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

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 Research on empathic development, though extensive, has largely overlooked two vital facets of flexible empathic responding—multideterminism (which is elicited in response to various cues) and context dependence (i.e., empathic responding that can be regulated depending on contextual factors). Within a dual‐process account of empathic responding (in which both bottom‐up and top‐down processes contribute), such flexible empathic responding relies heavily on top‐down processes. Yet most developmental research has not systematically considered the role of top‐down processes in bringing about multidetermined and context‐dependent empathic responding; as such, it provides a narrow view of early empathic responding. Recent research has begun to fill these gaps and suggests that top‐down processes are involved even in early flexible empathic responding. But much more work is needed, particularly on developmental mechanisms and the development of top‐down processes, to understand fully the origins of flexible concern.

Amrisha Vaish

Child Dev Perspect

Flexible Concern: The Development of Multidetermined and Context‐Dependent Empathic Responding

灵活关注：多重决定与情境依赖的共情反应发展

Abstract Middle childhood is a crucial phase of human development characterized by a global shift in cognition, motivation, and social behavior. In this article, I review recent work on middle childhood from an evolutionary‐developmental perspective and show how contributions from a range of disciplines can be synthesized into an integrated model of this life stage. I begin by reviewing the main evolved functions of middle childhood and the underlying hormonal mechanism of adrenarche. Then, I introduce the idea that the transition to middle childhood works as a switch point in the development of life history strategies. Finally, I discuss three insights into the nature of middle childhood that arise from an integrated approach.

Marco Del Giudice

Middle Childhood: An Evolutionary‐Developmental Synthesis

童年中期：进化发展综合研究

Abstract Across development, young children reason about why social inequities exist. However, when left to their own devices, young children might engage in internal thinking , reasoning that the inequity is simply a justified disparity explained by features internal to social groups (e.g., genetics, intellect, abilities, values). Internal thinking could lead them to support and reinforce the inequity (e.g., by blaming the disadvantaged). In contrast, structural thinking , which appeals to relatively stable features external to social groups (e.g., environments, policies, economic systems), could lead to more prosocial outcomes (e.g., support for social interventions). While researchers have examined adolescents' and adults' structural thinking about social inequities, in this article, we review recent research that suggests that even children as young as 5 can engage in structural thinking. We conclude with suggestions for future studies, particularly research related to how to foster young children's structural thinking in the context of real‐world social inequities.

Marianna Y. Zhang

J. Nicky Sullivan

Ellen M. Markman

Steven O. Roberts

Children's structural thinking about social inequities

儿童对社会不平等的结构性思考

Abstract The concept of parental meta‐emotion philosophy (PMEP)—the idea that parents have an organized set of beliefs, thoughts, and feelings about their own and their children's emotions—was introduced in 1996. Since then, empirical studies have examined the validity of the PMEP construct in relation to children's psychosocial adjustment and parent and child characteristics. This article reviews the current state of knowledge regarding PMEP , summarizing what the field has learned, and identifying critical directions for future research.

Lynn Fainsilber Katz

Ashley C. Maliken

Nicole M. Stettler

Child Dev Perspectives

Parental Meta‐Emotion Philosophy: A Review of Research and Theoretical Framework

父母元情绪理念：研究综述与理论框架

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

Abstract The development of executive function (EF) has been linked to various life outcomes, motivating intense research on the topic. While much of this research has focused on more thoroughly understanding age‐related changes of the underlying neurocognitive mechanisms involved, recent theoretical and empirical works have stressed how the immediate physical and social context plays an important role in how children engage in control. Recent studies have shown that the experimenter is an important variable modulating how children engage EF. In this article, I argue that this social presence should be examined more thoroughly to understand the influence of the research context on assessing EF in children. However, this examination should not neglect the fact that the presence of others and the interactions with them likely shape the development of EF in the long run, with important interindividual differences. Examining how others affect children's development of EF can have important implications, such as better reproducibility of studies' findings and theoretical conceptions.

Aurélien Frick

You are here! Rethinking children's executive function development in the presence of others

你在这里！重新思考他人在场时儿童执行功能的发展

短名	Child Dev Perspectives
Journal Impact	5.03
国际分区	PSYCHOLOGY, DEVELOPMENTAL(Q1)
期刊索引	SCI Q1中科院 1 区

ISSN	1750-8592, 1750-8606
h-index	94
国内分区	心理学(1区)心理学心理学发育(1区)
Top 期刊	是

涉及主题	心理学发展心理学认知心理学医学生物精神科神经科学哲学社会学计算机科学社会心理学政治学法学数学认知科学经济认知
出版信息	出版商: Wiley-Blackwell Publishing Ltd，出版周期: ，期刊类型: journal，开源期刊: 否
基本数据	创刊年份: 2008，原创研究文献占比: 100.00%，自引率:0.00%， Gold OA占比: 24.18%

Child Development Perspectives

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