Publications by authors named "S Marcovitch"

We outline two accounts by which executive function (EF) supports children's moral reasoning: an emergence and an expression account. The emergence account postulates that EF supports the development of moral concepts because it relates to how children navigate their early social environments and how well they can internalize moral messages. The expression account postulates that EF supports children's in-the-moment moral reasoning for complex moral situations.

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Article Synopsis
  • - The review highlights the growing impact of digital technologies on youth development and mental health, specifically examining how screen use may affect brain development and behavior.
  • - A group of international experts identified gaps in current knowledge about the relationship between screen media and neurodevelopment, stressing the need for further research in understanding these effects from infancy to adolescence.
  • - The authors suggest that applying transdiagnostic frameworks could enhance future research and that translating findings into effective policies can support healthier youth development in our digital age.
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Executive functions and play have been researched separately over the last few decades. Only recently has the association between the two constructs received more attention. Thus, a Special Issue on this association is timely.

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Attentional capture occurs when salient but task-irrelevant information disrupts our ability to respond to task-relevant information. Although attentional capture costs have been found to decrease between childhood and adulthood, it is currently unclear the extent to which such age-related changes reflect an improved ability to recover from attentional capture or to avoid attentional capture. In addition, recent research using hand-tracking techniques with adults indicates that attentional capture by a distractor can generate response activations corresponding to the distractor's location, consistent with action-centered models of attention.

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In laboratory-based research, children recognize who is an expert and demonstrate an interest in learning from that person. However, children prefer positive information in the moment and sometimes prioritize positivity over expertise. To what extent do these social judgments (e.

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