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However, inattention to contemporary psychology importantly does not characterize the stance of LeVine, whose work, while firmly based on ethnographic observations and highly critical of the cultural and empirical biases of psychology, remains open to a genuinely interdisciplinary "psychosocial science." This intellectual history is informative not only as it is narrated by LeVine as one of its major contributors, but also for the insights that LeVine provides into challenges which remain present today. The Cultural Psyche provides a compilation of the papers of Robert A. LeVine, a founder and seminal figure in psychological anthropology. [Extracted from the article]

In the submission interface, Step 4: Details & Comments, select "Yes" for the Special Issue option, and then select "Science Denial and Disinformation" as the special issue title. In particular, the special issue will aim to focus on meaningful work around science learning teaching and science education policy in the context of media (e.g., social) and information literacy. [Extracted from the article]

Objectives: The Future Proofing Study (FPS) was established to examine factors associated with the onset and course of mental health conditions during adolescence. This paper describes the design, methods, and baseline characteristics of the FPS cohort. Methods: The FPS is an Australian school‐based prospective cohort study with an embedded cluster‐randomized controlled trial examining the effects of digital prevention programs on mental health. Data sources include self‐report questionnaires, cognitive functioning, linkage to health and education records, and smartphone sensor data. Participants are assessed annually for 5 years. Results: The baseline cohort (N = 6388, M = 13.9 years) is broadly representative of the Australian adolescent population. The clinical profile of participants is comparable to other population estimates. Overall, 15.1% of the cohort met the clinical threshold for depression, 18.6% for anxiety, 31.6% for psychological distress, and 4.9% for suicidal ideation. These rates were significantly higher in adolescents who identified as female, gender diverse, sexuality diverse, or Aboriginal and/or Torres Strait Islander (all ps < 0.05). Conclusions: This paper provides current and comprehensive data about the status of adolescent mental health in Australia. The FPS cohort is expected to provide significant insights into the risk, protective, and mediating factors associated with development of mental health conditions during adolescence. [ABSTRACT FROM AUTHOR]

In this paper, Christian Morgner provides a critical reading of Niklas Luhmann's thinking as ignoring human beings or even as antihumanist. Here, he presents an alternative view that centers on Luhmann's idea of the child or human being as a medium. To explain Luhmann's use of these ideas to conceptualize the child and the consequences for research, Morgner refers to the translation of Luhmann's paper "The Child as the Medium of Education" and to as yet unpublished material from his famous card‐box reference system. Drawing on these materials, Morgner can more clearly illuminate Luhmann's novel perspective and how it could inform further theoretical development, supported by new analysis of existing research in other fields, including developmental psychology, education, philosophy, and sociology. He concludes that, far from neglecting the human, Luhmann's theory takes human being very seriously and acknowledges its key role as a form‐giving medium in addressing the challenges faced by contemporary society. This renewed perspective should be of particular interest to educational theorists, enabling them to more freely apply his ideas in various settings. [ABSTRACT FROM AUTHOR]

This paper argues for a person‐centered approach in developmental science and presents theoretical and empirical techniques to help shift the focus to the individual. The need for a person‐centered approach is urgent, because of widespread nonergodicity in developmental psychology: traditional between‐individual, group‐level statistics often cannot be used to understand individuals over time. Evidence for nonergodicity has been gathered in domains such as personality, emotions, identity, performance and intelligence. This highlights a mismatch between our typical research methods—group‐level analyses—and a core aim of developmental science: understanding the development of individuals. The implications are profound. Without insights into within‐individual processes, our understanding of development remains incomplete and perhaps even incorrect, which could hinder the design of effective interventions. Many of our developmental theories might need to be adjusted to accurately capture individual‐level development. The theory of complex dynamic systems and person‐centered simulations offer promising avenues to do this. In addition, many promising person‐centered analysis techniques, that typically use long time series of data, are available to enhance our understanding of individual‐level development. Together, these person‐centered theoretical and empirical tools have the potential to help shift developmental science towards an understanding of development that genuinely reflects individual processes. Highlights: The problem of nonergodicity in psychological science is widespread, this highlights a need for a person‐centered approach to development.Creating individual‐level theoretical models is a difficult challenge, but complex dynamic systems theory and simulations can help.Person‐centered analytical techniques presented in this paper can answer questions on individual development, by investigating the shape of individual trajectories, within‐individual dynamics and nonlinear developments. [ABSTRACT FROM AUTHOR]

Theories are the vehicle of cumulative knowledge acquisition. At this time, however, many (developmental) psychological theories are insufficiently precise to derive testable hypotheses. This limits the advancement of our principled understanding of development. This problem cannot be resolved by improving the way deductive (confirmatory) research is conducted (e.g., through preregistration and replication), because theory formation requires inductive (exploratory) research. This paper argues that machine learning can help advance theory formation in (developmental) psychology, because it enables rigorous exploration of patterns in data. The paper discusses specific advantages of machine learning, explains core methodological concepts, introduces relevant methods, and describes how data‐driven insights are consolidated into theory. Machine learning automates exploration, and incorporates checks and balances to ensure generalizable results. It can assist in phenomenon detection and offers a more holistic understanding of the phenomena associated with an outcome or process of interest. [ABSTRACT FROM AUTHOR]

Informal learning spaces present ripe opportunities to supplement formal learning experiences. In this paper, we offer a new approach to creating enriching learning activities for public spaces that reflects evidence‐based practices rooted in developmental psychology and uses community‐centring practices from participatory research approaches. We first argue that extant theory and research supports the use of guided play pedagogy to foster learning. Second, we argue that effective translation of research to practice should incorporate community voices at every stage of the design, implementation and evaluation process. We describe a new initiative called Playful Learning Landscapes that reflects tenets of core developmental theory including constructivism and social learning theories as well as guided play pedagogy. Playful Learning Landscapes also extends the scope and scale of these evidence‐backed theories by collaborating with communities to design activities for local community spaces. Taken together, we offer a way of upholding core developmental theory with equitable, culturally inclusive research and intervention practices. Transforming community spaces into hubs for children's learning promises wide‐reaching implications for equitable access, school readiness and early childhood education. [ABSTRACT FROM AUTHOR]

This paper is based on the author's experience of working with a particular group of female/male trans children and young people who present a similar clinical profile: a fragile ego prone to fragmentation and concrete thinking. Often, there is evidence of a grievance over the failed ideal object, which is internalized, projected into the body, and then attacked. Faced with the developmental challenge of sexuality at puberty, young adults withdraw to a psychic retreat designed to halt development. This paper focuses on the development of a trans identity in defence against an underlying fear of depressive anxieties and psychic collapse. It describes the ongoing assessment of Joanne, a 19‐year‐old biological female who wanted to be known as Luke in therapy and wished to transition in the belief that this was the only way she could have a life. The concrete nature of Joanne's thinking created problems in the therapy, as thoughts were often experienced as physical actions. This paper describes the function of the phantasy that transitioning performs in creating a psychic retreat from the demands of psychological development. [ABSTRACT FROM AUTHOR]

The aim of this paper is to give an account of what it is to internalize a rule. I claim that internalization is the process of redistributing the burden of instruction from the teacher to the student. The process is complete when instruction is no longer needed, and the rule has reshaped perceptual classification of the circumstances in which it applies. Teaching a rule is the initiation of this process. We internalize rules by simulating instruction coming from someone else. Running these simulations enables us to toggle between the perspective of the instructor and our own perspective. By doing this we coordinate our perspectives with that of the teacher. The account given here provides a deeper explanation of why internalizing a rule involves the dispositions and reactive attitudes proponents of Rule Consequentialism often say it does, why moral reflection is variably demanding, how intergenerational moral progress is made possible by our cognitive architectures, and why the adoption of a rule should be understood in terms of teaching that rule. [ABSTRACT FROM AUTHOR]

While much criticism has surrounded the seemingly incoherent law governing decision‐making for adolescents, relatively little work has sought to address the question of whether and when adolescents will be acting autonomously in decisions to refuse treatment, particularly in cases where their choices are motivated by religious beliefs inculcated from a young age. This is important, not just because it goes to the heart of when an adolescent ought to be able to exercise a right to self‐determination, but also because an analysis of the case law indicates that judges are taking account of concerns about the authenticity of the values or beliefs which motivate a given decision when deciding cases. This paper will examine how different accounts of autonomy and authentic choice map onto the psychological development of adolescents, and thus the extent to which adolescent's decisions to refuse treatment on religious grounds can be regarded as truly authentic. It will conclude by considering how such cases ought to be approached by the courts, suggesting a modified Mental Capacity Act 2005 test for assessing adolescent capacity, and offering an empirically‐grounded justification for overriding the choices of even capacitous adolescents. [ABSTRACT FROM AUTHOR]

Part of the appeal of attachment language is that it feels near to our everyday experience, as terms like 'attachment', 'security' or 'disorganisation' feel readily recognisable. Yet, not one of these terms is used by academic attachment researchers in line with ordinary language. This has hindered the evidence‐based use of attachment in practice, the feedback loop from practice to research and the dialogue between attachment researchers in developmental psychology and in social psychology. This paper pinpoints the difficulties arising from the existence of multiple versions of 'attachment theory' that use exactly the same terms, held by communities that assume that they are referring to the same thing and with little infrastructure to help them discover otherwise. When we talk past one another, the different communities with a stake in knowledge of attachment are obstructed from genuinely learning from one another, drawing on their respective strengths and pursuing collaborations. One factor contributing to this situation has been the use of attachment terminology with technical meanings, but often without setting out clear definitions. We here introduce a guide to attachment terminology used by the academic community, which has recently been published on the website of the Society for Emotion and AttachmentStudies. The guide is meant for researchers, clinicians and everyone concerned with attachment to increase understanding of the technical meaning of important terminology used by researchers, and support the quality of discussions between researchers, and between researchers and clinicians and other publics. [ABSTRACT FROM AUTHOR]

As the first two decades of the 20th century unfolded, clinical psychologists, who had until then been mainly associated with intelligence testing, attempted to implement a specific psychological method—Carl Gustav Jung's (1875–1961) word‐association "test"—in individual personality assessments. As one of the early clinical psychologists who attempted to use the method, Carl Ransom Rogers (1902–1987) is conspicuously absent from the historiography of clinical psychological testing. In fact, historians have recently suggested that we are lacking narratives about Rogers' early ideas and techniques in the context of both the development of clinical psychology and the emergence of psychological testing as clinicians' foremost scholarly activity. In light of the above, this paper pursues two main goals. First, it attempts to reconstruct Rogers' first original research project on emotional adjustment testing in young children in the broader context of the development of word‐association tests as carried out by Jung and Whately Smith (1892–1947). Second, it aims to reconstruct Rogers' earliest theoretical ideas as well as his epistemological assumptions regarding test objectivity, validity and reliability. By drawing on unpublished documents and heretofore overlooked primary sources I show that although Rogers initially drew from Jung and Smith's complex and refined tradition, he ultimately rejected it as well as the tests themselves. At first drawn to Smith's quantitative, empiricist and experimental philosophy of psychology, Rogers was deterred when the data gathered through his own research in 1927 suggested that word association tests had no real, effective clinical value when used in children. By showcasing the complex process of test construction and validation undertaken by 1920s clinical psychologists, Rogers' case illustrates the research practices, the methodological problems and the epistemological dilemmas faced by most if not all of his contemporaries. [ABSTRACT FROM AUTHOR]

Developmental science benefits from a rich tradition of conceptual frameworks, such as Relational Developmental Systems metatheory, that seek to understand the individual ⇔ context relations that promote thriving across the lifespan. However, there are substantive methodological challenges associated with capturing individual‐level and contextual variables, let alone the dynamics between them. These challenges have encouraged the perpetuation of simple models that focus on either individuals or their contexts alone, or as parallel processes with little attention to the dynamics of the relations. In this paper, we engage in cross‐disciplinary dialogue between developmental and personality science (adding to recent work being done by those in personality development) and highlight the benefits that developmental science can reap by adopting several recent advancements in dynamic personality theory and the methods used to test them. In addition, we discuss what personality science might gain from applying a developmental lens to their research questions. Such integration may also help personality scientists better understand how developmental theory can complement their methods for understanding the development of individual differences over time. Ultimately, the two fields can use their similar missions of understanding the development of individual differences in order to support one another in pursuing good science. [ABSTRACT FROM AUTHOR]

The current paper presents an overview of the workflow of the Working Memory, Cognition and Development (WomCogDev) lab at the University of Geneva, Switzerland, as an example of how Open Science principles can be applied in a developmental psychology lab. We describe the importance and challenges of applying Open Science practices in developmental research and detail each step of our workflow from research design to dissemination. We provide examples and give emphasis to steps that typically receive little attention but that may hold promise for application in other labs (namely, project design, data collection and data analysis). Finally, we discuss the advantages and disadvantages of our workflow and summarize the main takeaways for other labs. By 'opening up' our lab's workflow, we want to encourage other labs to incorporate the aspects that they like into their own workflows and to share their own processes for the continued benefit of others. [ABSTRACT FROM AUTHOR]

The increasing availability of genotype data in longitudinal population‐ and family‐based samples provides opportunities for using polygenic scores (PGS) to study developmental questions in child and adolescent psychology and psychiatry. Here, we aim to provide a comprehensive overview of how PGS can be generated and implemented in developmental psycho(patho)logy, with a focus on longitudinal designs. As such, the paper is organized into three parts: First, we provide a formal definition of polygenic scores and related concepts, focusing on assumptions and limitations. Second, we give a general overview of the methods used to compute polygenic scores, ranging from the classic approach to more advanced methods. We include recommendations and reference resources available to researchers aiming to conduct PGS analyses. Finally, we focus on the practical applications of PGS in the analysis of longitudinal data. We describe how PGS have been used to research developmental outcomes, and how they can be applied to longitudinal data to address developmental questions. [ABSTRACT FROM AUTHOR]

The Internet has become a ubiquitous central element in the lives of adolescents. In this conceptual paper, we focus on digital white racial socialization (D‐WRS), arguing: (1) for an expanded conceptualization of WRS as doings, and (2) that social media may be changing processes of WRS through an extension of traditional settings and through the creation of unique social contexts. We highlight the uniqueness of social media contexts due to the designed normalization of whiteness, weak‐tie racism, social media affordances, and racialized pedagogical zones allowing adolescents to practice doing race. We introduce a conceptual framework for D‐WRS and end with an expressed need for conceptually guided research on the multidimensional relationship between social media and WRS processes. [ABSTRACT FROM AUTHOR]

Hence, Wachelke's ([12]) theoretical framework elaboration seems to be still halfway to the assumption and deployment of a true relational epistemological frame, hindering the possibilities of a real dialogue with the basic assumptions of SR theory and cultural psychology. Does social psychology need a new semiotic overarching framework for grasping social knowledge? Commentary on J. Wachelke: Semiosis, thought and codes: A theoretical framework for social knowledge. [Extracted from the article]

The current paper examined the temporal linkage of internalizing symptoms among parent‐adolescent dyads during the beginning of the COVID‐19 pandemic, and whether COVID‐19‐related concerns were associated with parent‐adolescent linkage of symptoms. Using a 5‐week survey‐based study, parent‐adolescent dyads filled out weekly surveys measuring COVID‐19 concerns and internalizing symptoms. Parent and adolescent depressive symptoms did not change over time; however, adolescents experienced decreases in anxiety. Parent‐adolescent dyads exhibited linkage in depressive symptoms but not anxiety symptoms. However, linkage in anxiety symptoms varied by parent's COVID‐related stress. Study findings provide insight into how COVID‐19 disruptions impacted family well‐being during adolescence. [ABSTRACT FROM AUTHOR]

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B Member News b I Philippe Fontaine i and I Jefferson Pooley i recently published I Society on the Edge: Social Science and Public Policy in the Postwar United States i (Cambridge UP, December 2020), which traces shifts in the division of disciplinary labor on key US "social problems" over the postwar decades. Anneros published incisive papers on leading figures from the beginnings of modern psychology, including Fechner (e.g., Meischner-Metge, 1987, 2010b), Wundt (e.g., Meischner & Metge, 1980; Meischner-Metge & Schröger, 2020), and Lotze (Meischner-Metge & Meischner, 1997). After retirement in 2005, Anneros remained active in the Institute, publishing her eighth book (Meischner-Metge, 2010b), three book chapters (Meischner-Metge, 2006a, 2006b; Meischner-Metge & Schröger, 2020), and her only English-language paper (Meischner-Metge, 2010a). B EUROPEAN SOCIETY FOR THE HISTORY OF THE HUMAN SCIENCES (ESHHS) b B In Memoriam: Anneros Meischner-Metge (1940-2021) b Graph B Anneros Meischner-Metge on her 80th birthday (by Hans-Dietrich Metge). b Germany's Anneros Meischner-Metge (née Brückner) died peacefully on March 13, 2021, aged 81. [Extracted from the article]

Background: First‐episode psychosis typically has its onset during adolescence. Prolonged deficits in social functioning are common in FEP and yet often variance in functioning remains unexplained. Developmental psychology frameworks may be useful for understanding these deficits. Eudaimonic well‐being (EWB), or positive self‐development, is a developmental psychology construct that has been shown to predict mental health outcomes across multiple populations but has not been systematically reviewed in FEP. Aim: Our aim was to systematically review the evidence for: the predictors of EWB, the effectiveness of EWB interventions and to examine the quality of this research in FEP. Methods: Selected studies measured either composite or components of EWB. A systematic search produced 2876 abstracts and 122 articles were identified for full screening which produced 17 final papers with 2459 participants. Results: Studies comprised six RCTs, eight prospective follow‐up studies and three case‐controlled studies. Self‐esteem and self‐efficacy were the most commonly measured components. A meta‐analysis of RCTs revealed no statistically significant effect of interventions on self‐esteem. The extant research indicates that character strengths may be associated with higher EWB. Self‐esteem may be lower in FEP compared with age matched controls but not different from ultra‐high risk patients. Self‐esteem appears to be associated with poorer insight and improved therapeutic alliance. Significant problems with both external and internal validity of reviewed studies were apparent. Conclusions: The hypotheses that lowered EWB is a risk factor for both onset of FEP and for poorer functional outcomes warrant further investigation. There is currently no evidence for effective interventions for EWB in FEP. [ABSTRACT FROM AUTHOR]

Young children, like adults, understand that human agents can flexibly choose different actions in different contexts, and they evaluate these agents based on such choices. However, little is known about children's tendencies to attribute the capacity to choose to robots, despite increased contact with robotic agents. In this paper, we compare 5‐ to 7‐year‐old children's and adults' attributions of free choice to a robot and to a human child by using a series of tasks measuring agency attribution, action prediction, and choice attribution. In morally neutral scenarios, children ascribed similar levels of free choice to the robot and the human, while adults were more likely to ascribe free choice to the human. For morally relevant scenarios, however, both age groups considered the robot's actions to be more constrained than the human's actions. These findings demonstrate that children and adults hold a nuanced understanding of free choice that is sensitive to both the agent type and constraints within a given scenario. [ABSTRACT FROM AUTHOR]

With the aim of synthesising existing UK literature on contact child sexual exploitation (CSE) perpetration, Mooney presents a comprehensive systematic review, identifying four significant analytical themes from 23 research articles, which are as follows: Barriers to examining a complex phenomenon; Recognising the contact CSE perpetrator; Understanding the contact CSE perpetrator; and Responding to the contact CSE perpetrator. Keywords: child abuse; child protection; policing; public protection; safeguarding EN child abuse child protection policing public protection safeguarding 37 39 3 06/01/22 20220601 NES 220601 The police service, as well as Local Authorities, are under increasing pressure to prioritise, prevent, and disrupt child abuse, and which has arguably been driven by a number of high-profile UK-based national case reviews and inquiries that have subsequently highlighted collective failures. [Extracted from the article]

What are the vocal experiences of children growing up on Malakula island, Vanuatu, where multilingualism is the norm? Long‐form audio‐recordings captured spontaneous speech behavior by, and around, 38 children (5–33 months, 23 girls) from 11 villages. Automated analyses revealed most children's vocal input came from female adults and other children's voices, with small contributions from male adult voices. The greatest changes with age involved an increase in the input vocalizations from other children. Total input (collapsing across child‐directed and overheard speech, and across languages) was ∼11 min per hour, which was at least 5 min (31%) lower than that found in other populations studied using comparable methods in previous literature, as well as in archival American data analyzed with the same algorithm. In contrast, children's own vocalization counts were two to four times higher than previous reports for North‐American English‐learning monolingual infants at matched ages, and comparable to estimates from archival American data, consistent with a resilient language‐learning cognitive system for this aspect of vocal development. The strongest association between input and output was with vocalizations by other children, rather than those by adults, which is consistent with research in anthropology but less so with current theoretical trends in developmental psychology. These results invite further research in populations that are under‐represented in developmental science. Research Highlights: Combining long‐form recordings with automated analyses, we estimated infants potentially exposed to ∼2.6 languages heard ∼11 min of speech per hour.Infants' input was dominated by vocalizations from female adults and from other children, particularly for the oldest infants in our sample.The strongest association between children's own vocalization counts and input counts was with those of other children, and not those with adults.Results invite further research on individual, group, and population variability in input quantity and composition, and its potential effects on vocal development. [ABSTRACT FROM AUTHOR]

Recent studies in developmental neuroscience tend to show the existence of neural attention networks from birth. Their construction is based on the first sensory experiences that allow us to learn the patterns of the world surrounding us and preserve our limited attentional resources. Touch is the first sensory modality to develop, although it is still little studied in developmental psychology in contrast to distal modalities such as audition or vision. Atypical tactile sensory processing at an early age could predict later attention dysfunction, both of them being part of the symptomatology of neurodevelopmental disorders (NDD). We review the state of knowledge on tactile sensory processing and its links with attention, executive attention (EA) in particular, and propose that abnormal tactile sensory processing at an early age could provide markers of EA dysfunctions, contributing to the early detection of NDD. This article is categorized under:Psychology > Attention [ABSTRACT FROM AUTHOR]

This article considers the related projects of child as method and childism, as two critical childhood projects attempting to re‐engage childhood studies with wider geopolitical arenas. Firstly, each model's origins in their respective subject discipline are discussed, to, secondly, highlight how this shapes convergences as well as divergences in political project. Third, there is consideration of what is at stake in key conceptual tensions identified. It is suggested that the differences of address and contrasting (disciplinary and conceptual) sites of intervention work in complementary ways to strengthen the broader project of embedding childhood studies within sociopolitical theories and practices. [ABSTRACT FROM AUTHOR]

In this article, we integrate cultural evolutionary theory with empirical research from developmental psychology, cultural anthropology, and primatology to explore the role of peer learning in the development of complex instrumental skills and behavioral norms. We show that instrumental imitation, contingent teaching, generative collaboration, and selective copying contribute to domain‐specific transmission of knowledge between peers. Stages of development and characteristics inherent to the learner and model influence how and when children learn from each other. Peer learning is persistent across societies despite cultural beliefs that favor adult–child transmission in some settings. Comparative research hints at the possibility that children's greater motivation to interact with and learn from each other may set humans apart from other primates. We conclude by outlining avenues for future research, including how individual characteristics and developmental changes in social networks, motivation, and cognition may contribute to cultural evolution. [ABSTRACT FROM AUTHOR]

The aim of this systematic review was to determine the efficacy of very early interventions for infants and toddlers at increased likelihood of or diagnosed with autism for autism symptomatology, developmental outcomes and/or neurocognitive markers. Eight databases were searched (14 April 2022) with inclusion criteria: (i) RCTs with care as usual (CAU) comparison group, (ii) participants at increased likelihood of or diagnosed with autism and aged <24 months corrected age (CA), (iii) parent‐mediated and/or clinician directed interventions, and (iv) outcome measures were autism symptomatology, cognition, language, adaptive skills, or neurocognitive assessments (EEG and eye tracking). Quality was assessed using Risk of Bias 2 and GRADE. Nineteen publications from 12 studies reported on 715 infants and toddlers. There was low to moderate certainty evidence that clinician‐assessed outcomes did not show significant treatment effects for: autism symptomatology (ADOS CSS: MD −0.08, 95% CI −0.61, 0.44, p = 0.75), cognitive outcome (Mullen Scales of Early Learning‐Early Learning Composite (MSEL‐ELC): SMD 0.05, 95% CI −0.19, 0.29, p = 0.67), receptive language (MSEL—Receptive Language: SMD 0.04, 95% CI −0.21, 0.3, p = 0.74) or expressive language (MSEL‐Expressive Language: SMD 0.06, 95% CI −0.1, 0.23, p = 0.45). Neurocognitive outcomes (EEG and eye tracking) were heterogeneous, with inconsistent findings. There is low to moderate certainty evidence that very early interventions have limited impact on neurodevelopmental outcomes by age 3 years. Lay summary: Earliest possible diagnosis and intervention for infants and toddlers with autism are widely recommended to harness early brain plasticity and improve developmental outcomes. We have low to moderate certainty evidence that very early interventions for infants and toddlers at increased likelihood or diagnosed with autism, commencing within the first 2 years of life, have little‐to‐no impact on autism symptomatology, cognition or language outcomes by age 3 years. [ABSTRACT FROM AUTHOR]

In the age of advanced information networks, the importance of adolescent mental health has received increasing attention. While previous research has focused on the effects of friendship quality and online socialization behaviors on adolescent mental health, little is known about the mediating variables involved. This study is aimed at exploring the direct and mediating effects of online socialization on adolescent mental health, as well as the role of friendship quality and family relationships. A structural equation model was constructed based on questionnaire results from a sample of adolescents. The results indicated that active social networks promote healthy psychological development in adolescents, either directly or by enhancing friendship quality, but may reduce family relationships and suppress adolescent mental health. Passive social networks with a lack of communication, on the other hand, can negatively affect both friendship and family relationships, resulting in adverse emotions and detrimental effects on healthy development. Based on these findings, this study provides important insights for parents and educators to support the healthy psychological development of adolescents. Specifically, parents and educators should pay attention to adolescents' online socialization behaviors and encourage healthy communication and interaction on social media. They should also promote strong and positive family relationships, which may mitigate the negative effects of passive social networks on adolescent mental health. This study adds to the theory of adolescent psychology research and offers practical recommendations for improving adolescent mental health. [ABSTRACT FROM AUTHOR]

New interdisciplinary research into genetic influences on musicality raises a number of ethical and social issues for future avenues of research and public engagement. The historical intersection of music cognition and eugenics heightens the need to vigilantly weigh the potential risks and benefits of these studies and the use of their outcomes. Here, we bring together diverse disciplinary expertise (complex trait genetics, music cognition, musicology, bioethics, developmental psychology, and neuroscience) to interpret and guide the ethical use of findings from recent and future studies. We discuss a framework for incorporating principles of ethically and socially responsible conduct of musicality genetics research into each stage of the research lifecycle: study design, study implementation, potential applications, and communication. [ABSTRACT FROM AUTHOR]

EEG methods offer a promising approach to study the development of attention or attention‐related processes such as change‐detection and attentional capture. However, the development of these attention processes from early to middle childhood is not well understood. In the current study, we utilized a passive three‐stimulus oddball paradigm to examine age‐related changes in auditory change‐detection and attentional capture in a large sample of children across childhood (N = 475; 249 female, 226 male; Mage = 6.71; SDage = 2.22; Rangeage = 4.01–11.5 years). Conventional ERP analyses revealed no age‐related changes in change detection (mismatch negativity) and attentional capture (P3a) components, but we observed age‐related reductions in late automatic processing of auditory change (late discriminative negativity). However, when utilizing time‐frequency analyses, we observed developmental increases in frontocentral signal strength (power) and consistency (inter‐trial phase synchrony) in delta and theta bands in response to novel sounds. Such frontocentral delta/theta responses have been linked in prior work to cognitive control. To further examine this possibility, we examined relations with inhibitory control. Results revealed that increased consistency in theta in response to novel sounds was related to improved inhibitory control. Together, our results advance our understanding of the development of attention in childhood. Moreover, they demonstrate the contributions of time‐frequency approaches to studying neurocognitive development. Finally, our results highlight the utility of neuroimaging paradigms that have low cognitive and motor demands to study the development of psychological processes. We examined age‐related differences in the auditory attention processes of change‐detection and orienting across childhood. ERP analyses revealed few age‐related changes. In contrast, time‐frequency analyses showed increases in frontocentral signal strength and consistency in delta and theta bands. Moreover, time‐frequency measures, but not ERPs, were related to improved inhibitory control, suggesting that these measures of auditory attention might be related to top‐down processes. Our findings demonstrate the contributions of time‐frequency approaches to studying neurocognitive development. [ABSTRACT FROM AUTHOR]

The development of tool use in early childhood is a topic of continuing interest in developmental psychology. However, the lack of studies in ecological settings results in many unknowns about how children come to use artifacts according to their cultural function. We report a longitudinal study with 17 sociodemographically diverse children (8 female) attending a nursery school in Madrid (Spain) and their two adult female teachers. Using mixed‐effects models and Granger causality analysis, we measured changes in the frequency and duration of children's object uses between 7 and 17 months of age and in the directional influences among pairs of behaviors performed by teachers and children. Results show a clear shift in how children use artifacts. As early as 12 months of age, the frequency of conventional uses outweighs that of all other types of object use. In addition, object uses become shorter in duration with age, irrespective of their type. Moreover, certain teachers' nonlinguistic communicative strategies (e.g., demonstrations of canonical use and placing gestures) significantly influence and promote children's conventional tool use. Findings shed light on how children become increasingly proficient in conventional tool use through interactions with artifacts and others in nursery school. [ABSTRACT FROM AUTHOR]

The self is a complex and multidimensional construct with both reflective and experiential aspects. The experience of selfhood has been well documented in both developmental psychology and dementia research. However, these research fields have rarely come together. This is unfortunate since a lack of sensitive measurement of self in adults with dementia has historically led to erroneous assumptions that people diagnosed with dementia experience total loss of self. Dementia causes profound self‐alterations, particularly associated with gaps in autobiographical and semantic self‐knowledge. However, important experiential manifestations of self may remain intact. Focusing on the emergence of different levels of self‐processes in early childhood, and reflecting on conceptual similarities as well as methodological perspectives, the aim of this article is to explore how developmental approaches may be applied to provide a promising new direction into the experience of selfhood in dementia. [ABSTRACT FROM AUTHOR]

"What is the structure of thought?" is as central a question as any in cognitive science. A classic answer to this question has appealed to a Language of Thought (LoT). We point to emerging research from disparate branches of the field that supports the LoT hypothesis, but also uncovers diversity in LoTs across cognitive systems, stages of development, and species. Our letter formulates open research questions for cognitive science concerning the varieties of rules and representations that underwrite various LoT‐based systems and how these variations can help researchers taxonomize cognitive systems. [ABSTRACT FROM AUTHOR]

As described earlier, modeling research and assessment efforts have often valued and measured specific types of knowledge people hold about models (e.g., meta-modeling knowledge, science content knowledge) that are insensitive to purpose, context and resources. Modeling practice, instruction and assessments should move beyond singular authoritative views about who develops models, for a particular purpose and a particular context to replicate European-Western canonical practice and toward versions of modeling that may look less familiar. We have noticed a movement toward showing that younger children can engage in abstracted forms of modeling - for example, modeling matter using particles or modeling energy transfer with elementary-school children or introducing new forms of mathematical modeling to middle and high school children. [Extracted from the article]

Summary: Sleep became a subject of scientific research in the second half of the 19th century. Since sleep, unlike other physiological functions, cannot be attributed to a specific organ, there was no distinct method available to study sleep until then. With the development of physiology and psychology, and a rapidly increasing knowledge of the structure and functioning of the nervous system, certain aspects of sleep became accessible to objective study. A first step was to measure responsiveness to external stimuli systematically, during sleep, allowing a first representation of the course of sleep (Schlaftiefe = sleep depth). A second method was to register continuously the motor activity across the sleep–wake cycle, which allowed the documentation in detail of rest–activity patterns of monophasic and polyphasic sleep–wake rhythms, or between day or night active animals. The central measurement for sleep research, however, became the electroencephalogram in the 1930s, which allowed observation of the sleeping brain with high temporal resolution. Beside the development of instruments to measure sleep, prolonged sleep deprivation was applied to study physiological and psychological effects of sleep loss. Another input came from clinical and neuropathological observations of patients with pronounced disorders of the sleep–wake cycle, which for the first time allowed localisation of brain areas that are essentially involved in the regulation of sleep and wakefulness. Experimental brain stimulation and lesion studies were carried out with the same aim at this time. Many of these activities came to a halt on the eve of World War II. It was only in the early 1950s, when periods with rapid eye movements during sleep were recognised, that sleep became a research topic of itself. Jouvet and his team explored the brain mechanisms and transmitters of paradoxical sleep, and experimental sleep research became established in all European countries. Sleep medicine evolving simultaneously in different countries, with early centres in Italy and France. In the late 1960s sleep research and chronobiology began to merge. In recent decades, sleep research, dream research, and sleep medicine have benefited greatly from new methods in genetic research and brain imaging techniques. Genes were identified that are involved in the regulation of sleep, circadian rhythms, or sleep disorders. Functional imaging enabled a high spatial resolution of the activity of the sleeping brain, complementing the high temporal resolution of the electroencephalogram. [ABSTRACT FROM AUTHOR]

Objective: Drawing on the family systems framework, this study investigated the reciprocal prospective associations between marital relationship quality, parent–adolescent closeness and conflict, and adolescent depressive symptoms among families in Taiwan. Background: The family systems theory posits reciprocity between family subsystems. However, the direction of influences between marital relationship quality, parent–adolescent relationship quality and adolescent well‐being may be more unidirectional in Chinese societies due to hierarchical family values. Method: Data were from a longitudinal survey of 2292 parent‐youth dyads in the Taiwan Youth Project. Cross‐lagged path models were used to test the bidirectional associations between marital relationship quality, parent–adolescent closeness and conflict, and adolescent depressive symptoms from ages 12 to 18. Results: Our primary hypothesis that marital relationship quality predicts parent–adolescent relationship quality, which then predicts adolescent depressive symptoms in a unidirectional manner was partially substantiated. Moreover, marital relationship quality directly predicted fewer depressive symptoms from middle to late adolescence and indirectly from early to late adolescence via parent–adolescent relationship quality in middle adolescence. We also found that child depressive symptoms predicted less parent–adolescent closeness, and more conflicts which predicted poorer marital relationship quality, particularly in early adolescence. Conclusion: Extending the family systems theory, findings suggest that marital relationship quality plays a dominant role in the health and well‐being of Taiwanese families, especially as adolescents mature. Results highlight the importance of testing theories in families from diverse cultures. [ABSTRACT FROM AUTHOR]

But within a year she became pregnant with a brother, Julius, who was born when Sigmund was 19 months old (Whitebook says on p. 37, "when Sigmund was eleven months old"! The Freud who identified with Moses might have found this development a bit diminishing, but I like to think a different Freud, Loewald's "unofficial Freud", would recognize it as an acceptance of reality. Whitebook describes Freud's 'weekly game of Tarock while schmoozing with his brethren at [the Jewish service organization] the B'nai B'rith' (p. 320), and in his address to the B'nai B'rith in 1926, Freud spoke of his attraction to "Jewry and Jews" as "irresistible" (1926, p. 274). It devotes four chapters to Freud's "homosexual" love affairs (Whitebook doesn't avoid such language) with Fliess and Jung, and comments on the psychological significance of Freud's "phallologocentrism" - his commitment to "science" seen as a masculinist posture. [Extracted from the article]

Meta‐analyses provide researchers with an overview of the body of evidence in a topic, with quantified estimates of effect sizes and the role of moderators, and weighting studies according to their precision. We provide a guide for conducting a transparent and reproducible meta‐analysis in the field of developmental psychology within the framework of the MetaLab platform, in 10 steps: (1) Choose a topic for your meta‐analysis, (2) Formulate your research question and specify inclusion criteria, (3) Preregister and document all stages of your meta‐analysis, (4) Conduct the literature search, (5) Collect and screen records, (6) Extract data from eligible studies, (7) Read the data into analysis software and compute effect sizes, (8) Visualize your data, (9) Create meta‐analytic models to assess the strength of the effect and investigate possible moderators, (10) Write up and promote your meta‐analysis. Meta‐analyses can inform future studies, through power calculations, by identifying robust methods and exposing research gaps. By adding a new meta‐analysis to MetaLab, datasets across multiple topics of developmental psychology can be synthesized, and the dataset can be maintained as a living, community‐augmented meta‐analysis to which researchers add new data, allowing for a cumulative approach to evidence synthesis. [ABSTRACT FROM AUTHOR]

Their empathic design framework sees empathy as a process, suggesting it is a useful tool for applying empathy in both design education and practice. A more recent framework developed by engineering and social work researchers is the model of empathy in engineering (Walther et al., 2017), which views empathy as a way of being, a practice orientation, and a core skill. These three constructs of empathy are further divided into subcategories that define empathy in even more tangible, meaningful ways. [Extracted from the article]

Ethnic similarity often generates positive interactions between host‐country nationals (HCNs) and co‐ethnic expatriates in multinational corporations (MNCs), but the potential causes of conflict between these groups are under‐studied. In two studies, we tested whether Chinese HCNs' attitudes towards expatriates are associated with the implicit theories of ethnicity held by HCNs—essentialism (i.e., believing ethnicity has an immutable essence) versus constructivism (i.e., believing ethnicity to be malleable/socially constructed)—as well as expatriates' ethnicity, which we operationalised as Chinese (co‐ethnic) versus Scottish (other‐ethnic), and expatriates' cultural upbringing, operationalised as Chinese (local) versus American (foreign). In Study 1, HCNs who endorsed an essentialist perspective of ethnicity expected co‐ethnic (vs. other‐ethnic) expatriates to demonstrate greater ingroup identification and favouritism towards them irrespective of the expatriates' cultural upbringing. In Study 2, HCNs primed with the essentialist view expected co‐ethnic (vs. other‐ethnic) expatriates to demonstrate greater ingroup identification and favouritism towards them irrespective of the expatriates' upbringing, whereas those primed with the constructivist view expected expatriates with local (vs. foreign) upbringing to demonstrate greater ingroup identification and favouritism towards them irrespective of their ethnicity. These findings advance international management literature by providing a nuanced understanding of the interactions between HCNs and co‐ethnic expatriates that are influenced by essentialist beliefs about ethnicity. [ABSTRACT FROM AUTHOR]

Background: This study aimed to identify possible entry points for interventions that can act as development accelerators for children and adolescents in South Africa and Malawi. Methods: This study was a secondary data analysis. Data were sourced from the Child Community Care longitudinal study which tracked child well‐being outcomes among 989 children (4–13 years) and their caregivers affected by HIV and enrolled in community‐based organizations in South Africa and Malawi. We examined associations between five hypothesized accelerating services/household provisions—measured as access at baseline and follow‐up and 12 child outcomes that relate to indicators within the Sustainable Development Goals (SDGs) framework. We calculated the adjusted probabilities of experiencing each SDG aligned outcome conditional on receipt of single, combined or all identified accelerators. Results: The results show household food security is associated with positive child education and cognitive development outcomes. Cash grants were positively associated with nutrition and cognitive development outcomes. Living in a safe community was positively associated with all mental health outcomes. Experiencing a combination of two factors was associated with higher probability of positive child outcomes. However, experiencing all three accelerators was associated with better child outcomes, compared with any of the individual factors by themselves with substantial improvements noted in child education outcomes. Conclusions: Combined delivery of specific interventions or services may yield greater improvements in child outcomes across different developmental domains. It is recommended that multiple support avenues in combination like improving food security and safe communities, as well as social protection grants, should be provided for vulnerable children to maximize the impact. [ABSTRACT FROM AUTHOR]

We propose an account of cognitive tools that takes into account the process of enculturation by which tools are integrated into our cognitive systems. Drawing on work in cultural evolution and developmental psychology, we argue that cognitive tools are complex entities consisting of physical objects, representational systems, and cognitive practices for the physical manipulation of the tool. We use an extensive case study of spatial navigation to demonstrate the core claims. The account we provide is contrasted with conceptions of cognitive tools that simplify cognition, in particular that they offload cognitive work, or that the tools themselves are temporary developmental scaffolds or props. Enculturation results in transformed cognitive systems, and we can now think and act in new ways with cognitive tools. This article has two aims: First to present a case for the integration of cognitive tools into our cognitive systems as a process of Enculturation. Second, to present an argument against the simplifying account of cognitive tools as 'offloading' cognitive complexity, or 'outsourcing' cognitive processing to the tools themselves. We use an extensive case study of spatial navigation to demonstrate the core claims. [ABSTRACT FROM AUTHOR]

Among young adults fof color, both sense of community and ethnic identity, as developmental processes, have been associated with wellness, empowerment, and civic action. Additional research is needed that provides empirical support for the connection between psychological sense of community and ethnic identity on outcomes that relate to human development such as intrapersonal psychological empowerment, civic engagement, and depression symptoms. The current study of young adults of color (N = 243; 70% Hispanic/Chicano(a)/Spanish and 10% American Indian/Native American; 70% female) investigates heterogeneity according to dimensions of psychological sense of community and the ethnic identity construct. Latent profile analyses (LPA) were conducted. Using LPA, five profile groups emerged. Profile group differences were present on reported levels of intrapersonal psychological empowerment, civic engagement, and depression symptoms. Majority of sample participants were classified with moderate to high psychological sense of community and ethnic identity. Findings provide insights for efforts on developing community belongingness based on ethnic group identity and engaging young adults in civic life. [ABSTRACT FROM AUTHOR]

Although the field of developmental psychopathology has traditionally focused on mental health, there has been increasing interest in exploring how psychological and developmental factors are associated with physical health. I argue that the principles of developmental psychopathology may be particularly useful for understanding physical health across development. I discuss how researchers can apply the following developmental psychopathology principles to the study of physical health: (a) dimensional measurement of stress exposure, (b) the multifaceted nature of risk and resilience, (c) focus on processes and pathways, and (d) lifespan development and intergenerational effects. I provide several future directions and considerations for work in this area, many of which are consistent with the new goals of Infant and Child Development. [ABSTRACT FROM AUTHOR]

In this essay we argue that the over‐reliance on age effects in the field of developmental psychology belies attention to actual development, obscuring attention to actual developmental processes. We use examples from diverse content areas in developmental psychology, such as narrative and autobiographical memory, personality trait development, Piagetian conservation tasks, pubertal timing, and Dynamic Systems Theory to build this argument. We conclude by arguing that focusing on individual differences in development, and cultural and historical context as major mechanisms of developmental processes will provide a fuller and richer understanding of the complexity of human development. Highlights: Over‐reliance on age differences does not explain development and obscures attention to individual differences and cultural context. [ABSTRACT FROM AUTHOR]

The author reflects on the role of attending to the larger system in systemic therapy and family research. He cites the implication of the tendency of trends to influence family science and the practice of couple and family therapy. Also mentioned is the focus of methodologically rigorous family research on nuclear family and related individual processes. He notes the challenge posed by attending to issues of racism and inequality in research while staying funded to researchers.

Studies of bribery have not adequately considered individual psychological processes in the development of bribery–prone relationships. We propose an integration of moral disengagement and the norm of reciprocity as a theoretical lens to explain the evolvement of bribery–prone relationships. Based on qualitative data from a sample of government officials in Vietnam, we found that public officials normally go through a "calculative judgment", experience a certain level of emotional discomfort and then use rationalization strategies to decide whether to engage in a bribery–prone exchange or relationship. Furthermore, these psychological processes are distinctive in the initiation and perpetuation stages of a bribery–prone relationship. The study suggests that interactions of the norm of reciprocity and wider ethical norms in governing bribery should be further addressed by both researchers and practitioners. [ABSTRACT FROM AUTHOR]