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Theoretical explanations of developmental reversals in memory and reasoning 记忆和推理发展逆转的理论解释
IF 6.6 1区 心理学 Q1 Medicine Pub Date : 2023-09-01 DOI: 10.1016/j.dr.2023.101087
C.J. Brainerd, Valerie F. Reyna

Developmental reversals are puzzling situations in which cognitive development seems to be devolving rather than evolving because reasoning and memory become more illogical and biased with age. The theoretical conundrum is to explain how underlying processes that mature in the normal way could nevertheless cause specific forms of reasoning and memory to seem to devolve. Currently, there are several competing explanations, which can be divided into two broad categories: (a) an explanation that actually predicted several developmental reversals before they were identified empirically and (b) several other explanations that attempt to account for reversals after the fact. Concerning a, fuzzy-trace theory predicted developmental reversals for certain reasoning illusions (e.g., decision framing, conjunction fallacies) and memory illusions (e.g., false memory paradigms) that had been extensively studied in adults. The key idea was that illusions in both domains derive from an ability that develops slowly, the tendency to rely on semantic gist. This explanation has stimulated a substantial research literature, which includes critical tests of its predictions. Concerning b, the alternative explanations can be grouped into major accounts and minor accounts. The major alternatives (the developmental deficit and associative network hypotheses) have generated substantial research, but neither explains the full range of developmental reversals. The minor alternatives (the working-memory capacity, item and relational encoding, recollection and familiarity, and perceptual and conceptual style hypotheses) have generated only limited research, and they also do not explain the full range of developmental reversals.

发展逆转是一种令人困惑的情况,在这种情况下,认知发展似乎在发展,而不是进化,因为随着年龄的增长,推理和记忆变得更加不合逻辑和有偏见。理论难题是解释以正常方式成熟的潜在过程如何会导致特定形式的推理和记忆似乎退化。目前,有几种相互竞争的解释,可分为两大类:(a)在实证确定之前实际预测了几种发展逆转的解释,以及(b)试图解释事后逆转的其他几种解释。关于a,模糊痕迹理论预测了某些推理错觉(如决策框架、连接谬误)和记忆错觉(如错误记忆范式)的发展逆转,这些错觉在成年人中得到了广泛研究。关键思想是,这两个领域的错觉都源于一种发展缓慢的能力,即依赖语义要点的倾向。这一解释激发了大量的研究文献,其中包括对其预测的批判性检验。关于b,其他解释可分为主要账户和次要账户。主要的替代方案(发育缺陷和联想网络假设)已经产生了大量的研究,但都不能解释发育逆转的全部原因。次要的替代方案(工作记忆能力、项目和关系编码、回忆和熟悉以及感知和概念风格假设)只产生了有限的研究,它们也不能解释所有的发展逆转。
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引用次数: 0
Assessing parental emotion regulation in the context of parenting: A systematic review 在养育子女的背景下评估父母的情绪调节:一项系统综述
IF 6.6 1区 心理学 Q1 Medicine Pub Date : 2023-09-01 DOI: 10.1016/j.dr.2023.101092
Xutong Zhang , Annie Beatty , Katrina Abela , Matthew Fernandes Melo , Meghan Kenny , Leslie Atkinson , Andrea Gonzalez

Despite a need for developmental and clinical research to understand how parents regulate their emotions in the context of parent–child interaction, empirical studies of parental emotion regulation (ER) have predominantly relied on general models and measures of adult ER. To address this gap, the present systematic review aimed to identify studies that examined parental ER in the context of parenting, and to evaluate how ER was defined and operationalized, how specific measurement contexts were established, what types of methods were involved, and the state of evidence on their reliability and validity. A systematic search in five databases yielded 91 studies that adopted assessments capturing different facets and processes of parental ER, highlighting the importance of conceptual clarity in integrating empirical findings and developing new research. Results also suggested that most studies relied on a single method or source to assess parental ER, and further evidence is needed to support the reliability and validity of many measures. Compared to general measures of adult ER, the assessments identified in this review were situated within the recollection of past parenting experiences and real-time actual or hypothetical parenting situations, allowing researchers to capture parenting demands and accommodate developmental characteristics in parent–child relationships. This review presents a toolbox for researchers interested in examining parental ER as context-specific processes and provides recommendations to move the field in a more conceptually sound and methodologically rigorous direction.

尽管需要进行发展和临床研究来了解父母如何在亲子互动的背景下调节自己的情绪,但父母情绪调节(ER)的实证研究主要依赖于成人情绪调节的一般模型和测量。为了解决这一差距,本系统综述旨在确定在养育子女的背景下检查父母ER的研究,并评估ER是如何定义和操作的,如何建立具体的测量环境,涉及哪些类型的方法,以及其可靠性和有效性的证据状态。在五个数据库中进行的系统搜索产生了91项研究,这些研究采用了捕捉父母ER不同方面和过程的评估,强调了概念清晰在整合经验发现和开发新研究方面的重要性。结果还表明,大多数研究依赖于单一的方法或来源来评估父母的ER,需要进一步的证据来支持许多测量的可靠性和有效性。与成人ER的一般测量相比,本综述中确定的评估位于对过去育儿经历和实时实际或假设育儿情况的回忆范围内,使研究人员能够捕捉育儿需求并适应亲子关系中的发展特征。这篇综述为有兴趣将父母ER作为特定情境的过程进行研究的研究人员提供了一个工具箱,并提出了将该领域推向概念上更合理和方法上更严格的方向的建议。
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引用次数: 0
Bilingual children outperform monolingual children on executive function tasks far more often than chance: An updated quantitative analysis 双语儿童在执行功能任务上的表现远高于单语儿童:一项最新的定量分析
IF 6.6 1区 心理学 Q1 Medicine Pub Date : 2023-09-01 DOI: 10.1016/j.dr.2023.101084
Asli Yurtsever , John A.E. Anderson , John G. Grundy

The ongoing debate regarding the effects of bilingualism on executive functions warrants a deeper investigation into sample characteristics, and the likelihood of performance differences between monolinguals and bilinguals despite the variability in samples. The present paper provides an updated quantitative analysis of studies comparing bilingual and monolingual children on executive function tasks. We report a Bayesian analysis of 147 studies that provides evidence that bilingual children outperform monolinguals on tests of executive functions (e.g., attention, inhibition, working memory, shifting) far more often than chance, with a Bayes Factor classified as “extreme” evidence for the alternative (BF10 = 4.08 × 108). This effect is even larger than previously reported with younger adults. These effects are independent of task, publication bias, publication year, and sample size. Furthermore, we uncovered a great deal of heterogeneity and missingness of bilingual sample characteristics across studies. Our findings highlight the need to measure and report bilingualism more consistently across studies which will allow future researchers to identify the specific characteristics and circumstances that predict changes in executive functions.

关于双语对执行功能的影响的持续争论需要对样本特征进行更深入的调查,以及尽管样本存在差异,但单语者和双语者之间表现差异的可能性。本文对双语和单语儿童在执行功能任务方面的比较研究进行了最新的定量分析。我们报告了一项对147项研究的贝叶斯分析,该分析提供了证据,证明双语儿童在执行功能(如注意力、抑制、工作记忆、转换)测试中的表现远胜于偶然,贝叶斯因子被归类为替代方案的“极端”证据(BF10=4.08×108)。这种影响甚至比之前报道的年轻人更大。这些影响与任务、出版偏见、出版年份和样本量无关。此外,我们发现研究中存在大量的双语样本特征的异质性和缺失。我们的研究结果强调了在所有研究中更一致地测量和报告双语能力的必要性,这将使未来的研究人员能够确定预测执行功能变化的具体特征和环境。
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引用次数: 2
Developing communication through objects: Ostensive gestures as the first gestures in children's development 通过对象发展交流:作为儿童发展的第一个手势的明示手势
IF 6.6 1区 心理学 Q1 Medicine Pub Date : 2023-06-01 DOI: 10.1016/j.dr.2023.101076
Irene Guevara, Cintia Rodríguez

The first gestures that children produce intentionally to communicate with others, make sense of the world around them, and control their behavior are ostensive gestures of showing and giving; these are also the first gestures that parents and teachers use to communicate with children and to regulate their behavior in their first months of life. Ostensive gestures are proximal gestures in which the child’s hand is occupied by an object. In this sense, objects have a role in shaping children’s first communicative acts: They are the first referents children communicate about and the first means they use to share references with others.

Despite their relevance to communicative development, a literature review highlights that there have been few studies investigating ostensive gestures in the first three years of life, while the study of distal gestures, especially pointing gestures, has prevailed. Some authors relate the relative absence of ostensive gestures in the literature to methodological issues that hinder their identification. Others question their nature as “true gestures” because they involve children’s contact with objects and therefore there can be doubt about their underlying intentionality.

Increasing evidence has shown that ostensive gestures fulfill early communicative and self-regulatory functions from the end of the first year of life. These functions are very similar to the ones that are later observed in more complex gestures, such as pointing and symbolic gestures. This similarity provides a clear idea of progression in gesture development.

Based on these ideas, this article has two main purposes: to describe ostensive gestures and reaffirm their important part in gesture development, and to explore the hypothesis that ostensive gestures not only precede pointing in development, but that they are one of pointing’s precursors, providing clues to the understanding of intentional communication’s origin.

孩子们为了与他人交流、理解周围的世界并控制自己的行为而故意做出的第一个手势是炫耀和给予的手势;这些也是父母和老师在孩子出生的头几个月里用来与他们交流和调节他们行为的第一个手势。表面手势是指孩子的手被物体占据的近距离手势。从这个意义上说,客体在塑造孩子的第一次交际行为中发挥着作用:它们是孩子们交流的第一个参照物,也是他们用来与他人分享参照物的第一种手段。尽管它们与交际发展有关,但一篇文献综述强调,很少有研究调查生命前三年的明示手势,而对远端手势,尤其是指向手势的研究占了上风。一些作者将文献中相对缺乏明示手势与阻碍其识别的方法论问题联系起来。其他人质疑它们作为“真实手势”的性质,因为它们涉及儿童与物体的接触,因此可能会对其潜在的意图产生怀疑。越来越多的证据表明,从生命的第一年结束时起,明示手势就起到了早期沟通和自我调节的作用。这些功能与后来在更复杂的手势中观察到的功能非常相似,例如指向和符号手势。这种相似性提供了手势发展的清晰概念。基于这些观点,本文有两个主要目的:描述明示手势并重申其在手势发展中的重要作用;探索明示手势不仅在手势发展过程中先于指示,而且是指示的前兆之一的假设,为理解有意交际的起源提供线索。
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引用次数: 4
Social goals and gains of adolescent bullying and aggression: A meta-analysis 青少年欺凌和攻击的社会目标和收益:一项荟萃分析
IF 6.6 1区 心理学 Q1 Medicine Pub Date : 2023-06-01 DOI: 10.1016/j.dr.2023.101073
Maud Hensums , Eddie Brummelman , Helle Larsen , Wouter van den Bos , Geertjan Overbeek

There is a long-standing debate on the goals that underlie adolescent socially coercive behaviors, such as bullying, relational aggression, and instrumental aggression. Knowledge about these goals is critical for the development of effective interventions. Bridging evolutionary and social-cognitive perspectives, we propose and substantiate a Social Goals and Gains Model of Adolescent Bullying and Aggression. The model holds that adolescents who hold agentic goals (i.e., getting ahead of others), rather than communal goals (i.e., getting along with others), engage in more bullying and aggression. Engaging in bullying and aggression, in turn, may lead adolescents to gain popularity but lose likeability. To substantiate this model, we meta-analyzed data of 164,143 adolescents (age range: 8–20 years), from 148 independent samples, with Meta-Analytic Structural Equation Modeling (MASEM). Our results both support and refine our model. As hypothesized, adolescents’ agentic goals were associated with higher levels of bullying and aggression. Bullying and aggression, in turn, were associated with higher popularity but lower likeability. However, there was no significant association between adolescents’ communal goals and bullying or aggression. These findings suggest that socially coercive behaviors, such as bullying and aggression, can be fueled by agentic goals and potentially lead to gains in popularity but losses in likeability. This suggests that intervention programs could reduce bullying and aggression by changing the means through which adolescents pursue agentic goals.

长期以来,人们一直在争论青少年社会胁迫行为的目标,如欺凌、关系攻击和工具攻击。了解这些目标对于制定有效的干预措施至关重要。结合进化和社会认知的观点,我们提出并证实了青少年欺凌和攻击的社会目标和收益模型。该模型认为,持有代理目标(即超越他人)而非共同目标(即与他人相处)的青少年会参与更多的欺凌和攻击。反过来,参与欺凌和攻击可能会导致青少年变得受欢迎,但失去讨人喜欢的能力。为了证实这一模型,我们使用元分析结构方程建模(MASEM)对来自148个独立样本的164143名青少年(年龄范围:8-20岁)的数据进行了元分析。我们的结果既支持又完善了我们的模型。正如假设的那样,青少年的代理目标与更高水平的欺凌和攻击有关。反过来,欺凌和攻击性与更高的受欢迎程度但较低的受欢迎度有关。然而,青少年的共同目标与欺凌或攻击行为之间没有显著关联。这些发现表明,社会胁迫行为,如欺凌和攻击,可能会受到代理人目标的推动,并可能导致人气上升,但好感度下降。这表明,干预计划可以通过改变青少年追求代理目标的方式来减少欺凌和攻击。
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引用次数: 2
Arithmetic thinking as the basis of children's generative number concepts 算术思维是儿童生成数概念的基础
IF 6.6 1区 心理学 Q1 Medicine Pub Date : 2023-03-01 DOI: 10.1016/j.dr.2022.101062
Diego Guerrero , Joonkoo Park

Predominant psychological theories of number acquisition posit that children acquire natural number concepts as they acquire the successor principle, or the knowledge that every natural number is succeeded by another natural number that is exactly-one more than it. However, exactly how children acquire the successor principle remains largely unexplained. Recently developed ideas within this family of theories posit that an abstract recursive successor function is acquired from the recursive structure of number words; however, the types of recursion underlying the successor function and number words are distinctively different (one is a self-referential function and the other is a self-embedded structure), making it difficult to theorize how one type triggers the acquisition of another. Moreover, our analysis of the literature questions if the knowledge about the successor principle is even empirically measurable. Here, we argue that number acquisition is a process of understanding a generative rule that governs the system of natural numbers and point out that the successor principle is not the only generative rule that governs the natural number system. We propose an alternative hypothesis that generative number concepts emerge from children's realization about how the combinatorial rules of numerals allow arithmetic (specifically additive and multiplicative) representations of quantity. Importantly, under addition and multiplication—which are historically rooted in concatenation and grouping of physical objects—natural numbers are mathematically closed. As a corollary, the system of infinitely generative natural numbers is conceptualized. This new theoretical framework allows the construction of novel empirical questions and testable hypotheses based on the formalized rules of numerical syntax and numeration systems, and therefore opens a new avenue for studying later stages of children's acquisition of number concepts.

关于数字习得的主流心理学理论认为,儿童在获得继承原则的过程中获得了自然数概念,或者知道每个自然数都是由另一个比它多一个的自然数继承的。然而,儿童究竟是如何获得继承原则仍在很大程度上无法解释。这一理论家族中最近发展起来的思想认为,抽象的递归后继函数是从数字词的递归结构中获得的;然而,后继函数和数字词背后的递归类型有着明显的不同(一种是自指函数,另一种是嵌入结构),这使得很难理论化一种类型是如何触发另一种类型的获取的。此外,我们对文献的分析质疑,关于后继原理的知识是否是经验可测量的。在这里,我们认为数的获取是一个理解支配自然数系统的生成规则的过程,并指出后继原理并不是支配自然数系统的唯一生成规则。我们提出了另一种假设,即生成数字概念是从儿童对数字组合规则如何允许数量的算术(特别是加法和乘法)表示的认识中产生的。重要的是,在加法和乘法(历史上植根于物理对象的串联和分组)下,自然数在数学上是封闭的。作为推论,无限生成自然数的系统被概念化了。这一新的理论框架允许基于数字语法和计数系统的形式化规则构建新颖的经验问题和可检验的假设,从而为研究儿童数字概念习得的后期阶段开辟了一条新的途径。
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引用次数: 3
Examining the role of parents and teachers in executive function development in early and middle childhood: A systematic review 考察父母和教师在儿童早期和中期执行功能发展中的作用:一项系统综述
IF 6.6 1区 心理学 Q1 Medicine Pub Date : 2023-03-01 DOI: 10.1016/j.dr.2022.101063
Sümeyye Koşkulu-Sancar , Eva van de Weijer-Bergsma , Hanna Mulder , Elma Blom

The aim of the current systematic review is (1) to examine theoretical frameworks and mechanisms explaining the association between parental and teacher behaviors and child executive function (EF) development, and (2) to compare and combine empirical findings for the relationship between parental and teacher behaviors and child EF development in early and middle childhood. Results revealed that theoretical frameworks have been established more strongly in the parent literature and parental behaviors have been more extensively studied with more diverse terms compared to studies in teacher literature. Overall, patterns of findings suggest that positive (e.g., emotional support) and cognitive parental/teacher behaviors (e.g., cognitive stimulation) were positively linked to child EF performance while negative behaviors (e.g., intrusiveness) were adversely related. Considering the similar roles of parents and teachers in child EF development, insights from parent literature could enable a better understanding of the impact of teacher behaviors on child EF (and vice versa), and opens new venues for future teacher research. Moreover, these findings suggest that, in addition to genetic transmission, social factors such as parent/teacher-child interactions play a significant role in EF development. Future research should investigate the joint influence of parent and teacher behaviors on child EF.

当前系统综述的目的是:(1)研究解释父母和教师行为与儿童执行功能(EF)发展之间联系的理论框架和机制,以及(2)比较和结合父母和教师的行为与儿童早期和中期执行功能发展之间关系的实证结果。结果表明,与教师文献中的研究相比,父母文献中的理论框架已经建立得更加牢固,父母行为也得到了更广泛的研究,术语也更加多样。总体而言,研究结果表明,积极的(如情感支持)和认知的父母/教师行为(如认知刺激)与儿童EF表现呈正相关,而消极的行为(如侵扰)则相反。考虑到父母和教师在儿童EF发展中的相似作用,从父母文献中获得的见解可以更好地理解教师行为对儿童EF的影响(反之亦然),并为未来的教师研究开辟新的场所。此外,这些发现表明,除了基因传播外,父母/教师-儿童互动等社会因素在EF的发展中也发挥着重要作用。未来的研究应该调查父母和教师行为对儿童EF的共同影响。
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引用次数: 7
How does play foster development? A new executive function perspective 游戏如何促进发展?一个新的执行功能视角
IF 6.6 1区 心理学 Q1 Medicine Pub Date : 2023-03-01 DOI: 10.1016/j.dr.2022.101064
Sabine Doebel , Angeline S. Lillard

Around the world, children play. Does play support development? If so, how? One popular idea is that play fosters the development of higher-order cognitive abilities, such as executive functions. A contrasting view is that play fosters the development of cultural knowledge and skills rather than general capacities. We describe a third proposal: that play helps children acquire culture-specific executive function skills. We articulate three ideas of how this might work, synthesizing diverse literatures. We also discuss other activities children voluntarily engage in that overlap with play and may similarly help them acquire culture-specific executive function skills. We end by considering implications of these ideas and questions for future research. We suggest that play and related activities are most likely to support the development of culture-specific executive function skills if they are informed by cultural knowledge, values and practices.

在世界各地,孩子们都在玩耍。游戏支持发展吗?如果是,如何?一个流行的观点是,游戏促进了更高层次认知能力的发展,比如执行功能。相反的观点是,游戏促进文化知识和技能的发展,而不是一般能力的发展。我们描述了第三个建议:游戏有助于儿童获得特定文化的执行功能技能。我们结合不同的文献,阐述了这可能如何运作的三个想法。我们还讨论了儿童自愿参与的与游戏重叠的其他活动,这些活动可能同样有助于他们获得特定文化的执行功能技能。最后,我们将考虑这些想法和问题对未来研究的影响。我们认为,如果游戏和相关活动受到文化知识、价值观和实践的影响,它们最有可能支持特定文化执行功能技能的发展。
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引用次数: 10
A new look at the relations between attachment and intelligence 依恋与智力关系新探
IF 6.6 1区 心理学 Q1 Medicine Pub Date : 2023-03-01 DOI: 10.1016/j.dr.2022.101054
Marco Del Giudice , John D. Haltigan
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引用次数: 3
Understanding the role of testimony in children’s moral development: Theories, controversies, and implications 理解证言在儿童道德发展中的作用:理论、争议和启示
IF 6.6 1区 心理学 Q1 Medicine Pub Date : 2023-03-01 DOI: 10.1016/j.dr.2022.101053
Pearl Han Li , Melissa A. Koenig

Children, much like adults, rely heavily on information from other people in the domains of word learning, science and religion (Harris, Koenig, Corriveau & Jaswal, 2018). However, we know much less about how testimony affects children’s moral thinking. In fact, many psychologists argue that morality is relatively impervious to direct testimonial influence, and emphasize children’s early emerging moral abilities and intuitions (Haidt, 2001; Hamlin, 2013; Smetana, 1981). These accounts are consistent with recent philosophical work holding that while testimony is an acceptable source for non-moral beliefs, it is problematic to acquire moral understanding via testimony (the asymmetry thesis, Hopkins, 2007). Is testimony really insufficient to transmit moral understanding?

In order to address this question, we first draw attention to recent philosophical work on skepticism towards moral testimony. We then review the literature on children’s moral development and testimonial learning and make the argument that testimony plays an indispensable role in children’s acquisition of moral understanding. Lastly, we discuss how the study of moral testimony could be supported by appreciating a set of important distinctions (e.g., different levels of dependence, different types of testimony, different costs and benefits) to aid our theorizing and empirical work on testimonial learning in the moral domain.

儿童和成年人一样,在单词学习、科学和宗教领域严重依赖他人的信息(Harris,Koenig,Corriveau&;Jaswal,2018)。然而,我们对证词如何影响儿童的道德思维知之甚少。事实上,许多心理学家认为,道德相对不受直接的证明影响,并强调儿童早期出现的道德能力和直觉(Haidt,2001;哈姆林,2013;斯梅塔纳,1981年)。这些说法与最近的哲学工作一致,即尽管证词是非道德信仰的可接受来源,但通过证词获得道德理解是有问题的(不对称论文,霍普金斯,2007)。证词真的不足以传递道德理解吗?为了解决这个问题,我们首先提请注意最近关于对道德证明持怀疑态度的哲学著作。然后,我们回顾了有关儿童道德发展和证明学习的文献,并认为证明在儿童获得道德理解方面发挥着不可或缺的作用。最后,我们讨论了如何通过理解一系列重要的区别(例如,不同的依赖程度、不同类型的证词、不同的成本和收益)来支持道德证词的研究,以帮助我们在道德领域进行证词学习的理论和实证工作。
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引用次数: 0
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Developmental Review
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