Elderhood: Aging's new frontier

Drawing on folk wisdom and the social sciences, the surge in older adulthood is re‐framed as a new frontier of individual and societal opportunity.     

Probabilities for new theories

Conclusion Contrary to what has been widely supposed, Bayesian theory deals successfully with the introduction of new theories that have never previously been entertained. The theory enables us to say what sorts of method should be used to assign probabilities to these new theories, and it allows that the probabilities of existing theories may be modified as a result.     

Genetic risk: the new frontier for the duty to warn.

Mental health professionals usually think of the "duty to warn" in the context of mental illness. However, two state appellate courts have endorsed a duty to warn when children of a patient may be at risk genetically for acquiring the disease of their parents. In these cases, the courts held that a physician's legal obligations extended beyond his or her patient to the patient's children. This article discusses these cases, as well as issues regarding implementation of such a duty and the implications for the physician-patient relationship in a health care environment that will be dominated increasingly by genetics issues. The article concludes that it is premature to apply a duty to warn to the treatment of mental illness and to concerns regarding future criminal behavior.     

The Metaverse: A new digital frontier for consumer behavior

This work offers a multidisciplinary perspective on the Metaverse, focusing on its potential implications for consumer behavior. We begin by proposing a conceptualization of the Metaverse as being uniquely defined by the convergence of five key elements—it is digitally mediated, spatial, immersive, shared, and operates in real-time. We then discuss how these components might collectively alter our understanding of consumer behavior in three domains: consumer identity, social influence, and ownership. We conclude by outlining an agenda for future research to help broaden our understanding of the Metaversal marketplace and its impact on consumer behavior. This work serves as a starting point to characterize a shift that is unfolding in the marketplace and to consider, through a consumer behavior lens, the numerous changes it may bring.     

Infant mental health: A new frontier

This overview is an adaptation of the keynote speech given at the First Annual Conference of the Michigan Association for Infant Mental Health, held in Ann Arbor, Michigan on March 24, 1977. A review of situations found by infant specialists and the statistical evidences of risk for infants suggests some of the components of a community-based support system.     

The development of numerical estimation: evidence for multiple representations of numerical quantity

Abstract - We examined children's and adults' numerical estimation and the representations that gave rise to their estimates. The results were inconsistent with two prominent models of numerical representation: the logarithmic-ruler model, which proposes that people of all ages possess a single, logarithmically spaced representation of numbers, and the accumulator model, which proposes that people of all ages represent numbers as linearly increasing magnitudes with scalar variability. Instead, the data indicated that individual children possess multiple numerical representations; that with increasing age and numerical experience, they rely on appropriate representations increasingly often; and that the numerical context influences their choice of representation. The results, obtained with second graders, fourth graders, sixth graders, and adults who performed two estimation tasks in two numerical contexts, strongly suggest that one cause of children's difficulties with estimation is reliance on logarithmic representations of numerical magnitudes in situations in which accurate estimation requires reliance on linear representations.     

Elaboration and numerical anchoring: Implications of attitude theories for consumer judgment and decision making

Researchers across many domains have examined the impact of externally presented numerical anchors on perceiver judgments. In the traditional paradigm, “anchored” judgments are typically explained as a result of elaborate thinking (i.e., confirmatory hypothesis testing that selectively activates anchor-consistent information in memory). Consistent with a long tradition in attitude change, we suggest that the same judgments can result from relatively thoughtful or non-thoughtful processes, with more thoughtful processes resulting in judgments that have more lasting impact. We review recent anchoring research consistent with this elaboration-based perspective and discuss implications for past anchoring results and theory in judgment and decision making.     

The pathology of cellular anti-stress mechanisms: a new frontier

Exposure to stressors is an omnipresent variable for all living organisms, which have evolved anti-stress mechanisms to deal with the consequences of stress. The chaperoning systems are among these mechanisms, and their central components are the molecular chaperones that play important roles in protein biogenesis. Recent data suggest that failure of the chaperoning systems due to defective chaperones, for example, leads to pathology. Consequently, medical researchers and practitioners must now also consider the chaperoning systems, both as potentially major players in pathogenesis and as diagnostic-prognostic indicators.     

Children's serial recall errors: implications for theories of short-term memory development

Three experiments examined developmental changes in serial recall of lists of 6 letters, with errors classified as movements, omissions, intrusions, or repetitions. In Experiments 1 and 2, developmental differences between groups of children aged from 7 to 11 years and adults were found in the pattern of serial recall errors. The errors of older participants were more likely to be movements than were those of younger participants, who made more intrusions and omissions. The number of repetition errors did not change with age, and this finding is interpreted in terms of a developmentally invariant postoutput response inhibition process. This interpretation was supported by the findings of Experiment 3, which measured levels of response inhibition in 7-, 9-, and 11-year-olds by comparing recall of lists with and without repeated items. Response inhibition remained developmentally invariant, although older children showed greater response facilitation (improved correct recall of adjacent repeated items). Group differences in the patterns of other errors are accounted for in terms of developmental changes in levels of output forgetting and changes in the efficiency of temporal encoding processes.     

Memory and aging: Implications for theories of memory development during childhood

Research is reviewed suggesting that early school age children and older adults demonstrate a similar pattern of performance deficits (relative to the performance of young adults) on memory tasks, raising the possibility that age-related changes in some common factor might account for both memory development and memory decline. It is argued here that whereas “metamemory” theory of memory development does not provide a viable theory of memory decline, Craik's (F. I. M. Craik & M. Byrd, 1982, in F. I. M. Craik & S. E. Trehub (Eds.), Aging and cognitive processes, New York: Plenum; F. I. M. Craik & E. Simon, 1980, in L. W. Poon, J. L. Fozard, L. S. Cermak, D. Arenberg, & L. W. Thompson (Eds.), New directions in memory and aging, Hillsdale, NJ: Erlbaum) attentional deficit theory of memory decline provides a viable theory of memory development as well. Evidence supporting this position is reviewed, and directions for future research are discussed.     

Dual-process theories of reasoning: The test of development

Dual-process theories have become increasingly influential in the psychology of reasoning. Though the distinction they introduced between intuitive and reflective thinking should have strong developmental implications, the developmental approach has rarely been used to refine or test these theories. In this article, I review several contemporary dual-process accounts of conditional reasoning that theorize the distinction between the two systems of reasoning as a contrast between heuristic and analytic processes, probabilistic and mental model reasoning, or emphasize the role of metacognitive processes in reflective reasoning. These theories are evaluated in the light of the main developmental findings. It is argued that a proper account of developmental phenomena requires the integration of the main strengths of these three approaches. I propose such an integrative theory of conditional understanding and argue that the modern dual-process framework could benefit from earlier contributions that made the same distinction between intuition and reflective thinking, such as Piaget’s theory.     

Magnitude knowledge: the common core of numerical development

The integrated theory of numerical development posits that a central theme of numerical development from infancy to adulthood is progressive broadening of the types and ranges of numbers whose magnitudes are accurately represented. The process includes four overlapping trends: (1) representing increasingly precisely the magnitudes of non‐symbolic numbers, (2) connecting small symbolic numbers to their non‐symbolic referents, (3) extending understanding from smaller to larger whole numbers, and (4) accurately representing the magnitudes of rational numbers. The present review identifies substantial commonalities, as well as differences, in these four aspects of numerical development. With both whole and rational numbers, numerical magnitude knowledge is concurrently correlated with, longitudinally predictive of, and causally related to multiple aspects of mathematical understanding, including arithmetic and overall math achievement. Moreover, interventions focused on increasing numerical magnitude knowledge often generalize to other aspects of mathematics. The cognitive processes of association and analogy seem to play especially large roles in this development. Thus, acquisition of numerical magnitude knowledge can be seen as the common core of numerical development.     

Cognitive theories of early gender development

The contribution of cognitive perspectives (cognitive-developmental theory and gender schema theory) to a contemporary understanding of gender development is evaluated. Recent critiques of cognitive approaches are discussed and empirical evidence is presented to counter these critiques. Because of the centrality of early gender development to the cognitive perspective, the latest research is reviewed on how infants and toddlers discriminate the sexes and learn the attributes correlated with sex. The essence of cognitive approaches--emphasis on motivational consequences of gender concepts; the active, self-initiated view of development; and focus on developmental patterns-is highlighted and contrasted with social-cognitive views. The value of cognitive theories to the field is illustrated, and recommendations are made concerning how to construct comprehensive, integrative perspectives of gender development.     

Dual-process theories and cognitive development: Advances and challenges

Dual-process theories have gained increasing importance in psychology. The contrast that they describe between an old intuitive and a new deliberative mind seems to make these theories especially suited to account for development. Accordingly, this special issue aims at presenting the latest applications of dual-process theories to cognitive development. Dual-process theoreticians mainly focused on adult functioning have been invited to elaborate the developmental implications of their theory, while developmental psychologists who have proposed dual-process theories of development in the domain of thinking and reasoning present the most recent formulation of their theory and review supporting empirical evidence.