Pub Date : 2024-07-09DOI: 10.1146/annurev-devpsych-010923-093914
Amanda E. Baker, Dana L McMakin
Sleep is fundamental to human existence—especially during periods of extensive neurodevelopment such as adolescence. Importantly, poor sleep health in the transition into puberty can impact developing neural systems, contributing to the onset and maintenance of emotional disorders such as anxiety and depression. This review explores the complex interplay between sleep and neuroaffective development in adolescence, when changes in sleep architecture, circadian rhythms, and hormonal fluctuations interact with ongoing brain maturation to impact cognitive and emotional functioning. By synthesizing extant literature and charting future directions for research and intervention, this review elucidates the bidirectional associations between sleep and neuroaffective processes during puberty and highlights how sleep architecture and neurophysiology can inform our understanding of adolescent brain development. Ultimately, this article argues that promoting sleep health and addressing sleep-related challenges, especially in early adolescence, are promising strategies for enhancing well-being and fostering positive neurodevelopmental outcomes across both healthy and clinical populations.
{"title":"Sleep and Neuroaffective Development From Early to Late Adolescence","authors":"Amanda E. Baker, Dana L McMakin","doi":"10.1146/annurev-devpsych-010923-093914","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-010923-093914","url":null,"abstract":"Sleep is fundamental to human existence—especially during periods of extensive neurodevelopment such as adolescence. Importantly, poor sleep health in the transition into puberty can impact developing neural systems, contributing to the onset and maintenance of emotional disorders such as anxiety and depression. This review explores the complex interplay between sleep and neuroaffective development in adolescence, when changes in sleep architecture, circadian rhythms, and hormonal fluctuations interact with ongoing brain maturation to impact cognitive and emotional functioning. By synthesizing extant literature and charting future directions for research and intervention, this review elucidates the bidirectional associations between sleep and neuroaffective processes during puberty and highlights how sleep architecture and neurophysiology can inform our understanding of adolescent brain development. Ultimately, this article argues that promoting sleep health and addressing sleep-related challenges, especially in early adolescence, are promising strategies for enhancing well-being and fostering positive neurodevelopmental outcomes across both healthy and clinical populations.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":"36 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-03DOI: 10.1146/annurev-devpsych-010923-101709
Wiebke Bleidorn
The lifespan development of personality traits has evolved from a niche topic to a core subject of psychological science. Looking back at 20 years of research, I review the personality development literature against three criteria for strong psychological theories. Overall, the field has come a long way toward refining our theoretical understanding of lifespan personality trait development. Major accomplishments include the establishment of evidence-based trait measures, the identification of robust patterns of trait stability and change, and the documentation of both environmental and genetic contributions to lifespan personality development. These insights put the field in a position to make transformative advances toward stronger and more precise theories. However, there are still several open questions. I discuss ideas to overcome existing obstacles to the development of strong lifespan personality theories and close with an overall evaluation of the theoretical status of the field.
{"title":"Toward a Theory of Lifespan Personality Trait Development","authors":"Wiebke Bleidorn","doi":"10.1146/annurev-devpsych-010923-101709","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-010923-101709","url":null,"abstract":"The lifespan development of personality traits has evolved from a niche topic to a core subject of psychological science. Looking back at 20 years of research, I review the personality development literature against three criteria for strong psychological theories. Overall, the field has come a long way toward refining our theoretical understanding of lifespan personality trait development. Major accomplishments include the establishment of evidence-based trait measures, the identification of robust patterns of trait stability and change, and the documentation of both environmental and genetic contributions to lifespan personality development. These insights put the field in a position to make transformative advances toward stronger and more precise theories. However, there are still several open questions. I discuss ideas to overcome existing obstacles to the development of strong lifespan personality theories and close with an overall evaluation of the theoretical status of the field.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":"75 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141684004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.1146/annurev-devpsych-010923-113449
Andres Pinedo, Matthew A. Diemer, M. Frisby
Like previous generations, today's youth are engaging in political activism to positively transform their local communities and the broader society. This review applies critical consciousness theory to shed light on the factors that spur youth political activism and to highlight how developing critical consciousness engenders developmental benefits. Critical consciousness refers to structural and historical reasoning about inequality, motivation to promote social change, and political activism to bring about social equity. A succinct review of outcomes associated with critical consciousness is presented first, followed by a nuanced contemporary understanding of the precursors to youth critical consciousness development. In closing, this review highlights exciting emerging directions in this area of research and offers reflections on the trajectory of critical consciousness scholarship. All told, critical consciousness research illuminates a strength-based approach for supporting youth's healthy development that adequately attends to the psychological, historical, and structural facets of youth experience.
{"title":"Critical Consciousness and Youth Political Activism","authors":"Andres Pinedo, Matthew A. Diemer, M. Frisby","doi":"10.1146/annurev-devpsych-010923-113449","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-010923-113449","url":null,"abstract":"Like previous generations, today's youth are engaging in political activism to positively transform their local communities and the broader society. This review applies critical consciousness theory to shed light on the factors that spur youth political activism and to highlight how developing critical consciousness engenders developmental benefits. Critical consciousness refers to structural and historical reasoning about inequality, motivation to promote social change, and political activism to bring about social equity. A succinct review of outcomes associated with critical consciousness is presented first, followed by a nuanced contemporary understanding of the precursors to youth critical consciousness development. In closing, this review highlights exciting emerging directions in this area of research and offers reflections on the trajectory of critical consciousness scholarship. All told, critical consciousness research illuminates a strength-based approach for supporting youth's healthy development that adequately attends to the psychological, historical, and structural facets of youth experience.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":"78 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141690857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-14DOI: 10.1146/annurev-devpsych-080823-010040
Elizabeth S. Spelke
Eleanor Gibson's groundbreaking research on perception, learning, and development challenged the tenets of behaviorist and introspectionist psychology and extended the scope of Helmholtzian psychophysics to forge a unified experimental, comparative, and developmental science of perception and learning. Gibson faced obstacles throughout her career: She held a full-time faculty position, with her own lab and students, for only 3 years. Nevertheless, she was remarkably productive and happy. Her rigorous, innovative experiments on adults, children, and animals brought new life to the study of perception and learning. Consistently and wisely, she viewed humans and animals as lifelong learners with intrinsic talents and penchants for perceiving, exploring, and discovering environmental structures and affordances. Her experiments placed the study of development at the center of interdisciplinary research on the origins and nature of knowledge and intelligence, inspiring current studies of the processes that give rise to knowledge in human minds, brains, and machines.
{"title":"Eleanor Jack Gibson: A Life in Science","authors":"Elizabeth S. Spelke","doi":"10.1146/annurev-devpsych-080823-010040","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-080823-010040","url":null,"abstract":"Eleanor Gibson's groundbreaking research on perception, learning, and development challenged the tenets of behaviorist and introspectionist psychology and extended the scope of Helmholtzian psychophysics to forge a unified experimental, comparative, and developmental science of perception and learning. Gibson faced obstacles throughout her career: She held a full-time faculty position, with her own lab and students, for only 3 years. Nevertheless, she was remarkably productive and happy. Her rigorous, innovative experiments on adults, children, and animals brought new life to the study of perception and learning. Consistently and wisely, she viewed humans and animals as lifelong learners with intrinsic talents and penchants for perceiving, exploring, and discovering environmental structures and affordances. Her experiments placed the study of development at the center of interdisciplinary research on the origins and nature of knowledge and intelligence, inspiring current studies of the processes that give rise to knowledge in human minds, brains, and machines.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":"47 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141342255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.1146/annurev-devpsych-120621-042753
Geraldine Dawson, Amber D. Rieder, Mark H. Johnson
Research on early biomarkers and behavioral precursors of autism has led to interventions initiated during the infant period that could potentially change the course of infant brain and behavioral development in autism. This article integrates neuroscience and clinical perspectives to explore how knowledge of infant brain and behavioral development can inform the design of infant autism interventions. Focusing on infants ≤12 months, we review studies on behavioral precursors of autism and their neural correlates and clinical trials evaluating the efficacy of infant autism interventions. We then consider how contemporary developmental social neuroscience theories of autism can shed light on the therapeutic strategies used in infant autism interventions and offer a new perspective that emphasizes improving child outcome and well-being by enhancing infant–environment fit. Finally, we offer recommendations for future research that incorporates brain-based measures to inform individualized approaches to intervention and discuss ethical issues raised by infant autism interventions. Readers are referred to Supplemental Table 1 for a glossary of terms used in this article.
{"title":"A Developmental Social Neuroscience Perspective on Infant Autism Interventions","authors":"Geraldine Dawson, Amber D. Rieder, Mark H. Johnson","doi":"10.1146/annurev-devpsych-120621-042753","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-120621-042753","url":null,"abstract":"Research on early biomarkers and behavioral precursors of autism has led to interventions initiated during the infant period that could potentially change the course of infant brain and behavioral development in autism. This article integrates neuroscience and clinical perspectives to explore how knowledge of infant brain and behavioral development can inform the design of infant autism interventions. Focusing on infants ≤12 months, we review studies on behavioral precursors of autism and their neural correlates and clinical trials evaluating the efficacy of infant autism interventions. We then consider how contemporary developmental social neuroscience theories of autism can shed light on the therapeutic strategies used in infant autism interventions and offer a new perspective that emphasizes improving child outcome and well-being by enhancing infant–environment fit. Finally, we offer recommendations for future research that incorporates brain-based measures to inform individualized approaches to intervention and discuss ethical issues raised by infant autism interventions. Readers are referred to Supplemental Table 1 for a glossary of terms used in this article.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":"20 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138980106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.1146/annurev-devpsych-120321-011300
T. Forest, Dima Amso
Understanding how we come to make sense of our environments requires understanding both how we take in new information and how we flexibly process and store that information in memory for subsequent retrieval. In other words, infant cognitive development research is best served by studies that probe infant attention as well as infant learning and memory development. In this article, we first review what is known about infant attention and what is known about a selection of learning systems available in infancy. Then, we review what is known about the interactions between attention and these systems, focusing on infancy when possible but highlighting relevant child and adult literatures when infant research is yet scarce. Finally, we close by proposing a path forward, which we believe will result in a clearer understanding of the interactions between attention and memory that govern infant learning.
{"title":"Neurodevelopment of Attention, Learning, and Memory Systems in Infancy","authors":"T. Forest, Dima Amso","doi":"10.1146/annurev-devpsych-120321-011300","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-120321-011300","url":null,"abstract":"Understanding how we come to make sense of our environments requires understanding both how we take in new information and how we flexibly process and store that information in memory for subsequent retrieval. In other words, infant cognitive development research is best served by studies that probe infant attention as well as infant learning and memory development. In this article, we first review what is known about infant attention and what is known about a selection of learning systems available in infancy. Then, we review what is known about the interactions between attention and these systems, focusing on infancy when possible but highlighting relevant child and adult literatures when infant research is yet scarce. Finally, we close by proposing a path forward, which we believe will result in a clearer understanding of the interactions between attention and memory that govern infant learning.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":"78 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138981853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.1146/annurev-devpsych-120621-043836
Claudia M. Haase
Intimate relationships are hotbeds of emotion. This article presents key findings and current directions in research on couples’ emotion regulation across adulthood as a critical context in which older adults not only maintain functioning but may also outshine younger adults. First, I introduce key concepts, defining qualities (i.e., dynamic, coregulatory, bidirectional, bivalent), and measures (i.e., self-report versus performance-based) of couples’ emotion regulation. Second, I highlight a socioemotional turn in our understanding of adult development with the advent of socioemotional selectivity theory. Third, I offer a life-span developmental perspective on emotion regulation in couples (i.e., across infancy, adolescence and young adulthood, midlife, and late life). Finally, I present the idea that emotion regulation may shift from “me to us” across adulthood and discuss how emotion regulation in couples may become more important, better, and increasingly consequential (e.g., for relationship outcomes, well-being, and health) with age. Ideas for future research are then discussed.
{"title":"Emotion Regulation in Couples Across Adulthood","authors":"Claudia M. Haase","doi":"10.1146/annurev-devpsych-120621-043836","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-120621-043836","url":null,"abstract":"Intimate relationships are hotbeds of emotion. This article presents key findings and current directions in research on couples’ emotion regulation across adulthood as a critical context in which older adults not only maintain functioning but may also outshine younger adults. First, I introduce key concepts, defining qualities (i.e., dynamic, coregulatory, bidirectional, bivalent), and measures (i.e., self-report versus performance-based) of couples’ emotion regulation. Second, I highlight a socioemotional turn in our understanding of adult development with the advent of socioemotional selectivity theory. Third, I offer a life-span developmental perspective on emotion regulation in couples (i.e., across infancy, adolescence and young adulthood, midlife, and late life). Finally, I present the idea that emotion regulation may shift from “me to us” across adulthood and discuss how emotion regulation in couples may become more important, better, and increasingly consequential (e.g., for relationship outcomes, well-being, and health) with age. Ideas for future research are then discussed.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138979189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.1146/annurev-devpsych-120321-022756
M. Azmitia, Paulette D. Garcia Peraza, Saskias Casanova
Research on the development of social identities in early and middle childhood has largely focused on gender; increasingly, however, theory and research have addressed the development of ethnic/racial, social class, sexual, and immigrant identities. Moreover, it is assumed that individuals’ thinking about and articulating of the intersectionality between their social identities emerge in adolescence and young adulthood, but a growing body of work has shown that minoritized children conceptualize their intersectional identities by middle childhood. This article reviews that work and addresses how interdisciplinary scholarship and quantitative and qualitative methodologies can deepen our understanding of the development of social identities and intersectionality. We take a contextual approach to investigate how relational and cultural contexts contour the socialization of social and intersectional identities. Most of our review focuses on theory and research in the United States; however, because we aim to consider immigrant identity, we also include theory and research on how immigrant families and communities help minoritized children and youth navigate their identities in schools and communities and cope with discrimination.
{"title":"Social Identities and Intersectionality: A Conversation About the What and the How of Development","authors":"M. Azmitia, Paulette D. Garcia Peraza, Saskias Casanova","doi":"10.1146/annurev-devpsych-120321-022756","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-120321-022756","url":null,"abstract":"Research on the development of social identities in early and middle childhood has largely focused on gender; increasingly, however, theory and research have addressed the development of ethnic/racial, social class, sexual, and immigrant identities. Moreover, it is assumed that individuals’ thinking about and articulating of the intersectionality between their social identities emerge in adolescence and young adulthood, but a growing body of work has shown that minoritized children conceptualize their intersectional identities by middle childhood. This article reviews that work and addresses how interdisciplinary scholarship and quantitative and qualitative methodologies can deepen our understanding of the development of social identities and intersectionality. We take a contextual approach to investigate how relational and cultural contexts contour the socialization of social and intersectional identities. Most of our review focuses on theory and research in the United States; however, because we aim to consider immigrant identity, we also include theory and research on how immigrant families and communities help minoritized children and youth navigate their identities in schools and communities and cope with discrimination.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":"130 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138981598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.1146/annurev-devpsych-120321-012438
Margaret Beale Spencer
This article describes a career path from a non-traditional STEM field to an impactful career in developmental science. It acknowledges the unique experiences of an African American woman growing up in a northeastern urban center at the end of World War II, during which the experiences of Blacks were still heavily impacted by policies and practices representing highly significant racial inequities requiring individual, family, and collective coping. My human development theory, phenomenological variant of ecological systems theory (PVEST), provides a framing device for describing both high vulnerability situations and resilience expressions linked to particular contextual experiences including significant challenges and, as well, unexpected sources of support. Experiences had within my family of origin, civil rights activities, and diverse learning environments afforded supports, inferred mortal attacks, and unexpected opportunities. Ongoing are challenges and stress inferred to be associated with my committed positionality that acknowledges all children's humanity and particularly the persistent situations of youth and communities of color. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 5 is December 2023. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
{"title":"Navigating an Unforeseen Pathway","authors":"Margaret Beale Spencer","doi":"10.1146/annurev-devpsych-120321-012438","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-120321-012438","url":null,"abstract":"This article describes a career path from a non-traditional STEM field to an impactful career in developmental science. It acknowledges the unique experiences of an African American woman growing up in a northeastern urban center at the end of World War II, during which the experiences of Blacks were still heavily impacted by policies and practices representing highly significant racial inequities requiring individual, family, and collective coping. My human development theory, phenomenological variant of ecological systems theory (PVEST), provides a framing device for describing both high vulnerability situations and resilience expressions linked to particular contextual experiences including significant challenges and, as well, unexpected sources of support. Experiences had within my family of origin, civil rights activities, and diverse learning environments afforded supports, inferred mortal attacks, and unexpected opportunities. Ongoing are challenges and stress inferred to be associated with my committed positionality that acknowledges all children's humanity and particularly the persistent situations of youth and communities of color. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 5 is December 2023. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":"914 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1146/annurev-devpsych-120321-015718
Diane Hughes, Blair Cox, Sohini Das
In the United States, race is a critical factor in determining how children experience and navigate their social worlds. Developmental scientists have examined the complexities and nuances of how children develop an understanding of what race means for them and others as well as their attitudes toward people of other racial groups. We provide an overview of the literature in two approaches to understanding children's racial learning—sociocognitive approaches, which focus on various aspects of children's understanding of, beliefs about, and attitudes toward race and racial groups, and socialization perspectives, which examine the messages that socialization agents transmit to children about race. Throughout, we highlight the ways in which the persistence of structural and interpersonal racism in the United States forms the background context for children's racial learning. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 5 is December 2023. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
{"title":"Growing Up, Learning Race: An Integration of Research on Cognitive Mechanisms and Socialization in Context","authors":"Diane Hughes, Blair Cox, Sohini Das","doi":"10.1146/annurev-devpsych-120321-015718","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-120321-015718","url":null,"abstract":"In the United States, race is a critical factor in determining how children experience and navigate their social worlds. Developmental scientists have examined the complexities and nuances of how children develop an understanding of what race means for them and others as well as their attitudes toward people of other racial groups. We provide an overview of the literature in two approaches to understanding children's racial learning—sociocognitive approaches, which focus on various aspects of children's understanding of, beliefs about, and attitudes toward race and racial groups, and socialization perspectives, which examine the messages that socialization agents transmit to children about race. Throughout, we highlight the ways in which the persistence of structural and interpersonal racism in the United States forms the background context for children's racial learning. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 5 is December 2023. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134910686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：