Why youth are more purposeful than we think?
AbstractA core attribute of the positive youth development movement has been to nullify negative perceptions of youth ’s capacities. Toward this end, measurement and classification systems benefit from efforts to view youth’s capacities as assets contextualized by developmental potentials and opportunities. In this article, we consider this point with respect to whether youth are purposeful. The prevailing sent iment of some researchers holds that few adolescents have a purpose in life, perhaps reifying negative beliefs about their capacity. We assert an alternative view that focuses onsense of purpose, which relies on...
Source: Child Development Perspectives - October 23, 2021 Category: Child Development Authors: Patrick L. Hill,
Anthony L. Burrow Tags: Article Source Type: research
The emergence of children ’s natural number concepts: Current theoretical challenges
AbstractLearning the meaning of number words is a lengthy and error-prone process. In this review, we highlight outstanding issues related to current accounts of children ’s acquisition of symbolic number knowledge. We maintain that, despite the ability to identify and label small numerical quantities, children do not understand initially that number words refer only to sets of discrete countable items, not to other nonnumerical dimensions. We question the presence of a sudden change in children’s understanding of cardinality, and we report the limits of the give-a-number task. We also highlight that children are still...
Source: Child Development Perspectives - September 12, 2021 Category: Child Development Authors: Francesco Sella,
Emily Slusser,
Darko Odic,
Attila Krajcsi Tags: ARTICLE Source Type: research
Advancing developmental intergroup perspectives on social class
AbstractRecent research has contributed to developmental scientists ’ understanding of how children and adolescents reason about social class in relation to themselves, others, and their economic, social, and cultural world. To advance developmental intergroup perspectives on social class, in this article, we (1)define social class, (2) evaluate whether the evidence about social classaligns with key predictions from developmental intergroup theory (DIT) and social identity development theory (SIDT), (3) outline how complementary insights from DIT and SIDT can beintegrated to describe and explain developing concepts of so...
Source: Child Development Perspectives - August 26, 2021 Category: Child Development Authors: Rashmita S. Mistry,
Laura Elenbaas,
Katherine M. Griffin,
Lindsey Nenadal,
Asil Yassine Tags: Article Source Type: research
We know more than we ever learned: Processes involved in accumulation of world knowledge
AbstractAccumulating information and knowledge is a major task of development. A common assumption is that we build our storehouse of world knowledge, our semantic memory, through direct experience. Although direct experience is involved, to explain fully how we know all that we know, we also must consider processes that allow for integration of information learned in separate yet related episodes of direct learning, as well as inferential processes that operate over integrated representations and permit productive extension of knowledge. In this article, I describe the self-derivation through integration paradigm my colle...
Source: Child Development Perspectives - August 24, 2021 Category: Child Development Authors: Patricia J. Bauer Tags: ARTICLE Source Type: research
Social relationships and children ’s perceptions of adversity
AbstractHaving sensitive, contingent, and supportive social relationships has been linked to more positive outcomes after experiences of early childhood adversity. Traditionally, social relationships are construed as moderators that buffer children from the effects of exposure to adverse events. However, recent data support an alternative view: that supportive social relationships influence children ’s later outcomes by shaping their perceptions of safety and stress, regardless of the particular events to which children are exposed. This perspective has implications for understanding vulnerability and resilience in child...
Source: Child Development Perspectives - August 24, 2021 Category: Child Development Authors: Karen E. Smith,
Seth D. Pollak Tags: ARTICLE Source Type: research
Understanding the etiology of adolescent substance use through developmental perspectives
AbstractUsing alcohol, cigarettes, and marijuana during adolescence is associated with risks, yet there is no single cause for adolescent substance use. The etiology of substance use develops over time, across multiple levels of influence. Informed by developmental perspectives, in this review, we provide an overview of biological (e.g., genetic, neuroimaging), individual (e.g., temperament, behavior problems), and social (e.g., parents, peers) factors that increase the risk for and protection against this multifaceted phenomenon. We also highlight emerging areas of research, as well as preliminary work examining the etiol...
Source: Child Development Perspectives - August 24, 2021 Category: Child Development Authors: Elisa M. Trucco,
Sarah A. Hartmann Tags: Article Source Type: research
We know more than we ever learned: Processes involved in accumulation of world knowledge
AbstractAccumulating information and knowledge is a major task of development. A common assumption is that we build our storehouse of world knowledge, our semantic memory, through direct experience. Although direct experience is involved, to explain fully how we know all that we know, we also must consider processes that allow for integration of information learned in separate yet related episodes of direct learning, as well as inferential processes that operate over integrated representations and permit productive extension of knowledge. In this article, I describe the self-derivation through integration paradigm my colle...
Source: Child Development Perspectives - August 24, 2021 Category: Child Development Authors: Patricia J. Bauer Tags: ARTICLE Source Type: research
Social relationships and children ’s perceptions of adversity
AbstractHaving sensitive, contingent, and supportive social relationships has been linked to more positive outcomes after experiences of early childhood adversity. Traditionally, social relationships are construed as moderators that buffer children from the effects of exposure to adverse events. However, recent data support an alternative view: that supportive social relationships influence children ’s later outcomes by shaping their perceptions of safety and stress, regardless of the particular events to which children are exposed. This perspective has implications for understanding vulnerability and resilience in child...
Source: Child Development Perspectives - August 24, 2021 Category: Child Development Authors: Karen E. Smith,
Seth D. Pollak Tags: ARTICLE Source Type: research
Understanding the etiology of adolescent substance use through developmental perspectives
AbstractUsing alcohol, cigarettes, and marijuana during adolescence is associated with risks, yet there is no single cause for adolescent substance use. The etiology of substance use develops over time, across multiple levels of influence. Informed by developmental perspectives, in this review, we provide an overview of biological (e.g., genetic, neuroimaging), individual (e.g., temperament, behavior problems), and social (e.g., parents, peers) factors that increase the risk for and protection against this multifaceted phenomenon. We also highlight emerging areas of research, as well as preliminary work examining the etiol...
Source: Child Development Perspectives - August 24, 2021 Category: Child Development Authors: Elisa M. Trucco,
Sarah A. Hartmann Tags: Article Source Type: research
Beyond counting words: A paradigm shift for the study of language acquisition
AbstractThe 30-million-word gap, the quantified difference in the amount of speech that children growing up in low-resourced homes hear compared to their peers from high-resourced homes, is a phrase that has entered the collective consciousness. In the discussion of quantity, the complex and nuanced environments in which children learn language were distilled into a singular metric —number of words. In this article, we propose examining children’s language environments by focusing onwhat caregivers communicate to children andhow they communicate it. Focusing on the features of the language environment promotes a more i...
Source: Child Development Perspectives - August 24, 2021 Category: Child Development Authors: Lillian R. Masek,
Alexus G. Ramirez,
Brianna T. M. McMillan,
Kathy Hirsh ‐Pasek,
Roberta Michnick Golinkoff Tags: Article Source Type: research
The pubertal stress recalibration hypothesis: Potential neural and behavioral consequences
AbstractRecent research has suggested that the pubertal period provides an opportunity for recalibrating the stress-responsive systems in youth whose responses to stress have been altered by early adversity. Such recalibration may have cascading effects that affect brain and behavioral development. In this article, we consider a large, cross-species literature to demonstrate the potential importance of pubertal stress recalibration for understanding the development of psychopathology following early deprivation by caregivers. We review the evidence for recalibration of the hypothalamic-pituitary-adrenal axis in humans, exa...
Source: Child Development Perspectives - August 24, 2021 Category: Child Development Authors: Carrie E. DePasquale,
Max P. Herzberg,
Megan R. Gunnar Tags: ARTICLE Source Type: research
Beyond counting words: A paradigm shift for the study of language acquisition
AbstractThe 30-million-word gap, the quantified difference in the amount of speech that children growing up in low-resourced homes hear compared to their peers from high-resourced homes, is a phrase that has entered the collective consciousness. In the discussion of quantity, the complex and nuanced environments in which children learn language were distilled into a singular metric —number of words. In this article, we propose examining children’s language environments by focusing onwhat caregivers communicate to children andhow they communicate it. Focusing on the features of the language environment promotes a more i...
Source: Child Development Perspectives - August 24, 2021 Category: Child Development Authors: Lillian R. Masek,
Alexus G. Ramirez,
Brianna T. M. McMillan,
Kathy Hirsh ‐Pasek,
Roberta Michnick Golinkoff Tags: Article Source Type: research
The pubertal stress recalibration hypothesis: Potential neural and behavioral consequences
AbstractRecent research has suggested that the pubertal period provides an opportunity for recalibrating the stress-responsive systems in youth whose responses to stress have been altered by early adversity. Such recalibration may have cascading effects that affect brain and behavioral development. In this article, we consider a large, cross-species literature to demonstrate the potential importance of pubertal stress recalibration for understanding the development of psychopathology following early deprivation by caregivers. We review the evidence for recalibration of the hypothalamic-pituitary-adrenal axis in humans, exa...
Source: Child Development Perspectives - August 24, 2021 Category: Child Development Authors: Carrie E. DePasquale,
Max P. Herzberg,
Megan R. Gunnar Tags: ARTICLE Source Type: research
