Child Development Perspectives" mission is to provide accessible, synthetic reports that summarize emerging trends or conclusions within various domains of developmental research, and to encourage multidisciplinary and international dialogue on a variety of topics in the developmental sciences.    Articles in the journal will include reviews, commentary, and groups of papers on a targeted issue. Manuscripts presenting new empirical data are not appropriate for this journal. Articles will be obtained through two sources: author-initiated submissions and invited articles or commentary. Potential contributors who have ideas about a set of three or four papers written from very different perspectives may contact the editor with their ideas for feedback.

The mission of "Child Development Perspectives" is to provide accessible, synthetic reports that summarize emerging trends or conclusions within various domains of developmental research, and to encourage multidisciplinary and international dialogue on a variety of topics in the developmental sciences. Articles in the journal will include reviews, commentary, and groups of papers on targeted issues. Manuscripts presenting new empirical data are not appropriate for this journal. Articles will be obtained through two sources: author-initiated submissions and invited articles or commentary. Potential contributors who have ideas about a set of three or four papers written from very different perspectives may contact the editor for feedback.

《Child Development Perspectives》的使命是提供易于理解的综合报告，概述发展研究各领域的新兴趋势或结论，并鼓励在发展科学的各种主题上进行多学科和国际对话。期刊中的文章将包括综述、评论以及针对特定议题的论文组。提交新实证数据的手稿不适合本期刊。文章将通过两种途径获得：作者主动提交和邀请的文章或评论。潜在的贡献者如果有关于三到四篇从不同视角撰写的论文的想法，可以联系编辑以获取反馈。

Child Development Perspectives

ABSTRACT— Clinical depression is a significant mental health problem that is associated with personal suffering and impaired functioning. These effects underscore the continuing need for new approaches that can inform researchers and clinicians when designing interventions. The present article proposes that individual differences in the self‐regulation of sadness and distress provide an important link between stress, depressed mood, and the onset of depressive disorder, and that a better understanding of the ways children successfully manage dysphoric emotions will lead to improved prevention and treatment of pediatric depression. After examining the normative development of responses that children use to attenuate sadness, aspects of the neurobiological infrastructure that both enable and constrain such self‐regulatory efforts, and affect regulation of children at familial risk for depressive disorders, this article concludes by calling for integrated, developmental, multidisciplinary studies of sadness self‐regulation.

Maria Kovacs

Jutta Joormann

Ian H. Gotlib

Emotion (Dys)regulation and Links to Depressive Disorders

情绪（失调）调节与抑郁症的关联

Abstract Children’s memberships in social groups have profound effects on their motivation. Stereotypes about social groups shape children’s beliefs about what is expected for their group members. These beliefs can influence children’s developing beliefs about themselves (self‐perceptions). In this article, I review research on how gender stereotypes influence children’s motivation in science, technology, engineering, and math (STEM), including ability beliefs and sense of belonging. When children belong to a gender group that is negatively stereotyped in a STEM field, they may doubt their own capabilities and whether they belong in that field, making it harder for them to develop interest over time. Developmentally, the influence of gender stereotypes on motivation begins during preschool and strengthens during late childhood. I also address the consequences of different kinds of stereotypes and why some children are more influenced by stereotypes than others. Understanding this process in childhood will help researchers design effective interventions to remedy educational inequities in STEM.

Allison Master

Child Dev Perspect

Gender Stereotypes Influence Children’s STEM Motivation

性别刻板印象影响儿童的STEM动机

Abstract In this article, I discuss the acquisition of functional morphemes during the first years of life. Infants begin to process functional items at birth. They start encoding functional elements and their structural relations in phrases and sentences long before they can produce these items. Functional items also assist various language acquisition tasks. These findings demonstrate the initial acquisition of functional morphemes and early grammatical knowledge, challenging the view that no syntactic structures are represented before the end of the toddler years. The findings have important implications for theories of language acquisition and for the debate concerning nature versus nurture in development.

Rushen Shi

Child Dev Perspectives

Functional Morphemes and Early Language Acquisition

功能词素与早期语言习得

Abstract For decades, a spirited debate has existed over whether infants’ remarkable capacity to learn words is shaped primarily by universal features of human language or by specific features of the particular native language they are acquiring. A strong focus for this debate has been a well‐documented difference in early word learning: Infants’ success in learning verbs lags behind their success in learning nouns. In this review, we articulate both sides of the debate and summarize new cross‐linguistic evidence from infants that underscores the role of universal features and begins to clarify the impact of distinctly different languages on early language and conceptual development.

Sandra Waxman

Xiaolan Fu

Sudha Arunachalam

Erin Leddon

Kathleen Geraghty

Hyun‐joo Song

Are Nouns Learned Before Verbs? Infants Provide Insight Into a Long‐Standing Debate

名词是先于动词学习的吗？婴儿为这一长期争论提供了见解

Parents' executive functions (EFs), or cognitive skills facilitating thought and behavior management, are meaningful correlates of parenting behavior. EFs are theorized to support parents in inhibiting reactive responses, managing information during parent-child interactions, and adapting to novel developmental demands. Less effective EFs associate with risk for harsh parenting and physical abuse, underscoring the importance of research on parental EFs in promoting healthy child development. Yet, despite the strong theory, findings are mixed and reveal only modest effect sizes in relations between EFs and parenting. One explanation may be a lack of ecological validity in measuring parental EFs. Traditional measures of adult EFs have been used, but these are decontextualized and do not reflect the cognitively and emotionally demanding nature of parenting. In this article, we argue that new and adapted measures are needed. We discuss the role of EFs in parenting, review measurement, and offer suggestions for improvements in ecological validity.

Catherine M. Diercks

Kelley E. Gunther

Douglas M. Teti

Erika Lunkenheimer

Ecological validity in measuring parents’ executive function

测量父母执行功能的生态效度

Abstract Comorbidity, the simultaneous or successive co‐occurrence of two or more disorders in one individual, is common among individuals with learning disabilities (LDs). The topic has garnered much attention in the field of LD, with advances over the past three decades in describing, predicting, and explaining comorbid LDs. However, efforts to design, evaluate, and implement interventions for individuals with comorbid LDs have received far less attention. In this article, we focus on these critical matters. After discussing how comorbidity and LDs have been conceptualized, defined, and explained, we consider what the field has learned about how individuals with comorbid LDs respond to academic interventions and what approaches may be effective for supporting their educational development.

Daniel R. Espinas

Lynn S. Fuchs

Interventions for comorbid learning disabilities

共病学习障碍的干预措施

Abstract Given the relevance of caregivers' perceptions, cognitions, and emotions about their child's mental states for caregiving behavior and children's development, researchers from multiple theoretical perspectives have developed constructs to assess caregivers' cognitions, resulting in a large but scattered body of literature. In this article, we highlight the conceptual overlap among and uniqueness of six constructs assessing caregivers' cognitions about their child at 36 months and younger: infant intentionality, mental representations, mind‐mindedness, parental embodied mentalizing, parental empathy, and parental reflective functioning. We define constructs, present approaches to measurement, and propose elements of importance that fall under the umbrella of caregivers' cognitions and that may be associated differentially with children's early cognitive and social–emotional development. We conclude with recommendations for researchers aiming to capture caregivers' cognitions about their child's mental states, whether focusing on one of the six reviewed constructs or on specific elements (e.g., awareness of the child's mind or accuracy of caregivers' perceptions of their child) under the umbrella of caregivers' cognitions.

Julia Garon‐Bissonnette

Lauren G. Bailes

Kate Kwasneski

Sarah Lempres

Sydney Takemoto

Lu Li

Julia DeLuca

Virginia C. Salo

Kathryn L. Humphreys

Caregivers' cognitions about infants' mental and emotional states

婴儿心理和情绪状态的照护者认知

Abstract From the earliest moments in their lives, infants begin to build memories about their past and accumulate knowledge about the world. In this article, we focus on the distinction between memory for specific events and memory for general information, and the ongoing debate about which type of memory provides the foundation for the development of the other. Some researchers argue that specific memory developmentally precedes general memory, whereas others support the opposite position. Our literature review suggests that the latter position is inconsistent with many empirical findings and theoretical principles of memory captured by computational models capable of accounting for these findings. We propose that just good enough mnemonic acuity could be a starting point for memory development, and that it can support both specific and generalized memories.

Vladimir M. Sloutsky

Robby Ralston

Brandon M. Turner

Simona Ghetti

A little imprecision goes a long way in launching memory development

一点不精确对启动记忆发展大有帮助

Abstract Today's youth are growing up in a world threatened by climate change. Facing an uncertain future, young people—and especially adolescents—tend to be concerned about climate change, even more so than other age groups. How can socializing agents (e.g., educators, policymakers, clinicians) support and engage adolescents as they come of age in a warming world? In this article, we review studies on climate change and youth development from the perspective of self‐determination theory (SDT). SDT provides a framework for understanding a nascent body of literature on adolescents' responses to climate change. In particular, SDT offers insights into the factors that can facilitate or undermine adolescents' internalization of climate science, engagement in pro‐environmental behavior, and capacity for resilience and well‐being. We discuss SDT's potential to inform efforts to encourage positive youth development amid climate change, and we identify priorities for investigation.

Jenna Spitzer

Stathis Grapsas

Astrid M. G. Poorthuis

Maarten Vansteenkiste

Sander Thomaes

Coming of age in a warming world: A self‐determination theory perspective

在变暖的世界中成年：自我决定理论视角

Abstract Chimpanzees and other great apes seem to be much less cooperative than humans overall, yet they nevertheless reliably help others in many instrumental circumstances. Although in many contexts the helping behavior of chimpanzees is quite similar to that of human children, recent studies using both behavioral and psychophysiological paradigms have revealed important differences, specifically, in the underlying motivations for prosocial behavior. Here, we provide both a synthesis of recent empirical work and an evolutionary hypothesis that can account for the differences in chimpanzee and human helping motivations.

Robert Hepach

Michael Tomasello

Instrumental helping motivations of children and chimpanzees

儿童和黑猩猩的工具性帮助动机

Abbreviation	Child Dev Perspectives
Journal Impact	5.03
Quartiles(Global)	PSYCHOLOGY, DEVELOPMENTAL(Q1)

ISSN	1750-8592, 1750-8606
h-index	94
Top Journals	Yes

Publication Information	Publisher: Wiley-Blackwell Publishing Ltd，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2008，Proportion of original research papers: 100.00%，Self Citation Rate:0.00%， Gold OA Rate: 24.18%

Child Development Perspectives

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