Developmental Review最新文献_第4页

Integrating attention, working memory, and word learning in a dynamic field theory of executive function development: Moving beyond the ‘component’ view of executive function 在执行功能发展的动态领域理论中整合注意力、工作记忆和单词学习：超越执行功能的“组成部分”观点

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-03-01 Epub Date: 2024-12-20 DOI: 10.1016/j.dr.2024.101182

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

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

执行功能（EFs）是实现自我控制和灵活性的核心认知能力。儿童在3至5岁之间发生转变；至关重要的是，这些能力的个体差异可以预测长期结果。因此，关键问题是EFs在早期发育中是如何变化的。有证据表明，电磁场受到注意力、抑制、工作记忆和任务转换过程的支持，这些“组成”能力本身会随着时间的推移而变化，这使问题变得复杂。因此，理解EF的早期发展需要一个框架来理解注意力、工作记忆和其他能力是如何发展的，以及它们是如何整合成新的EF技能的。在这里，我们采取基于理论的方法来解决这个问题，建立一个神经过程模型，将多个神经认知过程整合在一起，并将这些过程置于感知-行动动力学中。然后我们将探讨EFs是如何在开发过程中从这些集成过程中产生的。特别是，我们扩展了之前的工作，通过将我们的EF理论与视觉探索和单词学习的新模型（WOLVES）相结合，展示了动态场理论的概念如何解释维度变化卡排序（DCCS）任务中EF的出现。这种集成（WOLVES 2.0）规定了视觉空间注意、视觉工作记忆、听觉视觉单词表征和自上而下的注意机制如何结合在一起，以实现3到5年的ef。我们的中心假设是，儿童通过使用语言来引导人们注意世界的关键特征，从而学会自主自我控制。我们对此进行了论证，例如，儿童如何学习单个颜色单词以及颜色单词与“颜色”之间的联系，从而逐渐提高维度注意力。更一般地说，我们使用狼群2.0作为一个具体的框架来探索如何将执行功能的概念从“组件”的观点转移到发展系统的观点。

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引用次数: 0

Visceral afferent training in action: The origins of agency in early cognitive development 行动中的内脏传入训练：早期认知发展中的代理起源

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-03-01 Epub Date: 2024-12-28 DOI: 10.1016/j.dr.2024.101184

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

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

胎儿期是哺乳动物神经系统构造和组织的关键阶段。在最近的研究中，我们提出胎儿大脑发育是由自发生理节律（如心跳）的自下而上（内感受性）输入构成的（Corcoran etal ., 2023）。在这里，我们扩展了这种“内脏传入训练”假说，将自上而下（适应）控制身体状态的发展纳入其中。我们将心脏调节的出现概念化为感觉运动偶然性学习的早期实例，它为代理控制的发展奠定了基础。我们进一步提出，大脑主动修改和调节通过内感受通道接收到的传入反馈的能力，并将这些信号解析为它们的自我产生（传入）和外部产生（传出）的成分，这对于区分自我和他人至关重要。最后，我们探讨了这些训练机制的实施（或中断）方式的个体差异如何影响妊娠和婴儿期的发育轨迹，增强以后生活中的神经行为多样性和疾病风险。

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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 : 2025-03-01 Epub 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 : 2025-03-01 Epub 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

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 : 2025-03-01 Epub 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

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 : 2025-03-01 Epub 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 meta-analysis of word learning in autistic and neurotypical children: Distinguishing noun-referent mapping, retention, and generalisation 自闭症和神经正常儿童词汇学习的荟萃分析：区分名词-指称映射、保留和概括

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2025-03-01 Epub Date: 2024-12-10 DOI: 10.1016/j.dr.2024.101171

Sophie Lund, Charlotte Rothwell, Padraic Monaghan, Calum Hartley

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

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。

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引用次数: 0

A meta-analysis of sequences in theory-of-mind understandings: Theory of mind scale findings across different cultural contexts 对心智理论理解顺序的元分析：不同文化背景下的心智理论量表研究结果

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2024-12-01 Epub Date: 2024-09-27 DOI: 10.1016/j.dr.2024.101162

Chi-Lin Yu , Henry M. Wellman

In 2004, Wellman and Liu demonstrated that theory of mind (ToM) – the awareness of how mental states such as desires, beliefs, and intentions govern actions – develops via a progression of understandings, and pioneered a 5-item ToM Scale to measure those sequential developments. This ToM Scale has now been translated into many non-English languages and used worldwide. We conducted a meta-analysis to quantitatively summarize the now-abundant ToM Scale findings (across 91 studies and 10,321 2- to 10-year-old children) and describe how children worldwide progress through a sequence of ToM understandings in early development. Results showed that the ToM Scale successfully captures a robust developmental progression of ToM understandings. It also captures universality and cultural-specificity in ToM development: while ToM universally develops in a progressive sequence where initial insights lead to later ones, children from individualistic and collectivist countries progress through two slightly different sequences shaped by cultural learning.

2004 年，Wellman 和 Liu 证明了心智理论（ToM）--对心理状态（如欲望、信念和意图）如何支配行动的认识--是通过逐步理解而发展起来的，并首创了一个 5 个项目的心智理论量表来测量这些连续的发展。这一 ToM 量表现已被翻译成多种非英语语言，并在全球范围内使用。我们进行了一项荟萃分析，定量总结了现在大量的 ToM 量表研究结果（涉及 91 项研究和 10,321 名 2 至 10 岁儿童），并描述了全球儿童在早期发展中如何通过一系列 ToM 理解取得进步。结果表明，ToM 量表成功地捕捉到了 ToM 理解的稳健发展过程。它还捕捉到了 ToM 发展过程中的普遍性和文化特异性：虽然 ToM 的普遍发展顺序是由最初的理解到后来的理解，但个人主义国家和集体主义国家的儿童在文化学习的影响下会经历两种略有不同的发展顺序。

引用次数: 0

Executive functions and social cognition from early childhood to pre-adolescence: A systematic review 从幼儿期到青春期前的执行功能和社会认知：系统回顾

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2024-12-01 Epub Date: 2024-10-19 DOI: 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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引用次数: 0

Children’s saving: A review and proposed ecological framework 儿童储蓄：回顾与拟议生态框架

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review

Pub Date : 2024-12-01 Epub Date: 2024-09-28 DOI: 10.1016/j.dr.2024.101163

Ege Kamber , Cristina M. Atance , Deepthi Kamawar , Caitlin E.V. Mahy

Saving, defined as reserving current resources for future use, is a valuable future-oriented skill that allows individuals to meet their future goals (e.g., retire, go on vacation) without experiencing resource scarcity, disappointment, or distress. To date, saving has been examined extensively in adults, but to a lesser extent in childhood. Over the past decade, a small but growing body of research has focused on the early development of saving and has shown that children as young as age 3 can save for the future. In this paper, we review the literature on individual differences in children’s saving in relation to cognitive abilities, personality traits, and social environments (e.g., home environment and societal factors). Then, we propose an ecological framework of saving as a theoretical ground to examine children’s ability to save and to conceptualize how various factors, and their interactions, shape the development of saving and lead to (mal)adaptive saving habits. We conclude by suggesting important future directions for research that would further test this ecological framework.

储蓄的定义是为未来使用储备当前资源，它是一种宝贵的面向未来的技能，可以让个人在不经历资源匮乏、失望或苦恼的情况下实现未来目标（如退休、度假）。迄今为止，人们已经对成年人的储蓄进行了广泛的研究，但对儿童储蓄的研究较少。在过去的十年中，越来越多的小规模研究关注储蓄的早期发展，研究表明，3 岁的儿童就可以为未来储蓄。在本文中，我们回顾了儿童储蓄的个体差异与认知能力、个性特征和社会环境（如家庭环境和社会因素）相关的文献。然后，我们提出了一个储蓄的生态框架，作为研究儿童储蓄能力的理论基础，并从概念上说明各种因素及其相互作用是如何影响储蓄的发展并导致（不良）适应性储蓄习惯的。最后，我们提出了进一步检验这一生态框架的重要研究方向。

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引用次数: 0