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How moral decision-making occurs, matures over time and relates to behaviour is complex. To develop a full picture of moral decision-making, moral development and moral behaviour it is necessary to understand: (a) how real-time moral decisions are made (including relevant social and contextual factors), (b) what processes are required to develop to enable mature moral decisions, (c) how these processes develop over time, and (d) how moral decisions relate to behaviour. In this paper, psychological and social neuroscience theories of moral decision-making and development are briefly reviewed, as is the development of relevant component processes. Various component processes and factors are seen as required for moral decision-making and development, yet there is no comprehensive framework incorporating these components into one explanation of how real-time moral decisions are made and mature. In this paper, we integrated these components into a new framework based on social information processing (SIP) theory. Situational factors, and how both cognitive and affective processes guide moral decisions was incorporated into the Social Information Processing-Moral Decision-Making (SIP-MDM) framework, drawing upon theories and findings from developmental psychology and social neuroscience. How this framework goes beyond previous SIP models was outlined, followed by a discussion of how it can explain both real-time moral decisions and moral development. We concluded with how the SIP-MDM framework could be used to guide future research and theory development in this area. [ABSTRACT FROM AUTHOR]

• Moral identity can be conceptualized as a goal. • Children, adolescents and adults all have a moral identity goal. • Goal characteristics can be assumed to change over the course of development. The field of moral identity research comprises two different views as to when moral identity emerges in the course of development. While some describe moral identity as a developmental achievement of middle childhood, others maintain that it does not emerge before adolescence or early adulthood. The present paper bridges these views by introducing a new theoretical framework for conceptualizing moral identity development. Within this framework, moral identity is conceptualized as a goal, namely the goal to be a moral person. Children, adolescents and adults are all assumed to have this moral identity goal. Yet, its goal characteristics are expected to systematically change with development: from concrete to abstract, from externally to internally motivated, and from prevention- to promotion-oriented. From the age of responsibility to adult maturity, important changes are proposed in how the moral identity goal is represented and how it motivates moral action. By outlining these changes, the paper links early- and late-onset views of moral identity development and identifies avenues for future empirical research. [ABSTRACT FROM AUTHOR]

In recent years, the research on human behaviour in relation to waste management has increased at an exponential rate. At the same time, the expanding academic literature on this topic makes it more difficult to understand the main areas of interest, the leading institutions and authors, the possible interconnections among different disciplines, and the gaps. This paper maps knowledge domain on recycling behaviour through bibliometric analysis and text mining in order to identify current trends, research networks and hot topics. 2061 articles between 1975 and 2020 from three different databases are examined with an interdisciplinary approach. The findings reveal that 60% of papers have been published between 2015 and 2020, and this topic is of global interest. Leading countries are mainly located in Europe, North America and Commonwealth; however, China and Malaysia are also assuming a driving role. Bibliometrics and text mining provide the intellectual configuration of the knowledge on recycling behaviour; co-word analysis individuates conceptual sub-domains in food waste, determinants of recycling behaviour, waste management system, waste electrical and electronic equipment (WEEE), higher-level education, plastic bags, and local government. Overall, waste management and related human behaviour represent a universal challenge requiring a structured and interdisciplinary approach at all levels (individual, institutions, industry, academia). Lastly, this paper offers some suggestions for future research such as smart city design, sensor network system, consumer responsibilisation, the adoption of a more comprehensive view of the areas of investigation through the holistic analysis of all stakeholders. [Display omitted] • Articles on recycling behaviour have tripled in the last five years. • Mapping knowledge domain reveals the conceptual structure of recycling behaviour. • Key topics: food and electronic waste (WEEE), determinants of behaviour, packaging. • Research is often fragmented or confined in specific sectors like social psychology. • Need for further investigation of recycling behaviour at an interdisciplinary level. [ABSTRACT FROM AUTHOR]

Highlights • Psychosocial neglect is a multidimensional construct. • Caregivers vary in their provision of emotional and cognitive input. • Preliminary data indicate that emotional and cognitive input are separable. • The effects of this input on development may be moderated by caregiver sensitivity. Abstract The nature and consequences of threat in the caregiving environment have been widely studied and discussed. The construct of psychosocial neglect, however, has received less attention. In this paper, we advance a novel framework for examining the nature and consequences of neglect, which we posit can be represented as variations along a continuum from severe psychosocial neglect to environmental enrichment. Recognizing that caregiving is multi-dimensional, we conceptualize enriching input from caregivers as falling along two dimensions. Specifically, we propose that caregivers vary in their provision of emotional and cognitive input, and that the effects of this input on child development are moderated by caregiver sensitivity. Further, we present preliminary data indicating that emotional and cognitive input are separable. Conceptualizing the caregiving environment along these two dimensions advances the field in terms of (1) characterizing variation in early life experience; (2) understanding predictors of child developmental outcomes; and (3) identifying optimal targets for interventions to improve the well-being of children. [ABSTRACT FROM AUTHOR]

Highlights • The review emphasizes strengths-based perspectives on minority children's educational experiences. • We examine advances in education research made since the integrative model was 1st published. • Recommendations for future research and theory development are discussed. Abstract In 1996, Garcia Coll and colleagues published a theoretical article detailing the many ways an integrative approach to studying minority child development is necessary. Advances in theory and methods since have pushed forward our thinking about how minority youth develop and achieve educational success in school contexts. This paper reviews research and theory since the 1996 article on ethnic minority children and adolescents in the US school system, attending to how empirical evidence and methods have supported the integrative model. Ethnic minority children's competencies are emphasized. We also highlight areas of growth needed in this research subfield, as well as specific ideas for using mixed-methodologies in the study of ethnic minority children. Particular attention is paid to the unique developmental competencies ethnic and racial minority youth must develop in order to be successful in the US school system, and implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

Parental psychological control (PPC) involves attempts to control the child through psychological tactics that invalidate the child's sense of self, and has adverse effects across cultural contexts. PPC restricts and violates children's basic needs for security, closeness and relatedness, and competence and autonomy, and it disrupts the autonomy–connection balance. Because of PPC’s harmful effects, it is important to understand and study its precursors, the circumstances and contexts that might intensify or moderate its effects, and potential ways to reduce PPC. This paper indicates the current state of research about PPC, highlighting the main insights that we have gained and noting gaps and inconsistencies. We first lay the groundwork for an understanding of PPC by briefly discussing its conceptual background, definitions, and measurement issues. Second, we delineate the parent, child, and context characteristics that are associated with PPC, as well as the characteristics of PPC in different developmental periods. Third, we describe mediating processes that may explain the adverse outcomes and parent–child bi-directional influences. Fourth, we refer to possible moderating variables, such as culture and gender. We conclude by suggesting directions and topics for future research. [ABSTRACT FROM AUTHOR]

Personal views on aging, such as age stereotypes and subjective aging, can affect various health outcomes in later life. For the past 20 years or so, a large body of experimental and longitudinal work has provided ample evidence for this connection. Thus, it seems timely to better understand the pathways of this linkage. The majority of existing studies has either focused on age stereotypes or subjective aging. This theoretical paper provides a systematic comparison of major theoretical approaches that offer explanations through which different views on aging may affect health. After a short review of findings on the short- and long-term effects of different views on aging, we describe theoretical approaches that provide explanations of underlying mechanisms for the effect of both uni- and multidimensional views on aging on health outcomes. We compare the specific characteristics of these approaches, provide a heuristic framework and outline recommendations for future research routes. A better understanding of the impact of different views on aging on health outcomes is not only relevant for basic research in life-span developmental psychology, geropsychology and health psychology, it has also implications for intervention research and public health practices. [ABSTRACT FROM AUTHOR]

Purpose Emerging evidence suggests that maternal emotion and cognitive control capacities are critical to the development and maintenance of parenting practices and may be related to parents' ability to seek and use parenting help. The purpose of this paper is to present a cohesive conceptual framework on the intersection of maternal emotion and cognitive control capacities and parenting based on a review of literature. Methods We conducted a comprehensive literature review of articles published between 2000 and February 2014 that addressed maternal emotion and cognitive control and parenting. The 35 articles identified were assigned a methodological quality score. Results Low maternal emotion and cognitive control capacity is associated with increased risk of engaging in child maltreatment, whereas higher maternal emotion and cognitive regulation is associated with sensitive, involved parenting. Contextual factors, such as SES and household organization, play a complex and not clearly understood role on the association between maternal cognitive control and parenting. A conceptual framework was developed based on the results of the literature review. Conclusions The conceptual framework developed can be used to inform future research and practice. Longitudinal studies that assess the temporal relationship of maternal emotion and cognitive control and parenting are necessary to establish causality. Research that addresses how maternal emotion regulation and cognitive control capacities are related to mothers' enrollment and participation in parenting and early intervention programs is an important next step to strengthening policy and intervention work. [ABSTRACT FROM AUTHOR]

• A new framework exploring sensitivity and reactivity to rejection together. • Rash reactions to distress of rejection perpetuate relational stress in adolescents. • Individual and contextual differences explain a continuum of responses to rejection. • Developmental considerations and implications for research and practice are discussed. This paper poses a novel theoretical framework for a developmentally-informed mechanism explaining how adolescents who are highly sensitive and reactive to rejection may respond to interpersonal stress in ways that ultimately perpetuate relational difficulties. Specifically, heightened distress from rejection is proposed to activate impulsive reactions that immediately modulate the negative emotions from rejection, but which are socially aversive and thus often come at the expense of long-term relational harmony. We start by exploring the overlap of two dispositions: a hyper-sensitivity to rejection and an escalated reactivity to negative affect. We then trace distal factors underlying the development of both dispositions, the mechanisms through which the convergent effects of these dispositions produce socially aversive responses, and the individual and contextual differences that influence this process and explain the continuum of rash responses to rejection. The developmental and clinical importance of considering sensitivity and reactivity to rejection concurrently is emphasized, with directions for future research. [ABSTRACT FROM AUTHOR]

Abstract: There is a wealth of user-centred evaluation methods (UEMs) to support the analyst in assessing interactive systems. Many of these support detailed aspects of use—for example: is the feedback helpful? Are labels appropriate? Is the task structure optimal? Few UEMs encourage the analyst to step back and consider how well a system supports users’ conceptual understandings and system utility. In this paper, we present CASSM, a method, which focuses on the quality of ‘fit’ between users and an interactive system. We describe the methodology of conducting a CASSM analysis and illustrate the approach with three contrasting worked examples (a robotic arm, a digital library system and a drawing tool) that demonstrate different depths of analysis. We show how CASSM can help identify re-design possibilities to improve system utility. CASSM complements established evaluation methods by focusing on conceptual structures rather than procedures. Prototype tool support for completing a CASSM analysis is provided by Cassata, an open source development. [Copyright &y& Elsevier]

The article discusses the concept of creation and its relationship to informational categories. The use of categories and their representations are emphasized in enhancing the generation of concepts for product development, engineering design problems, and innovation access. The concept generated are then implemented for practical application in the real-world, societal problems and marketplaces. The paper discusses some concept generalization methods and formulated open research questions that can be use as a genesis for collegial debate. These questions represent opportunities to understand the art of design, collaborate the field of psychology and engineering and embody the potential for learnable principles for designers to become the next Edisonian contributors.

• We integrate appraisal theory with theories of aging and emotion. • We identify the appraisal processes that may differ for younger and older adults. • We posits that appraisal accounts for age differences in emotional experience. To advance our understanding of how emotional experience changes across the adult life span, we propose an integrative theoretical framework: the appraisal approach to aging and emotion (AAAE). AAAE posits that (a) age-related cognitive, motivational, and physical changes fundamentally change the appraisal system in certain ways, and that (b) older adults often deploy appraisal processes in different ways relative to their younger counterparts. As such, we hypothesize that these age-related changes to the appraisal process underlie the finding that older and younger adults tend to experience different emotions. In this paper we integrate findings from the aging literature with appraisal theory, grounding AAAE in theoretical and empirical work relevant to the relationship between aging and appraisal processes. Using our theoretical framework, it is possible to identify critical points of investigation for aging and emotion researchers to further develop our understanding of the proximal-level determinants of age differences in emotion. [ABSTRACT FROM AUTHOR]

The causal pathways of stressors that lead to impacts on individuals, populations, and communities of organisms are useful to know for designing alternatives that manage or remediate ecological risks. The ecological risk assessment (ERA) framework (USEPA, 1998b) can help to identify and prioritize management of risks. One key product of the problem formulation step in an ERA, that captures and represents causal knowledge, is the conceptual site model (CSM). The CSM is a graphical depiction of the risk environment that traces the fate and transport pathways of contaminants from sources of contamination (e.g., a leaking storage tank) to receptors (i.e., the ecological endpoints of concern in the risk assessment). The CSM guides the development of methods for assessing ecological risk scenarios and for remediation design alternatives. The qualitative and quantitative aspects of Bayesian networks may support CSM development and risk characterization. Bayesian networks provide a graphical platform geared toward probabilistic modeling making them important candidates for calculating risks in environmental assessments. The diagrammatic representation of causal Bayesian networks (i.e., the directed acyclic graphs) also adds explanatory depth for developing the evidence-base for risk characterization and remediation interventions. We call these qualitative graphs conceptual Bayesian networks (CBNs). The components of CBNs can be used to represent the variables and relationships between sources of contamination, media transfer, bioaccumulation, and risk. The connections help to compose, piece together, and explore hypothesized relationships that bring about high-risk scenarios. Causal pathway analysis of the CBNs provides visualizations of exposure pathways from initial and intermediate sources to receptors. Remediation options that would interrupt or stop the transport of contaminants to ecological receptors can then be identified. Even if the CBN is not quantified, the structures can support mechanistic and statistical designs for exposure and effects analysis and risk characterization and evaluate information needs for resolving uncertainties. This paper will examine these and other unexplored benefits of CBNs to assessment and management of contaminated sites. • Conceptual Bayesian networks (CBNs) for contaminated site management are explored. • CBNs are built and used for causal pathway analysis of contaminant transport. • Management actions to break pathways for exposure can also be represented in the CBN. [ABSTRACT FROM AUTHOR]

• There is great variation in early language experiences, but how about outcomes? • A framework can help draw theoretical predictions on outcome variation. • Current data on phonological acquisition suggests no outcome variation. • Only theories with strong priors and no dependence on vocabulary predict that. • Additional predictions are derived for other language levels. There is wide individual, social, and cultural variation in experiences afforded to young children, yet current evidence suggests there is little variation in phonological outcomes in the first year of life. This paper provides a classification of phonological acquisition theories, revealing that few of them predict no variation in phonological acquisition outcomes, and thus are plausible in view of observed patterns: Only theories with strong priors and informational filters, and where phonological acquisition does not depend on lexical development, are compatible with great variation in early language experiences resulting in minimal or no outcome variation. The approach is then extended to consider proposals contemplating acquisition of other linguistic levels, including joint learning frameworks, and testable predictions are drawn for the acquisition of morphosyntax and vocabulary. [ABSTRACT FROM AUTHOR]

• Normative rituals/routines and obsessive-compulsive symptoms exist on a continuum. • An integrative conceptual model is proposed to describe and explain this continuity. • Both constructs have similar etiologies (phenotypic, neurobiological and genetic). • Age and other disorders are also important factors to decide on normality/pathology. • To help clinical diagnosis, we list all disorders that may include rituals/routines. One of the most challenging issues in the pediatric obsessive–compulsive (OC) disorder field is to differentiate pathological OC symptoms from the phenotypically similar normative rituals/routines that characterize normal childhood development. Given their similarities, it can be questioned whether both constructs reflect two qualitatively distinct behavioral expressions of different etiological factors or rather reflect two diverse manifestations of one single continuum (cfr. the continuity hypothesis). This paper aims to improve our understanding of the relation between normative childhood rituals/routines and OC symptoms in two ways. First, the continuity hypothesis was investigated by systematically reviewing current evidence on this association, using various databases (Web of Science Core Collection, MEDLINE/PubMed, and SciELO Citation Index) from 1950 until February 1, 2019 (registration number: CRD42019121293). Second, based on this systematic review, an integrative conceptual model was developed describing this relation from different perspectives on sources of influence. The literature search initially revealed 2122 hits, with 114 full-texts being assessed for eligibility. After applying several selection criteria, 18 studies were included in the review. The results generally support the continuity hypothesis and reveal important etiological factors at different levels of behavioral analysis, including the phenotypic (anxiety), neurobiological and genetic level. Also age and the presence of other disorders appeared to be important factors in evaluating the level of normality. We provide a conceptual framework to inform future research aimed at improving the understanding of the relationship between normative rituals/routines and pathological OC symptoms. Conceptual implications are discussed and clinical recommendations are given to improve early identification and differentiation. [ABSTRACT FROM AUTHOR]

• Interventions based on more accurate developmental theories could be more successful. • The Opportunity-Propensity (O-P) framework is proposed as such a theory. • O-P studies show that 5 child characteristics are strong predictors of achievement. • Socio-economic status (SES) strongly predicts child characteristics not opportunities. • Gender and race explain very little variance when SES and propensities are controlled. The present paper explores the potential utility of Opportunity-Propensity (O-P) frameworks for explaining multiple developmental outcomes such as individual and group differences in the development of academic skills, language skills, and social skills. To illustrate the approach, the author summarizes the historical development of the O-P framework and describes several of the most important findings related to academic skills. It is argued that some of these findings, if verified in RCTs, challenge the assumptions of policymakers and could provide an explanation as to why so many educational reforms have not been successful in closing the achievement gap. The concluding section focuses on describing next steps in theory development that could eventually lead to the creation of intervention strategies that could be more likely to be successful than prior attempts, and provides suggestions for further research to (a) identify additional predictors of achievement, (b) develop more precise assessments of constructs, (c) more fully explore the mechanisms by which variables such as socio-economic status have their effects, and (d) develop O-P analyses of other developmental outcomes. [ABSTRACT FROM AUTHOR]

• In this paper, we introduce two different underlying mechanisms of over-imitation. • During blanket copying , the necessity of demonstrated actions is not questioned. • When the irrelevance of an action is obvious, we deliberately consider whether or not to copy. • We argue that blanked copying is based on type 1 processing, which is less cognitively demanding. • Deliberate considerations whether or not to copy , based on type 2 processing, require more cognitive resources. Children and adults tend to imitate actions that are causally irrelevant to accomplishing a goal; they "over-imitate." It has been discussed that humans over-imitate either because of erroneous causal reasoning, meaning that they do not recognize demonstrated actions as being irrelevant, or because of social motivation, for example, because they want to follow a norm or affiliate with the demonstrator. Recent findings give reason to believe that neither of these accounts alone is sufficient to explain this phenomenon. Here, we introduce a dual-process framework that integrates existing explanatory accounts for over-imitation and indicates when which of these accounts is applicable. According to this integrative framework, over-imitation can be based on different underlying motivations. We introduce two distinct processes: First, blanket copying , which is based on type 1 processing that is less cognitively demanding. When children perform blanket copying, they imitate irrelevant actions without questioning their necessity. Second, deliberate considerations whether or not to copy , based on type 2 processing that requires more cognitive resources. When children are aware that some of the demonstrated actions have no functional purpose, they can deliberately consider whether or not to copy. Then, it depends on the children's goals in a given situation whether they over-imitate or not. Which of these two processes is activated depends on whether children are informed about or recognize the functional irrelevancy of demonstrated actions. Different irrelevant actions vary in how easily they are recognized as being functionally irrelevant. Thus, we propose that some actions rather lead to blanket copying and others to deliberate considerations whether or not to copy. Therefore, we propose a categorization system for irrelevant actions, intended to help unravel contradicting findings on over-imitation. [ABSTRACT FROM AUTHOR]