The Developmental Systems Approach and the Analysis of Behavior

Postnatal dependency as the foundation of social learning in humans

Humans have developed a sophisticated system of cultural transmission that allows for complex, non-genetically specified behaviours to be passed on from one generation to the next. This system relies on understanding others as social and communicative partners. Some theoretical accounts argue for the existence of domain-specific cognitive adaptations that prioritize social information, while others suggest that social learning is itself a product of cumulative cultural evolution based on domain-general learning mechanisms. The current paper explores the contribution of humans' unique ontogenetic environment to the emergence of social learning in infancy. It suggests that the prolonged period of post-natal dependency experienced by human infants contributes to the development of social learning. Because of motor limitations, infants learn to interact with and act through caregivers, establishing social learning abilities and skills that continue to develop as children become less dependent. According to this perspective, at least some key aspects of social development can be attributed to a developmental trajectory guided by infants' early motor development that radically alters how they experience the world.

Mediation of DNA methylation (cg04622888 and cg05037505) in the association between childhood maltreatment and non-suicidal self-injury in early adolescents

It is unclear whether DNA methylation underlies the association between childhood maltreatment (CM) and non-suicidal self-injury (NSSI) in early adolescents. We aim to explore the mediation of specific DNA methylation sites in the associations of CM and its subtypes with NSSI, following investigation on the association between specific DNA methylation sites and NSSI. A case-control study was conducted to examine 155 adolescents aged 12-14 years who were identified to have engaged in NSSI and 201 controls. CM and its subtypes were evaluated by using the Childhood Trauma Questionnaire. The EPIC 850 k Bead Chip was used to discover differential methylation sites (DMSs) in the peripheral blood between 10 NSSI cases and 10 controls. Targeted pyrosequencing was employed to detect the levels of specific DMSs among the total study population, which were selected based on bioinformatics analyses and literature review. We discovered 456 DMSs between NSSI cases and controls, 219 were hypermethylated and 237 were hypomethylated. After controlling for potential confounders, CM or its subtypes, and the methylation of cg04622888 and cg05037505 were all significantly associated with NSSI (all P < 0.05). The total association of CM and its subtypes with NSSI were all significantly (all P < 0.05), with the standardized coefficient (β) ranged from 0.12 for physical neglect to 0.24 for emotional neglect and CM. Significant indirect association of physical neglect with NSSI through methylation of cg04622888 was observed and the mediating proportion was 0.14 (95%CI 0.06-0.23). Significant indirect associations of emotional abuse, emotional neglect, and physical neglect with NSSI through methylation of cg05037505 were also observed, and the mediating proportions were 0.09 (95%CI 0.04-0.14), 0.08 (95%CI, 0.03-0.14) and 0.19 (95%CI 0.07-0.32), respectively. Data of this study suggested that methylation of cg04622888 and cg05037505 were independently associated with NSSI among early adolescents, and they partially mediated the associations of emotional abuse, emotional neglect, and physical abuse with NSSI.

On the evolution of epigenetics via exaptation: A developmental systems perspective

Evolution and development are interrelated processes influenced by genomic, epigenetic, and environmental factors. Epigenetic processes serve critical roles in development and operate as intermediaries that connect the genome to the rest of the world. Therefore, it is of interest to consider the evolution of epigenetic processes. The developmental systems perspective offers a distinctive, coherent, integrative way to understand the relationships between evolution, epigenetics, development, and the effects of experienced contexts. By adopting this perspective, this paper draws attention to the role of exaptation in the evolution of epigenetics in the RNA world and addresses the role of epigenetics in the later evolution of developmental processes such as cellular differentiation, learning, and memory. In so doing, the paper considers the appearance and functions of epigenetics in evolutionary history-sketching a pathway by which epigenetic processes might have evolved via exaptation and then contributed to the later development and evolution of phenotypes.

Development as explanation: Understanding phenotypic stability and variability after the failure of genetic determinism

In the predominately gene-centered view of 20th century biology, the relationship between genotype and phenotype was essentially a relationship between cause and effect, between a plan and a product. Abandoning the idea of genes as inherited instructions or blueprints for phenotypes raises the question of how to best account for observed phenotypic stability and variability within and across generations of a population. We argue that the processes responsible for phenotypic stability and the processes responsible for phenotypic variability are one and the same, namely, the dynamics of development. This argument proposes that stability of phenotypic form is found not because of the transmission of genotypes, genetic programs, or the transfer of internal blueprints, but because similar internal and external conditions-collectively conceptualized as resources of development-can be reliably reconstituted in each generation. Variability of phenotypic form, which is an indispensable feature of any evolving system, relies on these same resources, but because the internal and external conditions of development are not reconstituted identically in succeeding generations, these conditions-and the phenotypes to which they give rise-will always be characterized by at least some variability.

Genetics and epigenetics of self-injurious thoughts and behaviors: Systematic review of the suicide literature and methodological considerations

Suicide is a multifaceted and poorly understood clinical outcome, and there is an urgent need to advance research on its phenomenology and etiology. Epidemiological studies have demonstrated that suicidal behavior is heritable, suggesting that genetic and epigenetic information may serve as biomarkers for suicide risk. Here we systematically review the literature on genetic and epigenetic alterations observed in phenotypes across the full range of self-injurious thoughts and behaviors (SITB). We included 577 studies focused on genome-wide and epigenome-wide associations, candidate genes (SNP and methylation), noncoding RNAs, and histones. Convergence of specific genes is limited across units of analysis, although pathway-based analyses do indicate nervous system development and function and immunity/inflammation as potential underlying mechanisms of SITB. We provide suggestions for future work on the genetic and epigenetic correlates of SITB with a specific focus on measurement issues.

The development of visual attention in infancy: A cascade approach

Visual attention develops rapidly and significantly during the first postnatal years. At birth, infants have poor visual acuity, poor head and neck control, and as a result have little autonomy over where and how long they look. Across the first year, the neural systems that support alerting, orienting, and endogenous attention develop, allowing infants to more effectively focus their attention on information in the environment important for processing. However, visual attention is a system that develops in the context of the whole child, and fully understanding this development requires understanding how attentional systems interact and how these systems interact with other systems across wide domains. By adopting a cascades framework we can better position the development of visual attention in the context of the whole developing child. Specifically, development builds, with previous achievements setting the stage for current development, and current development having cascading consequences on future development. In addition, development reflects changes in multiple domains, and those domains influence each other across development. Finally, development reflects and produces changes in the input that the visual system receives; understanding the changing input is key to fully understand the development of visual attention. The development of visual attention is described in this context.

Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools

Recent decades of education policy, research, and practice have brought focus on a positive education approach as applied within tiered service delivery frameworks to meet diverse needs of varied intensities. Related, the science of implementation has begun to increase understanding of supports to strengthen use of a positive education approach within tiered service delivery frameworks. To date, the body of work has fostered important shifts in how problems are viewed and addressed using a positive lens, supporting more equitable opportunity in education. To realize the full potential, however, there is a need to integrate theory and science as embedded within a whole child, school, and community lens. We propose that positive education will advance equity when grounded in integrated theory and science across developmental systems theory, prevention science, ecological systems theory, and implementation science. We first provide a brief overview of schools as a context to serve as assets or risks to equity, followed by a discussion of theory and science using a whole child, whole school, and whole community lens. We end with directions for science and practice in advancing a positive education approach.

Modifying a behavior intervention plan according to classroom aides acceptability ratings: effects on treatment integrity and challenging behavior

This study evaluated the effects of an acceptability questionnaire on classroom aides' treatment integrity during implementation of behavioral intervention plans, using a multiple-probe-baseline across-participants design. Four classroom aides in a special education preschool classroom rarely used procedures recommended to manage the challenging behavior of a four-year-old boy with autism spectrum disorder (ASD) during baseline. After using the questionnaire results to create a functionally equivalent behavior intervention plan that was comprised of components the aides rated as more acceptable, three of the four aides greatly improved their use of the procedures and an ancillary reduction in the child's challenging behavior was observed. Overall, results suggest that including staff acceptance measures during the intervention selection process may bolster subsequent intervention integrity.