Pub Date : 2024-12-28DOI: 10.1016/j.dr.2024.101184
Andrew W. Corcoran , Daniel Feuerriegel , Jonathan E. Robinson , Kelsey Perrykkad
The foetal period constitutes a critical stage in the construction and organisation of the mammalian nervous system. In recent work, we have proposed that foetal brain development is structured by bottom-up (interoceptive) inputs from spontaneous physiological rhythms such as the heartbeat (Corcoran et al., 2023). Here, we expand this 'visceral afferent training' hypothesis to incorporate the development of top-down (allostatic) control over bodily states. We conceptualise the emergence of cardiac regulation as an early instance of sensorimotor contingency learning that scaffolds the development of agentic control. We further propose that the brain’s capacity to actively modify and regulate the afferent feedback it receives through interoceptive channels – and to parse these signals into their self-generated (reafferent) and externally-generated (exafferent) components – is crucial for grounding the distinction between self and other. Finally, we explore how individual differences in the ways these training regimes are implemented (or disrupted) might impact developmental trajectories in gestation and infancy, potentiating neurobehavioural diversity and disease risk in later life.
{"title":"Visceral afferent training in action: The origins of agency in early cognitive development","authors":"Andrew W. Corcoran , Daniel Feuerriegel , Jonathan E. Robinson , Kelsey Perrykkad","doi":"10.1016/j.dr.2024.101184","DOIUrl":"10.1016/j.dr.2024.101184","url":null,"abstract":"<div><div>The foetal period constitutes a critical stage in the construction and organisation of the mammalian nervous system. In recent work, we have proposed that foetal brain development is structured by bottom-up (interoceptive) inputs from spontaneous physiological rhythms such as the heartbeat (<span><span>Corcoran et al., 2023</span></span>). Here, we expand this 'visceral afferent training' hypothesis to incorporate the development of top-down (allostatic) control over bodily states. We conceptualise the emergence of cardiac regulation as an early instance of sensorimotor contingency learning that scaffolds the development of agentic control. We further propose that the brain’s capacity to actively modify and regulate the afferent feedback it receives through interoceptive channels – and to parse these signals into their self-generated (reafferent) and externally-generated (exafferent) components – is crucial for grounding the distinction between self and other. Finally, we explore how individual differences in the ways these training regimes are implemented (or disrupted) might impact developmental trajectories in gestation and infancy, potentiating neurobehavioural diversity and disease risk in later life.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101184"},"PeriodicalIF":5.7,"publicationDate":"2024-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143155783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-20DOI: 10.1016/j.dr.2024.101182
John P. Spencer , Aaron T. Buss , Alexis R. McCraw , Eleanor Johns , Larissa K. Samuelson
Executive functions (EFs) are core cognitive abilities that enable self-control and flexibility. EFs undergo transformational changes between 3 to 5 years of age; critically, individual differences in these abilities are predictive of longer-term outcomes. Thus, a key question is how EFs change in early development. This question is complicated by evidence that EFs are supported by attentional, inhibitory, working memory, and task switching processes, ‘component’ abilities which themselves change over time. Thus, understanding the early development of EFs requires a framework for understanding how attention, working memory, and other abilities develop and how they are integrated to enable new EF skills. Here, we take a theory-based approach to this problem, building a neural process model that integrates multiple neurocognitive processes together and grounds these processes in perception–action dynamics. We then explore how EFs emerge from these integrated processes over development. In particular, we extend prior work showing how the concepts of dynamic field theory explain the emergence of EFs in the dimensional change card sort (DCCS) task by integrating our theory of EF with a new model of visual exploration and word learning (WOLVES). This integration (WOLVES 2.0) specifies how visual-spatial attention, visual working memory, auditory-visual word representations, and top-down attention mechanisms come together to enable EFs from 3 to 5 years. Our central hypothesis is that children learn autonomous self-control by using language to guide attention to key features of the world in context. We demonstrate this, showing how, for example, children’s learning of individual colour words and the associations among colour words and the word ‘colour’ gradually enable dimensional attention. More generally, we use WOLVES 2.0 as a concrete framework to explore how the concept of executive functions can be moved beyond the ‘component’ view towards a developmental systems perspective.
{"title":"Integrating attention, working memory, and word learning in a dynamic field theory of executive function development: Moving beyond the ‘component’ view of executive function","authors":"John P. Spencer , Aaron T. Buss , Alexis R. McCraw , Eleanor Johns , Larissa K. Samuelson","doi":"10.1016/j.dr.2024.101182","DOIUrl":"10.1016/j.dr.2024.101182","url":null,"abstract":"<div><div>Executive functions (EFs) are core cognitive abilities that enable self-control and flexibility. EFs undergo transformational changes between 3 to 5 years of age; critically, individual differences in these abilities are predictive of longer-term outcomes. Thus, a key question is how EFs change in early development. This question is complicated by evidence that EFs are supported by attentional, inhibitory, working memory, and task switching processes, ‘component’ abilities which themselves change over time. Thus, understanding the early development of EFs requires a framework for understanding how attention, working memory, and other abilities develop and how they are integrated to enable new EF skills. Here, we take a theory-based approach to this problem, building a neural process model that integrates multiple neurocognitive processes together and grounds these processes in perception–action dynamics. We then explore how EFs emerge from these integrated processes over development. In particular, we extend prior work showing how the concepts of dynamic field theory explain the emergence of EFs in the dimensional change card sort (DCCS) task by integrating our theory of EF with a new model of visual exploration and word learning (WOLVES). This integration (WOLVES 2.0) specifies how visual-spatial attention, visual working memory, auditory-visual word representations, and top-down attention mechanisms come together to enable EFs from 3 to 5 years. Our central hypothesis is that children learn autonomous self-control by using language to guide attention to key features of the world in context. We demonstrate this, showing how, for example, children’s learning of individual colour words and the associations among colour words and the word ‘colour’ gradually enable dimensional attention. More generally, we use WOLVES 2.0 as a concrete framework to explore how the concept of executive functions can be moved beyond the ‘component’ view towards a developmental systems perspective.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101182"},"PeriodicalIF":5.7,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143155782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-10DOI: 10.1016/j.dr.2024.101171
Sophie Lund, Charlotte Rothwell, Padraic Monaghan, Calum Hartley
Autism is often characterised by significant language comprehension impairments. Differences in how autistic children learn words – including noun-referent mapping (unambiguous and referent selection), storage in long-term memory (retention), and extension of labels to novel referents (generalisation) – may explain their difficulties acquiring language. The present meta-analysis serves to profile the nature of differences between autistic and neurotypical children’s word learning and elucidate whether these differences are predicted by variations in experimental design, participant characteristics, or sample matching. A systematic literature search identified 40 studies investigating novel noun learning, containing 217 effect sizes, representing data from 1221 autistic children and 1445 neurotypical children. Multilevel models revealed that autistic children were significantly less accurate in their word learning than neurotypical children (Hedges’ g = 0.26, CI[0.08…0.43]). However, when analysing processes individually, a significant difference was detected for referent selection (Hedges’ g = 0.31, CI[0.08…0.55]), but not unambiguous noun-referent mapping (Hedges’ g = 0.08, CI[-0.05…0.21]), retention (Hedges’ g = 0.38, CI[-0.41…1.17]), or generalisation (Hedges’ g = 0.28, CI[-0.05…0.60]). Additionally, group differences in word learning were moderated by task requirements, participant characteristics, and sample matching. There was inconsistent evidence regarding publication bias for referent selection and retention, and some evidence of methodological bias for some measures. Our findings suggest that autistic children may principally struggle with disambiguating novel word meanings, presenting a clear target for interventions. Differences between autistic and neurotypical children were also smaller under specific environmental factors, providing direction for future research exploring how educational environments can influence autistic children’s vocabulary acquisition.
自闭症通常以严重的语言理解障碍为特征。自闭症儿童学习单词的方式的差异——包括名词-指称映射（明确和指称选择）、长期记忆存储（保留）和将标签扩展到新的指称（概括）——可能解释了他们学习语言的困难。本荟萃分析旨在描述自闭症儿童和神经正常儿童词汇学习差异的本质，并阐明这些差异是否可以通过实验设计、参与者特征或样本匹配的变化来预测。一项系统的文献检索确定了40项关于新名词学习的研究，包含217个效应值，代表了1221名自闭症儿童和1445名神经正常儿童的数据。多水平模型显示，自闭症儿童的单词学习准确率明显低于正常儿童（Hedges’g = 0.26, CI[0.08…0.43]）。然而，当单独分析过程时，在指称选择（Hedges ' g = 0.31, CI[0.08…0.55]），但在明确的名词-指称映射（Hedges ' g = 0.08, CI[-0.05…0.21]）、保留（Hedges ' g = 0.38, CI[-0.41…1.17]）或泛化（Hedges ' g = 0.28, CI[-0.05…0.60]）方面检测到显著差异。此外，单词学习的组间差异受到任务要求、参与者特征和样本匹配的调节。关于参考文献选择和保留的发表偏倚的证据不一致，以及一些测量方法偏倚的证据。我们的研究结果表明，自闭症儿童可能主要是在消除新单词的歧义方面挣扎，这为干预提供了一个明确的目标。在特定的环境因素下，自闭症儿童与神经正常儿童之间的差异也较小，这为进一步研究教育环境对自闭症儿童词汇习得的影响提供了方向。
{"title":"A meta-analysis of word learning in autistic and neurotypical children: Distinguishing noun-referent mapping, retention, and generalisation","authors":"Sophie Lund, Charlotte Rothwell, Padraic Monaghan, Calum Hartley","doi":"10.1016/j.dr.2024.101171","DOIUrl":"10.1016/j.dr.2024.101171","url":null,"abstract":"<div><div>Autism is often characterised by significant language comprehension impairments. Differences in how autistic children learn words – including noun-referent mapping (unambiguous and referent selection), storage in long-term memory (retention), and extension of labels to novel referents (generalisation) – may explain their difficulties acquiring language. The present meta-analysis serves to profile the nature of differences between autistic and neurotypical children’s word learning and elucidate whether these differences are predicted by variations in experimental design, participant characteristics, or sample matching. A systematic literature search identified 40 studies investigating novel noun learning, containing 217 effect sizes, representing data from 1221 autistic children and 1445 neurotypical children. Multilevel models revealed that autistic children were significantly less accurate in their word learning than neurotypical children (Hedges’ <em>g</em> = 0.26, CI[0.08…0.43]). However, when analysing processes individually, a significant difference was detected for referent selection (Hedges’ <em>g</em> = 0.31, CI[0.08…0.55]), but not unambiguous noun-referent mapping (Hedges’ <em>g</em> = 0.08, CI[-0.05…0.21]), retention (Hedges’ <em>g</em> = 0.38, CI[-0.41…1.17]), or generalisation (Hedges’ <em>g</em> = 0.28, CI[-0.05…0.60]). Additionally, group differences in word learning were moderated by task requirements, participant characteristics, and sample matching. There was inconsistent evidence regarding publication bias for referent selection and retention, and some evidence of methodological bias for some measures. Our findings suggest that autistic children may principally struggle with disambiguating novel word meanings, presenting a clear target for interventions. Differences between autistic and neurotypical children were also smaller under specific environmental factors, providing direction for future research exploring how educational environments can influence autistic children’s vocabulary acquisition.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"75 ","pages":"Article 101171"},"PeriodicalIF":5.7,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143155784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-04DOI: 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.
{"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":"2024-12-04","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}
Pub Date : 2024-11-29DOI: 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.
{"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":"2024-11-29","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}
Pub Date : 2024-11-12DOI: 10.1016/j.dr.2024.101168
Andreas Demetriou , Elena Kazali , George Spanoudis , Nikolaos Makris , Smaragda Kazi
This paper explores the structure of executive functions, the common core underlying them, their development, and their relations with fluid reasoning. We reanalysed several studies which examined aspects of attention control, cognitive flexibility, working memory, relational integration, perceptual and inferential awareness, and reasoning from 4 to 16 years of age. We show that attention control, cognitive flexibility, and working memory are distinct but they share a common factor. This factor is completely identical with an integral construct standing for relational integration and awareness, suggesting that executive function does not have much beyond this construct. Developmental changes in executive function are heavily dependent on this construct. These changes are formalized in terms of series of syntactic rules defining executive possibilities from 4 to 16 years of age and in terms of a mathematical function defining how they relate with age. The theoretical and practical implications of this model are discussed.
{"title":"Executive function: Debunking an overprized construct","authors":"Andreas Demetriou , Elena Kazali , George Spanoudis , Nikolaos Makris , Smaragda Kazi","doi":"10.1016/j.dr.2024.101168","DOIUrl":"10.1016/j.dr.2024.101168","url":null,"abstract":"<div><div>This paper explores the structure of executive functions, the common core underlying them, their development, and their relations with fluid reasoning. We reanalysed several studies which examined aspects of attention control, cognitive flexibility, working memory, relational integration, perceptual and inferential awareness, and reasoning from 4 to 16 years of age. We show that attention control, cognitive flexibility, and working memory are distinct but they share a common factor. This factor is completely identical with an integral construct standing for relational integration and awareness, suggesting that executive function does not have much beyond this construct. Developmental changes in executive function are heavily dependent on this construct. These changes are formalized in terms of series of syntactic rules defining executive possibilities from 4 to 16 years of age and in terms of a mathematical function defining how they relate with age. The theoretical and practical implications of this model are discussed.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"74 ","pages":"Article 101168"},"PeriodicalIF":5.7,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-22DOI: 10.1016/j.dr.2024.101166
Nora S. Newcombe
The core challenge in the study of cognitive development is to specify what infants bring to the task of learning, and how inborn biological processes interact with environmental input to propel change, often extending through childhood and adolescence. Ideally, we would delineate not only the typical developmental trajectory for important lines of development, but also the drivers of that trajectory, and how variation in those drivers leads to variation across children, families, communities, and cultures, and differences among adults in their patterns of skills. One of the chief challenges to achieving these goals is the difficulty of specifying relevant environmental input. This article considers how to assess input in spatial development, including for object-centered spatial skills, navigation, and learning fundamental geometric concepts, such as shape and angle. There is good evi that both experience-expectant and experience-dependent input matters, but a detailed and specific account of these processes is a task for the future.
{"title":"Learning to live in the spatial world: Experience-expectant and experience-dependent input","authors":"Nora S. Newcombe","doi":"10.1016/j.dr.2024.101166","DOIUrl":"10.1016/j.dr.2024.101166","url":null,"abstract":"<div><div>The core challenge in the study of cognitive development is to specify what infants bring to the task of learning, and how inborn biological processes interact with environmental input to propel change, often extending through childhood and adolescence. Ideally, we would delineate not only the typical developmental trajectory for important lines of development, but also the drivers of that trajectory, and how variation in those drivers leads to variation across children, families, communities, and cultures, and differences among adults in their patterns of skills. One of the chief challenges to achieving these goals is the difficulty of specifying relevant environmental input. This article considers how to assess input in spatial development, including for object-centered spatial skills, navigation, and learning fundamental geometric concepts, such as shape and angle. There is good evi that both experience-expectant and experience-dependent input matters, but a detailed and specific account of these processes is a task for the future.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"74 ","pages":"Article 101166"},"PeriodicalIF":5.7,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-19DOI: 10.1016/j.dr.2024.101167
Maram Badarneh, Reout Arbel, Yair Ziv
In the last few decades, there has been growing interest in the association between executive functions (EFs) and social cognition in the childhood years, but it is not fully understood what aspects of EFs are linked to social cognition. Nor is the direction of these associations clear. This systematic review aimed to organize and clarify the existing knowledge about the links between EFs and social cognition in typically developing children and provide directions for future research. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for empirical studies (Moher et al., 2015), we identified 133 concurrent, longitudinal, and intervention studies (reported in 125 papers) that met our criteria and were published between 1995 and 2024. There were four main findings. First, the core EFs were correlated with both cognitive and affective social cognition. Second, most studies examined the associations between EFs and theory of mind (ToM). Third, relativity few studies examined the association between hot EFs and social cognition. Fourth, limited longitudinal and intervention research has been conducted in this field, and while work generally tends to support the impact of EFs on social cognition, there are some contradictory findings on the causal direction between these constructs.
在过去的几十年里，人们对儿童时期执行功能（EFs）与社会认知之间的联系越来越感兴趣，但人们并不完全清楚执行功能的哪些方面与社会认知有关。这些关联的方向也不明确。本系统综述旨在整理和阐明有关发育正常儿童的情绪控制能力与社会认知之间联系的现有知识，并为今后的研究提供方向。按照系统综述和荟萃分析首选报告项目（PRISMA）的实证研究指南（Moher 等人，2015 年），我们确定了 133 项符合我们的标准且在 1995 年至 2024 年间发表的同期、纵向和干预研究（在 125 篇论文中报告）。主要发现有四点。首先，核心 EF 与认知和情感社会认知都有关联。其次，大多数研究考察了 EFs 与心智理论（ToM）之间的关联。第三，相对较少的研究考察了热点 EF 与社会认知之间的关联。第四，在这一领域开展的纵向和干预研究有限，虽然研究结果普遍倾向于支持外倾因素对社会认知的影响，但在这些建构之间的因果方向上存在一些相互矛盾的发现。
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Pub Date : 2024-10-18DOI: 10.1016/j.dr.2024.101164
Brian B. Boutwell , Steven Pinker
This special issue of Developmental Review is in honor of Judith Rich Harris and the important contributions she made to the study of child development. Though she lacked traditional credentials and a university position, her work forced professional scholars to reconsider a foundational tenet in psychology. Contrary to both evidence and intuition, Harris argued that parents had no lasting influence on the personalities, preferences, and temperaments of their children. Her ideas were met with incredulity, and it would take time before reflexive doubt gave way to more careful consideration. In the decades following the publication of her most well-known book, The Nurture Assumption, her influence has spread well beyond the boundaries of her own field, developmental psychology. Contributors to this volume include criminologists, social psychologists, and behavior geneticists alike. The special issue represents an exciting opportunity to reflect on a remarkable psychologist and the legacy that endures from her unlikely scholarly career.
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Pub Date : 2024-10-09DOI: 10.1016/j.dr.2024.101165
Romain Decrop, Meagan Docherty
Lying is a universal, psychosocially complex behavior that society paradoxically views as morally reprehensible yet socially necessary. However, learning how and when to lie can be difficult, with a small proportion of the population failing to do so and lying prolifically into adulthood while suffering the consequences. Following a comprehensive review of the literature on the cognitive development of lying, including its normative and atypical features, this integrative work: 1) explains how maturations in theory of mind (ToM) and executive functioning (EF) are intertwined within developmental milestones of lying from childhood through adolescence, and 2) proposes unexplored etiologies surrounding how correlates of ToM, EF, and lying may lead to prolific lying in adulthood. Results reveal that in earlier childhood, the normative growth of ToM and EF increase the frequency and sophistication of lies, while their continued development into adulthood are integral to the desistance of dishonesty. Additionally, it appears that psychopathic traits (e.g., callous-unemotional traits, narcissism), intelligence, and attitudes towards lying may help identify different etiologies of atypical liars (i.e., prolific, pathological). This information for parents, educators, policy makers, and healthcare workers clarifies the natural age-based progressions of lying and highlights patterns of risks for prolonged, excessive lying.
说谎是一种普遍的、复杂的社会心理行为，社会自相矛盾地认为这种行为在道德上应受到谴责，但在社会上又是必要的。然而，学习如何撒谎以及何时撒谎却很困难，一小部分人无法做到这一点，成年后却大量撒谎，并承担由此带来的后果。在全面回顾了有关说谎认知发展的文献，包括其规范和非典型特征之后，本综合著作：1）解释了心智理论（ToM）和执行功能（EF）的成熟如何在从童年到青春期的说谎发展里程碑中交织在一起；2）围绕心智理论、执行功能和说谎的相关性如何导致成年后的多产说谎提出了尚未探索的病因。研究结果表明，在童年早期，ToM 和 EF 的正常增长会增加谎言的频率和复杂性，而它们在成年后的持续发展则是抵制不诚实行为不可或缺的因素。此外，心理变态特质（如冷酷无情特质、自恋）、智力和对说谎的态度似乎有助于识别非典型说谎者（即多产、病态）的不同病因。为家长、教育工作者、政策制定者和医护人员提供的这些信息阐明了说谎的自然年龄进展，并强调了长期、过度说谎的风险模式。
{"title":"Chronicle of deceit: Navigating the developmental cognitive landscape from childhood fabrications to prolific adulthood artistry","authors":"Romain Decrop, Meagan Docherty","doi":"10.1016/j.dr.2024.101165","DOIUrl":"10.1016/j.dr.2024.101165","url":null,"abstract":"<div><div>Lying is a universal, psychosocially complex behavior that society paradoxically views as morally reprehensible yet socially necessary. However, learning how and when to lie can be difficult, with a small proportion of the population failing to do so and lying prolifically into adulthood while suffering the consequences. Following a comprehensive review of the literature on the cognitive development of lying, including its normative and atypical features, this integrative work: 1) explains how maturations in theory of mind (ToM) and executive functioning (EF) are intertwined within developmental milestones of lying from childhood through adolescence, and 2) proposes unexplored etiologies surrounding how correlates of ToM, EF, and lying may lead to prolific lying in adulthood. Results reveal that in earlier childhood, the normative growth of ToM and EF increase the frequency and sophistication of lies, while their continued development into adulthood are integral to the desistance of dishonesty. Additionally, it appears that psychopathic traits (e.g., callous-unemotional traits, narcissism), intelligence, and attitudes towards lying may help identify different etiologies of atypical liars (i.e., prolific, pathological). This information for parents, educators, policy makers, and healthcare workers clarifies the natural age-based progressions of lying and highlights patterns of risks for prolonged, excessive lying.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"74 ","pages":"Article 101165"},"PeriodicalIF":5.7,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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