Pub Date : 2020-10-09DOI: 10.1146/annurev-devpsych-041620-031544
R. Siegler, Soo-hyun Im, Lauren K. Schiller, Jing Tian, David W. Braithwaite
Children's failure to reason often leads to their mathematical performance being shaped by spurious associations from problem input and overgeneralization of inapplicable procedures rather than by whether answers and procedures make sense. In particular, imbalanced distributions of problems, particularly in textbooks, lead children to create spurious associations between arithmetic operations and the numbers they combine; when conceptual knowledge is absent, these spurious associations contribute to the implausible answers, flawed strategies, and violations of principles characteristic of children's mathematics in many areas. To illustrate mechanisms that create flawed strategies in some areas but not others, we contrast computer simulations of fraction and whole number arithmetic. Most of their mechanisms are similar, but the model of fraction arithmetic lacks conceptual knowledge that precludes strategies that violate basic mathematical principles. Presentingbalanced problem distributions and inculcating conceptual knowledge for distinguishing flawed from legitimate strategies are promising means for improving children's learning.
{"title":"The Sleep of Reason Produces Monsters: How and When Biased Input Shapes Mathematics Learning","authors":"R. Siegler, Soo-hyun Im, Lauren K. Schiller, Jing Tian, David W. Braithwaite","doi":"10.1146/annurev-devpsych-041620-031544","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-041620-031544","url":null,"abstract":"Children's failure to reason often leads to their mathematical performance being shaped by spurious associations from problem input and overgeneralization of inapplicable procedures rather than by whether answers and procedures make sense. In particular, imbalanced distributions of problems, particularly in textbooks, lead children to create spurious associations between arithmetic operations and the numbers they combine; when conceptual knowledge is absent, these spurious associations contribute to the implausible answers, flawed strategies, and violations of principles characteristic of children's mathematics in many areas. To illustrate mechanisms that create flawed strategies in some areas but not others, we contrast computer simulations of fraction and whole number arithmetic. Most of their mechanisms are similar, but the model of fraction arithmetic lacks conceptual knowledge that precludes strategies that violate basic mathematical principles. Presentingbalanced problem distributions and inculcating conceptual knowledge for distinguishing flawed from legitimate strategies are promising means for improving children's learning.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1146/annurev-devpsych-041620-031544","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42704279","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 : 2020-10-05DOI: 10.1146/annurev-devpsych-070220-122704
S. Imrie, S. Golombok
The structure of families has changed significantly over the last 40 years due to changes in legislation, technology, and societal attitudes. This article examines parenting and child development in new family forms, i.e., family forms that did not exist or were not visible until the latter part of the twentieth century. First, we give an overview of the historical and current context of new family forms. Then, we discuss parenting and child development in six new family types: families with lesbian mothers, families with gay fathers, intentional single-mother families, donor conception families, surrogacy families, and families with trans parents. Next, we discuss how research on the impact of new family forms on parenting and child development can inform our understanding of the relative influence of family processes and family structure on child development and parenting. We conclude with directions for future research.
{"title":"Impact of New Family Forms on Parenting and Child Development","authors":"S. Imrie, S. Golombok","doi":"10.1146/annurev-devpsych-070220-122704","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-070220-122704","url":null,"abstract":"The structure of families has changed significantly over the last 40 years due to changes in legislation, technology, and societal attitudes. This article examines parenting and child development in new family forms, i.e., family forms that did not exist or were not visible until the latter part of the twentieth century. First, we give an overview of the historical and current context of new family forms. Then, we discuss parenting and child development in six new family types: families with lesbian mothers, families with gay fathers, intentional single-mother families, donor conception families, surrogacy families, and families with trans parents. Next, we discuss how research on the impact of new family forms on parenting and child development can inform our understanding of the relative influence of family processes and family structure on child development and parenting. We conclude with directions for future research.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1146/annurev-devpsych-070220-122704","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46665061","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 : 2020-09-18DOI: 10.1146/ANNUREV-DEVPSYCH-040920-035557
M. Riediger, E. Blanke
Empathic accuracy is the ability to infer another person's inner states. While early findings suggested older adults to be less empathically accurate on average than younger individuals, the context dependency of such age differences was emphasized more recently. Comparable empathic accuracy was observed in older and younger empathizers when conversational topics were positive or personally relevant or when empathic judgments were solely based on prior knowledge of the target. Motivational and cognitive mechanisms are assumed to underlie this context-dependent pattern of findings. A refined future understanding of the sources of variation in empathic skills within and across age groups will require unraveling the contributions of the empathizer, the target person, and their relationship. Moreover, improved insights into the implications of empathic skills in various phases of adulthood, including older adults’ social functioning and health, will require joint consideration of cognitive and affective components of empathy and their accompanying physiological processes.
{"title":"Knowing What Others Think and Feel: Empathic Accuracy Across Adulthood","authors":"M. Riediger, E. Blanke","doi":"10.1146/ANNUREV-DEVPSYCH-040920-035557","DOIUrl":"https://doi.org/10.1146/ANNUREV-DEVPSYCH-040920-035557","url":null,"abstract":"Empathic accuracy is the ability to infer another person's inner states. While early findings suggested older adults to be less empathically accurate on average than younger individuals, the context dependency of such age differences was emphasized more recently. Comparable empathic accuracy was observed in older and younger empathizers when conversational topics were positive or personally relevant or when empathic judgments were solely based on prior knowledge of the target. Motivational and cognitive mechanisms are assumed to underlie this context-dependent pattern of findings. A refined future understanding of the sources of variation in empathic skills within and across age groups will require unraveling the contributions of the empathizer, the target person, and their relationship. Moreover, improved insights into the implications of empathic skills in various phases of adulthood, including older adults’ social functioning and health, will require joint consideration of cognitive and affective components of empathy and their accompanying physiological processes.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1146/ANNUREV-DEVPSYCH-040920-035557","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47897703","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 : 2020-09-15DOI: 10.1146/ANNUREV-DEVPSYCH-042220-121816
M. Rowe, A. Weisleder
Young children learn to communicate in the language(s) of their communities, yet the individual trajectories of language development and the particular language varieties and modes of communication children acquire vary depending on the contexts in which they live. This review describes how context shapes language development. Building on the bioecological model of development, we conceptualize context as a set of nested systems surrounding the child, from the national policies and cultural norms that shape the broader environment to the particular communicative interactions in which children experience language being used. In addition, we describe how children's developing sensory-motor, perceptual, and social-cognitive capacities respond to and are tuned by the surrounding environment. Closer integration of research on the mechanisms of language learning with investigation of the contexts in which this learning takes place will provide critical insights into the process of language development.
{"title":"Language Development in Context","authors":"M. Rowe, A. Weisleder","doi":"10.1146/ANNUREV-DEVPSYCH-042220-121816","DOIUrl":"https://doi.org/10.1146/ANNUREV-DEVPSYCH-042220-121816","url":null,"abstract":"Young children learn to communicate in the language(s) of their communities, yet the individual trajectories of language development and the particular language varieties and modes of communication children acquire vary depending on the contexts in which they live. This review describes how context shapes language development. Building on the bioecological model of development, we conceptualize context as a set of nested systems surrounding the child, from the national policies and cultural norms that shape the broader environment to the particular communicative interactions in which children experience language being used. In addition, we describe how children's developing sensory-motor, perceptual, and social-cognitive capacities respond to and are tuned by the surrounding environment. Closer integration of research on the mechanisms of language learning with investigation of the contexts in which this learning takes place will provide critical insights into the process of language development.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1146/ANNUREV-DEVPSYCH-042220-121816","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46766280","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}
A Bayesian framework helps address, in computational terms, what knowledge children start with and how they construct and adapt models of the world during childhood. Within this framework, inference over hierarchies of probabilistic generative programs in particular offers a normative and descriptive account of children's model building. We consider two classic settings in which cognitive development has been framed as model building: ( a) core knowledge in infancy and ( b) the child as scientist. We interpret learning in both of these settings as resource-constrained, hierarchical Bayesian program induction with different primitives and constraints. We examine what mechanisms children could use to meet the algorithmic challenges of navigating large spaces of potential models, in particular the proposal of the child as hacker and how it might be realized by drawing on recent computational advances. We also discuss prospects for a unifying account of model building across scientific theories and intuitive theories, and in biological and cultural evolution more generally.
{"title":"Bayesian Models of Conceptual Development: Learning as Building Models of the World","authors":"T. Ullman, J. Tenenbaum","doi":"10.31234/osf.io/aq3rp","DOIUrl":"https://doi.org/10.31234/osf.io/aq3rp","url":null,"abstract":"A Bayesian framework helps address, in computational terms, what knowledge children start with and how they construct and adapt models of the world during childhood. Within this framework, inference over hierarchies of probabilistic generative programs in particular offers a normative and descriptive account of children's model building. We consider two classic settings in which cognitive development has been framed as model building: ( a) core knowledge in infancy and ( b) the child as scientist. We interpret learning in both of these settings as resource-constrained, hierarchical Bayesian program induction with different primitives and constraints. We examine what mechanisms children could use to meet the algorithmic challenges of navigating large spaces of potential models, in particular the proposal of the child as hacker and how it might be realized by drawing on recent computational advances. We also discuss prospects for a unifying account of model building across scientific theories and intuitive theories, and in biological and cultural evolution more generally.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49268919","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 : 2019-12-24DOI: 10.1146/annurev-devpsych-121318-085105
L. Steinberg, G. Icenogle
A developmental scientific perspective on drawing legal age boundaries begins with the premise that the age at which the rights and responsibilities of adulthood are conferred to minors must align with the psychological capacities and skills necessary to exercise good judgment in specific contexts. This article examines three aspects of development relevant to this analysis: cognitive capabilities, especially those that support reasoned and deliberative decision making; psychosocial capacities, especially those that facilitate self-regulation under conditions of social or emotional arousal; and neurobiological maturation in brain regions and systems that undergird these cognitive and psychosocial skills. We conclude that the maturation of the capacity to reason and deliberate systematically precedes, by as much as five years, the maturation of the ability to exercise self-regulation, especially in socially and emotionally arousing contexts. Legal age boundaries should distinguish between two very different decision-making contexts: those that allow for unhurried, logical reflection and those that do not.
{"title":"Using Developmental Science to Distinguish Adolescents and Adults Under the Law","authors":"L. Steinberg, G. Icenogle","doi":"10.1146/annurev-devpsych-121318-085105","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-121318-085105","url":null,"abstract":"A developmental scientific perspective on drawing legal age boundaries begins with the premise that the age at which the rights and responsibilities of adulthood are conferred to minors must align with the psychological capacities and skills necessary to exercise good judgment in specific contexts. This article examines three aspects of development relevant to this analysis: cognitive capabilities, especially those that support reasoned and deliberative decision making; psychosocial capacities, especially those that facilitate self-regulation under conditions of social or emotional arousal; and neurobiological maturation in brain regions and systems that undergird these cognitive and psychosocial skills. We conclude that the maturation of the capacity to reason and deliberate systematically precedes, by as much as five years, the maturation of the ability to exercise self-regulation, especially in socially and emotionally arousing contexts. Legal age boundaries should distinguish between two very different decision-making contexts: those that allow for unhurried, logical reflection and those that do not.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1146/annurev-devpsych-121318-085105","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48573180","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 : 2019-12-24DOI: 10.1146/annurev-devpsych-121318-085114
Alexandra Hendry, Mark H. Johnson, Karla Holmboe
Visual attention is a basic mechanism of information gathering and environment selection and consequently plays a fundamental role in influencing developmental trajectories. Here, we highlight evidence for predictive associations from early visual attention to emotion regulation, executive function, language and broader cognitive ability, mathematics and literacy skills, and neurodevelopmental conditions. Development of visual attention is also multifaceted and nonlinear. In daily life, core functions such as orienting, selective filtering, and processing of visual inputs are intertwined and influenced by many other cognitive components. Furthermore, the demands of an attention task vary according to the experience, motivation, and cognitive and physical constraints of participants, while the mechanisms underlying performance may change with development. Thus, markers of attention may need to be interpreted differently across development and between populations. We summarize research that has combined multiple measurements and techniques to further our understanding of visual attention development and highlight possibilities for the future.
{"title":"Early Development of Visual Attention: Change, Stability, and Longitudinal Associations","authors":"Alexandra Hendry, Mark H. Johnson, Karla Holmboe","doi":"10.1146/annurev-devpsych-121318-085114","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-121318-085114","url":null,"abstract":"Visual attention is a basic mechanism of information gathering and environment selection and consequently plays a fundamental role in influencing developmental trajectories. Here, we highlight evidence for predictive associations from early visual attention to emotion regulation, executive function, language and broader cognitive ability, mathematics and literacy skills, and neurodevelopmental conditions. Development of visual attention is also multifaceted and nonlinear. In daily life, core functions such as orienting, selective filtering, and processing of visual inputs are intertwined and influenced by many other cognitive components. Furthermore, the demands of an attention task vary according to the experience, motivation, and cognitive and physical constraints of participants, while the mechanisms underlying performance may change with development. Thus, markers of attention may need to be interpreted differently across development and between populations. We summarize research that has combined multiple measurements and techniques to further our understanding of visual attention development and highlight possibilities for the future.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1146/annurev-devpsych-121318-085114","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41752141","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 : 2019-12-24DOI: 10.1146/annurev-devpsych-121318-085029
E. E. Maccoby
Editor's Note Eleanor Maccoby wrote a book-length memoir of her life at age 99, two years before her death. It is a fascinating and richly detailed account of a life well lived, filled with reminiscences and perspectives that are written with Eleanor's characteristic honesty and humor. The excerpts in this article focus on Eleanor's professional career, starting when she and her husband, Nathan (“Mac”) Maccoby, moved to Washington, DC, during World War II. We invite interested readers to read the full memoir for insights into Eleanor's upbringing and personal life ( https://www.annualreviews.org/eleanormaccoby ).
{"title":"Eleanor Maccoby: An Abridged Memoir","authors":"E. E. Maccoby","doi":"10.1146/annurev-devpsych-121318-085029","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-121318-085029","url":null,"abstract":"Editor's Note Eleanor Maccoby wrote a book-length memoir of her life at age 99, two years before her death. It is a fascinating and richly detailed account of a life well lived, filled with reminiscences and perspectives that are written with Eleanor's characteristic honesty and humor. The excerpts in this article focus on Eleanor's professional career, starting when she and her husband, Nathan (“Mac”) Maccoby, moved to Washington, DC, during World War II. We invite interested readers to read the full memoir for insights into Eleanor's upbringing and personal life ( https://www.annualreviews.org/eleanormaccoby ).","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1146/annurev-devpsych-121318-085029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47701318","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 : 2019-12-24DOI: 10.1146/annurev-devpsych-121318-084903
J. Smetana, Wendy M. Rote
The nature of adolescent–parent relationships has been a topic of enduring concern in developmental science. In this article, we review theory and current research on several central topics. First, we define adolescence as a developmental period and briefly discuss current theoretical and analytical approaches. Then, we consider adolescent–parent relationship quality, including developmental trends and individual differences in negative interactions, positive relationships, and conflict resolution, as well as research that examines relationship quality within different family subsystems. Next, we discuss effects of emotional variability and flexibility on parent–adolescent relationships and review research on adolescents’ and parents’ beliefs about parental authority legitimacy. This is followed by a discussion of current research on parenting effects on adolescent–parent relationships, including approaches that provide greater specificity in defining parental control and its links with relationship quality, as well as research on parental monitoring and adolescent information management. We conclude this article with directions for future research.
{"title":"Adolescent–Parent Relationships: Progress, Processes, and Prospects","authors":"J. Smetana, Wendy M. Rote","doi":"10.1146/annurev-devpsych-121318-084903","DOIUrl":"https://doi.org/10.1146/annurev-devpsych-121318-084903","url":null,"abstract":"The nature of adolescent–parent relationships has been a topic of enduring concern in developmental science. In this article, we review theory and current research on several central topics. First, we define adolescence as a developmental period and briefly discuss current theoretical and analytical approaches. Then, we consider adolescent–parent relationship quality, including developmental trends and individual differences in negative interactions, positive relationships, and conflict resolution, as well as research that examines relationship quality within different family subsystems. Next, we discuss effects of emotional variability and flexibility on parent–adolescent relationships and review research on adolescents’ and parents’ beliefs about parental authority legitimacy. This is followed by a discussion of current research on parenting effects on adolescent–parent relationships, including approaches that provide greater specificity in defining parental control and its links with relationship quality, as well as research on parental monitoring and adolescent information management. We conclude this article with directions for future research.","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1146/annurev-devpsych-121318-084903","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63959191","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 : 2019-12-24DOI: 10.1146/annurev-dp-01-120619-100001
Susan A. Gelman, Sandra R. Waxman
{"title":"Introduction","authors":"Susan A. Gelman, Sandra R. Waxman","doi":"10.1146/annurev-dp-01-120619-100001","DOIUrl":"https://doi.org/10.1146/annurev-dp-01-120619-100001","url":null,"abstract":"","PeriodicalId":72240,"journal":{"name":"Annual review of developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49146845","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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