Pub Date : 2024-10-22DOI: 10.1016/j.dr.2024.101166
The core challenge in the study of cognitive development is to specify what infants bring to the task of learning, and how inborn biological processes interact with environmental input to propel change, often extending through childhood and adolescence. Ideally, we would delineate not only the typical developmental trajectory for important lines of development, but also the drivers of that trajectory, and how variation in those drivers leads to variation across children, families, communities, and cultures, and differences among adults in their patterns of skills. One of the chief challenges to achieving these goals is the difficulty of specifying relevant environmental input. This article considers how to assess input in spatial development, including for object-centered spatial skills, navigation, and learning fundamental geometric concepts, such as shape and angle. There is good evi that both experience-expectant and experience-dependent input matters, but a detailed and specific account of these processes is a task for the future.
{"title":"Learning to live in the spatial world: Experience-expectant and experience-dependent input","authors":"","doi":"10.1016/j.dr.2024.101166","DOIUrl":"10.1016/j.dr.2024.101166","url":null,"abstract":"<div><div>The core challenge in the study of cognitive development is to specify what infants bring to the task of learning, and how inborn biological processes interact with environmental input to propel change, often extending through childhood and adolescence. Ideally, we would delineate not only the typical developmental trajectory for important lines of development, but also the drivers of that trajectory, and how variation in those drivers leads to variation across children, families, communities, and cultures, and differences among adults in their patterns of skills. One of the chief challenges to achieving these goals is the difficulty of specifying relevant environmental input. This article considers how to assess input in spatial development, including for object-centered spatial skills, navigation, and learning fundamental geometric concepts, such as shape and angle. There is good evi that both experience-expectant and experience-dependent input matters, but a detailed and specific account of these processes is a task for the future.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531985","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}
Pub Date : 2024-10-19DOI: 10.1016/j.dr.2024.101167
In the last few decades, there has been growing interest in the association between executive functions (EFs) and social cognition in the childhood years, but it is not fully understood what aspects of EFs are linked to social cognition. Nor is the direction of these associations clear. This systematic review aimed to organize and clarify the existing knowledge about the links between EFs and social cognition in typically developing children and provide directions for future research. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for empirical studies (Moher et al., 2015), we identified 133 concurrent, longitudinal, and intervention studies (reported in 125 papers) that met our criteria and were published between 1995 and 2024. There were four main findings. First, the core EFs were correlated with both cognitive and affective social cognition. Second, most studies examined the associations between EFs and theory of mind (ToM). Third, relativity few studies examined the association between hot EFs and social cognition. Fourth, limited longitudinal and intervention research has been conducted in this field, and while work generally tends to support the impact of EFs on social cognition, there are some contradictory findings on the causal direction between these constructs.
在过去的几十年里，人们对儿童时期执行功能（EFs）与社会认知之间的联系越来越感兴趣，但人们并不完全清楚执行功能的哪些方面与社会认知有关。这些关联的方向也不明确。本系统综述旨在整理和阐明有关发育正常儿童的情绪控制能力与社会认知之间联系的现有知识，并为今后的研究提供方向。按照系统综述和荟萃分析首选报告项目（PRISMA）的实证研究指南（Moher 等人，2015 年），我们确定了 133 项符合我们的标准且在 1995 年至 2024 年间发表的同期、纵向和干预研究（在 125 篇论文中报告）。主要发现有四点。首先，核心 EF 与认知和情感社会认知都有关联。其次，大多数研究考察了 EFs 与心智理论（ToM）之间的关联。第三，相对较少的研究考察了热点 EF 与社会认知之间的关联。第四，在这一领域开展的纵向和干预研究有限，虽然研究结果普遍倾向于支持外倾因素对社会认知的影响，但在这些建构之间的因果方向上存在一些相互矛盾的发现。
{"title":"Executive functions and social cognition from early childhood to pre-adolescence: A systematic review","authors":"","doi":"10.1016/j.dr.2024.101167","DOIUrl":"10.1016/j.dr.2024.101167","url":null,"abstract":"<div><div>In the last few decades, there has been growing interest in the association between executive functions (EFs) and social cognition in the childhood years, but it is not fully understood what aspects of EFs are linked to social cognition. Nor is the direction of these associations clear. This systematic review aimed to organize and clarify the existing knowledge about the links between EFs and social cognition in typically developing children and provide directions for future research. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for empirical studies (<span><span>Moher et al., 2015</span></span>), we identified 133 concurrent, longitudinal, and intervention studies (reported in 125 papers) that met our criteria and were published between 1995 and 2024. There were four main findings. First, the core EFs were correlated with both cognitive and affective social cognition. Second, most studies examined the associations between EFs and theory of mind (ToM). Third, relativity few studies examined the association between hot EFs and social cognition. Fourth, limited longitudinal and intervention research has been conducted in this field, and while work generally tends to support the impact of EFs on social cognition, there are some contradictory findings on the causal direction between these constructs.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531984","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}
Pub Date : 2024-10-18DOI: 10.1016/j.dr.2024.101164
This special issue of Developmental Review is in honor of Judith Rich Harris and the important contributions she made to the study of child development. Though she lacked traditional credentials and a university position, her work forced professional scholars to reconsider a foundational tenet in psychology. Contrary to both evidence and intuition, Harris argued that parents had no lasting influence on the personalities, preferences, and temperaments of their children. Her ideas were met with incredulity, and it would take time before reflexive doubt gave way to more careful consideration. In the decades following the publication of her most well-known book, The Nurture Assumption, her influence has spread well beyond the boundaries of her own field, developmental psychology. Contributors to this volume include criminologists, social psychologists, and behavior geneticists alike. The special issue represents an exciting opportunity to reflect on a remarkable psychologist and the legacy that endures from her unlikely scholarly career.
{"title":"Judith Rich Harris and child development: 25 years after The Nurture Assumption","authors":"","doi":"10.1016/j.dr.2024.101164","DOIUrl":"10.1016/j.dr.2024.101164","url":null,"abstract":"<div><div>This special issue of <em>Developmental Review</em> is in honor of Judith Rich Harris and the important contributions she made to the study of child development. Though she lacked traditional credentials and a university position, her work forced professional scholars to reconsider a foundational tenet in psychology. Contrary to both evidence and intuition, Harris argued that parents had no lasting influence on the personalities, preferences, and temperaments of their children. Her ideas were met with incredulity, and it would take time before reflexive doubt gave way to more careful consideration. In the decades following the publication of her most well-known book, <em>The Nurture Assumption</em>, her influence has spread well beyond the boundaries of her own field, developmental psychology. Contributors to this volume include criminologists, social psychologists, and behavior geneticists alike. The special issue represents an exciting opportunity to reflect on a remarkable psychologist and the legacy that endures from her unlikely scholarly career.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444897","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}
Pub Date : 2024-10-09DOI: 10.1016/j.dr.2024.101165
Lying is a universal, psychosocially complex behavior that society paradoxically views as morally reprehensible yet socially necessary. However, learning how and when to lie can be difficult, with a small proportion of the population failing to do so and lying prolifically into adulthood while suffering the consequences. Following a comprehensive review of the literature on the cognitive development of lying, including its normative and atypical features, this integrative work: 1) explains how maturations in theory of mind (ToM) and executive functioning (EF) are intertwined within developmental milestones of lying from childhood through adolescence, and 2) proposes unexplored etiologies surrounding how correlates of ToM, EF, and lying may lead to prolific lying in adulthood. Results reveal that in earlier childhood, the normative growth of ToM and EF increase the frequency and sophistication of lies, while their continued development into adulthood are integral to the desistance of dishonesty. Additionally, it appears that psychopathic traits (e.g., callous-unemotional traits, narcissism), intelligence, and attitudes towards lying may help identify different etiologies of atypical liars (i.e., prolific, pathological). This information for parents, educators, policy makers, and healthcare workers clarifies the natural age-based progressions of lying and highlights patterns of risks for prolonged, excessive lying.
说谎是一种普遍的、复杂的社会心理行为，社会自相矛盾地认为这种行为在道德上应受到谴责，但在社会上又是必要的。然而，学习如何撒谎以及何时撒谎却很困难，一小部分人无法做到这一点，成年后却大量撒谎，并承担由此带来的后果。在全面回顾了有关说谎认知发展的文献，包括其规范和非典型特征之后，本综合著作：1）解释了心智理论（ToM）和执行功能（EF）的成熟如何在从童年到青春期的说谎发展里程碑中交织在一起；2）围绕心智理论、执行功能和说谎的相关性如何导致成年后的多产说谎提出了尚未探索的病因。研究结果表明，在童年早期，ToM 和 EF 的正常增长会增加谎言的频率和复杂性，而它们在成年后的持续发展则是抵制不诚实行为不可或缺的因素。此外，心理变态特质（如冷酷无情特质、自恋）、智力和对说谎的态度似乎有助于识别非典型说谎者（即多产、病态）的不同病因。为家长、教育工作者、政策制定者和医护人员提供的这些信息阐明了说谎的自然年龄进展，并强调了长期、过度说谎的风险模式。
{"title":"Chronicle of deceit: Navigating the developmental cognitive landscape from childhood fabrications to prolific adulthood artistry","authors":"","doi":"10.1016/j.dr.2024.101165","DOIUrl":"10.1016/j.dr.2024.101165","url":null,"abstract":"<div><div>Lying is a universal, psychosocially complex behavior that society paradoxically views as morally reprehensible yet socially necessary. However, learning how and when to lie can be difficult, with a small proportion of the population failing to do so and lying prolifically into adulthood while suffering the consequences. Following a comprehensive review of the literature on the cognitive development of lying, including its normative and atypical features, this integrative work: 1) explains how maturations in theory of mind (ToM) and executive functioning (EF) are intertwined within developmental milestones of lying from childhood through adolescence, and 2) proposes unexplored etiologies surrounding how correlates of ToM, EF, and lying may lead to prolific lying in adulthood. Results reveal that in earlier childhood, the normative growth of ToM and EF increase the frequency and sophistication of lies, while their continued development into adulthood are integral to the desistance of dishonesty. Additionally, it appears that psychopathic traits (e.g., callous-unemotional traits, narcissism), intelligence, and attitudes towards lying may help identify different etiologies of atypical liars (i.e., prolific, pathological). This information for parents, educators, policy makers, and healthcare workers clarifies the natural age-based progressions of lying and highlights patterns of risks for prolonged, excessive lying.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421295","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}
Pub Date : 2024-10-03DOI: 10.1016/j.dr.2024.101151
Harris’s The Nature Assumption (1998) challenged the then-common belief that the non-genetic factor is the family (parental) environment or nurture. Nurture is not synonymous with environment, she argued. This argument has taken off and generated a large body of research, which, 20 years after the appearance of Harris’s book, was labeled as the inquiry into genetic nurturance (Kong et al., 2018). This article briefly describes the major concepts and premises underlying this field of inquiry. Just like Harris did in her book, it starts with a brief overview of current family-based quasi-experimental designs used for studying genetic nurturance. It then provides an update on several recent reviews of genetic nurturance research. It closes with a discussion of the significance of the research on genetic nurturance and the role Harris’s insight of 20 years ago played in it.
{"title":"The 20-year documentary of genetic nurturing: The realization of Harris’s insight","authors":"","doi":"10.1016/j.dr.2024.101151","DOIUrl":"10.1016/j.dr.2024.101151","url":null,"abstract":"<div><div>Harris’s The Nature Assumption (1998) challenged the then-common belief that the non-genetic factor is the family (parental) environment or nurture. Nurture is not synonymous with environment, she argued. This argument has taken off and generated a large body of research, which, 20 years after the appearance of Harris’s book, was labeled as the inquiry into genetic nurturance (<span><span>Kong et al., 2018</span></span>). This article briefly describes the major concepts and premises underlying this field of inquiry. Just like Harris did in her book, it starts with a brief overview of current family-based quasi-experimental designs used for studying genetic nurturance. It then provides an update on several recent reviews of genetic nurturance research. It closes with a discussion of the significance of the research on genetic nurturance and the role Harris’s insight of 20 years ago played in it.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421294","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}
Pub Date : 2024-10-03DOI: 10.1016/j.dr.2024.101161
The psychophysical function that best fits human data from number-line estimation is the subject of a lively, on-going debate with important theoretical and practical implications. We comprehensively reviewed articles which tested competing psychophysical functions and found systematic variablility in task design. To test whether one function could account for data across diverse tasks, we examined 158 children’s and adults’ estimates using two 2 × 2 designs, crossing symbol (symbolic, non-symbolic) and boundedness (bounded, unbounded) on free number-line tasks (Experiment 1) and crossing the same factors on anchored tasks (Experiment 2). This yielded eight varieties of number-line estimation: four old varieties for testing replicability and four new varieties for testing generalizability. Across the eight varieties, 88.84 % of participants provided estimates better fit by a mixed log-linear model than competing models, with weights of the logarithmic component (λ) decreasing with age in each task. Unlike parameters of competing models, λ on any given task significantly predicted λ on the other 7 tasks, as well as predicting arithmetic skills. Results suggest that representations of numerical magnitude play the largest part in number-line estimation, and the “logarithmic-to-linear shift” provides the most accurate and generalizable description of how number-line estimation develops. (196 words)
{"title":"Varieties of Number-Line Estimation: Systematic Review, Models, and Data","authors":"","doi":"10.1016/j.dr.2024.101161","DOIUrl":"10.1016/j.dr.2024.101161","url":null,"abstract":"<div><div>The psychophysical function that best fits human data from number-line estimation is the subject of a lively, on-going debate with important theoretical and practical implications. We comprehensively reviewed articles which tested competing psychophysical functions and found systematic variablility in task design. To test whether one function could account for data across diverse tasks, we examined 158 children’s and adults’ estimates using two 2 × 2 designs, crossing symbol (symbolic, non-symbolic) and boundedness (bounded, unbounded) on free number-line tasks (Experiment 1) and crossing the same factors on anchored tasks (Experiment 2). This yielded eight varieties of number-line estimation: four old varieties for testing replicability and four new varieties for testing generalizability. Across the eight varieties, 88.84 % of participants provided estimates better fit by a mixed log-linear model than competing models, with weights of the logarithmic component (<em>λ</em>) decreasing with age in each task. Unlike parameters of competing models, <em>λ</em> on any given task significantly predicted <em>λ</em> on the other 7 tasks, as well as predicting arithmetic skills. Results suggest that representations of numerical magnitude play the largest part in number-line estimation, and the “logarithmic-to-linear shift” provides the most accurate and generalizable description of how number-line estimation develops. (196 words)</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421293","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}
Pub Date : 2024-09-28DOI: 10.1016/j.dr.2024.101163
Saving, defined as reserving current resources for future use, is a valuable future-oriented skill that allows individuals to meet their future goals (e.g., retire, go on vacation) without experiencing resource scarcity, disappointment, or distress. To date, saving has been examined extensively in adults, but to a lesser extent in childhood. Over the past decade, a small but growing body of research has focused on the early development of saving and has shown that children as young as age 3 can save for the future. In this paper, we review the literature on individual differences in children’s saving in relation to cognitive abilities, personality traits, and social environments (e.g., home environment and societal factors). Then, we propose an ecological framework of saving as a theoretical ground to examine children’s ability to save and to conceptualize how various factors, and their interactions, shape the development of saving and lead to (mal)adaptive saving habits. We conclude by suggesting important future directions for research that would further test this ecological framework.
{"title":"Children’s saving: A review and proposed ecological framework","authors":"","doi":"10.1016/j.dr.2024.101163","DOIUrl":"10.1016/j.dr.2024.101163","url":null,"abstract":"<div><div>Saving, defined as <em>reserving current resources for future use</em>, is a valuable future-oriented skill that allows individuals to meet their future goals (e.g., retire, go on vacation) without experiencing resource scarcity, disappointment, or distress. To date, saving has been examined extensively in adults, but to a lesser extent in childhood. Over the past decade, a small but growing body of research has focused on the early development of saving and has shown that children as young as age 3 can save for the future. In this paper, we review the literature on individual differences in children’s saving in relation to cognitive abilities, personality traits, and social environments (e.g., home environment and societal factors). Then, we propose an ecological framework of saving as a theoretical ground to examine children’s ability to save and to conceptualize how various factors, and their interactions, shape the development of saving and lead to (mal)adaptive saving habits. We conclude by suggesting important future directions for research that would further test this ecological framework.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142327016","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}
Pub Date : 2024-09-27DOI: 10.1016/j.dr.2024.101162
In 2004, Wellman and Liu demonstrated that theory of mind (ToM) – the awareness of how mental states such as desires, beliefs, and intentions govern actions – develops via a progression of understandings, and pioneered a 5-item ToM Scale to measure those sequential developments. This ToM Scale has now been translated into many non-English languages and used worldwide. We conducted a meta-analysis to quantitatively summarize the now-abundant ToM Scale findings (across 91 studies and 10,321 2- to 10-year-old children) and describe how children worldwide progress through a sequence of ToM understandings in early development. Results showed that the ToM Scale successfully captures a robust developmental progression of ToM understandings. It also captures universality and cultural-specificity in ToM development: while ToM universally develops in a progressive sequence where initial insights lead to later ones, children from individualistic and collectivist countries progress through two slightly different sequences shaped by cultural learning.
2004 年，Wellman 和 Liu 证明了心智理论（ToM）--对心理状态（如欲望、信念和意图）如何支配行动的认识--是通过逐步理解而发展起来的，并首创了一个 5 个项目的心智理论量表来测量这些连续的发展。这一 ToM 量表现已被翻译成多种非英语语言，并在全球范围内使用。我们进行了一项荟萃分析，定量总结了现在大量的 ToM 量表研究结果（涉及 91 项研究和 10,321 名 2 至 10 岁儿童），并描述了全球儿童在早期发展中如何通过一系列 ToM 理解取得进步。结果表明，ToM 量表成功地捕捉到了 ToM 理解的稳健发展过程。它还捕捉到了 ToM 发展过程中的普遍性和文化特异性：虽然 ToM 的普遍发展顺序是由最初的理解到后来的理解，但个人主义国家和集体主义国家的儿童在文化学习的影响下会经历两种略有不同的发展顺序。
{"title":"A meta-analysis of sequences in theory-of-mind understandings: Theory of mind scale findings across different cultural contexts","authors":"","doi":"10.1016/j.dr.2024.101162","DOIUrl":"10.1016/j.dr.2024.101162","url":null,"abstract":"<div><div>In 2004, Wellman and Liu demonstrated that theory of mind (ToM) – the awareness of how mental states such as desires, beliefs, and intentions govern actions – develops via a progression of understandings, and pioneered a 5-item ToM Scale to measure those sequential developments. This ToM Scale has now been translated into many non-English languages and used worldwide. We conducted a meta-analysis to quantitatively summarize the now-abundant ToM Scale findings (across 91 studies and 10,321 2- to 10-year-old children) and describe how children worldwide progress through a sequence of ToM understandings in early development. Results showed that the ToM Scale successfully captures a robust developmental progression of ToM understandings. It also captures universality and cultural-specificity in ToM development: while ToM universally develops in a progressive sequence where initial insights lead to later ones, children from individualistic and collectivist countries progress through two slightly different sequences shaped by cultural learning.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142327017","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}
Pub Date : 2024-09-11DOI: 10.1016/j.dr.2024.101150
Infants are thought to possess an innate specific capacity to process numerical information. In this article, we review the past research that has focused on unveiling the timing and localization of the related brain mechanisms with the purpose of depicting a neurodevelopmental blueprint of this capacity from birth. A systematic search of studies published between 1998 and 2023 was conducted. A total of 21 studies with 732 participants (age rage: 30 weeks of gestation to 6 years) met the study selection criterion. EEG, fMRI and fNIRS studies consistently support the existence of brain responses (mainly in the right parietal, bilateral frontal and occipital cortex) that reflect sensitivity to numerical features even before birth. These enable the infant brain to code numerical information independently of other non-numerical magnitude dimensions. Small (<4) or large (>4) numerosities seem to diverge in dissociable brain responses from the second semester of life, suggesting a neurodevelopmental specialization. Variations in the brain’s sensitivity to numerical information across participants and whether they can anticipate the individual’s development of future numerical skills remains uncertain, due to the scarcity of longitudinal studies. Understanding how familial and other contextual factors shape these initial biological predispositions and give rise to typical and atypical trajectories requires further investigation.
{"title":"Neural indicators of numerical abilities in the infant human brain: A systematic review","authors":"","doi":"10.1016/j.dr.2024.101150","DOIUrl":"10.1016/j.dr.2024.101150","url":null,"abstract":"<div><p>Infants are thought to possess an innate specific capacity to process numerical information. In this article, we review the past research that has focused on unveiling the timing and localization of the related brain mechanisms with the purpose of depicting a neurodevelopmental blueprint of this capacity from birth. A systematic search of studies published between 1998 and 2023 was conducted. A total of 21 studies with 732 participants (age rage: 30 weeks of gestation to 6 years) met the study selection criterion. EEG, fMRI and fNIRS studies consistently support the existence of brain responses (mainly in the right parietal, bilateral frontal and occipital cortex) that reflect sensitivity to numerical features even before birth. These enable the infant brain to code numerical information independently of other non-numerical magnitude dimensions. Small (<4) or large (>4) numerosities seem to diverge in dissociable brain responses from the second semester of life, suggesting a neurodevelopmental specialization. Variations in the brain’s sensitivity to numerical information across participants and whether they can anticipate the individual’s development of future numerical skills remains uncertain, due to the scarcity of longitudinal studies. Understanding how familial and other contextual factors shape these initial biological predispositions and give rise to typical and atypical trajectories requires further investigation.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0273229724000340/pdfft?md5=9fb5a87c673574b4f27d8381df153c81&pid=1-s2.0-S0273229724000340-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142168388","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}
Pub Date : 2024-09-01DOI: 10.1016/j.dr.2024.101138
Everyone agrees that environments influence learning, but only a small percentage of studies of cognitive development relate children’s specific learning environments to their learning. In this article, I examine relations to math learning of two types of specific learning environments: math textbooks and home math environments. The strength of the relations appears to differ for the two types of environments; characteristics of math textbooks seem to play an important role in shaping school-age children’s arithmetic with whole numbers, fractions, decimals, and percentages, but characteristics of home math environments seem to be only weakly related to preschoolers’ math knowledge. The differences cannot be attributed entirely to differences in the children’s ages or to difficulties in measuring preschoolers’ mathematics knowledge; studies relating preschoolers’ literacy environments to their reading comprehension yield much stronger relations, and measurement of preschoolers’ math knowledge is sufficiently valid to yield substantial relations to the same children’s math knowledge in elementary and high school. Two types of issues are identified that seem to contribute to the differing relations of the specific learning environments to children’s mathematics knowledge: issues involving measurement of specific learning environments and influences of unmeasured variables. Relating learning environments to learning is likely to be useful for understanding cognitive development in other domains as well.
{"title":"Connecting learning environments to learning: Two examples from children’s mathematics","authors":"","doi":"10.1016/j.dr.2024.101138","DOIUrl":"10.1016/j.dr.2024.101138","url":null,"abstract":"<div><p>Everyone agrees that environments influence learning, but only a small percentage of studies of cognitive development relate children’s specific learning environments to their learning. In this article, I examine relations to math learning of two types of specific learning environments: math textbooks and home math environments. The strength of the relations appears to differ for the two types of environments; characteristics of math textbooks seem to play an important role in shaping school-age children’s arithmetic with whole numbers, fractions, decimals, and percentages, but characteristics of home math environments seem to be only weakly related to preschoolers’ math knowledge. The differences cannot be attributed entirely to differences in the children’s ages or to difficulties in measuring preschoolers’ mathematics knowledge; studies relating preschoolers’ literacy environments to their reading comprehension yield much stronger relations, and measurement of preschoolers’ math knowledge is sufficiently valid to yield substantial relations to the same children’s math knowledge in elementary and high school. Two types of issues are identified that seem to contribute to the differing relations of the specific learning environments to children’s mathematics knowledge: issues involving measurement of specific learning environments and influences of unmeasured variables. Relating learning environments to learning is likely to be useful for understanding cognitive development in other domains as well.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141411372","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}
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