Developmental Review最新文献_第3页

Improving executive function during toddlerhood: A systematic review and meta-analysis of parent-led interventions 改善幼儿期执行功能：父母主导干预的系统回顾和荟萃分析

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-04-01 DOI: 10.1016/j.dr.2025.101198

Fionnuala O’Reilly, Sylvia U. Gattas, Gaia Scerif

Individual differences in executive functions are detectable in the first year of life and continue to develop throughout the preschool years. Psychological science suggests that executive function is malleable, with parents playing a crucial role as potential agents of change. However, the effectiveness of interventions aimed at teaching parents how to enhance their children’s executive function during the preschool years remains unclear. To address this gap, we pre-registered a systematic review and meta-analysis of the literature on parent/caregiver-led interventions designed to foster children’s executive function from ages 2 to 5 years. We conducted an extensive search across 12 databases spanning disciplines such as developmental psychology, education, and policy. After screening over 11,000 papers, 12 studies met our inclusion criteria. These interventions included home visits, in-person group sessions for parents/caregivers, or a combination of both. Our meta-analysis, which included 8 studies with a total of 1,815 participants − 946 in the treatment group and 869 in the control group − revealed no statistically significant difference between the treatment and control groups overall. A follow-up analysis of two studies using the same outcome measure for Effortful Control showed a small to moderate positive effect that was statistically significant [SMD = 0.28, 95 % CI (0.08, 0.47)]. We provide recommendations for improving the evidence base in this area, emphasising the need for more rigorous and standardised methodologies in future research. This review underscores the potential of parents as key facilitators in the development of their children’s executive functions and highlights promising directions for future interventions.

执行功能的个体差异在生命的第一年就可以检测到，并在整个学前阶段继续发展。心理科学表明，执行功能是可塑的，父母作为变化的潜在推动者发挥着至关重要的作用。然而，旨在教导父母如何在学龄前提高孩子的执行功能的干预措施的有效性仍不清楚。为了解决这一差距，我们对父母/照顾者主导的干预措施的文献进行了系统回顾和荟萃分析，旨在培养2至5岁 儿童的执行功能。我们在12个数据库中进行了广泛的搜索，涵盖了发展心理学、教育和政策等学科。在筛选了11,000多篇论文后，有12项研究符合我们的纳入标准。这些干预措施包括家访，父母/照顾者的面对面小组会议，或两者结合。我们的荟萃分析包括8项研究，共有1815名参与者——治疗组946名，对照组869名——结果显示，治疗组和对照组之间总体上没有统计学上的显著差异。对两项使用相同结果测量方法的研究进行随访分析，结果显示有统计学意义的小到中度的积极效果[SMD = 0.28, 95 % CI(0.08, 0.47)]。我们为改进这一领域的证据基础提出了建议，强调在未来的研究中需要更严格和标准化的方法。这篇综述强调了父母作为儿童执行功能发展的关键促进者的潜力，并强调了未来干预的有希望的方向。

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引用次数: 0

A systematic review of modern measures for capturing children’s ethnic and racial attitudes, stereotypes, and discrimination 对捕捉儿童的民族和种族态度、陈规定型观念和歧视的现代措施进行系统审查

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-03-30 DOI: 10.1016/j.dr.2025.101189

Eren Fukuda , Katharine E. Scott , Katherine L. Swerbenski , Nicole Huth , Kierin C. Barnett , Natalie Sarmiento , Madeline A. Henkel , Kristin Shutts

In recent years, there have been accelerated efforts among developmental scientists to understand and address children’s ethnic and racial attitudes, stereotypes, and discrimination. For such efforts, using high-quality and context-appropriate measures is critical. However, focused discussions and investigations of measures for capturing children’s ethnic and racial attitudes, stereotypes, and discrimination are scant. Accordingly, we conducted a systematic review of 1,001 measures that were used in 403 journal articles published between 2010 and 2022. Our review was guided by four questions: (1) What types of measures of children’s ethnic and racial attitudes, stereotypes, and discrimination are being used by researchers?; (2) How do measures represent target groups?; (3) In which geographic and demographic contexts are measures being used?; and (4) What evidence do we have about some of the psychometric properties of commonly used scales/tasks? In seeking answers to these questions, we found both strengths and problems with our field’s toolkit of measures. Taken together, our review provides an overview of modern measures for capturing children’s ethnic and racial attitudes, stereotypes, and discrimination; offers initial insights about the characteristics and psychometric properties of those measures; and makes recommendations for future efforts in the field. We argue that measurement evaluation is a fertile avenue for future work in our field and that widespread discussions about measurement are necessary to advance the science of how children feel, think about, and behave toward members of different social groups.

近年来，发展科学家们加快了了解和解决儿童的民族和种族态度、成见和歧视问题的步伐。对于这些工作而言，使用高质量且适合具体情况的测量方法至关重要。然而，关于捕捉儿童民族和种族态度、刻板印象和歧视的测量方法的集中讨论和调查却很少。因此，我们对 2010 年至 2022 年间发表的 403 篇期刊论文中使用的 1001 种测量方法进行了系统性回顾。我们的综述以四个问题为指导：(1) 研究人员正在使用哪些类型的儿童民族和种族态度、刻板印象和歧视测量方法？ (2) 测量方法如何代表目标群体？ (3) 测量方法在哪些地理和人口背景下使用？ (4) 我们有哪些证据表明常用量表/任务的心理测量特性？在寻求这些问题的答案时，我们发现我们领域的测量工具包既有优势也有问题。总之，我们的综述概述了捕捉儿童民族和种族态度、刻板印象和歧视的现代测量方法；提供了关于这些测量方法的特点和心理测量特性的初步见解；并为该领域未来的工作提出了建议。我们认为，测量评估是我们这个领域未来工作的一个肥沃途径，而广泛讨论测量问题对于推进儿童如何感受、思考和对待不同社会群体成员的科学研究是必要的。

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引用次数: 0

Decoding the intent-to-outcome developmental shift in moral judgment, from infancy to preschool age: A critical review and a novel proposition 解读从婴儿期到学龄前道德判断的意图到结果的发展转变：一个批判性的回顾和一个新颖的命题

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-03-29 DOI: 10.1016/j.dr.2025.101197

Marine Buon , Francesco Margoni

For decades, researchers in moral judgment development have described and tried to explain the so-called ‘outcome-to-intent shift’ that occurs by late preschool age: preschoolers predominantly base their moral judgments on the actions’ outcomes and it is only at the age of 5 or later that most children start to generate intent-based judgments. However, recent research in the domain of early moral development has reported intriguing findings: in their socio-moral evaluations, infants are sensitive to agents’ intentions and disregard information about the consequences of agents’ actions. What are the processes underlying this surprising developmental pattern? We first aim to critically review recent attempts to explain it which focus on the factors that impact infants’ and children’s sensitivity to information about intentions. We thus offer a review of the vast infant and child literature on the development of intent-based moral judgment. Next, we argue that current propositions explain a part of the findings, but they underestimate the importance of outcomes processing. By analyzing the factors that may influence the way children represent and react to outcomes, we offer a new proposition: a combination of developmental, experimental, cognitive and experiential factors determines a heightened sensitivity to outcomes in preschoolers, compared to other age groups. In addition to shedding new light on the understanding of the discrepancy between infants’ and children’s moral evaluations, the implications of this proposition for future developmental psychology research in the field of moral cognition are discussed.

几十年来，道德判断发展的研究人员一直在描述并试图解释所谓的“结果到意图的转变”，这种转变发生在学龄前后期：学龄前儿童的道德判断主要基于行为的结果，只有在5岁或更晚的时候，大多数孩子才开始产生基于意图的判断。然而，最近在早期道德发展领域的研究报告了有趣的发现：在他们的社会道德评估中，婴儿对代理人的意图很敏感，并且无视代理人行为后果的信息。这种令人惊讶的发展模式背后的过程是什么？我们首先旨在批判性地回顾最近的尝试来解释它，这些尝试集中在影响婴儿和儿童对意图信息敏感性的因素上。因此，我们提供了一个关于基于意图的道德判断发展的大量婴幼儿文献的回顾。接下来，我们认为当前的命题解释了部分发现，但他们低估了结果处理的重要性。通过分析可能影响儿童对结果的表现和反应方式的因素，我们提出了一个新的命题：与其他年龄组相比，发育、实验、认知和经验因素的结合决定了学龄前儿童对结果的高度敏感性。除了对婴儿和儿童道德评价差异的理解提供新的线索外，本文还讨论了这一命题对未来发展心理学在道德认知领域的研究的意义。

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引用次数: 0

The neurodevelopmental roots of interactions between attention and working memory during infancy 婴儿期注意与工作记忆相互作用的神经发育根源

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-03-23 DOI: 10.1016/j.dr.2025.101199

Wanze Xie , Chen Cheng , Shuran Huang

Understanding the interaction between attention and working memory (WM) is crucial in cognitive neuroscience, extensively studied in adults but less explored in infancy. This review examines the developmental roots and relationship between attention and WM in infants from a developmental cognitive neuroscience perspective. By integrating theories and recent empirical findings from research on adults and infants, we aim to revisit how this relationship emerges and manifests early in life through two perspectives. First, we propose that the maturation and collaboration of the autonomic nervous system (ANS) and central nervous system (CNS) provide the foundational basis for attention and WM in infancy. This foundation is evident in shared neural substrates such as the prefrontal cortex (PFC) and parietal regions, as well as in cortical modulation driven by physiological activities like cardiac dynamics and pupil dilation. Second, we explore potential mechanisms influencing infants’ WM limitations, integrating insights from selective attention, PFC maturation, and the role of prior experiences within the predictive coding framework. This comprehensive approach elucidates the interplay between attention and WM in infancy, highlighting their collective contribution to infants’ adaptive strategies, i.e., exploration over exploitation, in interactions with the environment.

理解注意力和工作记忆（WM）之间的相互作用在认知神经科学中是至关重要的，这在成人中得到了广泛的研究，但在婴儿中却很少被探索。本文从发育认知神经科学的角度探讨了婴儿注意与WM的发展根源和关系。通过整合理论和最近对成人和婴儿研究的实证发现，我们旨在通过两个角度重新审视这种关系是如何在生命早期出现和表现的。首先，我们认为自主神经系统（ANS）和中枢神经系统（CNS）的成熟和协作为婴幼儿的注意力和WM提供了基础。这一基础在共同的神经基质如前额叶皮层（PFC）和顶叶区域，以及由心脏动力学和瞳孔扩张等生理活动驱动的皮层调节中是明显的。其次，我们探索了影响婴儿WM限制的潜在机制，整合了选择性注意、PFC成熟和预测编码框架内先验经验的作用。这种综合的方法阐明了婴儿注意和WM之间的相互作用，强调了它们对婴儿适应策略的共同贡献，即在与环境的互动中，探索多于利用。

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引用次数: 0

Modelling complex span performance: activation, attentional capacity, and interference 模拟复杂跨表现：激活、注意能力和干扰

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-03-01 DOI: 10.1016/j.dr.2025.101188

Lorenzo Muscella, Sergio Morra

Complex span tasks, combining storage and processing requirements, are widely used working memory measures. They are related to executive attention and predict fluid intelligence and performance on cognitively demanding tasks. The two most prominent models of complex span performance are the Time-Based Resource Sharing and the Serial Order in a Box model. The former posits a refreshing process that re-activates decaying memory representations, whereas the latter is based on interference among representations and suppression of distractors. Both of these models have merits and can account for several findings, but none provides a complete explanation. We propose an alternative model that includes both capacity-limited activation and interference, framed within the Theory of Constructive Operators. Our model assumes: (a) an attentional resource activates a limited number (M capacity, increasing during development) of task-relevant information units; (b) during stimuli presentation this resource is used to activate representations of memoranda as well as encoding and order-keeping operations; (c) also the concurrent processing task uses a share of M capacity; (d) activation of the memoranda representations that exceed M capacity decreases over subsequent operations, and (e) continues decreasing during list recall; (f) interference among representations is a power function of the number of them whose activation is decreasing; (g) fully activated representations are recalled correctly, and partly activated representations are retrieved with a specified probability. The model includes one free parameter (rate of activation decrease, mainly due to interference) and one parameter (M capacity) that can be independently estimated from other tasks. Two experiments (one with adults and one with 10- to 13-year-olds) supported this model, and M capacity accounted for approximately half of the developmental variance.

复杂跨距任务是一种结合存储和处理要求的工作记忆测量方法。它们与执行注意力有关，并预测流体智力和在认知要求高的任务中的表现。复杂跨度性能的两个最突出的模型是基于时间的资源共享和盒中的串行顺序模型。前者假设了一个重新激活衰退记忆表征的刷新过程，而后者则是基于表征之间的干扰和干扰物的抑制。这两种模型都有优点，可以解释一些发现，但没有一个能提供完整的解释。我们提出了一个替代模型，该模型包括在建设性算子理论框架内的容量限制激活和干扰。我们的模型假设：(a)一个注意力资源激活了有限数量的任务相关信息单元（M容量，在发展过程中增加）；(b)在刺激呈现过程中，该资源被用于激活备忘录表征以及编码和维持秩序的操作；(c)并发处理任务也使用M的容量份额；(d)超过M容量的备忘录陈述的激活在后续操作中减少，并且(e)在清单召回期间继续减少；(f)表征之间的干扰是激活减少的表征数量的幂函数；(g)完全激活的表征被正确地召回，部分激活的表征以特定的概率被检索。该模型包括一个自由参数（激活率下降，主要是由于干扰）和一个可以独立于其他任务估计的参数（M容量）。两个实验（一个针对成人，另一个针对10到13岁的儿童）支持这一模型，M能力大约占发育差异的一半。

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引用次数: 0

How attention and working memory work together in the pursuit of goals: The development of the sampling-remembering trade-off 在追求目标的过程中，注意力和工作记忆是如何协同工作的：抽样-记忆权衡的发展

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.

在过去的50 年里，大多数关于视觉工作记忆和注意力的研究都使用了一种经典的心理物理学设置：参与者被指示注意或记住一组项目。这种设置回避了认知控制的作用；努力是最大的，任务是简单的，策略是有限的。虽然这种方法产生了重要的见解，但它没有提供通往综合理论的明确途径(Kristjánsson &；Draschkow, 2021)，就像通过让大学生跑50码短跑来研究一个城镇的可步行性一样，它有关注边缘情况的危险。这里，在这篇理论观点文章中，我们论证了一种方法，在这种方法中，根据智能体的目标，从功能上理解智能体和环境之间的动态关系。这意味着游戏的重点将从执行一项狭隘任务（“记住这些项目！”）的机制转变为对自然目标（“制作三明治！”）的控制。，土地&；地板,2001)。在这里，我们强调了在环境中利用目标相关信息与在工作记忆中保持它之间的抽样记忆权衡。我们提出了这种权衡的动态反馈模型-个人权衡获取外部信息的主观成本与将其保存在记忆中的成本-使用基于经济原理的现有认知控制模型的见解(Kool &；Botvinick, 2018)。这种权衡在儿童身上尤其有趣，因为内部资源的最佳利用在有限的情况下更为重要。我们的模型对未来的研究做出了一些具体的预测：1)一个孩子在环境中注意目标相关信息的努力与在工作记忆中保持它的努力之间达到了一个首选的平衡；2)为了保持这种平衡，随着潜在的记忆和认知控制机制随着年龄的增长而改善，孩子将不得不越来越多地转向记忆；3)年龄较大的孩子将对不断变化的任务需求表现出更大的适应性。

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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 双语对有或无发育障碍儿童心理理论的影响：范围综述

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.

调查双语对儿童心理理论（ToM）影响的研究结果参差不齐，可能是由于方法的差异，包括双语特征的差异。同时，研究人员表示，需要考虑到双语的异质性，以一种连续的方式进行测量。本综述旨在探讨以前的研究如何确定重要的双语变量，以便未来研究其对有或无发育障碍儿童的ToM的影响。它分析了这些研究的“推理框架”来评估这些见解。双语被认为直接或通过执行功能或元语言意识等因素影响认知能力。在分析的37项研究中，很少有研究完全验证了这些假设。那些报告积极结果的人往往是双语者，他们有大量的语言接触，这支持了双语影响汤姆的观点，尤其是在考虑到接触的情况下。

引用次数: 0

Building a developmental science of redemption 建立发展的救赎科学

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.

关于救赎的故事无处不在；人们在描述自己的生活时，往往也会强调道德的提高。然而，心理学还没有关于救赎的成熟文献，发展科学也没有解决关于救赎观念如何在童年和成年之间出现或变化的问题。在某种程度上，过去的研究已经谈到了这个问题，它指出了相互矛盾的方向。两种不同的理论——关注本质主义和乐观主义——对救赎的判断如何以及为什么会随着年龄而改变做出了两种不同的发展预测。综合这些观点，我们提出了一种新颖的救赎理论，将工作放在本质主义和乐观主义之间的对话中。救赎理论进一步强调了社会输入的作用（例如，他们自己和他人的道德改变的经验）作为一种机制，可以导致儿童比成人持有更多的救赎观。救赎理论解释了先前发展科学的发现，并对救赎观点的社会投入和后果做出了新的预测。

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引用次数: 0

A person-centered approach to examining effects on the interaction between cognitive control & language development 以人为本研究认知控制与语言发展相互作用的影响

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.

本文从以人为本的角度，从语言能力的连续性出发，探讨了学龄前和学龄儿童的认知控制与语言之间的相互作用。工作记忆、抑制控制和注意力是认知控制功能，它们与语言能力不同的儿童的语言技能高度相关，包括那些正常发育的儿童，以及那些有语言障碍和语言天赋或天赋的儿童。例如，患有发展性语言障碍（DLD）的儿童，在跨模式和领域的一系列任务中表现出较差的工作记忆和对干扰物和主动干扰的抵抗力较弱。在语言能力连续体的另一端，具有语言天赋的儿童在语言、工作记忆和干扰任务方面表现优异。对具有不同语言技能的儿童的工作记忆、抑制控制和注意力之间的相互联系的分析，使我们能够强调特定功能是如何受损的，而在每个人群的发展过程中，其他功能是如何幸免的。这项研究还证明了认知控制功能的关联和分离是如何与任务设计和条件以及儿童能力的个体差异相关的。本文的目的是提出一种以人为本的方法，描述在全球和局部因素以及个人技能的背景下认知控制与语言发展之间的关系。这一综合框架综合了认知控制和语言的特定组成部分和过程，可以指导每个学科相互交流。

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引用次数: 0

A relational developmental theory of human-animal interaction: A meta-synthesis and grounded theory 人与动物互动的关系发展理论：一个综合的、有根据的理论

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.

有限的研究探索了青少年与动物的关系作为一种可能的生态资产。我们对2022年之前发表的研究进行了定性综合，研究了青少年与动物的互动如何被描述为在教育和治疗环境中塑造青少年的社会情感健康。我们比较并结合了研究结果的模式，以确定在教育和治疗背景下，青少年与动物合作的哪些机制可能被理论化，以塑造青少年的社会、情感和行为发展。我们采用扎根理论的方法进一步分析了原始数据，并将其与现有的关系发展系统文献进行了比较，以提出一个新的理论模型来理解青少年与动物的关系在青少年发展中的作用。我们扩展了已建立的以人为中心的青年发展理论模型，以描述青年与动物的关系如何在青年发展轨迹中作为有影响力的资产运作。我们讨论了对实践的启示、局限性和未来的研究方向。

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引用次数: 0