Developmental Review最新文献_第2页

The efficacy of mindful movement for improving cognitive functioning among children and adolescents: a systematic review and meta-analysis 正念运动对改善儿童和青少年认知功能的功效：系统回顾和荟萃分析

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-12-01 Epub Date: 2025-11-09 DOI: 10.1016/j.dr.2025.101229

Yiyi Deng , Ye Zhang , Jiatian Zhang , Silin Huang

Mindful movement is considered a potentially effective approach for enhancing cognitive functioning among children and adolescents. However, the beneficial effects of mindful movement interventions on cognitive functioning have yet to be fully elucidated. In particular, no previous meta-analyses have comprehensively examined the effectiveness of different types of mindful movements on various cognitive domains or the potential factors that may promote or inhibit the impact of mindful movement interventions. Therefore, the current meta-analysis aimed to investigate the impact of mindful movement on specific cognitive functions, as well as to examine whether the timing of intervention (i.e., ages), participants’ cognitive status and cultural background may influence its effectiveness. A total of 84 empirical studies involving 11,015 children and adolescents were included. The results indicated that mindful movement had significant effects on attention (g = 0.62), processing speed (g = 1.22), working memory (g = 0.28) and executive functioning (g = 0.57), with small to large effect sizes. Furthermore, age significantly and cultural background marginally moderated the effects of mindful movement on executive functioning, with greater benefits observed among older participants or among those from Eastern cultures. Duration of the intervention was a key facilitator of cognitive improvements. This study highlighted the efficacy of mindful movement interventions for enhancing cognitive functioning among children and adolescents, and the results provide important guidance for theoretical development and clinical practice.

正念运动被认为是提高儿童和青少年认知功能的潜在有效方法。然而，正念运动干预对认知功能的有益影响尚未得到充分阐明。特别是，之前的荟萃分析没有全面研究过不同类型的正念运动在不同认知领域的有效性，也没有全面研究过可能促进或抑制正念运动干预影响的潜在因素。因此，本荟萃分析旨在探讨正念运动对特定认知功能的影响，以及干预时间（即年龄）、参与者的认知状况和文化背景是否会影响其有效性。共纳入84项实证研究，涉及11015名儿童和青少年。结果表明，正念运动对注意力（g = 0.62）、加工速度（g = 1.22）、工作记忆（g = 0.28）和执行功能（g = 0.57）有显著影响，影响大小由小到大。此外，年龄和文化背景显著地缓和了正念运动对执行功能的影响，在年龄较大的参与者或来自东方文化的参与者中观察到更大的好处。干预的持续时间是促进认知改善的关键因素。本研究强调了正念运动干预对提高儿童和青少年认知功能的有效性，并为理论发展和临床实践提供了重要的指导。

{"title":"The efficacy of mindful movement for improving cognitive functioning among children and adolescents: a systematic review and meta-analysis","authors":"Yiyi Deng , Ye Zhang , Jiatian Zhang , Silin Huang","doi":"10.1016/j.dr.2025.101229","DOIUrl":"10.1016/j.dr.2025.101229","url":null,"abstract":"<div><div>Mindful movement is considered a potentially effective approach for enhancing cognitive functioning among children and adolescents. However, the beneficial effects of mindful movement interventions on cognitive functioning have yet to be fully elucidated. In particular, no previous <em>meta</em>-analyses have comprehensively examined the effectiveness of different types of mindful movements on various cognitive domains or the potential factors that may promote or inhibit the impact of mindful movement interventions. Therefore, the current <em>meta</em>-analysis aimed to investigate the impact of mindful movement on specific cognitive functions, as well as to examine whether the timing of intervention (i.e., ages), participants’ cognitive status and cultural background may influence its effectiveness. A total of 84 empirical studies involving 11,015 children and adolescents were included. The results indicated that mindful movement had significant effects on attention (<em>g</em> = 0.62), processing speed (<em>g</em> = 1.22), working memory (<em>g</em> = 0.28) and executive functioning (<em>g</em> = 0.57), with small to large effect sizes. Furthermore, age significantly and cultural background marginally moderated the effects of mindful movement on executive functioning, with greater benefits observed among older participants or among those from Eastern cultures. Duration of the intervention was a key facilitator of cognitive improvements. This study highlighted the efficacy of mindful movement interventions for enhancing cognitive functioning among children and adolescents, and the results provide important guidance for theoretical development and clinical practice.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"78 ","pages":"Article 101229"},"PeriodicalIF":5.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145519865","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}

引用次数: 0

Parental responses to children’s positive emotions: An integrative, heuristic framework and literature review 父母对儿童积极情绪的反应：一个综合的启发式框架和文献综述

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-12-01 Epub Date: 2025-11-21 DOI: 10.1016/j.dr.2025.101233

Hongjian Cao , Nancy Eisenberg , Nan Zhou , Shaofan Wang , Jinhui Qiao

The field of parental emotion socialization has long been dominated by studies on parental responses to children’s negative emotions rather than parental responses to children’s positive emotions (PRCPE). Further, findings on PRCPE are scattered across studies, hindering scientific progress. In this article, we (a) provide a broader developmental and theoretical grounding for existing and future research on PRCPE; (b) summarize the current measurement of PRCPE to inform future operationalization; (c) outline an integrative, heuristic framework on the antecedents, consequences, and implicated mechanisms for PRCPE; (d) review available findings relevant to the outlined framework; and (e) propose a research agenda. PRCPE probably are guided by parents’ socialization values/goals, affected by parents’ “database” (e.g., attachment) and psychopathology, as well as shaped by child characteristics (e.g., temperament). Researchers have used diverse methods to assess a variety of PRCPE, including affirming responses that validate and enhance children’s experience and expression of positive emotions and suppressive responses that discourage and dampen children’s experience and expression of positive emotions. Parental affirming responses generally predict children’s experience and appropriate regulation of positive emotions, as well as their psychological well-being, whereas parental suppressive responses tend to be negatively related to the same child outcomes. Research is scarce on the relations of PRCPE to children’s externalizing problems and social competence, as well as mediators/moderators implicated in the relations of PRCPE to developmental outcomes. By providing a common ground for comparing/interpreting results and detecting gaps/directions for future research, we hope to fuel scientific advances in this nascent area of inquiry.

长期以来，父母情绪社会化的研究主要集中在父母对儿童消极情绪的反应，而不是父母对儿童积极情绪的反应。此外，关于PRCPE的研究结果分散在各种研究中，阻碍了科学进步。在本文中，我们(a)为现有和未来的PRCPE研究提供了更广泛的发展和理论基础；(b)总结目前对预防和预防感染方案的衡量，以便为今后的运作提供信息；(c)概述一个综合的启发式框架，说明PRCPE的前因后果和相关机制；(d)审查与概述的框架有关的现有调查结果；(e)提出研究议程。PRCPE可能受到父母的社会化价值观/目标的指导，受到父母的“数据库”（如依恋）和精神病理的影响，也受到儿童特征（如气质）的影响。研究人员使用了不同的方法来评估各种PRCPE，包括确认和增强儿童积极情绪的体验和表达的肯定反应和抑制和抑制儿童积极情绪的体验和表达的抑制反应。父母的肯定反应通常预测儿童对积极情绪的体验和适当调节，以及他们的心理健康，而父母的压抑反应往往与相同的儿童结果负相关。关于PRCPE与儿童外化问题和社会能力的关系，以及PRCPE与发展结果关系的中介/调节因子的研究很少。通过提供一个比较/解释结果的共同基础，并为未来的研究发现差距/方向，我们希望推动这一新兴研究领域的科学进步。

{"title":"Parental responses to children’s positive emotions: An integrative, heuristic framework and literature review","authors":"Hongjian Cao , Nancy Eisenberg , Nan Zhou , Shaofan Wang , Jinhui Qiao","doi":"10.1016/j.dr.2025.101233","DOIUrl":"10.1016/j.dr.2025.101233","url":null,"abstract":"<div><div>The field of parental emotion socialization has long been dominated by studies on parental responses to children’s negative emotions rather than parental responses to children’s positive emotions (PRCPE). Further, findings on PRCPE are scattered across studies, hindering scientific progress. In this article, we (a) provide a broader developmental and theoretical grounding for existing and future research on PRCPE; (b) summarize the current measurement of PRCPE to inform future operationalization; (c) outline an integrative, heuristic framework on the antecedents, consequences, and implicated mechanisms for PRCPE; (d) review available findings relevant to the outlined framework; and (e) propose a research agenda. PRCPE probably are guided by parents’ socialization values/goals, affected by parents’ “database” (e.g., attachment) and psychopathology, as well as shaped by child characteristics (e.g., temperament). Researchers have used diverse methods to assess a variety of PRCPE, including affirming responses that validate and enhance children’s experience and expression of positive emotions and suppressive responses that discourage and dampen children’s experience and expression of positive emotions. Parental affirming responses generally predict children’s experience and appropriate regulation of positive emotions, as well as their psychological well-being, whereas parental suppressive responses tend to be negatively related to the same child outcomes. Research is scarce on the relations of PRCPE to children’s externalizing problems and social competence, as well as mediators/moderators implicated in the relations of PRCPE to developmental outcomes. By providing a common ground for comparing/interpreting results and detecting gaps/directions for future research, we hope to fuel scientific advances in this nascent area of inquiry.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"78 ","pages":"Article 101233"},"PeriodicalIF":5.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145568719","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}

引用次数: 0

A developmental framework of interpersonal neural synchrony 人际神经同步的发展框架

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-12-01 Epub Date: 2025-11-21 DOI: 10.1016/j.dr.2025.101234

Stefanie Hoehl , Anna Bánki , Alicja Brzozowska , Alessandro Carollo , Kathrin Kostorz , Trinh Nguyen , Carolina Pletti , Susanne Reisner , Verena T. Schäfer , Christina Schaetz , Markus R. Tünte

Interpersonal neural synchrony (INS), the temporal alignment of brain activities between individuals, has been proposed as a biomarker for successful communication and smooth social interaction. Surging empirical evidence shows that INS emerges spontaneously between infants, children, and their caregivers from early on in development. Yet, little is known about the developmental preconditions and functions of INS in childhood. This paper presents a developmental framework for understanding INS, integrating insights from structural and functional brain maturation, as well as behavioral, social, and cognitive development. We discuss how early caregiver-infant interactions, characterized by shared perceptual rhythms, facilitate the emergence of INS. Given initial limitations in temporal precision of neural processing, early INS is likely constrained to low-frequency brain rhythms and evolves alongside the maturation of neural networks and socio-cognitive abilities. We outline how INS may support critical developmental processes, including social learning, language acquisition, and attachment formation, through enabling mutual prediction and co-regulation between caregivers and children. Furthermore, we hypothesize that tasks requiring higher-order mutual understanding are linked to qualitative changes in INS patterns over time. This framework highlights the potential of INS as both a marker and a driver of developmental change, offering new avenues for research and intervention. Longitudinal studies and rhythm-based interventions could deepen our understanding of how INS supports development, with implications for enhancing social learning and attachment in populations at risk for developmental challenges. This work underscores the importance of adopting a developmental perspective in INS research.

人际神经同步（INS）是个体之间大脑活动的时间一致性，已被认为是成功沟通和顺利社会互动的生物标志物。大量的经验证据表明，在婴儿、儿童和他们的照顾者之间，从发育的早期就自发地出现了INS。然而，对儿童时期INS的发育前提和功能了解甚少。本文提出了一个理解INS的发展框架，整合了大脑结构和功能成熟以及行为、社会和认知发展的见解。我们讨论了以共同感知节奏为特征的早期照顾者-婴儿互动如何促进INS的出现。鉴于神经处理的时间精度最初的限制，早期的INS可能仅限于低频脑节律，并随着神经网络和社会认知能力的成熟而发展。我们概述了INS如何支持关键的发展过程，包括社会学习、语言习得和依恋形成，通过实现照顾者和儿童之间的相互预测和共同调节。此外，我们假设，随着时间的推移，需要高阶相互理解的任务与INS模式的质的变化有关。该框架强调了INS作为发展变革的标志和驱动者的潜力，为研究和干预提供了新的途径。纵向研究和以节奏为基础的干预可以加深我们对INS如何支持发展的理解，对有发展挑战风险的人群加强社会学习和依恋具有指导意义。这项工作强调了在INS研究中采用发展视角的重要性。

{"title":"A developmental framework of interpersonal neural synchrony","authors":"Stefanie Hoehl , Anna Bánki , Alicja Brzozowska , Alessandro Carollo , Kathrin Kostorz , Trinh Nguyen , Carolina Pletti , Susanne Reisner , Verena T. Schäfer , Christina Schaetz , Markus R. Tünte","doi":"10.1016/j.dr.2025.101234","DOIUrl":"10.1016/j.dr.2025.101234","url":null,"abstract":"<div><div>Interpersonal neural synchrony (INS), the temporal alignment of brain activities between individuals, has been proposed as a biomarker for successful communication and smooth social interaction. Surging empirical evidence shows that INS emerges spontaneously between infants, children, and their caregivers from early on in development. Yet, little is known about the developmental preconditions and functions of INS in childhood. This paper presents a developmental framework for understanding INS, integrating insights from structural and functional brain maturation, as well as behavioral, social, and cognitive development. We discuss how early caregiver-infant interactions, characterized by shared perceptual rhythms, facilitate the emergence of INS. Given initial limitations in temporal precision of neural processing, early INS is likely constrained to low-frequency brain rhythms and evolves alongside the maturation of neural networks and socio-cognitive abilities. We outline how INS may support critical developmental processes, including social learning, language acquisition, and attachment formation, through enabling mutual prediction and co-regulation between caregivers and children. Furthermore, we hypothesize that tasks requiring higher-order mutual understanding are linked to qualitative changes in INS patterns over time. This framework highlights the potential of INS as both a marker and a driver of developmental change, offering new avenues for research and intervention. Longitudinal studies and rhythm-based interventions could deepen our understanding of how INS supports development, with implications for enhancing social learning and attachment in populations at risk for developmental challenges. This work underscores the importance of adopting a developmental perspective in INS research.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"78 ","pages":"Article 101234"},"PeriodicalIF":5.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145568718","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}

引用次数: 0

Conceptualising the links between working memory, executive function, and attention across the lifespan 概念化一生中工作记忆、执行功能和注意力之间的联系

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-12-01 Epub Date: 2025-11-10 DOI: 10.1016/j.dr.2025.101230

Valérie Camos , Nicolas Chevalier

引用次数: 0

The instability of sensitivity to false beliefs: How and why 对错误信念敏感性的不稳定性：如何及为什么

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-12-01 Epub Date: 2025-11-05 DOI: 10.1016/j.dr.2025.101231

Qiyu Huang , Xiuli Liu

Sensitivity to false beliefs is an early-developing ability to spontaneously exhibit adaptive responses towards others who hold false beliefs, thereby serving as an important indicator of social nature. Current research on sensitivity to false beliefs typically operates under the assumption that stability and existence are mutually inferable, positing that if sensitivity to false beliefs exists, it should be expressed stably across individuals and situations. However, this perspective overlooks the potential instability inherent in sensitivity to false beliefs. We argue that stability is not a necessary condition for the existence of sensitivity to false beliefs. Instead, sensitivity to false beliefs is inherently unstable, as evidenced by individual and situational differences in its manifestation. To account for this instability, we propose a Three-Stage Processing Model of sensitivity to false beliefs. According to this model, the complete manifestation of sensitivity to false beliefs is better conceptualized as a dynamic process, which sequentially includes processing stages of motivation arousal, knowledge access, and response formation. The core reason for the instability of sensitivity to false beliefs lies in the susceptibility of these three processing stages to individual and situational factors. Shifting the research focus to the dynamic process of sensitivity to false beliefs has the potential to break through the bottleneck of interpreting mixed findings in the field and to broaden research avenues for uncovering the patterns governing the variations of sensitivity to false beliefs.

对错误信念的敏感性是一种早期发展的能力，可以自发地对持有错误信念的其他人表现出适应性反应，因此是社会性质的重要指标。目前对错误信念敏感性的研究通常是在稳定性和存在性是相互可推断的假设下进行的，假设如果对错误信念的敏感性存在，那么它应该在个体和情境中稳定地表达。然而，这种观点忽略了对错误信念的敏感性所固有的潜在不稳定性。我们认为稳定性不是对错误信念敏感存在的必要条件。相反，对错误信念的敏感性本质上是不稳定的，正如其表现的个体和情境差异所证明的那样。为了解释这种不稳定性，我们提出了对错误信念敏感性的三阶段处理模型。根据该模型，错误信念敏感性的完整表现可以被定义为一个动态过程，该过程依次包括动机激发、知识获取和反应形成的加工阶段。错误信念敏感性不稳定的核心原因在于这三个加工阶段对个体因素和情境因素的易感性。将研究重点转向错误信念敏感性的动态过程，有可能突破该领域研究成果混杂的瓶颈，为揭示错误信念敏感性变化规律拓宽研究途径。

{"title":"The instability of sensitivity to false beliefs: How and why","authors":"Qiyu Huang , Xiuli Liu","doi":"10.1016/j.dr.2025.101231","DOIUrl":"10.1016/j.dr.2025.101231","url":null,"abstract":"<div><div>Sensitivity to false beliefs is an early-developing ability to spontaneously exhibit adaptive responses towards others who hold false beliefs, thereby serving as an important indicator of social nature. Current research on sensitivity to false beliefs typically operates under the assumption that stability and existence are mutually inferable, positing that if sensitivity to false beliefs exists, it should be expressed stably across individuals and situations. However, this perspective overlooks the potential instability inherent in sensitivity to false beliefs. We argue that stability is not a necessary condition for the existence of sensitivity to false beliefs. Instead, sensitivity to false beliefs is inherently unstable, as evidenced by individual and situational differences in its manifestation. To account for this instability, we propose a Three-Stage Processing Model of sensitivity to false beliefs. According to this model, the complete manifestation of sensitivity to false beliefs is better conceptualized as a dynamic <em>process</em>, which sequentially includes processing stages of motivation arousal, knowledge access, and response formation. The core reason for the instability of sensitivity to false beliefs lies in the susceptibility of these three processing stages to individual and situational factors. Shifting the research focus to the dynamic process of sensitivity to false beliefs has the potential to break through the bottleneck of interpreting mixed findings in the field and to broaden research avenues for uncovering the patterns governing the variations of sensitivity to false beliefs.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"78 ","pages":"Article 101231"},"PeriodicalIF":5.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466646","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}

引用次数: 0

Rethinking adversity and psychopathology as multidimensional constructs: identifying shared patterns of brain dysconnectivity 重新思考逆境和精神病理学作为多维结构：识别大脑连接障碍的共同模式

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-12-01 Epub Date: 2025-09-27 DOI: 10.1016/j.dr.2025.101227

Viviane Valdes

Accumulating evidence suggests that experiences of adversity interact with genetic vulnerability to shape brain development in ways that increase risk for psychopathology. However, the complexity of these interactions—and the multidimensional nature of both adversity and psychopathology symptom presentations—has made it challenging to identify consistent mechanistic pathways or patterns. This review uses conceptual framework that integrates pleiotropic genetic risk, epigenetic modifications, and neurobiological signaling pathways to provide an overview for how adversity may shape neurodevelopmental processes and alter large-scale brain network connectivity. Drawing on the triple network model and existing empirical work, the review synthesizes how specific features of adversity may map onto patterns of dysconnectivity in the salience network (SN), default mode network (DMN), and frontoparietal network (FPN). These network-level changes appear to align with transdiagnostic symptom dimensions: for instance, hypoconnectivity patterns are more commonly associated with neglect dimensions and “negative” symptoms (e.g., anhedonia, cognitive impairments), while hyperconnectivity patterns are linked to trauma dimensions and “positive” symptoms (e.g., hypervigilance, intrusive thoughts). The review concludes by highlighting the value of a multidimensional frameworks of both adversity and psychopathology to guide future research on mechanistic and transdiagnostic pathways from adversity to psychopathology, particularly work on neural networks.

越来越多的证据表明，逆境经历与遗传脆弱性相互作用，以增加精神病理风险的方式塑造大脑发育。然而，这些相互作用的复杂性，以及逆境和精神病理症状表现的多维性，使得确定一致的机制途径或模式变得具有挑战性。这篇综述使用综合了多效性遗传风险、表观遗传修饰和神经生物学信号通路的概念框架，概述了逆境如何塑造神经发育过程和改变大规模大脑网络连接。根据三重网络模型和现有的实证研究，本文综合了逆境的特定特征如何映射到突出网络（SN）、默认模式网络（DMN）和额顶叶网络（FPN）中的连接障碍模式。这些网络层面的变化似乎与跨诊断症状维度一致：例如，低连通性模式更常与忽视维度和“阴性”症状（如快感缺乏、认知障碍）相关，而高连通性模式与创伤维度和“阳性”症状（如高度警惕、侵入性思维）相关。综述最后强调了逆境和精神病理学多维框架的价值，以指导未来从逆境到精神病理学的机制和跨诊断途径的研究，特别是在神经网络方面的工作。

{"title":"Rethinking adversity and psychopathology as multidimensional constructs: identifying shared patterns of brain dysconnectivity","authors":"Viviane Valdes","doi":"10.1016/j.dr.2025.101227","DOIUrl":"10.1016/j.dr.2025.101227","url":null,"abstract":"<div><div>Accumulating evidence suggests that experiences of adversity interact with genetic vulnerability to shape brain development in ways that increase risk for psychopathology. However, the complexity of these interactions—and the multidimensional nature of both adversity and psychopathology symptom presentations—has made it challenging to identify consistent mechanistic pathways or patterns. This review uses conceptual framework that integrates pleiotropic genetic risk, epigenetic modifications, and neurobiological signaling pathways to provide an overview for how adversity may shape neurodevelopmental processes and alter large-scale brain network connectivity. Drawing on the triple network model and existing empirical work, the review synthesizes how specific features of adversity may map onto patterns of dysconnectivity in the salience network (SN), default mode network (DMN), and frontoparietal network (FPN). These network-level changes appear to align with transdiagnostic symptom dimensions: for instance, hypoconnectivity patterns are more commonly associated with neglect dimensions and “negative” symptoms (e.g., anhedonia, cognitive impairments), while hyperconnectivity patterns are linked to trauma dimensions and “positive” symptoms (e.g., hypervigilance, intrusive thoughts). The review concludes by highlighting the value of a multidimensional frameworks of both adversity and psychopathology to guide future research on mechanistic and transdiagnostic pathways from adversity to psychopathology, particularly work on neural networks.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"78 ","pages":"Article 101227"},"PeriodicalIF":5.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159639","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}

引用次数: 0

Social circuits under developmental threat: Bridging rodent and human neuroscience 发育威胁下的社会回路：连接啮齿动物和人类神经科学

IF 5.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-12-01 Epub Date: 2025-10-08 DOI: 10.1016/j.dr.2025.101228

Nicolas Murgueitio , Cathi B. Propper , Margaret A. Sheridan

Over the past decade, research has increasingly focused on the neurodevelopmental pathways through which specific dimensions of childhood adversity, such as threat (i.e., interpersonal violence), contribute to psychopathology risk in children and adolescents. Rodent models of rough maternal care have provided novel insights, suggesting that threat disrupts the neural circuitry underlying fear learning and emotional reactivity. While some of these findings have been translated, neurodevelopmental mechanisms identified in rodent research remain unexplored in the human neuroscience literature. In this review, we draw on the rodent literature to propose novel mechanisms through which childhood threat shapes brain development and influence long-term risk for psychopathology.

在过去的十年中，研究越来越多地关注儿童逆境的特定维度，如威胁（即人际暴力），通过神经发育途径促进儿童和青少年的精神病理风险。啮齿动物粗糙的母性护理模型提供了新的见解，表明威胁破坏了潜在的恐惧、学习和情绪反应的神经回路。虽然其中一些发现已被翻译，但在啮齿动物研究中确定的神经发育机制在人类神经科学文献中仍未被探索。在这篇综述中，我们借鉴了啮齿动物的文献，提出了童年威胁影响大脑发育和影响精神病理长期风险的新机制。

引用次数: 0

From the “Here and Now” to the “There and Then”: How parent–child decontextualized conversations support early development 从“此时此地”到“彼处彼时”：亲子非语境化对话如何支持早期发展

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-09-01 Epub Date: 2025-07-22 DOI: 10.1016/j.dr.2025.101217

Ran Wei , Paul L. Harris , Catherine E. Snow , Meredith L. Rowe

Decontextualized language (DL), language referring to concepts and events that are abstract or spatially, temporally, or personally displaced from the immediate context, has been shown to bolster children’s language, cognitive, and socioemotional development. Because research on parent–child DL spans multiple disciplinary, theoretical, and methodological traditions, a comprehensive framework defining DL and examining the mechanistic pathways linking DL’s unique attributes to early development remains absent. This review proposes a framework that delineates DL along three interrelated yet distinct dimensions: its function, relation to the perceptual context, and linguistic form. It also analyzes how cultural, social, personal, and contextual factors contribute to individual differences in parents’ DL input, emphasizing social and cultural factors. Additionally, this review elucidates the demonstrated links between parent–child decontextualized conversation and children’s language, cognitive, and socioemotional skills, along with the underlying mechanisms. We argue that a three-dimensional, gradient-based view of DL can enable a more refined and systematic exploration of developmental shifts and individual variation in DL. This approach also promises to enhance our understanding of its developmental implications and underlying mechanisms. In the concluding remarks, we provide practical recommendations on using this framework to inform coding and analytical choices and discuss areas we deem as priorities in DL research.

去语境化语言（DL），指的是抽象的、空间的、时间的、或个人从直接语境中转移出来的概念和事件，已被证明可以促进儿童的语言、认知和社会情感发展。由于对亲子深度学习的研究跨越了多个学科、理论和方法传统，因此仍然缺乏一个全面的框架来定义深度学习，并检查将深度学习的独特属性与早期发展联系起来的机制途径。这篇综述提出了一个框架，沿着三个相互关联但不同的维度描绘DL：它的功能，与感知上下文的关系，和语言形式。本文还分析了文化、社会、个人和背景因素如何影响父母深度学习投入的个体差异，强调了社会和文化因素。此外，本综述阐明了亲子非语境化对话与儿童语言、认知和社会情感技能之间的联系，以及潜在的机制。我们认为，三维的、基于梯度的深度学习视角可以更精细、更系统地探索深度学习的发展转变和个体差异。这种方法也有望加强我们对其发展影响和潜在机制的理解。在结束语中，我们提供了关于使用该框架为编码和分析选择提供信息的实用建议，并讨论了我们认为在深度学习研究中优先考虑的领域。

{"title":"From the “Here and Now” to the “There and Then”: How parent–child decontextualized conversations support early development","authors":"Ran Wei , Paul L. Harris , Catherine E. Snow , Meredith L. Rowe","doi":"10.1016/j.dr.2025.101217","DOIUrl":"10.1016/j.dr.2025.101217","url":null,"abstract":"<div><div>Decontextualized language (DL), language referring to concepts and events that are abstract or spatially, temporally, or personally displaced from the immediate context, has been shown to bolster children’s language, cognitive, and socioemotional development. Because research on parent–child DL spans multiple disciplinary, theoretical, and methodological traditions, a comprehensive framework defining DL and examining the mechanistic pathways linking DL’s unique attributes to early development remains absent. This review proposes a framework that delineates DL along three interrelated yet distinct dimensions: its function, relation to the perceptual context, and linguistic form. It also analyzes how cultural, social, personal, and contextual factors contribute to individual differences in parents’ DL input, emphasizing social and cultural factors. Additionally, this review elucidates the demonstrated links between parent–child decontextualized conversation and children’s language, cognitive, and socioemotional skills, along with the underlying mechanisms. We argue that a three-dimensional, gradient-based view of DL can enable a more refined and systematic exploration of developmental shifts and individual variation in DL. This approach also promises to enhance our understanding of its developmental implications and underlying mechanisms. In the concluding remarks, we provide practical recommendations on using this framework to inform coding and analytical choices and discuss areas we deem as priorities in DL research.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"77 ","pages":"Article 101217"},"PeriodicalIF":5.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144687150","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}

引用次数: 0

Evaluating parent-mediated interventions to support child emotion regulation: a review of preventative approaches across childhood 评估父母介导的干预以支持儿童情绪调节：童年时期预防方法的回顾

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-09-01 Epub Date: 2025-07-26 DOI: 10.1016/j.dr.2025.101218

Katrina R. Abela , Randi E. McCabe , Teresa Bennett , Nicholas Bock , Andrea Gonzalez

Parenting plays an important role in children’s emotion regulation (ER) development. Parent-mediated interventions, preventative approaches that equip caregivers with skills to enhance their children’s emotional, behavioural, or developmental outcomes, have emerged as a promising strategy to address difficulties in child ER, particularly during the early to middle childhood years (Morawska et al., 2019). This narrative review synthesized studies evaluating the effectiveness of parent-mediated preventative interventions aimed at enhancing ER in children aged 0–12 years. A search across three databases yielded 3189 articles, with 24 studies retained after applying inclusion criteria. Key interventions included Tuning in to Kids, Incredible Years, Parent-Child Interaction Therapy, Family Check-Up, and Triple P – Positive Parenting Program. While the interventions varied in design, all included a parental and child ER element (albeit using varied terminology to describe it), providing caregivers with skills to regulate their emotions, engage in effective parenting practices, and model healthy ER behaviours. Despite these promising outcomes, significant methodological limitations, such as inconsistent and imprecise measurement of ER and limited research on middle childhood, restricted a comprehensive understanding of the impact of these interventions. Future research should incorporate rigorous and comprehensive ER assessments and expand the focus of inquiry to include children in middle childhood to addressing the identified gaps in current literature and further promote adaptive ER development in children.

父母在儿童情绪调节能力的发展中起着重要的作用。父母介导的干预措施，即为照顾者提供技能以增强孩子的情感、行为或发展结果的预防性方法，已成为解决儿童急诊室困难的一种有希望的策略，特别是在儿童早期至中期（Morawska et al., 2019）。这篇叙述性综述综合了评估旨在提高0-12岁儿童ER的父母介导的预防干预措施有效性的研究。在三个数据库中检索得到3189篇文章，在应用纳入标准后保留了24篇研究。主要的干预措施包括关注孩子、不可思议的岁月、亲子互动疗法、家庭检查和3p -积极育儿计划。虽然干预措施在设计上各不相同，但都包括父母和儿童急诊室元素（尽管使用不同的术语来描述它），为照顾者提供调节情绪的技能，参与有效的育儿实践，并为健康的急诊室行为树立榜样。尽管取得了这些令人鼓舞的结果，但显著的方法学局限性，如ER测量的不一致和不精确以及对中期儿童的有限研究，限制了对这些干预措施影响的全面理解。未来的研究应纳入严格和全面的ER评估，并将调查的重点扩大到儿童中期，以解决当前文献中发现的空白，进一步促进儿童适应性ER发展。

{"title":"Evaluating parent-mediated interventions to support child emotion regulation: a review of preventative approaches across childhood","authors":"Katrina R. Abela , Randi E. McCabe , Teresa Bennett , Nicholas Bock , Andrea Gonzalez","doi":"10.1016/j.dr.2025.101218","DOIUrl":"10.1016/j.dr.2025.101218","url":null,"abstract":"<div><div>Parenting plays an important role in children’s emotion regulation (ER) development. Parent-mediated interventions, preventative approaches that equip caregivers with skills to enhance their children’s emotional, behavioural, or developmental outcomes, have emerged as a promising strategy to address difficulties in child ER, particularly during the early to middle childhood years (<span><span>Morawska et al., 2019</span></span>). This narrative review synthesized studies evaluating the effectiveness of parent-mediated preventative interventions aimed at enhancing ER in children aged 0–12 years. A search across three databases yielded 3189 articles, with 24 studies retained after applying inclusion criteria. Key interventions included Tuning in to Kids, Incredible Years, Parent-Child Interaction Therapy, Family Check-Up, and Triple P – Positive Parenting Program. While the interventions varied in design, all included a parental and child ER element (albeit using varied terminology to describe it), providing caregivers with skills to regulate their emotions, engage in effective parenting practices, and model healthy ER behaviours. Despite these promising outcomes, significant methodological limitations, such as inconsistent and imprecise measurement of ER and limited research on middle childhood, restricted a comprehensive understanding of the impact of these interventions. Future research should incorporate rigorous and comprehensive ER assessments and expand the focus of inquiry to include children in middle childhood to addressing the identified gaps in current literature and further promote adaptive ER development in children.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"77 ","pages":"Article 101218"},"PeriodicalIF":5.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144711731","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}

引用次数: 0

Advancing a transnational ecological systems framework for research on exposure to violence 推进暴力暴露研究的跨国生态系统框架

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-06-01 Epub Date: 2025-04-06 DOI: 10.1016/j.dr.2025.101200

Franklin Moreno , Paul Boxer

Scholars have underscored the need to integrate research from more diverse contexts and local realities across national borders to inform global perspectives on developmental science. As multination developmental studies have increased, one area requiring further attention is the ways in which countries that wield greater power influence the local realities of youth in other countries. The domain of public safety, insecurity, and violence for youth evinces important issues related to local conditions shaped by foreign government policy interventions. In this paper we draw from multinational studies, research on exposure to community violence, Bronfenbrenner’s ecological model of human development, and policy between the United States and Central America. Utilizing Central America as a case study, our analysis examines how transnational governmental policies of the US are distal processes that have real-life impacts on youth’s proximal experiences with violence and safety in Honduras. We propose a transnational ecological systems framework for advancing developmental theory and research on violence to expand from a within country application of ecological systems to a between country model to account for these transnational, distal processes. We conclude with theoretical and research implications and applications with the aim of advancing a more comprehensive and accurate understanding of context-specific and general developmental processes and outcomes.

学者们强调需要整合来自更多样化背景和跨越国界的地方现实的研究，从而为发展科学的全球视角提供信息。随着多国发展研究的增加，需要进一步注意的一个领域是拥有更大权力的国家如何影响其他国家青年的当地现实。公共安全、不安全和青年暴力领域表明了与外国政府政策干预形成的当地条件有关的重要问题。在本文中，我们借鉴了多国研究、社区暴力暴露研究、布朗芬布伦纳的人类发展生态模型以及美国和中美洲之间的政策。以中美洲为例，我们的分析考察了美国的跨国政府政策是如何对洪都拉斯青年在暴力和安全方面的近端体验产生现实影响的远端过程。我们提出了一个跨国生态系统框架，用于推进关于暴力的发展理论和研究，将生态系统的国家内部应用扩展到国家之间的模型，以解释这些跨国的、远端过程。我们总结了理论和研究的意义和应用，目的是促进对特定情境和一般发展过程和结果的更全面和准确的理解。

{"title":"Advancing a transnational ecological systems framework for research on exposure to violence","authors":"Franklin Moreno , Paul Boxer","doi":"10.1016/j.dr.2025.101200","DOIUrl":"10.1016/j.dr.2025.101200","url":null,"abstract":"<div><div>Scholars have underscored the need to integrate research from more diverse contexts and local realities across national borders to inform global perspectives on developmental science. As multination developmental studies have increased, one area requiring further attention is the ways in which countries that wield greater power influence the local realities of youth in other countries. The domain of public safety, insecurity, and violence for youth evinces important issues related to local conditions shaped by foreign government policy interventions. In this paper we draw from multinational studies, research on exposure to community violence, Bronfenbrenner’s ecological model of human development, and policy between the United States and Central America. Utilizing Central America as a case study, our analysis examines how transnational governmental policies of the US are distal processes that have real-life impacts on youth’s proximal experiences with violence and safety in Honduras. We propose a <em>transnational ecological systems framework</em> for advancing developmental theory and research on violence to expand from a <em>within</em> country application of ecological systems to a <em>between</em> country model to account for these transnational, distal processes. We conclude with theoretical and research implications and applications with the aim of advancing a more comprehensive and accurate understanding of context-specific and general developmental processes and outcomes.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"76 ","pages":"Article 101200"},"PeriodicalIF":5.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785966","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}

引用次数: 0