Developmental Review最新文献

How attention and working memory work together in the pursuit of goals: The development of the sampling-remembering trade-off

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-02-10 DOI: 10.1016/j.dr.2025.101187

Erik Blaser, Zsuzsa Kaldy

Most work in the last 50 years on visual working memory and attention has used a classic psychophysical setup: participants are instructed to attend to, or remember, a set of items. This setup sidesteps the role of cognitive control; effort is maximal, tasks are simple, and strategies are limited. While this approach has yielded important insights, it provides no clear path toward an integrative theory (Kristjánsson & Draschkow, 2021) and, like studying a town’s walkability by having its college students run the 50-yard dash, it runs the danger of focusing on edge cases. Here, in this theoretical opinion article, we argue for an approach where dynamic relationships between the agent and the environment are understood functionally, in light of an agent’s goals. This means a shift in emphasis from the performance of the mechanisms underlying a narrow task (“remember these items!”) to their control in pursuit of a naturalistic goal (“make a sandwich!”, Land & Hayhoe, 2001). Here, we highlight the sampling-remembering trade-off between exploiting goal-relevant information in the environment versus maintaining it in working memory. We present a dynamic feedback model of this trade-off – where the individual weighs the subjective costs of accessing external information versus those of maintaining it in memory – using insights from existing cognitive control models based on economic principles (Kool & Botvinick, 2018). This trade-off is particularly interesting in children, as the optimal use of internal resources is even more crucial when limited. Our model makes some specific predictions for future research: 1) an individual child strikes a preferred balance between the effort to attend to goal-relevant information in the environment versus the effort to maintain it in working memory, 2) in order to maintain this balance as underlying memory and cognitive control mechanisms improve with age, the child will have to increasingly shift toward remembering, and 3) older children will show greater adaptability to changing task demands.

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引用次数: 0

The impact of bilingualism on theory of mind in children with and without developmental disorders: A scoping review

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-02-03 DOI: 10.1016/j.dr.2025.101186

Franziska Baumeister , Dafni Vaia Bagioka , Laura Rivoletti , Stephanie Durrleman

Findings across studies investigating the impact of bilingualism on Theory of Mind (ToM) in children have been mixed, potentially due to methodological differences, including variations in the characterization of bilingualism. At the same time, researchers express the need to take into account the heterogeneity of bilingualism by measuring it in a continuous manner.

This scoping review aimed to explore how previous research identifies important bilingualism variables for future studies on its effects on ToM in children with and without developmental disorders. It analysed the studies’ ‘reasoning frameworks’ to assess these insights. Bilingualism is suggested to influence ToM directly or via factors like executive functioning or metalinguistic awareness. Of 37 studies analysed, few fully tested these hypotheses. Those reporting positive outcomes often involved bilinguals with significant language exposure, supporting the idea that bilingualism impacts ToM, particularly when exposure is considered.

引用次数: 0

Building a developmental science of redemption

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-01-28 DOI: 10.1016/j.dr.2024.101183

Daniel Yonas , Larisa Heiphetz Solomon

Stories about redemption are ubiquitous; people emphasize moral improvement when describing their own lives and, often, others’ lives as well. However, psychology does not yet have a well-developed literature concerning redemption, and developmental science has not addressed questions regarding how perceptions of redemption might emerge or change between childhood and adulthood. To the extent that past research has spoken to this issue, it has pointed in contradictory directions. Two different theories—focusing on essentialism and on optimism—make two different developmental predictions about how and why judgments of redemption might change with age. Integrating these perspectives, we propose a novel theory of redemption that puts work on essentialism and optimism in conversation with each other. The theory of redemption further highlights the role of social inputs (e.g., experiences with their own and others’ moral change) as mechanisms that can lead children to hold more redemptive views than do adults. The theory of redemption accounts for previous findings in developmental science and makes novel predictions regarding the social inputs and consequences of redemptive views.

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引用次数: 0

A person-centered approach to examining effects on the interaction between cognitive control & language development

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-01-14 DOI: 10.1016/j.dr.2024.101185

Baila Epstein , Klara Marton

This paper examines the interaction between cognitive control and language in preschool- and school-age children across a continuum of language ability from a person-centered perspective. Working memory, inhibitory control, and attention are cognitive control functions that are highly correlated with language skills in children of varying language ability, including those who are typically developing, as well as in those who have language disorders and language talent, or giftedness. Children with developmental language disorder (DLD), for example, demonstrate poor working memory and weak resistance to distractor and proactive interference on a range of tasks across modalities and domains. At the other end of the language ability continuum, children with language talent exhibit superior performance in language, working memory, and interference tasks. Analysis of the interconnections across working memory, inhibitory control, and attention in children with different language skills allows us to highlight how specific functions are impaired, whereas others are spared during development within each population. This research also demonstrates how associations and dissociations in cognitive control functions are related to both task design and conditions, alongside individual differences in children’s abilities.

The objective of this paper is to present a person-centered approach that describes the relationship between cognitive control and language development in the context of global and local factors, as well as individual skills. This integrative framework synthesizes selected components and processes of cognitive control and language and may guide each discipline in informing the other.

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引用次数: 0

A relational developmental theory of human-animal interaction: A meta-synthesis and grounded theory

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-01-07 DOI: 10.1016/j.dr.2024.101181

Erin Flynn , Miriam G. Valdovinos , Megan K. Mueller , Kevin N. Morris

Limited research has explored youths’ relationships with animals as a possible ecological asset. We conducted a qualitative meta-synthesis of studies published before 2022 that examined how youth-animal interactions are described as shaping youth social-emotional health in education and therapeutic settings. We compared and combined the patterns of findings to determine which mechanisms within youth-animal coaction might be theorized to shape social, emotional, and behavioral development for youth in education and therapy contexts. We used a grounded theory approach to further analyze the primary data and compare it with extant relational developmental systems literature to suggest a new theoretical model for understanding the role of youth relationships with animals in youth development. We expand established human-centric theoretical models of youth development to describe how youth relationships with animals may operate as influential assets on youth developmental trajectories. We discuss implications for practice, limitations, and future research directions.

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引用次数: 0

Visceral afferent training in action: The origins of agency in early cognitive development

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2024-12-28 DOI: 10.1016/j.dr.2024.101184

Andrew W. Corcoran , Daniel Feuerriegel , Jonathan E. Robinson , Kelsey Perrykkad

The foetal period constitutes a critical stage in the construction and organisation of the mammalian nervous system. In recent work, we have proposed that foetal brain development is structured by bottom-up (interoceptive) inputs from spontaneous physiological rhythms such as the heartbeat (Corcoran et al., 2023). Here, we expand this 'visceral afferent training' hypothesis to incorporate the development of top-down (allostatic) control over bodily states. We conceptualise the emergence of cardiac regulation as an early instance of sensorimotor contingency learning that scaffolds the development of agentic control. We further propose that the brain’s capacity to actively modify and regulate the afferent feedback it receives through interoceptive channels – and to parse these signals into their self-generated (reafferent) and externally-generated (exafferent) components – is crucial for grounding the distinction between self and other. Finally, we explore how individual differences in the ways these training regimes are implemented (or disrupted) might impact developmental trajectories in gestation and infancy, potentiating neurobehavioural diversity and disease risk in later life.

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引用次数: 0

Integrating attention, working memory, and word learning in a dynamic field theory of executive function development: Moving beyond the ‘component’ view of executive function

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2024-12-20 DOI: 10.1016/j.dr.2024.101182

John P. Spencer , Aaron T. Buss , Alexis R. McCraw , Eleanor Johns , Larissa K. Samuelson

Executive functions (EFs) are core cognitive abilities that enable self-control and flexibility. EFs undergo transformational changes between 3 to 5 years of age; critically, individual differences in these abilities are predictive of longer-term outcomes. Thus, a key question is how EFs change in early development. This question is complicated by evidence that EFs are supported by attentional, inhibitory, working memory, and task switching processes, ‘component’ abilities which themselves change over time. Thus, understanding the early development of EFs requires a framework for understanding how attention, working memory, and other abilities develop and how they are integrated to enable new EF skills. Here, we take a theory-based approach to this problem, building a neural process model that integrates multiple neurocognitive processes together and grounds these processes in perception–action dynamics. We then explore how EFs emerge from these integrated processes over development. In particular, we extend prior work showing how the concepts of dynamic field theory explain the emergence of EFs in the dimensional change card sort (DCCS) task by integrating our theory of EF with a new model of visual exploration and word learning (WOLVES). This integration (WOLVES 2.0) specifies how visual-spatial attention, visual working memory, auditory-visual word representations, and top-down attention mechanisms come together to enable EFs from 3 to 5 years. Our central hypothesis is that children learn autonomous self-control by using language to guide attention to key features of the world in context. We demonstrate this, showing how, for example, children’s learning of individual colour words and the associations among colour words and the word ‘colour’ gradually enable dimensional attention. More generally, we use WOLVES 2.0 as a concrete framework to explore how the concept of executive functions can be moved beyond the ‘component’ view towards a developmental systems perspective.

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引用次数: 0

A meta-analysis of word learning in autistic and neurotypical children: Distinguishing noun-referent mapping, retention, and generalisation

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2024-12-10 DOI: 10.1016/j.dr.2024.101171

Sophie Lund, Charlotte Rothwell, Padraic Monaghan, Calum Hartley

Autism is often characterised by significant language comprehension impairments. Differences in how autistic children learn words – including noun-referent mapping (unambiguous and referent selection), storage in long-term memory (retention), and extension of labels to novel referents (generalisation) – may explain their difficulties acquiring language. The present meta-analysis serves to profile the nature of differences between autistic and neurotypical children’s word learning and elucidate whether these differences are predicted by variations in experimental design, participant characteristics, or sample matching. A systematic literature search identified 40 studies investigating novel noun learning, containing 217 effect sizes, representing data from 1221 autistic children and 1445 neurotypical children. Multilevel models revealed that autistic children were significantly less accurate in their word learning than neurotypical children (Hedges’ g = 0.26, CI[0.08…0.43]). However, when analysing processes individually, a significant difference was detected for referent selection (Hedges’ g = 0.31, CI[0.08…0.55]), but not unambiguous noun-referent mapping (Hedges’ g = 0.08, CI[-0.05…0.21]), retention (Hedges’ g = 0.38, CI[-0.41…1.17]), or generalisation (Hedges’ g = 0.28, CI[-0.05…0.60]). Additionally, group differences in word learning were moderated by task requirements, participant characteristics, and sample matching. There was inconsistent evidence regarding publication bias for referent selection and retention, and some evidence of methodological bias for some measures. Our findings suggest that autistic children may principally struggle with disambiguating novel word meanings, presenting a clear target for interventions. Differences between autistic and neurotypical children were also smaller under specific environmental factors, providing direction for future research exploring how educational environments can influence autistic children’s vocabulary acquisition.

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引用次数: 0

Neural hyperscanning in caregiver-child dyads: A paradigm for studying the long-term effects of facilitated vs. disrupted attention on working memory and executive functioning in young children 照料者-儿童双体的神经超扫描：一个研究幼儿工作记忆和执行功能的长期影响的范例。

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2024-12-04 DOI: 10.1016/j.dr.2024.101170

Maya L. Rosen , Annabelle Li , Catherine A. Mikkelsen , Richard N. Aslin

Parent-child interactions shape children’s cognitive outcomes such that caregivers can guide attention and facilitate learning opportunities. These interactions provide infants and toddlers with rich, naturalistic experiences that engage complex cognitive functions and lay the groundwork for the development of mature executive functions. Although most caregivers seek to engage children optimally, they can unintentionally impede this developmental process by being under-engaged or intrusive. When caregivers are under engaged, children do not have the proper scaffolding to know what to attend to in a complex environment. When parents are intrusive, they inadvertently disrupt the child’s attention and direct learning to information that the parent deems important, but the child may find uninteresting or irrelevant. This disruption can impede the learning process even if the child’s behavior does not appear to be negatively affected during the unfolding parent–child interaction. Understanding the moment-to-moment neural basis of these processes is critical to uncover the role that caregivers play in the development of attention and learning, which in turn impacts the development of working memory and executive function. Simultaneous brain recording, called hyperscanning, is a burgeoning method that measures brain synchrony across parent–child dyads when engaged in a shared task. In this opinion piece, we first review existing literature that highlights the important role caregivers play in guiding attention and learning in infants and toddlers and how these interactions contribute to the development of working memory and executive function in young children. Next, we review the existing literature using hyperscanning and dual eye tracking paradigms to uncover the patterning of interactions when caregivers guide attention in a manner that either matches the expectations of the child or over- or under-directs the child’s attention. We provide best-practices for employing hyperscanning techniques to uncover how caregivers optimally engage infant and toddlers’ attention in the moment, and how children’s developing memory of these patterns of interaction build their executive function abilities, both with their caregivers and with other adults and children.

亲子互动塑造了儿童的认知结果，因此照顾者可以引导注意力并促进学习机会。这些互动为婴幼儿提供了丰富、自然的体验，这些体验涉及复杂的认知功能，并为成熟的执行功能的发展奠定了基础。虽然大多数照顾者寻求儿童的最佳参与，但他们可能会因参与不足或干扰而无意中阻碍这一发展过程。当照顾者没有充分参与时，儿童没有适当的框架来知道在复杂的环境中该照顾什么。当父母介入时，他们无意中扰乱了孩子的注意力，并将孩子的学习引导到父母认为重要的信息上，但孩子可能会觉得无趣或无关紧要。这种干扰可能会阻碍学习过程，即使在展开的亲子互动中，孩子的行为似乎没有受到负面影响。了解这些过程的即时神经基础对于揭示照顾者在注意力和学习发展中所起的作用至关重要，而注意力和学习反过来又影响工作记忆和执行功能的发展。同时进行大脑记录，被称为超扫描，是一种新兴的方法，用于测量父母和孩子共同完成任务时大脑的同步性。在这篇观点文章中，我们首先回顾了现有的文献，这些文献强调了照顾者在指导婴幼儿注意力和学习方面的重要作用，以及这些相互作用如何促进幼儿工作记忆和执行功能的发展。接下来，我们回顾了现有的文献，使用超扫描和双眼动追踪范式来揭示当照顾者以符合儿童期望的方式引导注意力或过度或不足引导儿童注意力时的互动模式。我们提供了使用超扫描技术的最佳实践，以揭示照顾者如何在当下最佳地吸引婴幼儿的注意力，以及儿童如何发展这些互动模式的记忆，以建立他们与照顾者以及与其他成人和儿童的执行功能能力。

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引用次数: 0

How age and culture influence cognition: A lifespan developmental perspective 年龄和文化如何影响认知：生命发展的视角

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2024-11-29 DOI: 10.1016/j.dr.2024.101169

Isu Cho , Angela Gutchess

It has long been assumed that cognitive aging is a universal phenomenon. However, increasing evidence substantiates the importance of individual differences in cognitive aging. How do experiential factors related to culture shape developmental trajectories of cognition? We propose a new model examining how age and culture influence cognitive processes, building on past models and expanding upon them to incorporate a lifespan developmental perspective. The current model posits that how age and culture interact to influence cognition depends on (a) the extent to which the cognitive task relies on top-down or bottom-up processes, and (b) for more top-down processes, the level of cognitive resources required to perform the task. To assess the validity of the model, we review literature not only from adulthood but also childhood, making this the first model to adopt a lifespan perspective in the study of culture and cognition. The current work advances understanding of cognitive aging by delineating the combined effects of biological aging processes, assumed to apply across cultures, and culture-dependent experiential aging processes, which reflect unique cultural experiences throughout one’s lifespan. This approach enables understanding of comprehensive potential mechanisms that underlie the influence of culture on cognitive development across life stages.

长期以来，人们一直认为认知衰老是一种普遍现象。然而，越来越多的证据证实了个体差异在认知衰老中的重要性。与文化相关的经验因素如何塑造认知的发展轨迹？我们提出了一个新的模型来研究年龄和文化如何影响认知过程，在过去的模型的基础上进行扩展，以纳入生命发展的视角。目前的模型假设，年龄和文化如何相互作用影响认知取决于(a)认知任务依赖于自上而下或自下而上过程的程度，以及(b)对于更自上而下的过程，执行任务所需的认知资源水平。为了评估该模型的有效性，我们不仅回顾了成年时期的文献，还回顾了童年时期的文献，这是第一个在文化和认知研究中采用生命周期视角的模型。目前的工作通过描述生物衰老过程（假设适用于跨文化）和文化依赖的经验衰老过程（反映整个人一生中独特的文化经历）的综合影响，推进了对认知衰老的理解。这种方法使我们能够理解文化对人生各阶段认知发展影响的综合潜在机制。

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引用次数: 0