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Moving Beyond Point in Time Estimates: Using Growth Models to Understand When PreK Convergence Happens, How, and for Which Skills
IF 4.6 1区 心理学
Child development Pub Date : 2025-04-25 DOI: 10.1111/cdev.14240
Meghan McCormick, Emily Hanno, Christina Weiland, Tiffany Wu, Mirjana Pralica, JoAnn Hsueh, Alexandra Giles, Catherine Snow, Jason Sachs
{"title":"Moving Beyond Point in Time Estimates: Using Growth Models to Understand When PreK Convergence Happens, How, and for Which Skills","authors":"Meghan McCormick, Emily Hanno, Christina Weiland, Tiffany Wu, Mirjana Pralica, JoAnn Hsueh, Alexandra Giles, Catherine Snow, Jason Sachs","doi":"10.1111/cdev.14240","DOIUrl":"https://doi.org/10.1111/cdev.14240","url":null,"abstract":"This study examines associations between enrollment in high-quality PreK and growth in children's (<i>N</i> = 422; <i>M</i><sub>age</sub> = 5.63 years; 47% female; 15% Asian, 19% Black, 30% White, 31% Hispanic; 5% other or mixed race) academic, executive functioning, and social–emotional skills across kindergarten (2017–2018) and first grade (2018–2019). Associations between PreK enrollment and language and math skills were sustained through first grade. More convergence between PreK enrollees and non-enrollees in language skills occurred during first grade than kindergarten. Convergence patterns were stronger in math during kindergarten than in first grade. There were no associations between PreK enrollment and executive functioning by spring of first grade; most convergence occurred in first grade. All other associations were null by first grade.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"17 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143872852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Adolescents' Race Consciousness Strengthens Broader Awareness of Societal Inequality
IF 4.6 1区 心理学
Child development Pub Date : 2025-04-24 DOI: 10.1111/cdev.14254
Elena Maker Castro, Laura Wray-Lake, Jason A. Plummer
{"title":"Adolescents' Race Consciousness Strengthens Broader Awareness of Societal Inequality","authors":"Elena Maker Castro, Laura Wray-Lake, Jason A. Plummer","doi":"10.1111/cdev.14254","DOIUrl":"https://doi.org/10.1111/cdev.14254","url":null,"abstract":"This study examined bidirectional changes in adolescents' awareness of inequality and race consciousness between 2017 and 2018 in the USA and whether discriminatory experiences informed developmental pathways. The sample (<i>N</i> = 2645; <i>M</i><sub>age</sub> = 14.6, SD = 2.14; 56.5% female; &gt; 0.01% transgender and gender diverse) was White (35.8%), Latinx (31.4%), multiple racial and ethnic groups (13.5%), Black (7.3%), and Asian (5.2%). Race consciousness predicted changes in awareness of inequality (<i>B =</i> 0.31, <i>p</i> &lt; 0.001); awareness of inequality did not predict changes in race consciousness. Social locations and experiences of gender and racial discrimination informed pathways. Providing adolescents with opportunities to explore race and racism may help them reflect on how society is organized in systemically inequitable ways.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"6 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143866991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Predictors of Young Adults' Primal World Beliefs in Eight Countries.
IF 4.6 1区 心理学
Child development Pub Date : 2025-04-23 DOI: 10.1111/cdev.14233
Jennifer E Lansford,Laura Gorla,W Andrew Rothenberg,Marc H Bornstein,Lei Chang,Jeremy D W Clifton,Kirby Deater-Deckard,Laura Di Giunta,Kenneth A Dodge,Sevtap Gurdal,Daranee Junla,Paul Oburu,Concetta Pastorelli,Ann T Skinner,Emma Sorbring,Laurence Steinberg,Liliana Maria Uribe Tirado,Saengduean Yotanyamaneewong,Liane Peña Alampay,Suha M Al-Hassan,Dario Bacchini
{"title":"Predictors of Young Adults' Primal World Beliefs in Eight Countries.","authors":"Jennifer E Lansford,Laura Gorla,W Andrew Rothenberg,Marc H Bornstein,Lei Chang,Jeremy D W Clifton,Kirby Deater-Deckard,Laura Di Giunta,Kenneth A Dodge,Sevtap Gurdal,Daranee Junla,Paul Oburu,Concetta Pastorelli,Ann T Skinner,Emma Sorbring,Laurence Steinberg,Liliana Maria Uribe Tirado,Saengduean Yotanyamaneewong,Liane Peña Alampay,Suha M Al-Hassan,Dario Bacchini","doi":"10.1111/cdev.14233","DOIUrl":"https://doi.org/10.1111/cdev.14233","url":null,"abstract":"Primal world beliefs (\"primals\") capture understanding of general characteristics of the world, such as whether the world is Good and Enticing. Children (N = 1215, 50% girls), mothers, and fathers from Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and United States reported neighborhood danger, socioeconomic status, parental warmth, harsh parenting, psychological control, and autonomy granting from ages 8 to 16 years. At age 22 years, original child participants reported their primal world beliefs. Parental warmth during childhood and adolescence significantly predicted Good, Safe, and Enticing world beliefs, but other experiences were only weakly related to primals. We did not find that primals are strongly related to intuitive aspects of the materiality of childhood experiences, which suggests future directions for understanding the origins of primals.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"13 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143866197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Theoretical and Quantitative Disconnect When Modeling Adverse Childhood Experiences Using a Common Factor Framework: An Argument for Causal Indicator Models in Stressor Research
IF 4.6 1区 心理学
Child development Pub Date : 2025-04-19 DOI: 10.1111/cdev.14230
Daniel P. Moriarity, George M. Slavich
{"title":"Theoretical and Quantitative Disconnect When Modeling Adverse Childhood Experiences Using a Common Factor Framework: An Argument for Causal Indicator Models in Stressor Research","authors":"Daniel P. Moriarity, George M. Slavich","doi":"10.1111/cdev.14230","DOIUrl":"https://doi.org/10.1111/cdev.14230","url":null,"abstract":"Adverse childhood experiences (ACEs) are highly impactful stressors that increase individuals' risk for a plethora of negative developmental and health outcomes. Furthermore, minoritized groups and under-resourced individuals are at higher risk for ACEs, positioning these stressors as possible mechanisms driving health disparities. Given this fact, a strong methodological foundation is necessary to ensure maximal clinical value. As emphasized by Jensen et al. (https://doi.org/10.1111/cdev.14050), this foundation must begin with rigorous ACEs measurement—a goal that requires careful matching between ACEs measures and the scoring procedures used. To amplify their message while advocating for an alternative approach that may better reflect the conceptualization of ACEs, we write this commentary to highlight the merits of causal indicator models as a better match between theory and methodology.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"91 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143849451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
EEG Theta Power in Bangladeshi Children: Associations With Early Experiences and Cognitive Outcomes
IF 4.6 1区 心理学
Child development Pub Date : 2025-04-18 DOI: 10.1111/cdev.14245
Eileen F. Sullivan, Ran Wei, Shahria Kakon, Talat Shama, Fahmida Tofail, William A. Petri, Rashidul Haque, Charles A. Nelson
{"title":"EEG Theta Power in Bangladeshi Children: Associations With Early Experiences and Cognitive Outcomes","authors":"Eileen F. Sullivan, Ran Wei, Shahria Kakon, Talat Shama, Fahmida Tofail, William A. Petri, Rashidul Haque, Charles A. Nelson","doi":"10.1111/cdev.14245","DOIUrl":"https://doi.org/10.1111/cdev.14245","url":null,"abstract":"Identifying the neural processes that underlie the association between children's early adverse experiences and cognitive development could inform more effective intervention strategies. The goal of the current study (data collected 2015–2021) was to examine relations among early experiences at 6 months, electroencephalography (EEG) theta power at 6 months and 2 years, and cognitive outcomes at 5 years in Bangladeshi children (<i>N =</i> 115; 67 females). Results revealed that better nutritional status was associated with a slower increase in theta power from 6 months to 2 years and higher cognitive scores at 5 years. Higher frontocentral theta power at 2 years was related to better cognition at 5 years but did not mediate the association between nutritional status and cognition.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"66 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143846506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Children's Developing Understanding of the Value of Disagreement for Learning
IF 4.6 1区 心理学
Child development Pub Date : 2025-04-12 DOI: 10.1111/cdev.14253
Ashley Ransom, Kirsten H. Blakey, Samuel Ronfard
{"title":"Children's Developing Understanding of the Value of Disagreement for Learning","authors":"Ashley Ransom, Kirsten H. Blakey, Samuel Ronfard","doi":"10.1111/cdev.14253","DOIUrl":"https://doi.org/10.1111/cdev.14253","url":null,"abstract":"Do children and adults recognize the value of disagreement for learning? Across two preregistered studies (data collected 2023), 4‐ to 8‐year‐old children (<jats:italic>N</jats:italic> = 200, 101 females, mixed ethnicities) and adults (<jats:italic>N</jats:italic> = 200, 99 females, mixed ethnicities) were asked whether a protagonist would learn more by talking to someone who agrees or disagrees with them about different beliefs. Across studies, participants more often endorsed learning from someone who disagreed with the protagonist when no “correct” answer existed, that is, when beliefs concerned preferences or ambiguous situations, or when the protagonist did not hold the typically “correct” belief. Adults endorsed learning from disagreement and articulated why disagreement is helpful for learning more often than children.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"75 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Moral Judgment and Cheating: Evidence of A Knowledge–Behavior Link in Early Childhood
IF 4.6 1区 心理学
Child development Pub Date : 2025-04-10 DOI: 10.1111/cdev.14243
Li Zhao, Weihao Yan, Junjie Peng, Paul L. Harris
{"title":"Moral Judgment and Cheating: Evidence of A Knowledge–Behavior Link in Early Childhood","authors":"Li Zhao, Weihao Yan, Junjie Peng, Paul L. Harris","doi":"10.1111/cdev.14243","DOIUrl":"https://doi.org/10.1111/cdev.14243","url":null,"abstract":"This research with two studies examined whether young children's moral judgments of honesty and dishonesty predict their actual cheating behavior. Participants were 200 children aged 3–6 years (2021–2022. Study 1: <i>N</i> = 80, <i>M</i><sub>age</sub> = 4.96, 40 girls; Study 2: <i>N</i> = 120, <i>M</i><sub>age</sub> = 4.98, 60 girls; all middle-class Han Chinese). Children completed a temptation resistance paradigm assessing honest or cheating behaviors. They also made moral judgments about story characters who cheated or acted honestly on school tests. Results showed that the more negatively children judged cheating, the less likely they were to cheat. This finding indicates a knowledge–behavior link regarding cheating behavior. It underscores the importance of studying the connection between moral cognition and action in early childhood.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"108 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143820043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Is Uncertainty in the Eyes or in Parents' Talk? Linking an Eye-Tracking Measure of Toddlers' Core Metacognition to Parental Metacognitive Talk
IF 4.6 1区 心理学
Child development Pub Date : 2025-04-09 DOI: 10.1111/cdev.14237
Marion Gardier, Marie Geurten
{"title":"Is Uncertainty in the Eyes or in Parents' Talk? Linking an Eye-Tracking Measure of Toddlers' Core Metacognition to Parental Metacognitive Talk","authors":"Marion Gardier, Marie Geurten","doi":"10.1111/cdev.14237","DOIUrl":"https://doi.org/10.1111/cdev.14237","url":null,"abstract":"Recent studies have established that even preverbal infants can monitor and regulate their mental states, raising the question of the variables involved in this early metacognitive development. Here, the metacognition of fifty-five 18-month-old (27 females; mostly White; data collection: 2023) was assessed using an eye-tracking paradigm designed to capture children's ability to seek information (i.e., a cue) under uncertainty. Moreover, the relations between toddlers' metacognition and parental (52 mothers) metacognitive talk during a 10-min play session were also examined. Beyond replicating previous data showing metacognitive accuracy in toddlerhood, our results indicated that the frequency of parental utterances referring to metacognitive monitoring—but not metacognitive regulation—was related to toddlers' metacognition (OR = 1.3). Implications for sociocultural models of metacognitive development are discussed.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"108 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143806243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Childcare Center Attendance During the Covid‐19 Pandemic: Boosting Cognitive and Language Development
IF 4.6 1区 心理学
Child development Pub Date : 2025-04-07 DOI: 10.1111/cdev.14238
Marigen Narea, Pamela Soto‐Ramírez, Alejandra Abufhele
{"title":"Childcare Center Attendance During the Covid‐19 Pandemic: Boosting Cognitive and Language Development","authors":"Marigen Narea, Pamela Soto‐Ramírez, Alejandra Abufhele","doi":"10.1111/cdev.14238","DOIUrl":"https://doi.org/10.1111/cdev.14238","url":null,"abstract":"The Covid‐19 pandemic underscored the significance of early childhood education and care (ECEC) for children's development. We investigated the impact of attendance at ECEC programs following a closure period due to the pandemic. We used linear regression with a lagged dependent variable to examine assessments of children's cognitive and receptive language based on a sample of Chilean children (<jats:italic>N</jats:italic> = 809; age = 41.3 months in 2021). Results show that children who attended center‐based care for more than 20 h a week demonstrated higher cognitive and receptive language levels than those who did not attend (3.2 and 2.9 points higher, respectively). Furthermore, our results highlight the importance of the intensity of attendance at ECEC programs for children's development.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"27 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143789912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Factor Structure of Parents' Math-Related Talk and Its Relation to Children's Early Academic Skills
IF 4.6 1区 心理学
Child development Pub Date : 2025-04-04 DOI: 10.1111/cdev.14244
Yemimah A. King, Sarah H. Eason, Robert J. Duncan, Arielle Borovsky, David J. Purpura
{"title":"The Factor Structure of Parents' Math-Related Talk and Its Relation to Children's Early Academic Skills","authors":"Yemimah A. King, Sarah H. Eason, Robert J. Duncan, Arielle Borovsky, David J. Purpura","doi":"10.1111/cdev.14244","DOIUrl":"https://doi.org/10.1111/cdev.14244","url":null,"abstract":"This study, involving 120 children (M<sub>age</sub> = 4.25; SD = 0.83; 53% Female, 49% White, 23% multiracial, 16% Black, 9% Asian American, and 3% Latine) and their parents, examined parent talk constructs and their relation to children's early academic skills in 2021. Parents' talk was best represented as a three-factor structure (general, number, and mathematical language), suggesting that mathematical language use is distinct from general and number talk. Parent talk factors were related to children's numeracy skills but not their vocabulary or mathematical language knowledge. Children with higher numeracy skills had parents who used more general talk, children with lower numeracy skills had parents who used more mathematical language, but parent number talk was not related to children's numeracy skills.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"62 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143775711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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