{"title":"Issue Information","authors":"","doi":"10.1111/mono.12406","DOIUrl":"https://doi.org/10.1111/mono.12406","url":null,"abstract":"","PeriodicalId":55972,"journal":{"name":"Monographs of the Society for Research in Child Development","volume":" ","pages":""},"PeriodicalIF":9.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/mono.12406","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45616097","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}
We explore a long-observed phenomenon in children's cognitive development known as size seriation. It is not until children are around 7 years of age that they spontaneously use a strict ascending or descending order of magnitude to organize sets of objects differing in size. Incomplete and inaccurate ordering shown by younger children has been thought to be related to their incomplete grasp of the mathematical concept of a unit. Piaget first brought attention to children's difficulties in solving ordering and size-matching tests, but his tasks and explanations have been progressively neglected due to major theoretical shifts in scholarship on developmental cognition. A cogent alternative to his account has never emerged, leaving size seriation and related abilities as an unexplained case of discontinuity in mental growth. In this monograph, we use a new training methodology, together with computational modeling of the data to offer a new explanation of size seriation development and the emergence of related skills. We describe a connected set of touchscreen tasks that measure the abilities of 5- and 7-year-old children to (a) learn a linear size sequence of five or seven items and (b) identify unique (unit) values within those same sets, such as second biggest and middle-sized. Older children required little or no training to succeed in the sequencing tasks, whereas younger children evinced trial-and-error performance. Marked age differences were found on ordinal identification tasks using matching-to-sample and other methods. Confirming Piaget's findings, these tasks generated learning data with which to develop a computational model of the change. Using variables to represent working and long-term memory (WM and LTM), the computational model represents the information processing of the younger child in terms of a perception-action feedback loop, resulting in a heuristic for achieving a correct sequence. To explain why older children do not require training on the size task, it was hypothesized that an increase in WM to a certain threshold level provides the information-processing capacity to allow the participant to start to detect a minimum interval between each item in the selection. The probabilistic heuristic is thus thought to be replaced during a transitional stage by a serial algorithm that guarantees success. The minimum interval discovery has the effect of controlling search for the next item in a principled monotonic direction. Through a minor additional processing step, this algorithm permits relatively easy identification of ordinal values. The model was tested by simulating the perceptual learning and action selection processes thought to be taking place during trial-and-error sequencing. Error distributions were generated across each item in the sequence and these were found to correspond to the error patterns shown by 5-year-olds. The algorithm that is thought to emerge from successful learning was also tested. It simulated high
{"title":"The Development of Size Sequencing Skills: An Empirical and Computational Analysis.","authors":"M. McGonigle-Chalmers, Iain Kusel","doi":"10.1111/mono.12411","DOIUrl":"https://doi.org/10.1111/mono.12411","url":null,"abstract":"We explore a long-observed phenomenon in children's cognitive development known as size seriation. It is not until children are around 7 years of age that they spontaneously use a strict ascending or descending order of magnitude to organize sets of objects differing in size. Incomplete and inaccurate ordering shown by younger children has been thought to be related to their incomplete grasp of the mathematical concept of a unit. Piaget first brought attention to children's difficulties in solving ordering and size-matching tests, but his tasks and explanations have been progressively neglected due to major theoretical shifts in scholarship on developmental cognition. A cogent alternative to his account has never emerged, leaving size seriation and related abilities as an unexplained case of discontinuity in mental growth. In this monograph, we use a new training methodology, together with computational modeling of the data to offer a new explanation of size seriation development and the emergence of related skills. We describe a connected set of touchscreen tasks that measure the abilities of 5- and 7-year-old children to (a) learn a linear size sequence of five or seven items and (b) identify unique (unit) values within those same sets, such as second biggest and middle-sized. Older children required little or no training to succeed in the sequencing tasks, whereas younger children evinced trial-and-error performance. Marked age differences were found on ordinal identification tasks using matching-to-sample and other methods. Confirming Piaget's findings, these tasks generated learning data with which to develop a computational model of the change. Using variables to represent working and long-term memory (WM and LTM), the computational model represents the information processing of the younger child in terms of a perception-action feedback loop, resulting in a heuristic for achieving a correct sequence. To explain why older children do not require training on the size task, it was hypothesized that an increase in WM to a certain threshold level provides the information-processing capacity to allow the participant to start to detect a minimum interval between each item in the selection. The probabilistic heuristic is thus thought to be replaced during a transitional stage by a serial algorithm that guarantees success. The minimum interval discovery has the effect of controlling search for the next item in a principled monotonic direction. Through a minor additional processing step, this algorithm permits relatively easy identification of ordinal values. The model was tested by simulating the perceptual learning and action selection processes thought to be taking place during trial-and-error sequencing. Error distributions were generated across each item in the sequence and these were found to correspond to the error patterns shown by 5-year-olds. The algorithm that is thought to emerge from successful learning was also tested. It simulated high","PeriodicalId":55972,"journal":{"name":"Monographs of the Society for Research in Child Development","volume":"84 4 1","pages":"7-202"},"PeriodicalIF":9.5,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/mono.12411","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45026513","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}
{"title":"Issue Information","authors":"","doi":"10.1111/mono.12387","DOIUrl":"https://doi.org/10.1111/mono.12387","url":null,"abstract":"","PeriodicalId":55972,"journal":{"name":"Monographs of the Society for Research in Child Development","volume":" ","pages":""},"PeriodicalIF":9.5,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/mono.12387","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48067504","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}
{"title":"Issue Information","authors":"","doi":"10.1111/mono.12386","DOIUrl":"https://doi.org/10.1111/mono.12386","url":null,"abstract":"","PeriodicalId":55972,"journal":{"name":"Monographs of the Society for Research in Child Development","volume":" ","pages":""},"PeriodicalIF":9.5,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/mono.12386","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47118178","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}
Meagan M. Patterson, R. Bigler, E. Pahlke, Christia Spears Brown, Amy Roberson Hayes, M. Chantal Ramirez, A. Nelson
In this monograph, we argue for the establishment of a developmental science of politics that describes, explains, and predicts the formation and change of individuals' political knowledge, attitudes, and behavior beginning in childhood and continuing across the life course. Reflecting our goal of contributing both theoretical conceptualizations and empirical data, we have organized the monograph into two broad sections. In the first section, we outline theoretical contributions that the study of politics may make to developmental science and provide practical reasons that empirical research in the domain of politics is important (e.g., for identifying ways to improve civics education and for encouraging higher voting rates among young adults). We also review major historical approaches to the study of political development and provide an integrative theoretical framework to ground future work. Drawing on Bronfenbrenner's ecological systems model as an organizing scheme and emphasizing social justice issues, we describe how factors rooted in cultural contexts, families, and children themselves are likely to shape political development. In the second section of the monograph, we argue for the importance and utility of studying major political events, such as presidential elections, and introduce the major themes, rationales, and hypotheses for a study of U.S. children's views of the 2016 U.S. presidential election. In addition, we apply a social-justice lens to political thought and participation, addressing the role of gender/sex and race/ethnicity in children's political development broadly, and in their knowledge and views of the 2016 U.S. presidential election specifically. In interviews conducted within the month before and after the election, we examined two overarching categories of children's political attitudes: (a) knowledge, preferences, and expectations about the 2016 election, and (b) knowledge and attitudes concerning gender/sex and politics, particularly relevant for the 2016 election given Hillary Clinton's role as the first female major-party candidate for the presidency. Participants were 187 children (101 girls) between 5 and 11 years of age (M = 8.42 years, SD = 1.45 years). They were recruited from schools and youth organizations in five counties in four U.S. states (Kansas, Kentucky, Texas, and Washington) with varying voting patterns (e.g., Trump voters ranged from 27% to 71% of county voters). The sample was not a nationally representative one, but was racially diverse (35 African American, 50 Latinx, 81 White, and 21 multiracial, Asian American, Middle Eastern, or Native American children). In addition to several child characteristics (e.g., age, social dominance orientation [SDO]), we assessed several family and community characteristics (e.g., child-reported parental interest in the election and government-reported county-level voting patterns, respectively) hypothesized to predict outcome variables. Although our finding
{"title":"Toward a Developmental Science of Politics.","authors":"Meagan M. Patterson, R. Bigler, E. Pahlke, Christia Spears Brown, Amy Roberson Hayes, M. Chantal Ramirez, A. Nelson","doi":"10.1111/mono.12410","DOIUrl":"https://doi.org/10.1111/mono.12410","url":null,"abstract":"In this monograph, we argue for the establishment of a developmental science of politics that describes, explains, and predicts the formation and change of individuals' political knowledge, attitudes, and behavior beginning in childhood and continuing across the life course. Reflecting our goal of contributing both theoretical conceptualizations and empirical data, we have organized the monograph into two broad sections. In the first section, we outline theoretical contributions that the study of politics may make to developmental science and provide practical reasons that empirical research in the domain of politics is important (e.g., for identifying ways to improve civics education and for encouraging higher voting rates among young adults). We also review major historical approaches to the study of political development and provide an integrative theoretical framework to ground future work. Drawing on Bronfenbrenner's ecological systems model as an organizing scheme and emphasizing social justice issues, we describe how factors rooted in cultural contexts, families, and children themselves are likely to shape political development. In the second section of the monograph, we argue for the importance and utility of studying major political events, such as presidential elections, and introduce the major themes, rationales, and hypotheses for a study of U.S. children's views of the 2016 U.S. presidential election. In addition, we apply a social-justice lens to political thought and participation, addressing the role of gender/sex and race/ethnicity in children's political development broadly, and in their knowledge and views of the 2016 U.S. presidential election specifically. In interviews conducted within the month before and after the election, we examined two overarching categories of children's political attitudes: (a) knowledge, preferences, and expectations about the 2016 election, and (b) knowledge and attitudes concerning gender/sex and politics, particularly relevant for the 2016 election given Hillary Clinton's role as the first female major-party candidate for the presidency. Participants were 187 children (101 girls) between 5 and 11 years of age (M = 8.42 years, SD = 1.45 years). They were recruited from schools and youth organizations in five counties in four U.S. states (Kansas, Kentucky, Texas, and Washington) with varying voting patterns (e.g., Trump voters ranged from 27% to 71% of county voters). The sample was not a nationally representative one, but was racially diverse (35 African American, 50 Latinx, 81 White, and 21 multiracial, Asian American, Middle Eastern, or Native American children). In addition to several child characteristics (e.g., age, social dominance orientation [SDO]), we assessed several family and community characteristics (e.g., child-reported parental interest in the election and government-reported county-level voting patterns, respectively) hypothesized to predict outcome variables. Although our finding","PeriodicalId":55972,"journal":{"name":"Monographs of the Society for Research in Child Development","volume":"87 21","pages":"7-185"},"PeriodicalIF":9.5,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/mono.12410","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41312340","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}
<p><p>As one of the hallmarks of human activity and cultural achievement, bimanual coordination has been the focus of research efforts in multiple fields of inquiry. Since the seminal work of Cohen (1971) and Kelso and colleagues (Haken, Kelso, & Bunz, 1985; Kelso, Southard, & Goodman, 1979), bimanual action has served as a model system used to investigate the role of cortical, perceptual, cognitive, and situational underpinnings of coordinated movement sequences (e.g., Bingham, 2004; Oliveira & Ivry, 2008). This work has been guided primarily by dynamical systems theory in general, and by the formal Haken-Kelso-Bunz (HKB; 1985) model of bimanual coordination, in particular. The HKB model describes the self-organizing relationship between a coordinated movement pattern and the underlying parameters that support that pattern, and can also be used to conceptualize and test predictions of how changes in coordination occur. Much of the work investigating bimanual control under the HKB model has been conducted with adults who are acting over time periods of a few seconds to a few days. However, there are also changes in bimanual control that occur over far longer time spans, including those that emerge across childhood and into adolescence (e.g., Wolff, Kotwica, & Obregon, 1998). Using the formal HKB model as a starting point, we analyzed the ontogenetic emergence of a particular pattern of bimanual coordination, specifically, the anti-phase (or inverse oscillatory motion) coordination pattern between the upper limbs in toddlers who are performing a drumming task (see Brakke, Fragaszy, Simpson, Hoy, & Cummins-Sebree, 2007). This study represents a first attempt to document the emergence of the anti-phase pattern by examining both microgenetic and ontogenetic patterns of change in bimanual activity. We report the results of a longitudinal study in which seven toddlers engaged monthly in a bimanual drumming task from 15 to 27 months of age. On some trials, an adult modeled in-phase or anti-phase action; on other trials, no action was modeled. We documented the motion dynamics accompanying the emergence of the anti-phase bimanual coordination pattern by assessing bout-to-bout and month-to-month changes in several movement parameters-oscillation frequency, amplitude ratio of the drumsticks, initial position of the limbs to begin bouts, and primary arm-joint involvement. These parameters provided a good starting point to understand how toddlers explore movement space in order to achieve greater stability in performing the anti-phase coordination pattern. Trained research assistants used Motus software to isolate each bout of drumming and to digitize the movement of the two drumstick heads relative to the stationary drum surface. Because we were primarily interested in the vertical movement of the drumsticks that were held in the child's hands, we relied on two-dimensional analyses and analyzed data that were tracked by a single camera. We used linear mixed
{"title":"The Development of Bimanual Coordination Across Toddlerhood.","authors":"Karen Brakke, Matheus M Pacheco","doi":"10.1111/mono.12405","DOIUrl":"https://doi.org/10.1111/mono.12405","url":null,"abstract":"<p><p>As one of the hallmarks of human activity and cultural achievement, bimanual coordination has been the focus of research efforts in multiple fields of inquiry. Since the seminal work of Cohen (1971) and Kelso and colleagues (Haken, Kelso, & Bunz, 1985; Kelso, Southard, & Goodman, 1979), bimanual action has served as a model system used to investigate the role of cortical, perceptual, cognitive, and situational underpinnings of coordinated movement sequences (e.g., Bingham, 2004; Oliveira & Ivry, 2008). This work has been guided primarily by dynamical systems theory in general, and by the formal Haken-Kelso-Bunz (HKB; 1985) model of bimanual coordination, in particular. The HKB model describes the self-organizing relationship between a coordinated movement pattern and the underlying parameters that support that pattern, and can also be used to conceptualize and test predictions of how changes in coordination occur. Much of the work investigating bimanual control under the HKB model has been conducted with adults who are acting over time periods of a few seconds to a few days. However, there are also changes in bimanual control that occur over far longer time spans, including those that emerge across childhood and into adolescence (e.g., Wolff, Kotwica, & Obregon, 1998). Using the formal HKB model as a starting point, we analyzed the ontogenetic emergence of a particular pattern of bimanual coordination, specifically, the anti-phase (or inverse oscillatory motion) coordination pattern between the upper limbs in toddlers who are performing a drumming task (see Brakke, Fragaszy, Simpson, Hoy, & Cummins-Sebree, 2007). This study represents a first attempt to document the emergence of the anti-phase pattern by examining both microgenetic and ontogenetic patterns of change in bimanual activity. We report the results of a longitudinal study in which seven toddlers engaged monthly in a bimanual drumming task from 15 to 27 months of age. On some trials, an adult modeled in-phase or anti-phase action; on other trials, no action was modeled. We documented the motion dynamics accompanying the emergence of the anti-phase bimanual coordination pattern by assessing bout-to-bout and month-to-month changes in several movement parameters-oscillation frequency, amplitude ratio of the drumsticks, initial position of the limbs to begin bouts, and primary arm-joint involvement. These parameters provided a good starting point to understand how toddlers explore movement space in order to achieve greater stability in performing the anti-phase coordination pattern. Trained research assistants used Motus software to isolate each bout of drumming and to digitize the movement of the two drumstick heads relative to the stationary drum surface. Because we were primarily interested in the vertical movement of the drumsticks that were held in the child's hands, we relied on two-dimensional analyses and analyzed data that were tracked by a single camera. We used linear mixed","PeriodicalId":55972,"journal":{"name":"Monographs of the Society for Research in Child Development","volume":"84 2","pages":"7-147"},"PeriodicalIF":9.5,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/mono.12405","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37306214","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}
{"title":"Issue Information","authors":"","doi":"10.1111/mono.12385","DOIUrl":"https://doi.org/10.1111/mono.12385","url":null,"abstract":"","PeriodicalId":55972,"journal":{"name":"Monographs of the Society for Research in Child Development","volume":"1 1","pages":""},"PeriodicalIF":9.5,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/mono.12385","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44181197","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}
{"title":"Issue Information","authors":"","doi":"10.1111/mono.12384","DOIUrl":"https://doi.org/10.1111/mono.12384","url":null,"abstract":"","PeriodicalId":55972,"journal":{"name":"Monographs of the Society for Research in Child Development","volume":" ","pages":""},"PeriodicalIF":9.5,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/mono.12384","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49361447","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}
Brenda L Volling, Matthew M Stevenson, Paige Safyer, Richard Gonzalez, Joyce Y Lee
The current study explored whether fathers and mothers from 195 two-parent U.S. families engaged in a form of activation parenting (i.e., sensitivity, cognitive stimulation, and moderate intrusiveness) with their secondborn, 12-month-old infants during a 15-min challenging teaching task, and to determine if this type of interaction was more common among fathers. Mean comparisons showed that fathers were lower on sensitivity, positive regard, and stimulation of development, and were more detached than mothers. Latent Profile Analyses revealed similar supportive, disengaged, and activation parenting profiles for fathers and mothers, with more fathers in the activation class. Chi-square analyses found significant associations across mothers and fathers; most infants (30%) had activation fathers and mothers, with 26% having supportive mothers and activation fathers, and 11.4% having two supportive parents. Parenting profiles were unrelated to attachment security. Results need to be replicated with children of different ages, with families from different backgrounds, and beyond the challenging teaching paradigm.
{"title":"Chapter IV: In Search of the Father-Infant Activation Relationship: A Person-Centered Approach.","authors":"Brenda L Volling, Matthew M Stevenson, Paige Safyer, Richard Gonzalez, Joyce Y Lee","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>The current study explored whether fathers and mothers from 195 two-parent U.S. families engaged in a form of <i>activation</i> parenting (i.e., sensitivity, cognitive stimulation, and moderate intrusiveness) with their secondborn, 12-month-old infants during a 15-min challenging teaching task, and to determine if this type of interaction was more common among fathers. Mean comparisons showed that fathers were lower on sensitivity, positive regard, and stimulation of development, and were more detached than mothers. Latent Profile Analyses revealed similar <i>supportive, disengaged</i>, and <i>activation</i> parenting profile<i>s</i> for fathers and mothers, with more fathers in the activation class. Chi-square analyses found significant associations across mothers and fathers; most infants (30%) had activation fathers and mothers, with 26% having supportive mothers and activation fathers, and 11.4% having two supportive parents. Parenting profiles were unrelated to attachment security. Results need to be replicated with children of different ages, with families from different backgrounds, and beyond the challenging teaching paradigm.</p>","PeriodicalId":55972,"journal":{"name":"Monographs of the Society for Research in Child Development","volume":"84 1","pages":"50-63"},"PeriodicalIF":9.5,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6625660/pdf/nihms-1039554.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37422139","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}
Brenda L Volling, Natasha J Cabrera, Mark E Feinberg, Damon E Jones, Brandon T McDaniel, Siwei Liu, David Almeida, Jin-Kyung Lee, Sarah J Schoppe-Sullivan, Xin Feng, Micah L Gerhardt, Claire M Kamp Dush, Matthew M Stevenson, Paige Safyer, Richard Gonzalez, Joyce Y Lee, Bernhard Piskernik, Lieselotte Ahnert, Elizabeth Karberg, Jenessa Malin, Catherine Kuhns, Jay Fagan, Rebecca Kaufman, W Justin Dyer, Ross D Parke, Jeffrey T Cookston
Fathers are more than social accidents. Research has demonstrated that fathers matter to children's development. Despite noted progress, challenges remain on how best to conceptualize and assess fathering and father-child relationships. The current monograph is the result of an SRCD-sponsored meeting of fatherhood scholars brought together to discuss these challenges and make recommendations for best practices for incorporating fathers in studies on parenting and children's development. The first aim of this monograph was to provide a brief update on the current state of research on fathering and to lay out a developmental ecological systems perspective as a conceptual framework for understanding the different spaces fathers inhabit in their children's lives. Because there is wide variability in fathers' roles, the ecological systems perspective situates fathers, mothers, children, and other caregivers within an evolving network of interrelated social relationships in which children and their parents change over time and space (e.g., residence). The second aim was to present examples of empirical studies conducted by members of the international working group that highlighted different methods, data collection, and statistical analyses used to capture the variability in father-child relationships. The monograph ends with a commentary that elaborates on the ecological systems framework with a discussion of the broader macrosystem and social-contextual influences that impinge on fathers and their children. The collection of articles contributes to research on father-child relationships by advancing theory and presenting varied methods and analysis strategies that assist in understanding the father-child relationship and its impact on child development.
{"title":"Advancing Research and Measurement on Fathering and Child Development.","authors":"Brenda L Volling, Natasha J Cabrera, Mark E Feinberg, Damon E Jones, Brandon T McDaniel, Siwei Liu, David Almeida, Jin-Kyung Lee, Sarah J Schoppe-Sullivan, Xin Feng, Micah L Gerhardt, Claire M Kamp Dush, Matthew M Stevenson, Paige Safyer, Richard Gonzalez, Joyce Y Lee, Bernhard Piskernik, Lieselotte Ahnert, Elizabeth Karberg, Jenessa Malin, Catherine Kuhns, Jay Fagan, Rebecca Kaufman, W Justin Dyer, Ross D Parke, Jeffrey T Cookston","doi":"10.1111/mono.12404","DOIUrl":"https://doi.org/10.1111/mono.12404","url":null,"abstract":"<p><p>Fathers are more than social accidents. Research has demonstrated that fathers matter to children's development. Despite noted progress, challenges remain on how best to conceptualize and assess fathering and father-child relationships. The current monograph is the result of an SRCD-sponsored meeting of fatherhood scholars brought together to discuss these challenges and make recommendations for best practices for incorporating fathers in studies on parenting and children's development. The first aim of this monograph was to provide a brief update on the current state of research on fathering and to lay out a developmental ecological systems perspective as a conceptual framework for understanding the different spaces fathers inhabit in their children's lives. Because there is wide variability in fathers' roles, the ecological systems perspective situates fathers, mothers, children, and other caregivers within an evolving network of interrelated social relationships in which children and their parents change over time and space (e.g., residence). The second aim was to present examples of empirical studies conducted by members of the international working group that highlighted different methods, data collection, and statistical analyses used to capture the variability in father-child relationships. The monograph ends with a commentary that elaborates on the ecological systems framework with a discussion of the broader macrosystem and social-contextual influences that impinge on fathers and their children. The collection of articles contributes to research on father-child relationships by advancing theory and presenting varied methods and analysis strategies that assist in understanding the father-child relationship and its impact on child development.</p>","PeriodicalId":55972,"journal":{"name":"Monographs of the Society for Research in Child Development","volume":"84 1","pages":"7-160"},"PeriodicalIF":9.5,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/mono.12404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37193947","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}
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