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Who Leads and Who Follows? The Pathways to Joint Attention During Free‐Flowing Interactions Change Over Developmental Time
IF 4.6 1区 心理学
Child development Pub Date : 2025-02-18 DOI: 10.1111/cdev.14229
M. Perapoch Amadó, E. A. M. Phillips, G. Esposito, E. Greenwood, J. Ives, P. Labendzki, K. Lancaster, T. J. Northrop, N. K. Viswanathan, M. Gök, M. J. Peñaherrera, E. J. H. Jones, S. V. Wass
{"title":"Who Leads and Who Follows? The Pathways to Joint Attention During Free‐Flowing Interactions Change Over Developmental Time","authors":"M. Perapoch Amadó, E. A. M. Phillips, G. Esposito, E. Greenwood, J. Ives, P. Labendzki, K. Lancaster, T. J. Northrop, N. K. Viswanathan, M. Gök, M. J. Peñaherrera, E. J. H. Jones, S. V. Wass","doi":"10.1111/cdev.14229","DOIUrl":"https://doi.org/10.1111/cdev.14229","url":null,"abstract":"Joint attention (JA) has been found to correlate with many developmental outcomes. However, little is known about how naturalistic JA is established and develops during early infancy. In this study, free‐flowing tabletop toy play between infants at 5 and 15 months and their mothers (<jats:italic>N</jats:italic> = 48 dyads; 65% white) was observed to (1) examine changes in JA, (2) investigate whether infants become better leaders or followers of JA, and (3) explore the role of intentionally mediated forms of communication. JA episodes increased in frequency and duration, and initiations of JA became more evenly distributed between members of the dyad. Older infants became better at leading as well as following their mothers' attention behaviors and more frequently directed their attention towards their partner, though this had minimal impact on the organization of episodes of JA.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"59 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143434988","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
Exploring the Out-Group Homogeneity Effect Among Arab Children in Israel: The Roles of Religion, Contact, and Group Identification
IF 4.6 1区 心理学
Child development Pub Date : 2025-02-17 DOI: 10.1111/cdev.14226
Francine Essa, Hannes Rakoczy, Gil Diesendruck
{"title":"Exploring the Out-Group Homogeneity Effect Among Arab Children in Israel: The Roles of Religion, Contact, and Group Identification","authors":"Francine Essa, Hannes Rakoczy, Gil Diesendruck","doi":"10.1111/cdev.14226","DOIUrl":"https://doi.org/10.1111/cdev.14226","url":null,"abstract":"The out-group homogeneity effect has been found to contribute to adults' inter-group biases. Three studies examined whether 5- and 8-year-old Arab (i.e., minority) children in Israel also manifest this effect (March 2017–January 2020). Arab children from different religious affiliations and social environments (<i>N</i> = 272, 54% females) were asked to choose either a homogeneous or a heterogeneous sample of group members to infer if a given property (biological or psychological) was true of a whole group: either the participant's in-group (Arabs) or out-group (Jews). Overall, differently from Jewish (i.e., majority) Israeli children, Arab children did not exhibit the out-group homogeneity effect. Nevertheless, there were indications that religious affiliation, social environment, and group identification affected children's responses.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"180 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143427383","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
Impacts of the Preschool Safe Program on Marginalized Girls in Northern Nigeria.
IF 3.9 1区 心理学
Child development Pub Date : 2025-02-14 DOI: 10.1111/cdev.14225
Sharon Wolf, Johanna Bernard, Chika R Ezeugwu, Lubabatu Ahmad, Khadijah Bello Gurin
{"title":"Impacts of the Preschool Safe Program on Marginalized Girls in Northern Nigeria.","authors":"Sharon Wolf, Johanna Bernard, Chika R Ezeugwu, Lubabatu Ahmad, Khadijah Bello Gurin","doi":"10.1111/cdev.14225","DOIUrl":"https://doi.org/10.1111/cdev.14225","url":null,"abstract":"<p><p>Quality early childhood education (ECE) can improve children's learning and development in low- and middle-income countries, but little evidence exists of programs targeting marginalized girls in vulnerable rural communities. This study used a matched-pair mixed-methods community-randomized trial to evaluate a preschool program for marginalized girls (N = 466, M<sub>age</sub> = 5-years; W<sub>1</sub> = 2022; W<sub>2</sub> = 2023) from 16 rural Hausa-ethnic communities in Nigeria. The program yielded considerably large impacts on every domain of school readiness assessed (dt = 0.89-1.52). In qualitative interviews (N = 30, data collected in 2023), parents discussed witnessing their daughters' learning and development as well as their future educational and life goals for their daughters. Results demonstrate that access to high-quality ECE in highly disadvantaged communities can dramatically improve girls' learning and potentially change parental perceptions about girl-child education.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143413593","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 Role of Controllability and Foreseeability in Children's Counterfactual Emotions.
IF 3.9 1区 心理学
Child development Pub Date : 2025-02-14 DOI: 10.1111/cdev.14224
Alicia K Jones, Shalini Gautam, Jonathan Redshaw
{"title":"The Role of Controllability and Foreseeability in Children's Counterfactual Emotions.","authors":"Alicia K Jones, Shalini Gautam, Jonathan Redshaw","doi":"10.1111/cdev.14224","DOIUrl":"https://doi.org/10.1111/cdev.14224","url":null,"abstract":"<p><p>Counterfactual emotions such as regret may aid future decision-making by encouraging people to focus on controllable features of personal past events. However, it remains unclear when children begin to preferentially focus on controllable features of such events. Across two studies, Australian 4-9-year-olds (N = 336, 168 females; data collected during 2021-2022) completed tasks that led to positive or negative personal outcomes, and then reported their emotions toward different aspects of these tasks. In both studies, younger children unexpectedly reported stronger sadness toward uncontrollable or unforeseeable aspects of negative events, and only by 8-9 years did many children report stronger sadness toward controllable or foreseeable aspects. The tendency to focus on more functional counterfactuals may therefore emerge relatively late in development.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143413545","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
Personal Identity Development in Chinese Early Adolescents: Predictions From Parenting Style and Peer Relationships.
IF 3.9 1区 心理学
Child development Pub Date : 2025-02-10 DOI: 10.1111/cdev.14227
Weiqiao Fan, Mengting Li
{"title":"Personal Identity Development in Chinese Early Adolescents: Predictions From Parenting Style and Peer Relationships.","authors":"Weiqiao Fan, Mengting Li","doi":"10.1111/cdev.14227","DOIUrl":"https://doi.org/10.1111/cdev.14227","url":null,"abstract":"<p><p>This four-wave longitudinal study among 698 Chinese early adolescents explored (1) how personal identity coherence and confusion develop; and (2) whether parenting style and peer relationships (i.e., close friend relationships and peer preference) were related to personal identity development. Participants (M<sub>age</sub> = 11.39 yrs., SD<sub>age</sub> = 0.53; 53.7% girls) reported perceived parenting style, close friend relationships, and personal identity in Grade 6. Peer preference was assessed using peer nominations. Personal identity was remeasured in Grades 7, 8, and 9. The multiple-indicator latent growth curve models revealed a decreased pattern in identity coherence and a curvilinear pattern in identity confusion. Higher authoritarian parenting and friend support were associated with sharper decreases in identity coherence. Implications for improving adolescent identity development were discussed.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143381711","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
Reasoning to Justify Eating Animals Varies With Age
IF 4.6 1区 心理学
Child development Pub Date : 2025-02-01 DOI: 10.1111/cdev.14217
Luke McGuire, Tina Bagus, Alexander G. Carter, Emma Fry, Nadira S. Faber
{"title":"Reasoning to Justify Eating Animals Varies With Age","authors":"Luke McGuire, Tina Bagus, Alexander G. Carter, Emma Fry, Nadira S. Faber","doi":"10.1111/cdev.14217","DOIUrl":"https://doi.org/10.1111/cdev.14217","url":null,"abstract":"The present study examined the justifications used by children, adolescents, and adults to justify eating animals. Children (<jats:italic>n</jats:italic> = 100, <jats:italic>M</jats:italic><jats:sup>age</jats:sup> = 9.82, SD = 0.77, female <jats:italic>n</jats:italic> = 49) as compared to adolescents (<jats:italic>n</jats:italic> = 76, <jats:italic>M</jats:italic><jats:sup>age</jats:sup> = 14.0, SD = 1.62, female <jats:italic>n</jats:italic> = 36) and adults (<jats:italic>n</jats:italic> = 113, <jats:italic>M</jats:italic><jats:sup>age</jats:sup> = 44.1, SD = 14.4, female <jats:italic>n</jats:italic> = 54) were more ambivalent or opposed to eating animals, and they showed a distinct reasoning pattern. Children relied less on arguments about meat eating being natural or with to humane slaughter practices. These findings align with recent theoretical perspectives that reasoning may be used to counter cognitive dissonance arising from knowledge of food production systems.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"74 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071506","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
Trajectories of the Late Positive Potential Across Childhood and Adolescence: A 9‐Year Longitudinal Study
IF 4.6 1区 心理学
Child development Pub Date : 2025-02-01 DOI: 10.1111/cdev.14223
Alison E. Calentino, Nathan M. Hager, Elise M. Adams, Aline K. Szenczy, Lindsay Dickey, Autumn Kujawa, Greg Hajcak, Brady D. Nelson, Daniel N. Klein
{"title":"Trajectories of the Late Positive Potential Across Childhood and Adolescence: A 9‐Year Longitudinal Study","authors":"Alison E. Calentino, Nathan M. Hager, Elise M. Adams, Aline K. Szenczy, Lindsay Dickey, Autumn Kujawa, Greg Hajcak, Brady D. Nelson, Daniel N. Klein","doi":"10.1111/cdev.14223","DOIUrl":"https://doi.org/10.1111/cdev.14223","url":null,"abstract":"The late positive potential (LPP), an event‐related potential reflecting affective processing, may exhibit developmental shifts in magnitude and scalp location. In the present longitudinal study, 501 youth (47.3% female; 89.4% White; 12.0% Hispanic) completed the emotion interrupt task to elicit the LPP to neutral, positive, and negative images at approximately 9, 12, 15, and 18 years old (data collected 2010–2022). Multilevel growth models indicated an initial decrease in the occipital LPP and an increase in the parietal and central LPP during late childhood, with rates of change leveling off across adolescence. Trial condition (i.e., valence) significantly impacted trajectories only when the LPP was measured over occipital sites. Results provide novel evidence of stability and change in the LPP across development.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"56 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071507","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
Learning (Not) to Know: Examining How White Ignorance Manifests and Functions in White Adolescents' Racial Identity Narratives 学习（不）知道：白人无知在白人青少年种族认同叙事中的表现和作用
IF 4.6 1区 心理学
Child development Pub Date : 2025-01-23 DOI: 10.1111/cdev.14215
Brandon D. Dull, Leoandra Onnie Rogers, Jade Ross
{"title":"Learning (Not) to Know: Examining How White Ignorance Manifests and Functions in White Adolescents' Racial Identity Narratives","authors":"Brandon D. Dull, Leoandra Onnie Rogers, Jade Ross","doi":"10.1111/cdev.14215","DOIUrl":"https://doi.org/10.1111/cdev.14215","url":null,"abstract":"In critical approaches to the study of whiteness, white ignorance refers to systematic and intentional ways of (not) knowing that function to perpetuate racism. The current critical qualitative analysis examines how white ignorance surfaces in the racial identity narratives of white adolescents (<jats:italic>N</jats:italic> = 69, <jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 15.91, <jats:italic>SD</jats:italic> = 0.49, data collected 2017–2019). Using semi‐structured interview data, we identified three manifestations of accommodation to white ignorance: <jats:italic>constructing white as disadvantaged</jats:italic>, <jats:italic>framing race(ism) as unimportant and elsewhere</jats:italic>, and <jats:italic>the active refusal to know or imagine racial oppression</jats:italic>. Alongside this accommodation we also observed a less common but important thread of resistance to white ignorance: <jats:italic>seeing (and naming) systemic racism.</jats:italic> The findings reveal how white ignorance as a macrosystemic cultural practice becomes embedded in, and strengthened through, the micro‐level racial identities of white adolescents. Implications for conceptualizing and contextualizing white racial identity in developmental science are discussed.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"27 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143020408","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
Promoting Identity Development, Multicultural Attitudes, and Civic Engagement Through Ethnic Studies: Evidence From a Natural Experiment 通过民族研究促进身份发展、多元文化态度和公民参与：来自自然实验的证据
IF 4.6 1区 心理学
Child development Pub Date : 2025-01-20 DOI: 10.1111/cdev.14219
Sarah Gillespie, Mirinda M. Morency, Elizabeth Fajemirokun, Gail M. Ferguson
{"title":"Promoting Identity Development, Multicultural Attitudes, and Civic Engagement Through Ethnic Studies: Evidence From a Natural Experiment","authors":"Sarah Gillespie, Mirinda M. Morency, Elizabeth Fajemirokun, Gail M. Ferguson","doi":"10.1111/cdev.14219","DOIUrl":"https://doi.org/10.1111/cdev.14219","url":null,"abstract":"This study used a natural experiment design to examine the impact of ethnic studies courses on students' ethnic-racial identity (ERI) development, multicultural attitudes, and civic engagement during the 2021–2022 school year in Minneapolis, MN (<i>N</i> = 535; 33.5% White, 29.5% Black, 21.1% Latine, 10.7% multi-racial; 44.7% female, 7.1% non-binary). Compared to students who were quasi-randomly assigned to a control class, 9th graders taking an ethnic studies class (treatment group) engaged in significantly more midpoint ERI exploration (<i>β</i> = 0.12), resulting in stronger endpoint ERI resolution (<i>β</i> = 0.48–0.57). Increased exploration mediated more favorable attitudes toward multiculturalism (indirect effect = 0.05) and more frequent civic engagement activities (indirect effect = 0.02). Results have implications for policy efforts to expand ethnic studies.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"49 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142990538","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
Connecting Language Abilities and Social Competence in Children: A Meta‐Analytic Review 儿童语言能力与社会能力的关联：一项元分析综述
IF 4.6 1区 心理学
Child development Pub Date : 2025-01-17 DOI: 10.1111/cdev.14218
Karolina Wieczorek, Megan DeGroot, Heather Ganshorn, Susan A. Graham
{"title":"Connecting Language Abilities and Social Competence in Children: A Meta‐Analytic Review","authors":"Karolina Wieczorek, Megan DeGroot, Heather Ganshorn, Susan A. Graham","doi":"10.1111/cdev.14218","DOIUrl":"https://doi.org/10.1111/cdev.14218","url":null,"abstract":"Research examining relations between language skills and social competence has yielded mixed findings. Three meta‐analyses investigated links between language skills (overall, receptive, and expressive) and social competence in 2‐ to 12‐year‐old children. Data from 130 studies representing 62,120 children (M age at language assessment = 4.70 years; 52% male), predominantly from North America and Europe, and identifying as White (33%), Black (17%), Hispanic (14%), Asian (2%), Mixed (4%), Indigenous (1%), and Other/Unspecified (29%) were analyzed. Analyses indicated significant medium‐sized associations between social competence and: overall language (<jats:italic>r</jats:italic> = 0.27), receptive language (<jats:italic>r</jats:italic> = 0.23), and expressive language (<jats:italic>r</jats:italic> = 0.20). Exploratory analyses indicated significant moderating effects of study design, publication status, social type, and geographic region. Results and implications are discussed.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"94 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142987525","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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