dr.2026.101246

Vittoria Volpi , Maria Dolores de Hevia

Humans appear to rely on spatial mental structures across a wide range of cognitive domains—from reasoning about quantity and serial order to recalling events in episodic memory. While individual domains such as number, language, or memory have been associated with spatial representations, we propose a broader hypothesis: that humans possess an innate predisposition to use mental space as a foundational structuring format. We argue that this spatial scaffolding supports the organization of both concrete and abstract information, including continua (e.g., magnitude), ordered sequences (e.g., rules), and event order (e.g., what happened when). Drawing on findings from developmental and cognitive psychology, we suggest that this capacity emerges early, extends across domains, and reflects a fundamental constraint of human cognition. Understanding the origins, developmental trajectory, and functional role of this spatial predisposition can shed light on how abstract knowledge is learned, represented and reasoned about, and how space supports learning across development.

人类似乎在很多认知领域都依赖于空间心理结构——从对数量和序列顺序的推理到情景记忆中的回忆。虽然数字、语言或记忆等个体领域都与空间表征有关，但我们提出了一个更广泛的假设：人类具有将心理空间作为基本结构格式的先天倾向。我们认为，这种空间支架支持具体和抽象信息的组织，包括连续（例如，大小），有序序列（例如，规则）和事件顺序（例如，发生了什么）。根据发展心理学和认知心理学的研究结果，我们认为这种能力出现得很早，跨越了多个领域，反映了人类认知的基本约束。了解这种空间倾向的起源、发展轨迹和功能作用，可以揭示抽象知识是如何被学习、表征和推理的，以及空间如何在发展过程中支持学习。

引用次数: 0

Age differences in children’s judgments of personal choice: a meta-analysis 儿童个人选择判断的年龄差异：一项元分析

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2026-03-01 Epub Date: 2026-01-22 DOI: 10.1016/j.dr.2026.101247

Fatma Betül Zeyrek, Judith Smetana

Autonomy is considered a basic psychological need and has been widely studied in adolescence across diverse cultural contexts. Within Social-Cognitive Domain Theory (SCDT; Nucci, 2013; Smetana et al., 2014), autonomy has been examined in terms of children’s concepts of personal issues. These are seen as actions outside adult regulation and as matters of personal preference, rather than issues of right or wrong. Research on personal issues in younger children remains limited, and the developmental path of these concepts remains unclear. This meta-analysis synthesized findings from 17 studies (k = 137 effect sizes; N = 2,186; M_age = 7.01 years; 48 % boys) examining five personal choice judgments (act acceptability, rule acceptability, decision locus, emotion attributions, and compliance) in 3- to 10-year-old children in various countries. Across ages, children generally judged personal acts as acceptable, restrictions as less legitimate, and emotions as negative when personal choices were restricted. However, children were mixed in their views of whether adults or children should be able to decide personal issues, and they often endorsed compliance. Significant age effects (with older children supporting personal choice more than younger ones) emerged across act acceptability, rule acceptability, and decision locus, but not emotion attributions or compliance. Effects for country were found, but only for compliance, with children from non-North American samples endorsing compliance more than children from North American samples. These findings provide meta-analytic support for age increases, particularly for some personal choice judgments.

自主性被认为是一种基本的心理需求，在不同的文化背景下在青少年中得到了广泛的研究。在社会认知领域理论（SCDT; Nucci, 2013; Smetana et al., 2014）中，自主性已经从儿童对个人问题的概念方面进行了研究。这些行为被视为成人监管之外的行为，是个人偏好的问题，而不是对或错的问题。对幼儿的个人问题的研究仍然有限，这些概念的发展路径仍然不清楚。本荟萃分析综合了17项研究的结果（k = 137效应大小；N = 2186；年龄= 7.01；48%是男孩），考察了各国3- 10岁儿童的五种个人选择判断（行为可接受性、规则可接受性、决策轨迹、情绪归因和依从性）。在各个年龄段，孩子们通常认为个人行为是可以接受的，限制是不合理的，当个人选择受到限制时，他们的情绪是消极的。然而，孩子们对成年人还是孩子应该有权决定个人问题的看法不一，他们通常赞成服从。在行为可接受性、规则可接受性和决策位点上，显著的年龄效应（年龄较大的孩子比年幼的孩子更支持个人选择）出现了，但在情绪归因或依从性上没有。对国家有影响，但仅限于依从性，来自非北美样本的儿童比来自北美样本的儿童更支持依从性。这些发现为年龄增长提供了元分析支持，特别是对一些个人选择判断。

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引用次数: 0

Language mixing in young multilingual children and its correlates: a systematic review 多语言儿童的语言混合及其相关因素：系统回顾

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2026-03-01 Epub Date: 2026-01-29 DOI: 10.1016/j.dr.2026.101248

Vera Snijders, Ora Oudgenoeg-Paz, Merel van Witteloostuijn, Elma Blom

Globally, numerous children are raised in multilingual environments, mixing different languages in their everyday communication. This systematic review on children’s language mixing aimed to a) identify which social, linguistic, and cognitive factors have been studied in relation to language mixing, and b) examine associations and interrelations between these factors and (different types of) language mixing, focusing on typical language development, naturalistic settings and early childhood (2–6 years). Synthesis of 80 relevant articles from the initially identified 4,239 records showed that most studies focused on social factors (n = 69), followed by linguistic (n = 46), and cognitive factors (n = 6). Key findings include that children are more likely to mix in their minority language, in the language they receive lower input in, in informal settings, and in multilingual contexts. They may also mix more in the language in which they are less proficient, and in their non-dominant language. Results on other factors remain inconclusive (e.g., interlocutor mixing, discourse strategies) or scarce (e.g., language attitudes, language distance, cognitive factors). Moreover, results for some factors (e.g., language proficiency) varied for the different mixing types. Future research should place greater emphasis on the interrelations between different factors, as several theories on child development and language mixing highlight that the social environment and child-internal factors likely interact. Moreover, there is a need for more diverse samples, especially regarding multilingual communities in the Global South, along with research on the role of executive functions in early childhood language mixing using comparable measures.

在全球范围内，许多儿童在多语言环境中长大，在日常交流中混合使用不同的语言。这篇关于儿童语言混合的系统综述旨在a)确定哪些社会、语言和认知因素与语言混合有关，b)研究这些因素与（不同类型的）语言混合之间的关联和相互关系，重点关注典型的语言发展、自然环境和儿童早期（2-6岁）。从最初确定的4239条记录中综合80篇相关文章显示，大多数研究集中于社会因素（n = 69），其次是语言因素（n = 46）和认知因素（n = 6）。主要发现包括，儿童更有可能在他们的少数民族语言中、在他们接受较少输入的语言中、在非正式环境中以及在多语言环境中混合。他们也可能更多地使用他们不太熟练的语言和非主导语言。对其他因素的研究结果仍不确定（如对话者混合、话语策略）或缺乏（如语言态度、语言距离、认知因素）。此外，某些因素（如语言熟练程度）的结果因不同的混合类型而异。未来的研究应该更加强调不同因素之间的相互关系，因为一些关于儿童发展和语言混合的理论强调社会环境和儿童内部因素可能相互作用。此外，需要更多样化的样本，特别是关于全球南方的多语言社区，以及使用可比措施研究执行功能在幼儿语言混合中的作用。

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引用次数: 0

Counting on automatization: The automatized counting theory of mental arithmetic 自动计数：心算的自动计数理论

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2026-03-01 Epub Date: 2026-02-23 DOI: 10.1016/j.dr.2026.101252

Jérôme Prado , Catherine Thevenot

Counting—enumerating sets by establishing one-to-one correspondence with an internal counter—is fundamental to the invention and development of mathematics. Yet, dominant models assume that counting is abandoned over the course of learning as children achieve proficiency with basic arithmetic calculations (e.g., 2 + 3), being replaced by the retrieval of associations between operands (e.g., 2 + 3) and answers (e.g., 5) from long-term memory. Here we challenge this assumption, arguing that counting remains at the very heart of arithmetic fluency even in adults alongside associative retrieval. Using mental addition as our test case, we present evidence that associative models fail to account for key behavioral and neuroimaging findings. We then put forward the automatized counting hypothesis, a novel framework proposing that counting procedures initially used by children become progressively accelerated through practice until they operate unconsciously and effortlessly. Automatized counting may become so efficient that it may generate answers to simple addition problems as fast as (or faster than) retrieval of associations from memory, particularly for problems with small operands. Recognizing the role of counting in arithmetic development explains a range of problematic data for purely associative accounts. We present behavioral and neuroimaging evidence supporting our model and discuss its theoretical, educational, and clinical implications. Overall, counting should not be seen as a steppingstone to be abandoned, but as an enduring foundation of arithmetic skills. This view challenges the assumption that automaticity necessarily relies on associative retrieval, suggesting that procedural automatization might be fundamental to skilled performance across domains of symbolic knowledge.

通过与内部计数器建立一对一的对应关系来计数-枚举集合是数学发明和发展的基础。然而，主流模型认为，在学习过程中，当儿童熟练掌握基本的算术计算（如2 + 3）时，计数就被放弃了，取而代之的是从长期记忆中检索操作数（如2 + 3）和答案（如5）之间的联系。在这里，我们挑战这一假设，认为即使在成年人的联想检索中，计数仍然是算术流畅性的核心。使用心理加法作为我们的测试案例，我们提出的证据表明，联想模型不能解释关键的行为和神经影像学发现。然后，我们提出了自动计数假说，这是一个新的框架，提出最初由儿童使用的计数程序通过实践逐渐加速，直到他们无意识地、毫不费力地操作。自动化计数可能变得如此高效，以至于它可以与从内存中检索关联一样快（或更快）地生成简单加法问题的答案，特别是对于具有小操作数的问题。认识到计数在算术发展中的作用，解释了纯关联帐户的一系列有问题的数据。我们提出行为和神经影像学证据支持我们的模型，并讨论其理论、教育和临床意义。总的来说，数数不应该被看作是可以抛弃的垫脚石，而应该被看作是算术技能的持久基础。这一观点挑战了自动性必然依赖于联想检索的假设，表明程序性自动化可能是跨符号知识领域熟练表现的基础。

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引用次数: 0

A head taller: A meta-analysis on the relation between pretend play and executive functions in early childhood 高一个头：儿童早期假装游戏与执行功能关系的元分析

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2026-03-01 Epub Date: 2026-01-22 DOI: 10.1016/j.dr.2026.101249

Tobias Constien, Sarah Moran, Brendan Rooney, Michelle Downes

Executive functions emerge gradually in early childhood and are predictive of a range of developmental outcomes. Pretend play, a type of play that is imaginative and creative, has been posited to benefit children’s early development of executive functions. Yet, previous studies on the relation between pretend play and executive functions have not consistently evidenced a clear connection. This study aimed to quantitatively assess the relation between pretend play and executive functions in early childhood via a systematic review and meta-analysis for the first time. A pre-registered, systematic literature search was conducted across five databases (i.e., ERIC, ProQuest Dissertation and Theses Index, PsycInfo, Scopus, Web of Science). The screening process identified 26 studies, which reported on 2,915 children, aged 12–72 months. A three-level, random effects meta-analysis across 131 correlational effect sizes identified a significant, small effect between executive functions and pretend play, r = 0.17, 95 % CI [.13, 0.20], SE = 0.02, t(130) = 9.93, p < 0.001, albeit with significant heterogeneity within the cumulative effect. No evidence of publication bias was identified. Effect sizes were significantly larger for studies measuring executive functions via a questionnaire compared to performance-based tasks. Other considered variables (i.e. social aspects of pretend play measures, age, socioeconomic status, study design) did not, on their own, affect the observed relation between pretend play and executive functioning in early childhood. While these results do not evidence causality, they invite further research building on the identified, extant literature. The implications of the results are discussed in terms of the direction and the potential mechanisms for the identified relation between pretend play and executive functions.

执行功能在儿童早期逐渐出现，并预示着一系列的发展结果。假装游戏是一种富有想象力和创造性的游戏，被认为有益于儿童执行功能的早期发展。然而，先前关于假装游戏和执行功能之间关系的研究并没有一致地证明两者之间存在明确的联系。本研究旨在通过系统回顾和荟萃分析，首次定量评估儿童早期假装游戏与执行功能之间的关系。在五个数据库（即ERIC、ProQuest Dissertation and Theses Index、PsycInfo、Scopus、Web of Science）中进行预注册的系统文献检索。筛选过程确定了26项研究，报告了2915名12-72个月大的儿童。一项涉及131个相关效应大小的三水平随机效应荟萃分析发现，执行功能和假装游戏之间存在显著的小影响，r = 0.17, 95% CI[。]13, 0.20], SE = 0.02, t(130) = 9.93, p < 0.001，尽管在累积效应中存在显著的异质性。未发现发表偏倚的证据。与基于绩效的任务相比，通过问卷测量执行功能的研究的效应值明显更大。其他被考虑的变量（即假装游戏测量的社会方面、年龄、社会经济地位、研究设计）本身并不影响观察到的儿童早期假装游戏与执行功能之间的关系。虽然这些结果不能证明因果关系，但它们需要在已确定的现有文献基础上进行进一步的研究。研究结果的意义是在方向和潜在的机制方面进行了讨论，以确定假装游戏和执行功能之间的关系。

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引用次数: 0

Distinct parental emotion socialization strategies and contextual moderators: A meta-analysis of links with children and adolescents’ internalizing problems 不同的父母情感社会化策略和情境调节因素：与儿童和青少年内化问题联系的元分析

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2026-03-01 Epub Date: 2026-02-21 DOI: 10.1016/j.dr.2026.101251

Longyue Liao , Fanlong Wang , Xutong Zhang , Junsheng Liu

Parental responses to children’s negative emotions, as a form of emotion socialization (ES), encompass a range of specific strategies commonly classified as supportive or unsupportive. However, empirical evidence for the presumed protective and adverse roles of supportive and unsupportive strategies for the risk of developing internalizing problems has been mixed, potentially due to differences in ES strategies examined under the two broad dimensions, as well as contextual (e.g., type of child emotion and sociocultural background within which the strategies were used) and methodological variations. To further understand the heterogeneity in research findings, this study took a meta-analytic approach to examine the associations between distinct ES strategies and internalizing problems in children and adolescents, as well as key moderators of these associations. A systematic literature search (updated in August 2025) yielded 133 studies comprising 1,050 relevant effect sizes. Overall, significant pooled associations with internalizing problems emerged for supportive ES strategies (r = -0.148) and unsupportive strategies (r = 0.199). However, override and expressive encouragement did not show the same negative associations as other presumed supportive strategies; minimization was less strongly linked to internalizing problems than other unsupportive strategies except for ignoring. Associations involving specific strategies were further moderated by factors conceptualized as key contexts of parents’ strategy-use (e.g., type of child negative emotion parents were responding to, child age and gender, sociocultural background). Overall, these findings underscore the complex and nuanced nature of how emotion-related parenting may be related to children’s mental health. They also provide evidence for more targeted and context-sensitive prevention strategies to promote adaptive ES practices.

父母对儿童消极情绪的反应，作为情绪社会化（ES）的一种形式，包括一系列具体的策略，通常分为支持或不支持。然而，关于支持性和非支持性策略对发展内化问题风险的假定保护和不利作用的经验证据一直是混合的，这可能是由于在两个广泛的维度下研究的ES策略的差异，以及上下文（例如，使用策略的儿童情感类型和社会文化背景）和方法变化。为了进一步了解研究结果的异质性，本研究采用荟萃分析方法研究了不同的ES策略与儿童和青少年内化问题之间的关系，以及这些关系的关键调节因素。系统的文献检索（更新于2025年8月）产生了133项研究，包括1050个相关效应量。总体而言，支持性ES策略（r = -0.148）和非支持性ES策略（r = 0.199）与内化问题存在显著的综合关联。然而，超越和表达性鼓励并没有表现出与其他假设的支持策略相同的负面关联；除了忽略之外，最小化与内部化问题的联系不如其他不支持策略强烈。涉及特定策略的关联进一步被概念化为父母策略使用的关键背景的因素（例如，父母所回应的儿童负面情绪类型、儿童年龄和性别、社会文化背景）所调节。总的来说，这些发现强调了情感相关的养育方式如何与儿童心理健康相关的复杂和微妙的本质。它们还为更有针对性和上下文敏感的预防策略提供了证据，以促进适应性ES实践。

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引用次数: 0

Organized After-School Activity and Adolescents’ Ethnic-Racial Identity: A Systematic Literature Review 组织课外活动与青少年族群认同：系统文献综述

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2026-03-01 Epub Date: 2026-02-04 DOI: 10.1016/j.dr.2026.101245

Fuko Kiyama, Sandra D. Simpkins, Deborah Lowe Vandell

Ethnic-racial identity is an important developmental outcome, particularly for adolescents of color. Understanding the contextual factors that support this outcome is important for promoting their overall positive development. Organized after-school activities offer a promising structural support for ethnic-racial identity development, yet little is known about the specific mechanisms within activities that support this process. This systematic literature review synthesizes empirical studies from 2000 and 2023 to examine how processes within organized after-school activities may facilitate adolescents’ ethnic-racial identity development. Furthermore, bridging our findings with existing theories, we propose a conceptual framework to guide future research on this topic. Following PRISMA guidelines, we identified 35 studies that met inclusion criteria. Synthesis of quantitative studies indicate that breadth and duration of participation in activities are positively associated with ethnic-racial identity development, whereas intensity was not significantly associated. Findings from qualitative studies highlight the importance of (1) fostering a supportive environment in which adolescents can engage in ethnic-racial identity promoting processes and (2) implementing ethnic-racial socialization strategies through culturally responsive activity quality indicators (e.g., providing opportunities for skills-building). Overall, this systematic literature review underscores the need for culturally responsive activity structure and practices with the combination of strategic resource allocation to optimize the benefits of organized after-school activities. Strengthening these practices can foster more inclusive, supportive, and effective activities that enhance positive ethnic-racial identity development and overall well-being in adolescents.

种族认同是一个重要的发展结果，对有色人种青少年来说尤其如此。了解支持这一结果的背景因素对于促进其整体积极发展非常重要。有组织的课外活动为种族认同的发展提供了有希望的结构性支持，但对支持这一过程的活动中的具体机制知之甚少。本系统文献综述综合了2000年和2023年的实证研究，以研究有组织的课外活动中的过程如何促进青少年的民族-种族认同发展。此外，将我们的发现与现有理论联系起来，我们提出了一个概念框架来指导未来的研究。按照PRISMA指南，我们确定了35项符合纳入标准的研究。综合定量研究表明，参与活动的广度和持续时间与民族-种族认同的发展呈正相关，而强度则不显著相关。定性研究的结果强调了以下两点的重要性：(1)培养一个支持性环境，使青少年能够参与促进族裔-种族认同的过程；(2)通过文化响应性活动质量指标（例如，提供技能培养机会）实施族裔-种族社会化战略。总的来说，这一系统的文献综述强调了文化响应活动结构和实践的必要性，并结合战略资源分配来优化有组织的课外活动的效益。加强这些做法可以促进更具包容性、支持性和有效性的活动，从而促进青少年积极的族裔-种族认同发展和整体福祉。

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引用次数: 0

The role of family ethnic-racial socialization in early childhood among minoritized populations: An integrative review 家庭族群-种族社会化在少数族群幼儿期的作用：一项综合回顾

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-12-01 Epub Date: 2025-09-13 DOI: 10.1016/j.dr.2025.101226

Melissa Hall, Kathleen N. Bergman, E. Mark Cummings

Ethnic-racial socialization (ERS), the process through which children learn about race and ethnicity, is often influenced by family. While ERS plays a role in adolescent ethnic/racial identity development, little is known about its impact during early childhood. An integrative review of the literature was conducted to understand the role ERS has in children’s early years, specifically in regards to 1) the extent and strategies used, 2) family demographic and socio-environmental correlates of engaging in ERS, and 3) the positive and negative psychosocial child outcomes of engagement in these practices. PsycINFO, PubMed, and Web of Science were used to conduct the search with terms related to ERS and early childhood. Articles were included in the review if they were published in peer-reviewed journals; were original, empirical quantitative research; participants were minoritized children and/or their parent(s) or adult caregiver(s), identified as any race/ethnicity besides White, Non-Hispanic; and minoritized children were within the early childhood age range (i.e., 0–5) at the baseline visit. Data were extracted and synthesized from 21 articles. Study characteristics revealed that ERS processes in minoritized families, most commonly cultural socialization, begin as early as 2.5 years old. Correlates of this process and child outcomes are summarized. Additionally, overlaps and differences between studies are highlighted. Findings demonstrate the importance of family ERS in early childhood and contribute to the literature by addressing the longstanding exclusion of racially and ethnically minoritized families from research, underscoring their inclusion as essential to better understanding the impact of ERS in diverse family contexts.

族裔-种族社会化，即儿童了解种族和族裔的过程，往往受到家庭的影响。虽然ERS在青少年民族/种族认同发展中发挥作用，但对其在儿童早期的影响知之甚少。对文献进行了综合回顾，以了解ERS在儿童早期的作用，特别是关于1)使用的范围和策略，2)参与ERS的家庭人口和社会环境相关性，以及3)参与这些实践的积极和消极的儿童心理社会结果。使用PsycINFO、PubMed和Web of Science对与ERS和幼儿期相关的术语进行搜索。发表在同行评议期刊上的文章被纳入综述；都是原创的、实证的定量研究；参与者是少数族裔儿童和/或他们的父母或成年照顾者，除白人、非西班牙裔以外的任何种族/民族；在基线访问时，少数族裔儿童在幼儿年龄范围内（即0-5岁）。从21篇文章中提取和合成数据。研究特征表明，少数民族家庭的ERS过程，最常见的是文化社会化，早在2.5岁时就开始了。总结了这一过程与儿童结局的相关关系。此外，强调了研究之间的重叠和差异。研究结果证明了家庭ERS在儿童早期的重要性，并通过解决长期以来将种族和少数民族家庭排除在研究之外的问题，为文献做出了贡献，强调将他们纳入研究对于更好地理解ERS在不同家庭背景下的影响至关重要。

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引用次数: 0

A similarity-based memory retrieval model to orthographic processing 基于相似度的正字法记忆检索模型

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-12-01 Epub Date: 2025-11-04 DOI: 10.1016/j.dr.2025.101232

Rabab Hashem

Orthographic processing abilities are vital for the efficient execution of literacy-related tasks. Drawing from automaticity research, which addresses how skilled performance develops with practice, this article proposes a new model in which orthographic processing operates through a similarity-based memory retrieval mechanism that utilizes both lexical and sublexical orthographic knowledge. The model captures the learner’s experience of developing literacy through perceptual categorization and how it could be facilitated—and sometimes inhibited—by the orthographic similarity effect within and between categories. The model further predicts a situation in which a deficit in perceiving speech sounds within and between categories could impede children’s earlier attempts at sound–character mapping, leading them to deviate from the normal course of literacy development and become diagnosed with dyslexia. Critical issues to the model—such as the conceptualization of similarity and the relationship between perceptual categorization and categorical perception and how they both relate to the automaticity phenomenon—are discussed throughout the article. The universality of the automaticity experience could qualify the model to extend its predictions across different orthographies that appear to be processed differently yet underpinned by the same universal cognitive mechanism.

正字法处理能力对于有效执行与识字有关的任务至关重要。从自动性研究中，研究如何熟练的表现随着实践而发展，本文提出了一个新的模型，在这个模型中，正字法加工通过基于相似性的记忆检索机制来运作，该机制利用了词汇和亚词汇正字法知识。该模型捕捉了学习者通过感知分类发展读写能力的经验，以及类别内部和类别之间的正字法相似效应是如何促进（有时是抑制）读写能力发展的。该模型进一步预测了一种情况，即在类别内和类别之间感知语音的缺陷可能会阻碍儿童早期对声音-字符映射的尝试，导致他们偏离正常的识字发展过程，并被诊断为阅读障碍。本文讨论了该模型的关键问题，如相似性的概念化、感知分类和分类感知之间的关系以及它们与自动性现象的关系。自动性经验的普遍性可以使该模型有资格将其预测扩展到不同的正字法上，这些正字法似乎处理方式不同，但却受到相同的普遍认知机制的支持。

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