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Developmental Review: DR

Paola Rigo, Pilyoung Kim, Gianluca Esposito, Diane L Putnick, Paola Venuti, Marc H Bornstein
No abstract text is available yet for this article.
March 2019: Developmental Review: DR
Joan Y Chiao
Research in cultural neuroscience and development examines the processes and mechanisms underlying the interaction of cultural systems with environmental and biological systems with a life course approach. Culture interacts with environmental and biological factors to shape the mind, brain and behavior across stages of development. Theoretical and empirical approaches in cultural neuroscience investigate how culture influences psychological and neurobiological mechanisms during developmental periods. Methodological approaches in cultural neuroscience and development illustrate the opportunities and challenges with observation and measurement of psychological and biological processes across cultures throughout development...
December 2018: Developmental Review: DR
Amanda S Hodel
Over the last fifteen years, the emerging field of developmental cognitive neuroscience has described the relatively late development of prefrontal cortex in children and the relation between gradual structural changes and children's protracted development of prefrontal-dependent skills. Widespread recognition by the broader scientific community of the extended development of prefrontal cortex has led to the overwhelming perception of prefrontal cortex as a "late developing" region of the brain. However, despite its supposedly protracted development, multiple lines of research have converged to suggest that prefrontal cortex development may be particularly susceptible to individual differences in children's early environments...
June 2018: Developmental Review: DR
Valerie A Earnshaw, Sari L Reisner, David Menino, V Paul Poteat, Laura M Bogart, Tia N Barnes, Mark A Schuster
Youth living with socially devalued characteristics (e.g., minority sexual orientation, race, and/or ethnicity; disability; obesity) experience frequent bullying. This stigma-based bullying undermines youths' wellbeing and academic achievement, with lifelong consequences. The National Academies of Sciences, Engineering, and Medicine recommends developing, implementing, and evaluating evidence-based interventions to address stigma-based bullying. To characterize the existing landscape of these interventions, we conducted a systematic review of stigma-based bullying interventions targeting youth in any country published in the peer-reviewed literature between 2000 and 2015...
June 2018: Developmental Review: DR
Gail M Rosenbaum, Vinod Venkatraman, Laurence Steinberg, Jason M Chein
Adolescents are known to take more risks than adults, which can be harmful to their health and well-being. However, despite age differences in real-world risk taking, laboratory risk-taking paradigms often do not evince these developmental patterns. Recent findings in the literature suggest that this inconsistency may be due in part to differences between how adolescents process information about risk when it is described (e.g., in a description-based classroom intervention) versus when it is experienced (e...
March 2018: Developmental Review: DR
Diane L Putnick, Marc H Bornstein
Measurement invariance assesses the psychometric equivalence of a construct across groups or across time. Measurement noninvariance suggests that a construct has a different structure or meaning to different groups or on different measurement occasions in the same group, and so the construct cannot be meaningfully tested or construed across groups or across time. Hence, prior to testing mean differences across groups or measurement occasions (e.g., boys and girls, pretest and posttest), or differential relations of the construct across groups, it is essential to assess the invariance of the construct...
September 2016: Developmental Review: DR
Charlie Rioux, Natalie Castellanos-Ryan, Sophie Parent, Jean R Séguin
Both individual and environmental factors predict externalizing behaviors and substance use (EB-SU); however, different patterns of interaction among these factors may have different implications. This review first examines how temperament and the family environment interact in the prediction of adolescent EB-SU. Second, studies are reviewed according to two theoretical models: (1) diathesis-stress, i.e., certain individual characteristics are linked to vulnerability and later problems in adverse environments; (2) differential susceptibility, i...
June 1, 2016: Developmental Review: DR
Isaac T Petersen, Caroline P Hoyniak, Maureen E McQuillan, John E Bates, Angela D Staples
Inhibitory control is thought to demonstrate heterotypic continuity, in other words, continuity in its purpose or function but changes in its behavioral manifestation over time. This creates major methodological challenges for studying the development of inhibitory control in childhood including construct validity, developmental appropriateness and sensitivity of measures, and longitudinal factorial invariance. We meta-analyzed 198 studies using measures of inhibitory control, a key aspect of self-regulation, to estimate age ranges of usefulness for each measure...
June 2016: Developmental Review: DR
Sabine Doebel, Philip David Zelazo
The Dimensional Change Card Sort (DCCS) is a widely used measure of executive function in children. In the standard version, children are shown cards depicting objects that vary on two dimensions (e.g., colored shapes such as red rabbits and blue boats), and are told to sort them first by one set of rules (e.g., shape) and then by another (e.g., color). Most 3-year-olds persist in sorting by the pre-switch rules, whereas 5-year-olds switch flexibly. We conducted a meta-analysis of standard and experimental versions of the task (N = 69 reports, 426 conditions) to examine the influence of diverse task variations on performance...
December 1, 2015: Developmental Review: DR
Susan Goldin-Meadow
Piaget was a master at observing the routine behaviors children produce as they go from knowing less to knowing more about at a task, and making inferences not only about how the children understood the task at each point, but also about how they progressed from one point to the next. In this paper, I examine a routine behavior that Piaget overlooked-the spontaneous gestures speakers produce as they explain their solutions to a problem. These gestures are not mere hand waving. They reflect ideas that the speaker has about the problem, often ideas that are not found in that speaker's talk...
December 1, 2015: Developmental Review: DR
Patricia J Bauer
Some memories of the events of our lives have a long shelf-life-they remain accessible to recollection even after long delays. Yet many other of our experiences are forgotten, sometimes very soon after they take place. In spite of the prevalence of forgetting, theories of the development of episodic and autobiographical memory largely ignore it as a potential source of variance in explanation of age-related variability in long-term recall. They focus instead on what may be viewed as positive developmental changes, that is, changes that result in improvements in the quality of memory representations that are formed...
December 1, 2015: Developmental Review: DR
C J Brainerd, Valerie F Reyna
Fuzzy-trace theory (FTT) emphasizes the use of core theoretical principles, such as the verbatim-gist distinction, to predict new findings about cognitive development that are counterintuitive from the perspective of other theories or of common-sense. To the extent that such predictions are confirmed, the range of phenomena that are explained expands without increasing the complexity of the theory's assumptions. We examine research on recent examples of such predictions during four epochs of cognitive development: childhood, adolescence, young adulthood, and late adulthood...
December 1, 2015: Developmental Review: DR
Manuel Sprung, Hannah M Münch, Paul L Harris, Chad Ebesutani, Stefan G Hofmann
BACKGROUND: In the course of development, children show increased insight and understanding of emotions-both of their own emotions and those of others. However, little is known about the efficacy of training programs aimed at improving children's understanding of emotion. OBJECTIVES: To conduct an effect size analysis of trainings aimed at three aspects of emotion understanding: external aspects (i.e., the recognition of emotional expressions, understanding external causes of emotion, understanding the influence of reminders on present emotions); mental aspects (i...
September 1, 2015: Developmental Review: DR
Helena J V Rutherford, Norah S Wallace, Heidemarie K Laurent, Linda C Mayes
Emotion regulation, defined as the capacity to influence one's experience and expression of emotion, is a complex skill now recognized to evolve throughout the lifetime. Here we examine the role of emotion regulation in parenthood, and propose that regulatory function during this period is distinct from the emotion regulation skills acquired and implemented during other periods of life. In this review, we consider the unique demands of caring for a child and recognize that parents have to maintain a regulated state as well as facilitate regulation in their child, especially early in development...
June 1, 2015: Developmental Review: DR
AliceAnn Crandall, Kirby Deater-Deckard, Anne W Riley
PURPOSE: Emerging evidence suggests that maternal emotion and cognitive control capacities are critical to the development and maintenance of parenting practices and may be related to parents' ability to seek and use parenting help. The purpose of this paper is to present a cohesive conceptual framework on the intersection of maternal emotion and cognitive control capacities and parenting based on a review of literature. METHODS: We conducted a comprehensive literature review of articles published between 2000 and February 2014 that addressed maternal emotion and cognitive control and parenting...
June 1, 2015: Developmental Review: DR
Gregory J Poarch, Ellen Bialystok
Because both languages of bilinguals are constantly active, bilinguals need to manage attention to the target language and avoid interference from the non-target language. This process is likely carried out by recruiting the executive function (EF) system, a system that is also the basis for multitasking. In previous research, bilinguals have been shown to outperform monolinguals on tasks requiring EF, suggesting that the practice using EF for language management benefits performance in other tasks as well...
March 1, 2015: Developmental Review: DR
Mary K Rothbart, Michael I Posner
To understand the problem of multitasking, it is necessary to examine the brain's attention networks that underlie the ability to switch attention between stimuli and tasks and to maintain a single focus among distractors. In this paper we discuss the development of brain networks related to the functions of achieving the alert state, orienting to sensory events, and developing self-control. These brain networks are common to everyone, but their efficiency varies among individuals and reflects both genes and experience...
March 1, 2015: Developmental Review: DR
T Gliga, E J H Jones, R Bedford, T Charman, M H Johnson
A fast growing field, the study of infants at risk because of having an older sibling with autism (i.e. infant sibs) aims to identify the earliest signs of this disorder, which would allow for earlier diagnosis and intervention. More importantly, we argue, these studies offer the opportunity to validate existing neuro-developmental models of autism against experimental evidence. Although autism is mainly seen as a disorder of social interaction and communication, emerging early markers do not exclusively reflect impairments of the "social brain"...
September 2014: Developmental Review: DR
Manfred Diehl, Hans-Werner Wahl, Anne E Barrett, Allyson F Brothers, Martina Miche, Joann M Montepare, Gerben J Westerhof, Susanne Wurm
Humans are able to reflect on and interpret their own aging. Thus, as individuals grow older, calendar age may become increasingly a subjective variable. This theoretical paper proposes the concept of Awareness of Aging (AoA) as a superordinate construct that can serve an integrative function in developmental research on subjective aging. It is argued that the AoA construct can incorporate the theoretical components of other existing concepts by acknowledging that judgments of subjective aging tend to be made on an awareness continuum ranging from pre-conscious/implicit to conscious/explicit...
June 1, 2014: Developmental Review: DR
Kimberly Cuevas, Erin N Cannon, Kathryn Yoo, Nathan A Fox
The EEG mu rhythm, recorded from scalp regions overlying the sensorimotor cortex, appears to exhibit mirroring properties: It is reactive when performing an action and when observing another perform the same action. Recently, there has been an exponential increase in developmental mu rhythm research, partially due to the mu rhythm's potential role in our understanding of others' actions as well as a variety of other social and cognitive processes (e.g., imitation, theory of mind, language). Unfortunately, various methodological issues impede integrating these findings into a comprehensive theory of mu rhythm development...
March 1, 2014: Developmental Review: DR
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