A Multiple ‐Memory Systems Framework for Examining Attention and Memory Interactions in Infancy
AbstractVisual attention both guides and is guided by learning and memory systems. In this article, we use a multiple ‐memory systems framework to examine the interplay between attention and memory that begins in early postnatal life. We review how attention and memory interact to support infant development with respect to perceptual learning about objects and features, item‐in‐context spatial memory, and rei nforcement and reward learning. We argue that the multiple‐memory systems approach offers a useful organizational structure for research on interactions between attention and memory. (Source: Child Development Perspectives)
Source: Child Development Perspectives - April 23, 2021 Category: Child Development Authors: Dima Amso,
Natasha Kirkham Tags: Article Source Type: research
Parent ‐Adolescent Emotion Dynamics at Multiple Time Scales
AbstractDevelopmental processes are embedded in social contexts, such as with family members. Adolescent development involves significant reorganization of the parent ‐adolescent relationship, which is fundamental to the continued psychosocial development of both the adolescent and the parent. In this article, we introduce the model of parent‐adolescent dyads as temporal interpersonal emotion systems (TIES), which specifies the emotion‐related processes at multiple time scales that are implicated in the psychosocial development of both individuals. Building off our previous work, we outline study designs to examine d...
Source: Child Development Perspectives - April 15, 2021 Category: Child Development Authors: Jessica P. Lougheed,
Gizem Keskin Tags: Article Source Type: research
Advancing Research on Minority Stress and Resilience in Trans Children and Adolescents in the 21st Century
AbstractTransgender and nonbinary children and adolescents bear a disproportionate level of poor health, and adverse developmental and academic outcomes compared to their cisgender peers. In this article, I review evidence from recent research on minority stress and resilience among trans youth and advocate for two additional domains to be included when studying the experiences of trans youth from a minority stress perspective. I describe the variability across sexual ‐minority and gender‐minority youth in experiences of minority stress across and within contexts. I advocate for explicit attention in minority stress mo...
Source: Child Development Perspectives - April 8, 2021 Category: Child Development Authors: Russell B. Toomey Tags: Article Source Type: research
The Value of Multiple ‐Generation Cohorts for Studying Parenting and Child Development
AbstractParticipants in longitudinal studies that followed children into adulthood now have children of their own, which has enabled researchers to establish multiple ‐generation cohorts. In this article, I illustrate the benefits of multiple‐generation cohort studies for developmental researchers, including: (a) the impact of child and adolescent characteristics (i.e., preconception factors) on parenthood can be studied from a developmental perspective and w ithout having to rely on retrospective reports, (b) intergenerational continuity and transmission can be examined for psychological, behavioral, and social develo...
Source: Child Development Perspectives - March 30, 2021 Category: Child Development Authors: Tina Kretschmer Tags: Article Source Type: research
Studying Peers in Research on Social Withdrawal: Why Broader Assessments of Peers are Needed
AbstractIt has long been assumed that children and adolescents want to be with their peers and therefore make active efforts to engage with them. However, a sizable minority of youth avoid peers for internal reasons (e.g., anxiety, preferences for solitude) or because they are socially withdrawn. Although by definition, withdrawn youth tend to stay away from peers, they do interact and form relationships with peers. Yet most research assesses peers narrowly, focusing almost exclusively on youth who share the same gender and grade/school, leaving unanswered questions about which peers matter most. In this article, we highli...
Source: Child Development Perspectives - March 22, 2021 Category: Child Development Authors: Julie C. Bowker,
Hope I. White Tags: Article Source Type: research
Missing Input: How Imbalanced Distributions of Textbook Problems Affect Mathematics Learning
We present research in this article showing that students perform surprisingly poorly on seemingly simple fraction and decimal arithmetic problems that are seldom seen in textbooks. Next, we describe imbalanced distributions in textbooks of mixed notation arithmetic and comparison problems, and we hypothesize similar relations between the frequency of those types of problems and student accuracy on those tasks. Finally, we review findings about relations between textbook input and student performance in whole number arithmetic and mathematical equality, and we propose a hypothesis regarding when imbalanced distributions of...
Source: Child Development Perspectives - March 22, 2021 Category: Child Development Authors: Robert S. Siegler,
Colleen O. Oppenzato Tags: Article Source Type: research
The Challenge of Modeling Co ‐Developmental Processes over Time
AbstractOne of the most vexing challenges facing developmental researchers today is the statistical modeling of two or more behaviors as they unfold jointly over time. Although quantitative methodologists have studied these issues for more than half a century, no widely agreed ‐upon principled strategy exists to empirically analyze codevelopmental processes. Indeed, the plethora of available options makes selecting a specific analytic approach both confusing and overwhelming. In this article, we argue that a key step in adjudicating among alternative modeling strategies is to embrace the concept of within‐ and between...
Source: Child Development Perspectives - March 18, 2021 Category: Child Development Authors: Patrick J. Curran,
Gregory R. Hancock Tags: Article Source Type: research
Recentering Action in Critical Consciousness
AbstractScholarship on critical consciousness frames how people who are more marginalized deeply analyze, feel empowered to change, and take collective action to redress perceived inequities. These three dimensions correspond to critical reflection, motivation, and action, respectively. In this article, we aim to recenter action in scholarship on critical consciousness, given the disproportionate attention that has been paid to reflection. To achieve this aim, we review empirical associations between critical action and positive developmental consequences among more marginalized youth, highlight promising practices to fost...
Source: Child Development Perspectives - March 10, 2021 Category: Child Development Authors: Matthew A. Diemer,
Andres Pinedo,
Josefina Ba ñales,
Channing J. Mathews,
Michael B. Frisby,
Elise M. Harris,
Sara McAlister Tags: Article Source Type: research
