-
A developmental model of emotional eating Dev. Rev. (IF 8.361) Pub Date : 2024-04-16 Liam R. Chawner, Maria Laura Filippetti
Over- and under-eating in response to subjective emotional states (emotional eating) are well described behaviours that are thought to emerge early in life. Research and theory have proposed that individual characteristics and environmental factors (e.g. parental feeding practices) both contribute to the development of emotional eating. However, the mechanisms underlying this development are poorly
-
The nurturing of Criminologists: An exercise in futility Dev. Rev. (IF 8.361) Pub Date : 2024-03-27 Kevin M. Beaver
by Judith Rich Harris was a revolutionary book that called into question the family socialization literature and the conventional ways in which parenting is typically studied by social scientists. In the 25 years since it was first published, the key arguments set forth in still remain on the margins of most fields of study and not fully integrated into individual research agendas. In this paper, I
-
The changing social world that children make: Reflections on Harris’s critique of the nurture assumption Dev. Rev. (IF 8.361) Pub Date : 2024-03-21 Dianne M. Tice, Roy F. Baumeister
If children are socialized less by their parents than their peer group, psychology may fruitfully adapt social psychology’s exploration of group processes for understanding how children develop. Concerns with self-presentation, reputation, and learning subtle norms may emerge earlier and more strongly than would be the case if children were primarily interacting with their parents. The peer group culture
-
The older population is more cognitively able than in the past and age-related deficits in cognition are diminishing over time Dev. Rev. (IF 8.361) Pub Date : 2024-03-19 Stephen P. Badham
Increased lifespan in the population was historically driven by reductions in infant mortality but is now driven by reduced mortality in older adults. Research is beginning to show reduced incidence of many age-related diseases, but there have been some mixed trends observed in assessment of cognitive ability in healthy ageing research. Across three studies, time-based trends in older adults’ cognition
-
Measuring the acuity of the approximate number system in young children Dev. Rev. (IF 8.361) Pub Date : 2024-03-16 Attila Krajcsi, Dana Chesney, Krzysztof Cipora, Ilse Coolen, Camilla Gilmore, Matthew Inglis, Melissa Libertus, Hans-Christoph Nuerk, Victoria Simms, Bert Reynvoet
The approximate number system (ANS) is a hypothesized mechanism responsible for the representation and processing of numerical information in an imprecise fashion. According to the predominant theory, the ANS is essential in solving simple numerical tasks such as comparing which of two quantities is numerically larger, and some research has indicated that individual differences in its acuity influence
-
Building a cumulative science of memory development Dev. Rev. (IF 8.361) Pub Date : 2024-03-13 Chi T. Ngo, Elisa S. Buchberger, Phuc T.U. Nguyen, Nora S. Newcombe, Markus Werkle-Bergner
Cumulative science hinges on consolidating empirical evidence. However, both narrative reviews and -analyses often restrict integration by using construct labels in searches, which vary greatly across traditions and eras in psychology. A complementary approach is the mapping review, more common in other disciplines, which focuses on operational definitions and experimental design. Here, we pioneered
-
Early childhood adversity: How Judith Harris’ theory helps to explain the relationship between ACEs and delinquency Dev. Rev. (IF 8.361) Pub Date : 2024-03-10 Abigail S. Novak
Judith Harris’ theory of child socialization spans developmental periods and has interdisciplinary implications. Though broad and adaptable, her theory has not been readily adopted by criminologists, and its discussion is often limited to its biosocial implications. The purpose of this essay is to discuss how Harris’ theory can help to explain the relationship between exposure to adverse childhood
-
Does child-directed speech facilitate language development in all domains? A study space analysis of the existing evidence Dev. Rev. (IF 8.361) Pub Date : 2024-03-04 Vera Kempe, Mitsuhiko Ota, Sonja Schaeffler
Because child-directed speech (CDS) is ubiquitous in some cultures and because positive associations between certain features of the language input and certain learning outcomes have been attested it has often been claimed that the function of CDS is to aid children’s language development in general. We argue that for this claim to be generalisable, superior learning from CDS compared to non-CDS, such
-
The hypotheses put forward in the Nurture Assumption inspired much needed research regarding the influence of parenting and peers, but were overstated Dev. Rev. (IF 8.361) Pub Date : 2024-02-23 S. Alexandra Burt
The provocative hypotheses put forth in spawned a great deal of criticism within the field of child development but far less in the field of behavior genetics, which generally found her arguments quite persuasive. I considered whether 21st century behavioral genetic literature and understandings continued to support her hypotheses, and generally concluded that they did not, at least in regards to child
-
Dynamical systems organization of the behavioral process in child development: Outlining ascending visual information from the retina to the frontal cortex in the context of face perceptions Dev. Rev. (IF 8.361) Pub Date : 2024-01-31 Peter Claudius Osei, David F. Bjorklund
The current article outlines a framework for a developmental hierarchy and the underlying interactions between variant lower-level elements that converge toward invariant higher-level attractors as defined by dynamical systems theory. More specifically, it explores human development in the context of environmental demands by highlighting the bidirectional influence between visual information and cognitive
-
Butterfly effects in perceptual development: A review of the ‘adaptive initial degradation’ hypothesis Dev. Rev. (IF 8.361) Pub Date : 2024-01-19 Lukas Vogelsang, Marin Vogelsang, Gordon Pipa, Sidney Diamond, Pawan Sinha
Human perceptual development evolves in a stereotyped fashion, with initially limited perceptual capabilities maturing over the months or years following the commencement of sensory experience into robust proficiencies. This review focuses on the functional significance of these developmental progressions. Specifically, we review findings from studies of children who have experienced alterations of
-
Looking at self-control development in adolescence through dynamic systems concepts: An agent-based modeling approach Dev. Rev. (IF 8.361) Pub Date : 2023-12-09 Seyyedeh Zeinab Mousavi, Khatereh Borhani, Shahriar Gharibzadeh, Fatemeh Bakouie
The significance of self-control for essential life outcomes necessitates the study of its developmental pathways. In other words, other than discussions of the factors associated with self-control in different developmental periods, investigating the processes that lead to self-control development is also essential. To address this need, in this article, we present a conceptualization of trait self-control
-
Parental postpartum depression and children’s receptive and expressive language during the first six years of life: A systematic review of depression timing, status, and chronicity Dev. Rev. (IF 8.361) Pub Date : 2023-11-22 Brandon Neil Clifford, Vanessa Rainey, Natalie D. Eggum
Parental postpartum depression may be a risk factor for children’s early language development. However, previous empirical findings have been inconclusive regarding these relations. Moreover, previous reviews of this topic have summarized across measures of language. The purpose of the present systematic review was to summarize and synthesize the relations between parental postpartum depression and
-
Childhood socioeconomic position and later-life cognitive functioning in the U.S.: A critical review Dev. Rev. (IF 8.361) Pub Date : 2023-11-22 Hanamori F. Skoblow, Christine M. Proulx, Francisco Palermo
An emerging body of research suggests that later-life cognitive functioning may be partly the result of influences across the life course. Low socioeconomic position in childhood is associated with disparities in cognitive functioning in older adulthood. Framed by the life course perspective, several explanations for this association exist: the , positing that the conditions of low early-life socioeconomic
-
-
Episodic thought in development: On the relation between memory and future thinking Dev. Rev. (IF 8.361) Pub Date : 2023-10-27 Angela Nyhout, Caitlin E.V. Mahy
Extensive research from cognitive neuroscience has shown that episodic memory and future thinking are related processes and has given rise to theories attempting to explain these similarities, but developmental research has only minimally been considered. We argue that developmental research is fundamental to understanding the association between episodic memory and future thinking and that existing
-
Contributions of motor skill development and physical activity to the ontogeny of executive function skills in early childhood Dev. Rev. (IF 8.361) Pub Date : 2023-10-09 Michael T. Willoughby, Kesha Hudson
Because of executive function (EF) skills’ importance for social, emotional, and academic success, there is strong interest in supporting their development in early childhood. Efforts to increase the duration and/or intensity of children’s physical activity have been proposed as one promising approach. However, this proposal has been a source of debate, and too few studies have been conducted with
-
Moral disengagement in youth: A meta-analytic review Dev. Rev. (IF 8.361) Pub Date : 2023-09-18 Aileen Luo, Kay Bussey
Moral disengagement enables individuals to enact behavior contrary to their moral standards without remorse. Although associations between moral disengagement and transgressions are widely studied, the process occurs in the context of personal and environmental factors that may increase or suppress its enlistment. Understanding potential moderators provide insight into how moral disengagement enables
-
Does child-mother attachment predict and mediate language and cognitive outcomes? A series of meta-analyses Dev. Rev. (IF 8.361) Pub Date : 2023-09-06 Audrey-Ann Deneault, Robbie Duschinsky, Marinus H. van IJzendoorn, Glenn I. Roisman, Anh Ly, R.M. Pasco Fearon, Sheri Madigan
A programmatic set of meta-analyses by Groh et al. (e.g., Groh et al., 2017a) and Madigan et al. (e.g., Madigan et al., 2023) demonstrated that secure child-caregiver attachments are positively associated with children’s social and emotional development, with somewhat stronger associations identified in relation to social competence and (lower) externalizing behaviors than for (lower) internalizing
-
-
Development and socialization of self-regulation from infancy to adolescence: A meta-review differentiating between self-regulatory abilities, goals, and motivation Dev. Rev. (IF 8.361) Pub Date : 2023-08-01 Christiane Wesarg-Menzel, Rutmer Ebbes, Maud Hensums, Eline Wagemaker, Martina S. Zaharieva, Janneke P.C. Staaks, Alithe L. van den Akker, Ingmar Visser, Machteld Hoeve, Eddie Brummelman, Tycho J. Dekkers, Jaap A. Schuitema, Helle Larsen, Cristina Colonnesi, Brenda R.J. Jansen, Geertjan Overbeek, Hilde M. Huizenga, Reinout W. Wiers
Self-regulation has been intensely studied across developmental science disciplines in virtue of its significance to understanding and fostering adaptive functioning throughout life. Whereas research has predominantly focused on self-regulatory abilities, age-related changes in goals and motivation that underlie self-regulation have been largely neglected. In a systematic meta-review, we disentangle
-
Assessing parental emotion regulation in the context of parenting: A systematic review Dev. Rev. (IF 8.361) Pub Date : 2023-07-31 Xutong Zhang, Annie Beatty, Katrina Abela, Matthew Fernandes Melo, Meghan Kenny, Leslie Atkinson, Andrea Gonzalez
Despite a need for developmental and clinical research to understand how parents regulate their emotions in the context of parent–child interaction, empirical studies of parental emotion regulation (ER) have predominantly relied on general models and measures of adult ER. To address this gap, the present systematic review aimed to identify studies that examined parental ER in the context of parenting
-
Time and sequence as key developmental dimensions of joint action Dev. Rev. (IF 8.361) Pub Date : 2023-07-29 Valentina Fantasia, Jonathan Delafield-Butt
Joint action, generally defined as working together towards a common purpose, has become an important concept in many areas of cognitive science, from philosophical appraisal of its core concepts to empirical mapping of its psychological development. Within mainstream cognitive accounts, to engage in a joint action requires an inferential process of representing the other’s intentions and plans to
-
Theoretical explanations of developmental reversals in memory and reasoning Dev. Rev. (IF 8.361) Pub Date : 2023-07-08 C.J. Brainerd, Valerie F. Reyna
Developmental reversals are puzzling situations in which cognitive development seems to be devolving rather than evolving because reasoning and memory become more illogical and biased with age. The theoretical conundrum is to explain how underlying processes that mature in the normal way could nevertheless cause specific forms of reasoning and memory to seem to devolve. Currently, there are several
-
Disentangling processing and storage accounts of working memory development in childhood Dev. Rev. (IF 8.361) Pub Date : 2023-07-07 Luísa Superbia-Guimarães, Nelson Cowan
Researchers have been asking the question of what drives the development of working memory (WM) during childhood for decades. This question is particularly challenging because so many aspects of cognition develop with age that it is difficult to disentangle them and find out which factors are causal or fundamental. In this review, we first prepare to discuss this issue by inquiring whether increases
-
A model of peer aggression and victimization on the social spectrum: A relational perspective Dev. Rev. (IF 8.361) Pub Date : 2023-06-28 Naomi C.Z. Andrews
Peer aggression among children and youth has garnered significant attention in the fields of child development and developmental psychology, as well as psychology more generally. Given the inherently social nature of peer aggression, attention has also been paid to the social factors associated with aggression, bullying, and victimization. Yet, there remain conflicting findings regarding the social
-
Bilingual children outperform monolingual children on executive function tasks far more often than chance: An updated quantitative analysis Dev. Rev. (IF 8.361) Pub Date : 2023-06-13 Asli Yurtsever, John A.E. Anderson, John G. Grundy
The ongoing debate regarding the effects of bilingualism on executive functions warrants a deeper investigation into sample characteristics, and the likelihood of performance differences between monolinguals and bilinguals despite the variability in samples. The present paper provides an updated quantitative analysis of studies comparing bilingual and monolingual children on executive function tasks
-
-
Developing communication through objects: Ostensive gestures as the first gestures in children's development Dev. Rev. (IF 8.361) Pub Date : 2023-03-10 Irene Guevara, Cintia Rodríguez
The first gestures that children produce intentionally to communicate with others, make sense of the world around them, and control their behavior are ostensive gestures of showing and giving; these are also the first gestures that parents and teachers use to communicate with children and to regulate their behavior in their first months of life. Ostensive gestures are proximal gestures in which the
-
Social goals and gains of adolescent bullying and aggression: A meta-analysis Dev. Rev. (IF 8.361) Pub Date : 2023-01-30
There is a long-standing debate on the goals that underlie adolescent socially coercive behaviors, such as bullying, relational aggression, and instrumental aggression. Knowledge about these goals is critical for the development of effective interventions. Bridging evolutionary and social-cognitive perspectives, we propose and substantiate a Social Goals and Gains Model of Adolescent Bullying and Aggression
-
Understanding pretense as causal inference Dev. Rev. (IF 8.361) Pub Date : 2023-01-17 David M. Sobel
There is a long-standing interest in the role that children’s understanding of pretense plays in their more general theory of mind development. Some argue that children understand pretense as a mental state, and the capacity to pretend is indicative of children possessing the capacity for mental representations. Others argue that children understand pretense in terms of actions and appearances, and
-
How does play foster development? A new executive function perspective Dev. Rev. (IF 8.361) Pub Date : 2022-12-12 Sabine Doebel, Angeline S. Lillard
Around the world, children play. Does play support development? If so, how? One popular idea is that play fosters the development of higher-order cognitive abilities, such as executive functions. A contrasting view is that play fosters the development of cultural knowledge and skills rather than general capacities. We describe a third proposal: that play helps children acquire culture-specific executive
-
Examining the role of parents and teachers in executive function development in early and middle childhood: A systematic review Dev. Rev. (IF 8.361) Pub Date : 2022-12-09 Sümeyye Koşkulu-Sancar, Eva van de Weijer-Bergsma, Hanna Mulder, Elma Blom
The aim of the current systematic review is (1) to examine theoretical frameworks and mechanisms explaining the association between parental and teacher behaviors and child executive function (EF) development, and (2) to compare and combine empirical findings for the relationship between parental and teacher behaviors and child EF development in early and middle childhood. Results revealed that theoretical
-
Arithmetic thinking as the basis of children's generative number concepts Dev. Rev. (IF 8.361) Pub Date : 2022-12-06 Diego Guerrero, Joonkoo Park
Predominant psychological theories of number acquisition posit that children acquire natural number concepts as they acquire the successor principle, or the knowledge that every natural number is succeeded by another natural number that is exactly-one more than it. However, exactly how children acquire the successor principle remains largely unexplained. Recently developed ideas within this family
-
A systematic review of measures of theory of mind for children Dev. Rev. (IF 8.361) Pub Date : 2022-12-05 I-Ning Fu, Kuan-Lin Chen, Meng-Ru Liu, Dai-Rong Jiang, Ching-Lin Hsieh, Shih-Chieh Lee
Theory of mind (ToM) is a developmental and multidimensional ability to impute mental states to oneself and others. This systematic review aimed to identify and appraise the current ToM measures for children in terms of their constructs, modes of presentation and response, the test theories adopted to develop them, and psychometric properties. Among the 588 articles retrieved, 127 ToM measures were
-
A new look at the relations between attachment and intelligence Dev. Rev. (IF 8.361) Pub Date : 2022-11-12 Marco Del Giudice, John D. Haltigan
In this paper we offer a new perspective on the relations between attachment and intelligence, a topic that has received relatively little attention in the recent decades of attachment research. Based on a review of relevant empirical work, a reanalysis of published data, and novel theoretical arguments, we advance a revised model of attachment and intelligence that challenges a number of widespread
-
Understanding the role of testimony in children’s moral development: Theories, controversies, and implications Dev. Rev. (IF 8.361) Pub Date : 2022-11-09 Pearl Han Li, Melissa A. Koenig
Abstract not available
-
Riding the elephant in the room: Towards a revival of the optimal level of stimulation model Dev. Rev. (IF 8.361) Pub Date : 2022-11-04 Paula Ibáñez de Aldecoa, Emily Burdett, Erik Gustafsson
Phenomena such as engagement, attention and curiosity rely heavily on the “optimal-level of stimulation (or arousal)” model, which suggests they are driven by stimuli being neither too simple nor too complex. Two points often overlooked in psychology are that each stimulus is simultaneously processed with its context, and that a stimulus complexity is relative to an individual’s cognitive resources
-
Functionally similar yet distinct neural mechanisms underlie different choice behaviors: ALE meta-analyses of decision-making under risk in adolescents and adults Dev. Rev. (IF 8.361) Pub Date : 2022-11-03 Zheng Zhang
Decision-making under risk is crucial for everyday life. Nevertheless, despite a large effort to identify the nature of decision-making under risk, the neural mechanisms underlying the selection of safe or risky choices remain unclear. To address this issue, the author conducted activation likelihood estimation meta-analyses of 59 functional magnetic resonance imaging studies (1,916 participants; age
-
Spontaneous verbal recall: A new look at the mechanisms involved in episodic memory retrieval in young children Dev. Rev. (IF 8.361) Pub Date : 2022-10-07 Peter Krøjgaard, Trine Sonne, Osman S. Kingo, Dorthe Berntsen
Research on event memory in early childhood is predominantly based on asking direct questions to the children. To respond to questions concerning past events, children will have to engage in strategic retrieval involving a deliberate and cognitively demanding search process. Hence, strategic retrieval has become a proxy for retrieval in general which is assumed to depend on the involvement of prefrontal
-
Developmental theories: Past, present, and future Dev. Rev. (IF 8.361) Pub Date : 2022-10-06 Patricia H. Miller
This article examines the state of the art in developmental theorizing today and identifies shifts in direction needed for further progress. Developmental psychology’s robust empirical base calls for new directions in theorizing. The historical context of theorizing shows how developmental theoretical issues arose from a series of developmental theories and the challenges to these theories. Several
-
Developmental pathways linking obesity risk and early puberty: The thrifty phenotype and fetal overnutrition hypotheses Dev. Rev. (IF 8.361) Pub Date : 2022-09-18 Olivia C. Robertson, Kristine Marceau, Kameron J. Moding, Valerie S. Knopik
We outline an operationalization and extension of the thrifty phenotype and fetal overnutrition hypotheses, two developmental hypotheses stemming from the developmental origins of health and disease (DOHaD) perspective, for developmental pathways from preconception and prenatal risk through child growth to early puberty. The available evidence suggests that both the thrifty phenotype and fetal overnutrition
-
Microbiome-gut-brain axis in brain development, cognition and behavior during infancy and early childhood Dev. Rev. (IF 8.361) Pub Date : 2022-09-09 Kadi Vaher, Debby Bogaert, Hilary Richardson, James P Boardman
The gut microbiota is increasingly recognized as a modulator of brain and behavior but its role in early childhood, when the microbiome and the brain are both undergoing rapid development, is poorly understood. Preclinical work suggests there are critical windows during early life when bacterial signals are required for normal neurobehavioral development, whereas gut microbial dysfunction has been
-
Understanding why infant-directed speech supports learning: A dynamic attention perspective Dev. Rev. (IF 8.361) Pub Date : 2022-08-25 Mira L. Nencheva, Casey Lew-Williams
Infant-directed speech (IDS) refers to the suite of prosodic and structural modifications that adults use when communicating with infants, as opposed to adults. A number of theories have proposed that IDS is uniquely able to modulate infants’ attention and arousal in a way that supports real-time communication and learning. However, prior research has mainly focused on infants’ overall listening preference
-
Widening the lens of family math engagement: A conceptual framework and systematic review Dev. Rev. (IF 8.361) Pub Date : 2022-08-17 Sarah H. Eason, Nicole R. Scalise, Talia Berkowitz, Geetha B. Ramani, Susan C. Levine
Young children’s math learning opportunities in families appear to relate to long-term math achievement and attitudes. While there is growing interest in promoting families’ support of children’s math learning, existing family math models do not fully capture sources of variation in how families support early math learning. We propose an expanded conceptual framework incorporating macrosystem and mesosystem
-
-
Understanding sensory regulation in typical and atypical development: The case of sensory seeking Dev. Rev. (IF 8.361) Pub Date : 2022-07-30 Elena Serena Piccardi, Teodora Gliga
Sensory regulation, the ability to select and process sensory information to plan and perform appropriate behaviours, provides a foundation for learning. From early in development, infants manifest differences in the strategies used for sensory regulation. Here, we discuss the nature and characteristics of sensory seeking, a key behavioural strategy for sensory regulation often described as atypical
-
Development of moral identity: From the age of responsibility to adult maturity Dev. Rev. (IF 8.361) Pub Date : 2022-07-20 Tobias Krettenauer
The field of moral identity research comprises two different views as to when moral identity emerges in the course of development. While some describe moral identity as a developmental achievement of middle childhood, others maintain that it does not emerge before adolescence or early adulthood. The present paper bridges these views by introducing a new theoretical framework for conceptualizing moral
-
The domain-specific approach of working memory training Dev. Rev. (IF 8.361) Pub Date : 2022-07-11 Peng Peng, H. Lee Swanson
Converging evidence suggests that traditional domain-general working memory (WM) training does not have reliable far-transfer effects, but produces reliable, modest near-transfer effects on structurally similar untrained tasks. Given the critical role of WM in academic development, WM training that incorporates task-specific features may maximize training effects on academic outcomes. In this theory
-
The elusive “Developmental Mechanism”: What they are and how to study and test them Dev. Rev. (IF 8.361) Pub Date : 2022-06-17 Deon T. Benton
Few issues have garnered as much attention as that of understanding mechanisms of developmental change. Understanding mechanisms of developmental change is important because it allows researchers to go beyond studying at what age an ability emerges to understanding the processes by which those abilities develop in the first place. Despite the clear importance of mechanisms, the notion of a developmental
-
Conscience and delinquency: A developmentally informed meta-analysis Dev. Rev. (IF 8.361) Pub Date : 2022-06-10 Glenn D. Walters
The purpose of this study was to investigate the three central components of conscience as outlined in integrative theory (i.e., empathy, guilt, and moral reasoning) on their ability to predict future delinquency. A meta-analysis was performed on studies in which participants were assessed on one or more of these components during late childhood, early adolescence, or middle adolescence and then evaluated
-
Measurement considerations in the link between racial/ethnic discrimination and adolescent well-being: A meta-analysis Dev. Rev. (IF 8.361) Pub Date : 2022-05-13 Aprile D. Benner, Yijie Wang, Shanting Chen, Alaina E. Boyle
Racial/ethnic discrimination is a commonplace experience for many adolescents of color, and an increasing number of studies over the past 25 years have sought to document discrimination and its consequences at this stage of the life course. The evidence is clear and convincing that racial/ethnic discrimination is harmful for adolescents’ socioemotional and behavioral well-being as well as their academic
-
Coping with poverty-related stress: A narrative review Dev. Rev. (IF 8.361) Pub Date : 2022-03-25 Chelsea O. Mayo, Holly Pham, Brandon Patallo, Celina M. Joos, Martha E. Wadsworth
The pernicious effects of poverty contribute to significant mental and physical health disparities. Though much research highlights coping as a means of interrupting stress processes, no review exists detailing how individuals across the lifespan cope with poverty-related stress (PRS). In this narrative review, we discuss the current knowledge of how children, adolescents, adults, and family units
-
The relationship between infant pointing and language development: A meta-analytic review Dev. Rev. (IF 8.361) Pub Date : 2022-03-18 Elizabeth Kirk, Seamus Donnelly, Reyhan Furman, Meesha Warmington, Julie Glanville, Adam Eggleston
Infant pointing has long been identified as an important precursor and predictor of language development. Infants typically begin to produce index finger pointing around the time of their first birthday and previous research has shown that both the onset and the frequency of pointing can predict aspects of productive and receptive language. The current study used a multivariate meta-analytic approach
-
Looking for the lighthouse: A systematic review of advanced theory-of-mind tests beyond preschool Dev. Rev. (IF 8.361) Pub Date : 2022-03-07 Christopher Osterhaus, Sandra L. Bosacki
Advanced Theory of Mind (AToM) refers to the age-related progressions in mindreading that occur in the development of theory of mind after the age of 5 years. Despite the growth in studies, AToM remains a conceptually slippery skill to test in youth and adults. To address this conundrum, this paper reports a systematic review of the literature on AToM during the past ten years. We explored which measures
-
Do infants have agency? – The importance of control for the study of early agency Dev. Rev. (IF 8.361) Pub Date : 2022-03-02 Florian Markus Bednarski, Kristina Musholt, Charlotte Grosse Wiesmann
Questions about infants’ development of agency have been a topic of great interest for developmental psychology for many years. The central claim of our review is that agentic control is a necessary feature of minimal agency. We review influential experimental paradigms on infants’ agency which have predominantly focused on infants’ detection of multi-sensory contingencies (e.g., the mobile paradigm)
-
Theoretical advances in research on the development of risk taking Dev. Rev. (IF 8.361) Pub Date : 2022-03-01 Ivy N. Defoe,Daniel Romer
-
Bereft and Left: The interplay between insecure attachment, isolation, and neurobiology Dev. Rev. (IF 8.361) Pub Date : 2022-02-12 Kevin Bell, Keegan McMillin, Lauren E. Ethridge
Being isolated from a group is associated with health risks, depressive symptomology, and increased risk-taking behaviors. A growing body of literature suggests that the way individual experiences isolation is a moderator of these negative health risks. How an individual perceives loneliness may be a product of one’s social environment: namely, an individual’s attachment style may indicate the extent
-
Sex, mathematics, and the brain: An evolutionary perspective Dev. Rev. (IF 8.361) Pub Date : 2021-12-30 David C. Geary
The articles in this special issue provide state-of-the-art reviews of the brain and cognitive systems that are engaged during some aspects of mathematical learning, as well as the self-beliefs, anxiety, and social factors that influence engagement with mathematics, along with discussion of any associated sex differences. These issues are integrated into an evolutionary perspective that includes discussion
-
A review of the differential contributions of language abilities to children’s eyewitness memory and suggestibility Dev. Rev. (IF 8.361) Pub Date : 2021-12-13 Christina O. Perez, Kamala London, Henry Otgaar
Language abilities have been heralded as an important cognitive factor driving children’s memory and suggestibility in forensic contexts. To this end, we reviewed over 30 years of child eyewitness memory literature to identify patterns in how language skills affect children’s event memory and suggestibility. Across 37 studies examining 3071 children aged 2- to 17-years-old, language abilities emerged