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 : 2025-06-01 Epub 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。

{"title":"Improving executive function during toddlerhood: A systematic review and meta-analysis of parent-led interventions","authors":"Fionnuala O’Reilly, Sylvia U. Gattas, Gaia Scerif","doi":"10.1016/j.dr.2025.101198","DOIUrl":"10.1016/j.dr.2025.101198","url":null,"abstract":"<div><div>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 <em>meta</em>-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 <em>meta</em>-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.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"76 ","pages":"Article 101198"},"PeriodicalIF":5.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143737881","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}

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 : 2025-06-01 Epub 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。

{"title":"Decoding the intent-to-outcome developmental shift in moral judgment, from infancy to preschool age: A critical review and a novel proposition","authors":"Marine Buon , Francesco Margoni","doi":"10.1016/j.dr.2025.101197","DOIUrl":"10.1016/j.dr.2025.101197","url":null,"abstract":"<div><div>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 <em>intentions</em>. We thus offer a review of the vast infant and child literature on the development of intent-based moral judgment<strong>.</strong> Next, we argue that current propositions explain a part of the findings, but they underestimate the importance of <em>outcomes</em> 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.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"76 ","pages":"Article 101197"},"PeriodicalIF":5.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143724171","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

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 : 2025-06-01 Epub 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。

{"title":"The neurodevelopmental roots of interactions between attention and working memory during infancy","authors":"Wanze Xie , Chen Cheng , Shuran Huang","doi":"10.1016/j.dr.2025.101199","DOIUrl":"10.1016/j.dr.2025.101199","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"76 ","pages":"Article 101199"},"PeriodicalIF":5.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143679880","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

Dopamine genetic composite score × environment interactions on executive function in children and adolescents: A systematic review 多巴胺遗传复合评分与环境相互作用对儿童和青少年执行功能的影响：一项系统综述

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-06-01 Epub Date: 2025-05-07 DOI: 10.1016/j.dr.2025.101201

Daphne M. Vrantsidis , Viktoria Wuest , Sandra A. Wiebe

Individual differences in dopamine genotype are theorized to increase children and adolescent’s sensitivity to the effects of environmental factors on executive function. This review synthesized and evaluated the evidence for dopamine gene × environment interactions on children and adolescents’ (ages 2 –19 years) executive function in studies that used a multilocus or polygenic measure of dopamine genotype. Ten peer-reviewed published studies were identified and included in the review. Sixteen of 29 (55 %; N = 4697) interactions were significant, with associations between environmental factors and executive function generally stronger in individuals with genotypes related to reduced dopamine availability. A p-curve analysis found the significant interactions to be of evidential value and p-hacking to be unlikely. Results suggest that multilocus and polygenic measures hold promise for examining dopamine gene × environment interactions on executive function and that individual differences in dopamine genotype alter sensitivity to environmental effects on children and adolescent’s executive function. This finding has potential implications for understanding pathways to the development of mental and physical health problems. It also raises important theoretical questions about dopamine gene × environment interactions and the biopsychosocial mechanisms involved in executive function development to be addressed in future research.

从理论上讲，多巴胺基因型的个体差异增加了儿童和青少年对环境因素对执行功能影响的敏感性。本综述综合并评估了多巴胺基因与环境相互作用对儿童和青少年（2 -19岁）执行功能影响的证据，这些研究采用多位点或多基因测量多巴胺基因型。10项经同行评审的已发表研究被确定并纳入该综述。29人中有16人(55%；N = 4697)的相互作用是显著的，环境因素和执行功能之间的关联通常在与多巴胺可用性降低相关的基因型个体中更强。p曲线分析发现，显著的相互作用具有证据价值，p-hacking不太可能。结果表明，多基因点和多基因测量有望研究多巴胺基因与环境相互作用对执行功能的影响，以及多巴胺基因型的个体差异改变了儿童和青少年执行功能对环境影响的敏感性。这一发现对理解心理和身体健康问题发展的途径具有潜在的意义。这也提出了多巴胺基因与环境相互作用以及执行功能发展中涉及的生物心理社会机制的重要理论问题，需要在未来的研究中解决。

{"title":"Dopamine genetic composite score × environment interactions on executive function in children and adolescents: A systematic review","authors":"Daphne M. Vrantsidis , Viktoria Wuest , Sandra A. Wiebe","doi":"10.1016/j.dr.2025.101201","DOIUrl":"10.1016/j.dr.2025.101201","url":null,"abstract":"<div><div>Individual differences in dopamine genotype are theorized to increase children and adolescent’s sensitivity to the effects of environmental factors on executive function. This review synthesized and evaluated the evidence for dopamine gene × environment interactions on children and adolescents’ (ages 2 –19 years) executive function in studies that used a multilocus or polygenic measure of dopamine genotype. Ten peer-reviewed published studies were identified and included in the review. Sixteen of 29 (55 %; N = 4697) interactions were significant, with associations between environmental factors and executive function generally stronger in individuals with genotypes related to reduced dopamine availability. A p-curve analysis found the significant interactions to be of evidential value and p-hacking to be unlikely. Results suggest that multilocus and polygenic measures hold promise for examining dopamine gene × environment interactions on executive function and that individual differences in dopamine genotype alter sensitivity to environmental effects on children and adolescent’s executive function. This finding has potential implications for understanding pathways to the development of mental and physical health problems. It also raises important theoretical questions about dopamine gene × environment interactions and the biopsychosocial mechanisms involved in executive function development to be addressed in future research.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"76 ","pages":"Article 101201"},"PeriodicalIF":5.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143916380","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 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 : 2025-06-01 Epub 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。

{"title":"A systematic review of modern measures for capturing children’s ethnic and racial attitudes, stereotypes, and discrimination","authors":"Eren Fukuda , Katharine E. Scott , Katherine L. Swerbenski , Nicole Huth , Kierin C. Barnett , Natalie Sarmiento , Madeline A. Henkel , Kristin Shutts","doi":"10.1016/j.dr.2025.101189","DOIUrl":"10.1016/j.dr.2025.101189","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"76 ","pages":"Article 101189"},"PeriodicalIF":5.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143735171","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

The role of patterning skill in cognitive development and learning: A critical review 模式技能在认知发展和学习中的作用：综述

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-06-01 Epub Date: 2025-05-22 DOI: 10.1016/j.dr.2025.101202

Tongyao Zhang , Giulia A. Borriello , Karin H. James , Emily R. Fyfe

Patterning is a skill that involves understanding, identifying, and applying systematic rules within predictable sequences, and a recent surge in the literature has focused on this skill as a crucial part of cognitive development. The goal of this paper is to critically evaluate this growing literature to highlight what we know about patterning and what major gaps remain, and then to offer several recommendations for advancing patterning research. In particular, we believe the field has made extensive advances in understanding the assessment, developmental trajectories, and correlates of patterning skills. Yet, there are open questions about whether patterning is a proxy for other cognitive abilities, whether it is domain-specific or domain-general, and whether it causally impacts learning. We provide recommendations for future work to (1) acknowledge connections with adjacent cognitive abilities, (2) break down patterning activities into cognitive processes, (3) take a developmental perspective to observe patterning skill formation, (4) target both local and central mechanisms that support patterning, and (5) continue to explore patterning’s role in educational practices. By probing deeper into the nature of patterning, researchers can advance knowledge of both patterning and other cognitive skills that are critical to human development.

模式是一种在可预测的序列中理解、识别和应用系统规则的技能，最近大量的文献将这种技能作为认知发展的关键部分。本文的目的是批判性地评估这些不断增长的文献，以突出我们对模式的了解以及仍然存在的主要差距，然后为推进模式研究提供一些建议。特别是，我们相信该领域在理解评估、发展轨迹和模式技能的相关性方面取得了广泛的进展。然而，关于模式是否代表其他认知能力，它是特定领域的还是一般领域的，以及它是否会对学习产生因果影响，还有一些悬而未决的问题。我们提出了未来工作的建议：(1)承认与相邻认知能力的联系，(2)将模式活动分解为认知过程，(3)从发展的角度观察模式技能的形成，(4)针对支持模式的局部和中心机制，以及(5)继续探索模式在教育实践中的作用。通过深入探索模式的本质，研究人员可以推进模式和其他对人类发展至关重要的认知技能的知识。

{"title":"The role of patterning skill in cognitive development and learning: A critical review","authors":"Tongyao Zhang , Giulia A. Borriello , Karin H. James , Emily R. Fyfe","doi":"10.1016/j.dr.2025.101202","DOIUrl":"10.1016/j.dr.2025.101202","url":null,"abstract":"<div><div>Patterning is a skill that involves understanding, identifying, and applying systematic rules within predictable sequences, and a recent surge in the literature has focused on this skill as a crucial part of cognitive development. The goal of this paper is to critically evaluate this growing literature to highlight what we know about patterning and what major gaps remain, and then to offer several recommendations for advancing patterning research. In particular, we believe the field has made extensive advances in understanding the assessment, developmental trajectories, and correlates of patterning skills. Yet, there are open questions about whether patterning is a proxy for other cognitive abilities, whether it is domain-specific or domain-general, and whether it causally impacts learning. We provide recommendations for future work to (1) acknowledge connections with adjacent cognitive abilities, (2) break down patterning activities into cognitive processes, (3) take a developmental perspective to observe patterning skill formation, (4) target both local and central mechanisms that support patterning, and (5) continue to explore patterning’s role in educational practices. By probing deeper into the nature of patterning, researchers can advance knowledge of both patterning and other cognitive skills that are critical to human development.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"76 ","pages":"Article 101202"},"PeriodicalIF":5.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144106896","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 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 : 2025-03-01 Epub 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。

{"title":"A relational developmental theory of human-animal interaction: A meta-synthesis and grounded theory","authors":"Erin Flynn , Miriam G. Valdovinos , Megan K. Mueller , Kevin N. Morris","doi":"10.1016/j.dr.2024.101181","DOIUrl":"10.1016/j.dr.2024.101181","url":null,"abstract":"<div><div>Limited research has explored youths’ relationships with animals as a possible ecological asset. We conducted a qualitative <em>meta</em>-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.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101181"},"PeriodicalIF":5.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143155785","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}

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 : 2025-03-01 Epub 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。

{"title":"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","authors":"Maya L. Rosen , Annabelle Li , Catherine A. Mikkelsen , Richard N. Aslin","doi":"10.1016/j.dr.2024.101170","DOIUrl":"10.1016/j.dr.2024.101170","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101170"},"PeriodicalIF":5.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142972838","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

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。

{"title":"Modelling complex span performance: activation, attentional capacity, and interference","authors":"Lorenzo Muscella, Sergio Morra","doi":"10.1016/j.dr.2025.101188","DOIUrl":"10.1016/j.dr.2025.101188","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101188"},"PeriodicalIF":5.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519975","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}

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 : 2025-03-01 Epub 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。

{"title":"How age and culture influence cognition: A lifespan developmental perspective","authors":"Isu Cho , Angela Gutchess","doi":"10.1016/j.dr.2024.101169","DOIUrl":"10.1016/j.dr.2024.101169","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101169"},"PeriodicalIF":5.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745016","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