Pub Date : 2021-09-13DOI: 10.1146/annurev-devpsych-050620-114343
Rebecca L Shiner, C. Soto, F. Fruyt
This review offers a theoretical and practical guide to assessing a broad range of personality differences in middle childhood and adolescence. We begin by highlighting normative changes in middle childhood and adolescence that shape the personality differences youth display. We then review the assessment of four broad domains of personality in children and adolescents: temperament and personality traits, social-emotional-behavioral (SEB) skills, motivation and agency (including goals, values, and interests), and narrative identity. We conclude by offering a primer of general principles for assessing personality in childhood and adolescence: pursuing ongoing construct validation, weighing strengths and weaknesses of various informants and data sources, combining measures, addressing heterotypic continuity, obtaining child self-reports, and pursuing promising new directions. It is well worth taking on the challenges inherent in assessing these individual differences because children and adolescents display a rich, complex, and meaningful set of still-changing personality differences that shape the course of their lives. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 3 is December 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
{"title":"Personality Assessment of Children and Adolescents","authors":"Rebecca L Shiner, C. Soto, F. Fruyt","doi":"10.1146/annurev-devpsych-050620-114343","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-050620-114343","url":null,"abstract":"This review offers a theoretical and practical guide to assessing a broad range of personality differences in middle childhood and adolescence. We begin by highlighting normative changes in middle childhood and adolescence that shape the personality differences youth display. We then review the assessment of four broad domains of personality in children and adolescents: temperament and personality traits, social-emotional-behavioral (SEB) skills, motivation and agency (including goals, values, and interests), and narrative identity. We conclude by offering a primer of general principles for assessing personality in childhood and adolescence: pursuing ongoing construct validation, weighing strengths and weaknesses of various informants and data sources, combining measures, addressing heterotypic continuity, obtaining child self-reports, and pursuing promising new directions. It is well worth taking on the challenges inherent in assessing these individual differences because children and adolescents display a rich, complex, and meaningful set of still-changing personality differences that shape the course of their lives. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 3 is December 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41689370","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 : 2021-09-08DOI: 10.1146/annurev-devpsych-050720-103500
Allan Wigfield, Katherine Muenks, J. Eccles
We review work on the development of children's and adolescents’ achievement motivation, focusing on recent advances in the empirical work in the field and commenting on the status of current theories prominent in the literature. We first focus on the main theories guiding the field and the development of motivational beliefs, values, and goals; intrinsic and extrinsic motivation; identity and motivation; and motivation and emotion. We provide our views on future directions for theory development and what we believe are the critical next steps in developmental research. We then discuss the burgeoning intervention work designed to enhance different aspects of children's motivation: their competence beliefs and mindsets, intrinsic motivation, valuing of achievement, and growth mindsets. We also provide suggestions for next steps in this area in order to guide the field forward. We close with a brief consideration of neuroscience approaches to motivation. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 3 is December 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
{"title":"Achievement Motivation: What We Know and Where We Are Going","authors":"Allan Wigfield, Katherine Muenks, J. Eccles","doi":"10.1146/annurev-devpsych-050720-103500","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-050720-103500","url":null,"abstract":"We review work on the development of children's and adolescents’ achievement motivation, focusing on recent advances in the empirical work in the field and commenting on the status of current theories prominent in the literature. We first focus on the main theories guiding the field and the development of motivational beliefs, values, and goals; intrinsic and extrinsic motivation; identity and motivation; and motivation and emotion. We provide our views on future directions for theory development and what we believe are the critical next steps in developmental research. We then discuss the burgeoning intervention work designed to enhance different aspects of children's motivation: their competence beliefs and mindsets, intrinsic motivation, valuing of achievement, and growth mindsets. We also provide suggestions for next steps in this area in order to guide the field forward. We close with a brief consideration of neuroscience approaches to motivation. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 3 is December 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47679533","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 : 2021-07-27DOI: 10.1146/annurev-devpsych-050620-030405
P. McGorry, Cristina Mei
Current silo-based diagnostic systems for mental disorders lack utility and fail to fulfil a fundamental purpose of diagnosis: to guide treatment planning and predict outcomes. Diagnostic reform has gained momentum, and clinical staging has emerged as a promising framework to improve the precision of diagnosis, particularly in early illness stages, and fill current gaps in linking diagnosis to more personalized and effective intervention, prognosis, and neurobiological markers. Transdiagnostic clinical staging recognizes that the early development of mental ill-health is marked by substantial fluidity and that symptoms may, although not inevitably, evolve into more stable diagnosable syndromes. Staging facilitates the selection of interventions that are proportionate to the current need and risk of illness progression and provides an efficient framework to organize biomarker data and guide service delivery. Here, we provide an overview of transdiagnostic clinical staging and summarize key evidence supporting its ability to integrate biomarkers and guide mental health care. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 3 is December 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
{"title":"Clinical Staging for Youth Mental Disorders: Progress in Reforming Diagnosis and Clinical Care","authors":"P. McGorry, Cristina Mei","doi":"10.1146/annurev-devpsych-050620-030405","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-050620-030405","url":null,"abstract":"Current silo-based diagnostic systems for mental disorders lack utility and fail to fulfil a fundamental purpose of diagnosis: to guide treatment planning and predict outcomes. Diagnostic reform has gained momentum, and clinical staging has emerged as a promising framework to improve the precision of diagnosis, particularly in early illness stages, and fill current gaps in linking diagnosis to more personalized and effective intervention, prognosis, and neurobiological markers. Transdiagnostic clinical staging recognizes that the early development of mental ill-health is marked by substantial fluidity and that symptoms may, although not inevitably, evolve into more stable diagnosable syndromes. Staging facilitates the selection of interventions that are proportionate to the current need and risk of illness progression and provides an efficient framework to organize biomarker data and guide service delivery. Here, we provide an overview of transdiagnostic clinical staging and summarize key evidence supporting its ability to integrate biomarkers and guide mental health care. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 3 is December 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45205982","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 : 2021-01-01Epub Date: 2021-09-13DOI: 10.1146/annurev-devpsych-121318-085005
Yuko Munakata, Laura E Michaelson
Success in life is linked to executive functions, a collection of cognitive processes that support goal-directed behaviors. Executive functions is an umbrella term related to cognitive control, self-control, and more. Variations in executive functioning predict concurrent success in schooling, relationships, and behavior, as well as important life outcomes years later. Such findings may suggest that certain individuals are destined for good executive functioning and success. However, environmental influences on executive function and development have long been recognized. Recent research in this tradition demonstrates the power of social contextual influences on children's engagement of executive functions. Such findings suggest new interpretations of why individuals differ in executive functioning and associated life outcomes, including across cultures and socioeconomic statuses. These findings raise fundamental questions about how best to conceptualize, measure, and support executive functioning across diverse contexts. Future research addressing real-world dynamics and computational mechanisms will elucidate how executive functioning emerges in the world.
{"title":"Executive Functions in Social Context: Implications for Conceptualizing, Measuring, and Supporting Developmental Trajectories.","authors":"Yuko Munakata, Laura E Michaelson","doi":"10.1146/annurev-devpsych-121318-085005","DOIUrl":"10.1146/annurev-devpsych-121318-085005","url":null,"abstract":"<p><p>Success in life is linked to executive functions, a collection of cognitive processes that support goal-directed behaviors. Executive functions is an umbrella term related to cognitive control, self-control, and more. Variations in executive functioning predict concurrent success in schooling, relationships, and behavior, as well as important life outcomes years later. Such findings may suggest that certain individuals are destined for good executive functioning and success. However, environmental influences on executive function and development have long been recognized. Recent research in this tradition demonstrates the power of social contextual influences on children's engagement of executive functions. Such findings suggest new interpretations of why individuals differ in executive functioning and associated life outcomes, including across cultures and socioeconomic statuses. These findings raise fundamental questions about how best to conceptualize, measure, and support executive functioning across diverse contexts. Future research addressing real-world dynamics and computational mechanisms will elucidate how executive functioning emerges in the world.</p>","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":" ","pages":"139-163"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11238700/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48098649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-15DOI: 10.1146/annurev-devpsych-033020-024051
Harriet Over
Imitation is a deeply social process. Here, I review evidence that children use imitation as a means by which to affiliate with others. For example, children imitate the actions of others more closely when they seek a positive social relationship with them and respond positively to being imitated. Furthermore, children infer something of the relationships between third parties by observing their imitative exchanges. Understanding the social nature of imitation requires exploring the nature of the social relationships between children and the individuals they imitate. Thus, in addition to discussing children's own goals in imitative situations, I review the social pressures children experience to imitate in particular ways, learning to conform to the conventions and rituals of their group. In the latter part of this article, I discuss the extent to which this perspective on imitation can help us to understand broader topics within social development, including the origins of human cultural differences.
{"title":"The Social Function of Imitation in Development","authors":"Harriet Over","doi":"10.1146/annurev-devpsych-033020-024051","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-033020-024051","url":null,"abstract":"Imitation is a deeply social process. Here, I review evidence that children use imitation as a means by which to affiliate with others. For example, children imitate the actions of others more closely when they seek a positive social relationship with them and respond positively to being imitated. Furthermore, children infer something of the relationships between third parties by observing their imitative exchanges. Understanding the social nature of imitation requires exploring the nature of the social relationships between children and the individuals they imitate. Thus, in addition to discussing children's own goals in imitative situations, I review the social pressures children experience to imitate in particular ways, learning to conform to the conventions and rituals of their group. In the latter part of this article, I discuss the extent to which this perspective on imitation can help us to understand broader topics within social development, including the origins of human cultural differences.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1146/annurev-devpsych-033020-024051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48845484","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 : 2020-12-15DOI: 10.1146/annurev-devpsych-060320-102556
Ashley L. Ruba, S. Pollak
Historically, research characterizing the development of emotion recognition has focused on identifying specific skills and the age periods, or milestones, at which these abilities emerge. However, advances in emotion research raise questions about whether this conceptualization accurately reflects how children learn about, understand, and respond to others’ emotions in everyday life. In this review, we propose a developmental framework for the emergence of emotion reasoning—that is, how children develop the ability to make reasonably accurate inferences and predictions about the emotion states of other people. We describe how this framework holds promise for building upon extant research. Our review suggests that use of the term emotion recognition can be misleading and imprecise, with the developmental processes of interest better characterized by the term emotion reasoning. We also highlight how the age at which children succeed on many tasks reflects myriad developmental processes. This new framing of emotional development can open new lines of inquiry about how humans learn to navigate their social worlds.
{"title":"The Development of Emotion Reasoning in Infancy and Early Childhood","authors":"Ashley L. Ruba, S. Pollak","doi":"10.1146/annurev-devpsych-060320-102556","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-060320-102556","url":null,"abstract":"Historically, research characterizing the development of emotion recognition has focused on identifying specific skills and the age periods, or milestones, at which these abilities emerge. However, advances in emotion research raise questions about whether this conceptualization accurately reflects how children learn about, understand, and respond to others’ emotions in everyday life. In this review, we propose a developmental framework for the emergence of emotion reasoning—that is, how children develop the ability to make reasonably accurate inferences and predictions about the emotion states of other people. We describe how this framework holds promise for building upon extant research. Our review suggests that use of the term emotion recognition can be misleading and imprecise, with the developmental processes of interest better characterized by the term emotion reasoning. We also highlight how the age at which children succeed on many tasks reflects myriad developmental processes. This new framing of emotional development can open new lines of inquiry about how humans learn to navigate their social worlds.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1146/annurev-devpsych-060320-102556","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48331182","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 : 2020-12-15DOI: 10.1146/annurev-devpsych-121318-084958
P. Fisher, T. Barker, Kellyn N. Blaisdell
In this article, we review the field of early childhood prevention and intervention science, describe noteworthy achievements over the past half-century by researchers in this area, and comment on current issues in need of ongoing attention. Although there have been many successes and noteworthy achievements in the field, in recent decades there has been little progress toward population-level impacts of early intervention. As such, novel empirical methods and revised standards of evidence are needed to complement (rather than replace) existing best practices for the development, implementation, evaluation, and scaling of effective programs.
{"title":"A Glass Half Full and Half Empty: The State of the Science in Early Childhood Prevention and Intervention Research","authors":"P. Fisher, T. Barker, Kellyn N. Blaisdell","doi":"10.1146/annurev-devpsych-121318-084958","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-121318-084958","url":null,"abstract":"In this article, we review the field of early childhood prevention and intervention science, describe noteworthy achievements over the past half-century by researchers in this area, and comment on current issues in need of ongoing attention. Although there have been many successes and noteworthy achievements in the field, in recent decades there has been little progress toward population-level impacts of early intervention. As such, novel empirical methods and revised standards of evidence are needed to complement (rather than replace) existing best practices for the development, implementation, evaluation, and scaling of effective programs.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1146/annurev-devpsych-121318-084958","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42782093","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 : 2020-12-15DOI: 10.1146/ANNUREV-DEVPSYCH-051120-010630
L. M. Ward, Petal Grower
This review summarizes recent findings (2000–2020) concerning media's contributions to the development of gender stereotypes in children and adolescents. Content analyses document that there continues to be an underrepresentation of women and a misrepresentation of femininity and masculinity in mainstream media, although some positive changes are noted. Concerning the strength of media's impact, findings from three meta-analyses indicate a small but consistent association between frequent television viewing and expressing more stereotypic beliefs about gender. Concerning the nature of these effects, analyses indicate significant connections between young people's screen media use and their general gender role attitudes; their beliefs about the importance of appearance for girls and women; their stereotyping of toys, activities, and occupations; and their support for traditional sexual roles. We offer several approaches for moving this field forward, including incorporating additional theories (e.g., stereotype threat), focusing more on boys and ethnic minority youth, and centering developmental milestones.
{"title":"Media and the Development of Gender Role Stereotypes","authors":"L. M. Ward, Petal Grower","doi":"10.1146/ANNUREV-DEVPSYCH-051120-010630","DOIUrl":"https://doi.org/10.1146/ANNUREV-DEVPSYCH-051120-010630","url":null,"abstract":"This review summarizes recent findings (2000–2020) concerning media's contributions to the development of gender stereotypes in children and adolescents. Content analyses document that there continues to be an underrepresentation of women and a misrepresentation of femininity and masculinity in mainstream media, although some positive changes are noted. Concerning the strength of media's impact, findings from three meta-analyses indicate a small but consistent association between frequent television viewing and expressing more stereotypic beliefs about gender. Concerning the nature of these effects, analyses indicate significant connections between young people's screen media use and their general gender role attitudes; their beliefs about the importance of appearance for girls and women; their stereotyping of toys, activities, and occupations; and their support for traditional sexual roles. We offer several approaches for moving this field forward, including incorporating additional theories (e.g., stereotype threat), focusing more on boys and ethnic minority youth, and centering developmental milestones.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1146/ANNUREV-DEVPSYCH-051120-010630","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48030372","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 : 2020-12-15DOI: 10.1146/annurev-devpsych-042320-100040
U. Goswami
This review presents a critical appraisal of high-quality studies in the field of developmental cognitive neuroscience, focusing on design issues that are critical for establishing effective educational neuroscience. I argue that cognitive neuroscience studies of cognitive development need to respect important experimental constraints. The use of longitudinal and intervention designs is key. The field needs to move beyond simply studying patterns of brain activation to studying brain mechanisms of information encoding and information processing. Indeed, studies at multiple levels of description are required, combining the assessment of individual differences in neural learning, sensory processing, cognitive processing, and children's behavior. Current evidence suggests that the child brain has essentially the same structures as the adult brain, carrying out essentially the same functions via the same mechanisms. This review demonstrates that neural systems that learn the patterns or regularities in environmental input (via statistical learning) can, in principle, acquire complex cognitive structures like language and conceptual knowledge.
{"title":"Toward Realizing the Promise of Educational Neuroscience: Improving Experimental Design in Developmental Cognitive Neuroscience Studies","authors":"U. Goswami","doi":"10.1146/annurev-devpsych-042320-100040","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-042320-100040","url":null,"abstract":"This review presents a critical appraisal of high-quality studies in the field of developmental cognitive neuroscience, focusing on design issues that are critical for establishing effective educational neuroscience. I argue that cognitive neuroscience studies of cognitive development need to respect important experimental constraints. The use of longitudinal and intervention designs is key. The field needs to move beyond simply studying patterns of brain activation to studying brain mechanisms of information encoding and information processing. Indeed, studies at multiple levels of description are required, combining the assessment of individual differences in neural learning, sensory processing, cognitive processing, and children's behavior. Current evidence suggests that the child brain has essentially the same structures as the adult brain, carrying out essentially the same functions via the same mechanisms. This review demonstrates that neural systems that learn the patterns or regularities in environmental input (via statistical learning) can, in principle, acquire complex cognitive structures like language and conceptual knowledge.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1146/annurev-devpsych-042320-100040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45065175","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}
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