Journal article
Commentary: An exciting evolutionary framework for new bridges between social‐emotional and cognitive development – a reflection on Suor et al. (2017)
Journal of child psychology and psychiatry, Vol.58(8), pp.910-912
08/2017
DOI: 10.1111/jcpp.12761
PMCID: PMC5515275
PMID: 28714116
Abstract
Suor et al. () present a compelling new evolutionary framework that offers an alternative interpretation of the well‐established findings of cognitive deficits in children raised in harsh early environments. They argue that such findings do not convey a complete picture of those children's cognitive development, because children's cognition becomes specialized to solve problems in fitness‐enhancing ways, and traditional problem‐solving tasks do not fully capture their abilities. The authors demonstrate that children exposed to early harshness, particularly children with Hawk temperaments, preferentially shift cognition to salient fitness‐enhancing stimuli, and thus develop better skills for solving reward‐oriented tasks. This intriguing and heuristically generative study inspires multiple new research avenues, of which we outline three: (a) Further examination of the concept of harsh environments, (b) addressing questions about the conceptualization and the role of child temperament, and (c) further advances in the measurement of children's distinct skills.
Read the full article at doi: 10.1111/jcpp.12718
Details
- Title: Subtitle
- Commentary: An exciting evolutionary framework for new bridges between social‐emotional and cognitive development – a reflection on Suor et al. (2017)
- Creators
- Grazyna Kochanska - The University of IowaKathryn C Goffin - The University of Iowa
- Resource Type
- Journal article
- Publication Details
- Journal of child psychology and psychiatry, Vol.58(8), pp.910-912
- DOI
- 10.1111/jcpp.12761
- PMID
- 28714116
- PMCID
- PMC5515275
- ISSN
- 0021-9630
- eISSN
- 1469-7610
- Number of pages
- 3
- Grant note
- NICHD (R01 HD069171)
- Language
- English
- Date published
- 08/2017
- Academic Unit
- Psychological and Brain Sciences
- Record Identifier
- 9984002446102771
Metrics
18 Record Views