Pub Date : 2024-08-29DOI: 10.1038/s44159-024-00350-9
Michael J. Kofler, Elia F. Soto, Leah J. Singh, Sherelle L. Harmon, Emma M. Jaisle, Jessica N. Smith, Kathleen E. Feeney, Erica D. Musser
Executive function deficits have been reported in both autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). However, little is known regarding which, if any, of these impairments are shared in children with ADHD and those with ASD. In this Review, we provide an overview of the current literature with a critical eye toward diagnostic, measurement and third-variable considerations that should be leveraged to provide more definitive answers. We conclude that the field’s understanding of executive function profiles in ASD and ADHD is highly limited because most research on each of these disorders has failed to account for the possible co-occurrence and the presence of symptoms of the other disorder. A vast majority of studies have relied on traditional neuropsychological tests and informant-rated executive function scales that have poor specificity and construct validity, and most studies have been unable to account for the well-documented between-person heterogeneity within and across disorders. At present, the most parsimonious conclusion is that children with ADHD and/or ASD tend to perform moderately worse than neurotypical children on a broad range of neuropsychological tests. However, the extent to which these difficulties are unique to one of these disorders or shared, or are attributable to impairments in specific executive functions, remains largely unknown. We end with focused recommendations for future research.
{"title":"Executive function deficits in attention-deficit/hyperactivity disorder and autism spectrum disorder","authors":"Michael J. Kofler, Elia F. Soto, Leah J. Singh, Sherelle L. Harmon, Emma M. Jaisle, Jessica N. Smith, Kathleen E. Feeney, Erica D. Musser","doi":"10.1038/s44159-024-00350-9","DOIUrl":"https://doi.org/10.1038/s44159-024-00350-9","url":null,"abstract":"<p>Executive function deficits have been reported in both autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). However, little is known regarding which, if any, of these impairments are shared in children with ADHD and those with ASD. In this Review, we provide an overview of the current literature with a critical eye toward diagnostic, measurement and third-variable considerations that should be leveraged to provide more definitive answers. We conclude that the field’s understanding of executive function profiles in ASD and ADHD is highly limited because most research on each of these disorders has failed to account for the possible co-occurrence and the presence of symptoms of the other disorder. A vast majority of studies have relied on traditional neuropsychological tests and informant-rated executive function scales that have poor specificity and construct validity, and most studies have been unable to account for the well-documented between-person heterogeneity within and across disorders. At present, the most parsimonious conclusion is that children with ADHD and/or ASD tend to perform moderately worse than neurotypical children on a broad range of neuropsychological tests. However, the extent to which these difficulties are unique to one of these disorders or shared, or are attributable to impairments in specific executive functions, remains largely unknown. We end with focused recommendations for future research.</p>","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186079","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 : 2024-08-29DOI: 10.1038/s44159-024-00360-7
Orestis Zavlis
Theoretical understanding of psychopathology has always been reliant on phenomenology (that is, clinical observation). Although alluring given its simplicity, this descriptive approach has proven severely limited in addressing the diagnostic and ontological complexity of mental illness. A different approach based on computational science is gradually emerging as a radical alternative.
This computational perspective, as eloquently outlined by Quentin Huys and colleagues, draws a distinction between discriminative and generative modelling. The former includes statistical models (such as latent variable, network and machine learning models) that are already part of psychologists’ methodological arsenal. These data-driven models are immensely useful in terms of revealing phenomena such as the reinforcing relations among psychopathology symptoms or the robust association between unemployment and addiction. However, these models fall short in terms of explaining those phenomena: because their data-generating mechanisms are somewhat general, they cannot speak to the precise processes that are (most) likely to have generated their fitted responses.
{"title":"Computational approaches to mental illnesses","authors":"Orestis Zavlis","doi":"10.1038/s44159-024-00360-7","DOIUrl":"https://doi.org/10.1038/s44159-024-00360-7","url":null,"abstract":"<p>Theoretical understanding of psychopathology has always been reliant on phenomenology (that is, clinical observation). Although alluring given its simplicity, this descriptive approach has proven severely limited in addressing the diagnostic and ontological complexity of mental illness. A different approach based on computational science is gradually emerging as a radical alternative.</p><p>This computational perspective, as eloquently outlined by Quentin Huys and colleagues, draws a distinction between discriminative and generative modelling. The former includes statistical models (such as latent variable, network and machine learning models) that are already part of psychologists’ methodological arsenal. These data-driven models are immensely useful in terms of revealing phenomena such as the reinforcing relations among psychopathology symptoms or the robust association between unemployment and addiction. However, these models fall short in terms of explaining those phenomena: because their data-generating mechanisms are somewhat general, they cannot speak to the precise processes that are (most) likely to have generated their fitted responses.</p>","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186048","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 : 2024-08-29DOI: 10.1038/s44159-024-00357-2
Bunmi O. Olatunji, Alexandra M. Adamis
Advances in clinical science often rely on federal funding, but an overly prescriptive funding agenda might limit the societal benefits of clinical research. Greater diversity in funding schemes is needed to ensure the highest clinical impact.
{"title":"Federal funding shapes knowledge in clinical science","authors":"Bunmi O. Olatunji, Alexandra M. Adamis","doi":"10.1038/s44159-024-00357-2","DOIUrl":"https://doi.org/10.1038/s44159-024-00357-2","url":null,"abstract":"Advances in clinical science often rely on federal funding, but an overly prescriptive funding agenda might limit the societal benefits of clinical research. Greater diversity in funding schemes is needed to ensure the highest clinical impact.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186049","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 : 2024-08-22DOI: 10.1038/s44159-024-00356-3
Teresa Schubert
Nature Reviews Psychology is interviewing individuals with doctoral degrees in psychology who pursued non-academic careers. We spoke with Dominic Gibson about his journey from a post-doctoral fellow to a senior researcher.
{"title":"From the lab to a career in education research","authors":"Teresa Schubert","doi":"10.1038/s44159-024-00356-3","DOIUrl":"10.1038/s44159-024-00356-3","url":null,"abstract":"Nature Reviews Psychology is interviewing individuals with doctoral degrees in psychology who pursued non-academic careers. We spoke with Dominic Gibson about his journey from a post-doctoral fellow to a senior researcher.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":null,"pages":null},"PeriodicalIF":16.8,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142160357","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 : 2024-08-14DOI: 10.1038/s44159-024-00351-8
Manuel Bohn, Frankie T. K. Fong, Sarah Pope-Caldwell, Roman Stengelin, Daniel B. M. Haun
Cross-cultural developmental research is crucial for understanding the roots of human cognition. Although group-level analyses can reveal how culture co-varies with cognition, individual-level analyses are needed to discern how specific cultural and ecological factors influence cognitive development.
{"title":"Understanding cultural variation in cognition one child at a time","authors":"Manuel Bohn, Frankie T. K. Fong, Sarah Pope-Caldwell, Roman Stengelin, Daniel B. M. Haun","doi":"10.1038/s44159-024-00351-8","DOIUrl":"https://doi.org/10.1038/s44159-024-00351-8","url":null,"abstract":"Cross-cultural developmental research is crucial for understanding the roots of human cognition. Although group-level analyses can reveal how culture co-varies with cognition, individual-level analyses are needed to discern how specific cultural and ecological factors influence cognitive development.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186051","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 : 2024-08-07DOI: 10.1038/s44159-024-00346-5
Jamie J. Jirout, Natalie S. Evans, Lisa K. Son
Curiosity is a universal characteristic of childhood that can motivate and direct attention during information-seeking to support knowledge development. Understanding the development of curiosity could inform practical applications to support children’s curiosity and learning across contexts, such as fostering curiosity-supportive environments at home and in schools. In this Review, we focus on the state component of curiosity, defined as information-seeking behaviour that is internally motivated in response to a specific question or gap in knowledge. We synthesize research on children’s curiosity, considering the distinction between internal and external curiosity and variation in curiosity across ages and contexts. On the basis of this research, we suggest several areas for future research. Children’s curiosity helps motivate and direct their learning and is associated with positive outcomes. In this Review, Jirout et al. synthesize research on the development of curiosity and how it is expressed across different physical, social, socio-economic and cultural contexts.
{"title":"Curiosity in children across ages and contexts","authors":"Jamie J. Jirout, Natalie S. Evans, Lisa K. Son","doi":"10.1038/s44159-024-00346-5","DOIUrl":"10.1038/s44159-024-00346-5","url":null,"abstract":"Curiosity is a universal characteristic of childhood that can motivate and direct attention during information-seeking to support knowledge development. Understanding the development of curiosity could inform practical applications to support children’s curiosity and learning across contexts, such as fostering curiosity-supportive environments at home and in schools. In this Review, we focus on the state component of curiosity, defined as information-seeking behaviour that is internally motivated in response to a specific question or gap in knowledge. We synthesize research on children’s curiosity, considering the distinction between internal and external curiosity and variation in curiosity across ages and contexts. On the basis of this research, we suggest several areas for future research. Children’s curiosity helps motivate and direct their learning and is associated with positive outcomes. In this Review, Jirout et al. synthesize research on the development of curiosity and how it is expressed across different physical, social, socio-economic and cultural contexts.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":null,"pages":null},"PeriodicalIF":16.8,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944779","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 : 2024-07-30DOI: 10.1038/s44159-024-00341-w
Caitlin E. V. Mahy, Yuko Munakata, Akira Miyake
Procrastination is a prevalent form of self-regulatory failure familiar to most people. Although many consider procrastination innocuous as long as the deadline is met, it is associated with negative consequences in various life domains. Thus, it is important to understand why people procrastinate, what factors contribute to procrastination and what can be done to reduce procrastination. Most research on these topics has been conducted with adults, and the few developmental studies have been conducted independently from adult procrastination research. In this Review, we seek to bring these disparate lines of research into closer alignment and point out their mutual implications. Specifically, we discuss how studying procrastination developmentally highlights a need to reconsider a highly restrictive definition of procrastination dominant in adult research. We also suggest future directions for both adult and developmental research, including measurement, theoretical development and interventions. Procrastination is often viewed as innocuous as long as deadlines are met but it is associated with negative life outcomes. In this Review, Mahy et al. bring together procrastination research in adults and children and explore their mutual implications for measurement, theory and interventions.
{"title":"Mutual implications of procrastination research in adults and children for theory and intervention","authors":"Caitlin E. V. Mahy, Yuko Munakata, Akira Miyake","doi":"10.1038/s44159-024-00341-w","DOIUrl":"10.1038/s44159-024-00341-w","url":null,"abstract":"Procrastination is a prevalent form of self-regulatory failure familiar to most people. Although many consider procrastination innocuous as long as the deadline is met, it is associated with negative consequences in various life domains. Thus, it is important to understand why people procrastinate, what factors contribute to procrastination and what can be done to reduce procrastination. Most research on these topics has been conducted with adults, and the few developmental studies have been conducted independently from adult procrastination research. In this Review, we seek to bring these disparate lines of research into closer alignment and point out their mutual implications. Specifically, we discuss how studying procrastination developmentally highlights a need to reconsider a highly restrictive definition of procrastination dominant in adult research. We also suggest future directions for both adult and developmental research, including measurement, theoretical development and interventions. Procrastination is often viewed as innocuous as long as deadlines are met but it is associated with negative life outcomes. In this Review, Mahy et al. bring together procrastination research in adults and children and explore their mutual implications for measurement, theory and interventions.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":null,"pages":null},"PeriodicalIF":16.8,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141869890","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 : 2024-07-22DOI: 10.1038/s44159-024-00336-7
John Paul Minda, Casey L. Roark, Priya Kalra, Anthony Cruz
Learning to classify the world into categories is fundamental to human cognition. Some categorizations seem to be made explicitly based on rules whereas other categorizations seem to be made implicitly based on similarity. Several theories posit either that multiple learning systems are involved in categorization or that categorization is carried out by a single learning system. The multiple-system approach assumes that people learn new categories via an explicit verbal system and an implicit procedural system. The single-system approach assumes that categories are learned by a single cognitive system that relies on stimulus similarity and selective attention. In this Review, we first provide an overview of the primary theories and models in the field of categorization and highlight the assumptions and operating characteristics of each. We then discuss evidence from cognitive psychology, cognitive neuroscience, computational modelling and comparative psychology to determine which approach is best supported. We conclude that the debate between a multiple-system theory and a single-system approach has not yet been resolved and suggest avenues for future research to create a robust theory that accounts for category learning beyond the laboratory and beyond the confines of the classification learning paradigm. Classifying the world into categories is fundamental to human cognition. In this Review, Minda et al. highlight the assumptions and operating characteristics of theories positing multiple versus single category learning systems and detail evidence for each approach.
{"title":"Single and multiple systems in categorization and category learning","authors":"John Paul Minda, Casey L. Roark, Priya Kalra, Anthony Cruz","doi":"10.1038/s44159-024-00336-7","DOIUrl":"10.1038/s44159-024-00336-7","url":null,"abstract":"Learning to classify the world into categories is fundamental to human cognition. Some categorizations seem to be made explicitly based on rules whereas other categorizations seem to be made implicitly based on similarity. Several theories posit either that multiple learning systems are involved in categorization or that categorization is carried out by a single learning system. The multiple-system approach assumes that people learn new categories via an explicit verbal system and an implicit procedural system. The single-system approach assumes that categories are learned by a single cognitive system that relies on stimulus similarity and selective attention. In this Review, we first provide an overview of the primary theories and models in the field of categorization and highlight the assumptions and operating characteristics of each. We then discuss evidence from cognitive psychology, cognitive neuroscience, computational modelling and comparative psychology to determine which approach is best supported. We conclude that the debate between a multiple-system theory and a single-system approach has not yet been resolved and suggest avenues for future research to create a robust theory that accounts for category learning beyond the laboratory and beyond the confines of the classification learning paradigm. Classifying the world into categories is fundamental to human cognition. In this Review, Minda et al. highlight the assumptions and operating characteristics of theories positing multiple versus single category learning systems and detail evidence for each approach.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":null,"pages":null},"PeriodicalIF":16.8,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141737640","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 : 2024-07-17DOI: 10.1038/s44159-024-00343-8
Lauren Jenner, Joanna Moss
People with intellectual disability are underrepresented and often actively excluded from autism research. A better understanding of autism requires inclusive research approaches that accurately represent the broad heterogeneity of the autistic population.
{"title":"The exclusively inclusive landscape of autism research","authors":"Lauren Jenner, Joanna Moss","doi":"10.1038/s44159-024-00343-8","DOIUrl":"10.1038/s44159-024-00343-8","url":null,"abstract":"People with intellectual disability are underrepresented and often actively excluded from autism research. A better understanding of autism requires inclusive research approaches that accurately represent the broad heterogeneity of the autistic population.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":null,"pages":null},"PeriodicalIF":16.8,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141737641","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号