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Need for Cognition Predicts Academic Interest Development but Not the Other Way Around: A Longitudinal Study of Secondary School Students 认知需要预测学业兴趣发展而非相反：一项对中学生的纵向研究
IF 4.6 1区 心理学
Child development Pub Date : 2025-06-04 DOI: 10.1111/cdev.14262
Julia Matthes, Vsevolod Scherrer, Franzis Preckel
{"title":"Need for Cognition Predicts Academic Interest Development but Not the Other Way Around: A Longitudinal Study of Secondary School Students","authors":"Julia Matthes, Vsevolod Scherrer, Franzis Preckel","doi":"10.1111/cdev.14262","DOIUrl":"https://doi.org/10.1111/cdev.14262","url":null,"abstract":"Need for cognition (NFC) reflects the tendency to enjoy and engage in cognitive challenges. This study examines the relations between NFC and academic interest among 922 German secondary school students (academic track) assessed four times in Grades 5–7 (initial age <i>M</i> = 10.63, SD = 0.55; 41% female; 90% first language German) in mathematics, German, and English. Data were collected between 2008 and 2012 and were analyzed using autoregressive cross-lagged panel models. In all domains, NFC positively predicted subsequent academic interest (β = 0.03 to β = 0.17) but interest did not positively predict subsequent NFC. Findings were comparable after controlling for students' achievement, gender, socioeconomic status, and class type. They suggest that NFC is a potential facilitator of the development of academic interest in school.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"36 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144211015","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
Childhood Environmental Unpredictability and Adolescent Mental Health and Behavioral Problems 儿童环境不可预测性与青少年心理健康和行为问题
IF 4.6 1区 心理学
Child development Pub Date : 2025-06-03 DOI: 10.1111/cdev.14248
Kalsea J. Koss, Sydney Kronaizl, Rachel Brown, Jeanne Brooks-Gunn
{"title":"Childhood Environmental Unpredictability and Adolescent Mental Health and Behavioral Problems","authors":"Kalsea J. Koss, Sydney Kronaizl, Rachel Brown, Jeanne Brooks-Gunn","doi":"10.1111/cdev.14248","DOIUrl":"https://doi.org/10.1111/cdev.14248","url":null,"abstract":"Childhood adversity takes a toll on lifelong health. However, investigations of unpredictability as a form of adversity are lacking. Environmental unpredictability across multiple developmental periods and ecological levels was examined using a multiethnic, longitudinal birth cohort (1998–2000) oversampled for unmarried parents. Data were from the Future of Families and Child Wellbeing Study (<i>N</i> = 4898 youth at birth; 52% male; 48% Black, 27% Hispanic, 21% White) to examine unpredictability at ages 1, 3, 5, and 9 with later adolescent outcomes. An unpredictability index was associated with age 15 outcomes (<i>N</i> = 3595) including depressive symptoms (<i>β</i> = 0.11), anxiety symptoms (<i>β</i> = 0.08), delinquency (<i>β</i> = 0.13), impulsivity (<i>β</i> = 0.09), heavier weight categories (<i>β</i> = 0.09), and internalizing (<i>β</i> = 0.14), externalizing (<i>β</i> = 0.23), and attention problems (<i>β</i> = 0.16). Findings support unpredictability as a unique form of adversity.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"7 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144202220","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
“Here, Let Me Do It for You”: Psychological Consequences of Receiving Direct and Indirect Help in Childhood “来，让我为你做”：童年时期接受直接和间接帮助的心理后果
IF 4.6 1区 心理学
Child development Pub Date : 2025-06-03 DOI: 10.1111/cdev.14259
Jellie Sierksma, Eddie Brummelman
{"title":"“Here, Let Me Do It for You”: Psychological Consequences of Receiving Direct and Indirect Help in Childhood","authors":"Jellie Sierksma, Eddie Brummelman","doi":"10.1111/cdev.14259","DOIUrl":"https://doi.org/10.1111/cdev.14259","url":null,"abstract":"What are the psychological consequences of receiving direct and indirect help in childhood? We conducted three preregistered experiments (<i>N</i> = 619, 7–9 years, 80% Dutch, 51% girls, 49% boys, mostly higher socioeconomic status) in the Netherlands (July 2020–July 2022). Children received direct help (correct answer), indirect help (hint), or no help. An internal meta-analysis showed that children who received help felt less competent, liked the task less, and felt more in need of help. Children who received help also sought fewer challenges (Study 3). Effect sizes were modest. Direct and indirect help had largely similar effects, except that children disliked and misreported receiving direct help more. Thus, despite being well-intentioned, direct and indirect help can be discouraging.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"15 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144202236","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
Teaching Lessons, Learning Words: Mothers' and Fathers' Sensitivity During Teaching Uniquely Mediates Associations Between Early Familial Socioeconomic Risk and Preschoolers' Receptive Language Development 课堂教学、词汇学习：母亲和父亲在教学过程中的敏感性在早期家庭社会经济风险与学龄前儿童接受性语言发展之间具有独特的中介作用
IF 4.6 1区 心理学
Child development Pub Date : 2025-06-02 DOI: 10.1111/cdev.14260
Lindsay Taraban, Daniel S. Shaw, Kristen B. Nordahl, Ane Nærde
{"title":"Teaching Lessons, Learning Words: Mothers' and Fathers' Sensitivity During Teaching Uniquely Mediates Associations Between Early Familial Socioeconomic Risk and Preschoolers' Receptive Language Development","authors":"Lindsay Taraban, Daniel S. Shaw, Kristen B. Nordahl, Ane Nærde","doi":"10.1111/cdev.14260","DOIUrl":"https://doi.org/10.1111/cdev.14260","url":null,"abstract":"Observed parental sensitivity during a parent–child teaching task and free-play task was tested as mediators of the association between family socioeconomic risk and child receptive language at 48 months, consistent with family investment theory. Parents (<i>n</i> = 881 mothers; 624 fathers, data collected between 2006-2008) and their 5-month-old children (52% male) were recruited from public health clinics in Norway. Both maternal sensitivity (measured at 24 months) and paternal sensitivity (measured at 36 months) during the teaching task mediated the association between family socioeconomic risk and child language, controlling for sensitivity during free play, which was not significantly associated with child language. Results suggest that both mothers and fathers make meaningful contributions to early language development via sensitive parenting, particularly in the context of teaching-based interactions.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"47 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193285","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 N1 Specialization to Print in Chinese Primary School Students: Developmental Trajectories, Longitudinal Changes, and Individual Differences. 中国小学生脑电图N1专业化打印：发展轨迹、纵向变化和个体差异。
IF 3.9 1区 心理学
Child development Pub Date : 2025-06-01 DOI: 10.1111/cdev.14258
Shuting Huo, Jason Chor Ming Lo, Kelvin Fai Hong Lui, Urs Maurer, Catherine Mcbride
{"title":"EEG N1 Specialization to Print in Chinese Primary School Students: Developmental Trajectories, Longitudinal Changes, and Individual Differences.","authors":"Shuting Huo, Jason Chor Ming Lo, Kelvin Fai Hong Lui, Urs Maurer, Catherine Mcbride","doi":"10.1111/cdev.14258","DOIUrl":"https://doi.org/10.1111/cdev.14258","url":null,"abstract":"<p><p>Neural specialization for print can be indexed by the left-lateralized N1 response as a tuning gradient to visual words, indicated by sensitivity (character vs. visual control) and selectivity (character vs. character-like stimuli). Forty-five Chinese children (20 boys) were recorded with EEG twice with a 2-year interval during a character decision task (T1, 2016-2017: 7-9 years old; T2, 2018-2020: 9-11). Character N1 amplitude decreased faster with age (7-11 years) compared to non-character N1, and character and character-like N1 became less right-lateralized. T1 better readers showed more longitudinal decrease of print sensitivity and more left-lateralized T2 print sensitivity and selectivity. To conclude, reading skill drives functional neural efficiency for processing print, and the left hemisphere may be a linguistically universal neural mechanism for reading development.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144198377","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 Strategically Decide What to Practice. 孩子们策略性地决定练习什么。
IF 3.9 1区 心理学
Child development Pub Date : 2025-05-31 DOI: 10.1111/cdev.14268
Daniil Serko, Julia Leonard, Azzurra Ruggeri
{"title":"Children Strategically Decide What to Practice.","authors":"Daniil Serko, Julia Leonard, Azzurra Ruggeri","doi":"10.1111/cdev.14268","DOIUrl":"https://doi.org/10.1111/cdev.14268","url":null,"abstract":"<p><p>Adjusting practice to different goals and characteristics is key to learning, but its development remains unclear. Across 2 preregistered experiments, 190 4-to-8-year-olds (106 female; mostly White; data collection: December 2021-September 2022) and 31 adults played an easy and a difficult game, then chose one to practice before a test on either the easy, difficult, or a randomly chosen game. All children adjusted their active practice choices to condition. When the test game was known, they practiced that game. However, when the test game was randomly chosen, only children 6+ and adults practiced the difficult game, while younger children only showed a trending effect. This suggests that the ability to prepare for uncertainty may develop between ages 4 and 6.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144191587","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
Infants Assume Questions Serve an Information-Seeking Function, Link Them to Interrogative Sentences and Differentiate Them From Assertions. 婴儿认为疑问句具有信息寻求功能，将其与疑问句联系起来，并将其与断言区分开来。
IF 3.9 1区 心理学
Child development Pub Date : 2025-05-30 DOI: 10.1111/cdev.14267
Cyann Bernard, Adeline Depierreux, Viviane Huet, Olivier Mascaro
{"title":"Infants Assume Questions Serve an Information-Seeking Function, Link Them to Interrogative Sentences and Differentiate Them From Assertions.","authors":"Cyann Bernard, Adeline Depierreux, Viviane Huet, Olivier Mascaro","doi":"10.1111/cdev.14267","DOIUrl":"https://doi.org/10.1111/cdev.14267","url":null,"abstract":"<p><p>Eye-tracking studies tested the understanding of two types of speech acts (questions and assertions) in 14-, 18-, and 30-month-olds (N = 280; 149 females; ethnicity data collection forbidden, testing in 2021-2024). Experiments involved objects either hidden or visible for a speaker. By 14 months, when the speaker asked questions, infants focused on hidden objects (rs > 0.31). Infants linked novel labels in interrogative sentences to hidden objects by 18 months and novel labels in declarative sentences to visible objects by 14 months (ds > 0.52). Thus, infants assume questions seek information one is lacking, while assertions share information one has access to. Furthermore, infants connect interrogative sentences to questions and declarative sentences to assertions, showing an understanding of communicative form-function relations.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144186684","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 Emotional Vaccine: Maternal Caregiving in Infancy Shaped Future Preschoolers' Internalizing Symptoms During the COVID-19 Pandemic. 情绪疫苗：在COVID-19大流行期间，婴儿时期的母亲照顾塑造了未来学龄前儿童的内化症状。
IF 3.9 1区 心理学
Child development Pub Date : 2025-05-30 DOI: 10.1111/cdev.14250
Yael Schlesinger, Yael Paz, Sofie Rousseau, Naama Atzaba-Poria, Tahl I Frenkel
{"title":"The Emotional Vaccine: Maternal Caregiving in Infancy Shaped Future Preschoolers' Internalizing Symptoms During the COVID-19 Pandemic.","authors":"Yael Schlesinger, Yael Paz, Sofie Rousseau, Naama Atzaba-Poria, Tahl I Frenkel","doi":"10.1111/cdev.14250","DOIUrl":"https://doi.org/10.1111/cdev.14250","url":null,"abstract":"<p><p>The present study assessed both concurrent and early influences of the maternal caregiving environment to examine unique contributions of each to variation in children's emotional responses to COVID-19 pandemic. Preschoolers (3-5 years; M = 4.12, SD = 0.49) previously assessed in infancy, several years prior to pandemic outbreak, were re-assessed during pandemic-related nationwide lockdown (N = 200; 50% female; 63.5% secular Jews; 2016; 2021). Maternal stress during lockdown significantly moderated (β = 0.13, p < 0.05) and mediated (β = 0.08, p < 0.05) concurrent associations between preschoolers' dose of exposure (DOE) to COVID-19 psychosocial stressors and symptoms. Furthermore, maternal sensitive care observed in infancy significantly moderated future associations between preschoolers' DOE and symptoms (β = -0.16, p < 0.05). Longitudinal protective effects of infant care remained significant after controlling for caregiver stress and behavior during the lockdown.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144186685","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
Developments in Children's Evaluations of and Reasoning About Disability-Related Accommodations 儿童对残疾相关设施的评价和推理的发展
IF 4.6 1区 心理学
Child development Pub Date : 2025-05-29 DOI: 10.1111/cdev.14255
Nicolette Granata, Chyna Bacchus, Melanie Leguizamon, Jonathan D. Lane
{"title":"Developments in Children's Evaluations of and Reasoning About Disability-Related Accommodations","authors":"Nicolette Granata, Chyna Bacchus, Melanie Leguizamon, Jonathan D. Lane","doi":"10.1111/cdev.14255","DOIUrl":"https://doi.org/10.1111/cdev.14255","url":null,"abstract":"Children with disabilities often receive accommodations, but teachers rarely explain them to typically-developing (TD) classmates. How do TD students reason about these accommodations and evaluate their fairness? Five-, seven-, and nine-year-olds from the United States (<i>N</i> = 122; 50% female; 87.7% white; data collected April 2022 - September 2023) heard stories where a child character with a cognitive or physical disability engaged with a cognitive or physical accommodation. Participants explained why the child engaged in the accommodation and evaluated the accommodation's fairness. Nine-year-olds judged accommodations to be significantly fairer than 5-year-olds. In their explanations, the oldest children mentioned characters' <i>needs</i> significantly more, whereas the youngest children mentioned characters' <i>motives</i> significantly more. Mentioning characters' needs predicted evaluating accommodations as fairer, and mentioning characters' motives predicted evaluating accommodations as less fair.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"176 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144165666","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
Links Between Child Executive Function and Adjustment: A Three-Site Study. 儿童执行功能与适应之间的联系：一项三点研究。
IF 3.9 1区 心理学
Child development Pub Date : 2025-05-29 DOI: 10.1111/cdev.14264
Laure Lu Chen, Jean Anne Heng, Chengyi Xu, Michelle R Ellefson, Miryam Edwards, Hana D'Souza, Elian Fink, Mikeda Jess, Louise Gray, Caoimhe Dempsey, Mishika Mehrotra, Siu Ching Wong, Catherine Wu, Brittany Huang, Jiayin Zheng, Zhen Wu, Rory T Devine, Claire Hughes
{"title":"Links Between Child Executive Function and Adjustment: A Three-Site Study.","authors":"Laure Lu Chen, Jean Anne Heng, Chengyi Xu, Michelle R Ellefson, Miryam Edwards, Hana D'Souza, Elian Fink, Mikeda Jess, Louise Gray, Caoimhe Dempsey, Mishika Mehrotra, Siu Ching Wong, Catherine Wu, Brittany Huang, Jiayin Zheng, Zhen Wu, Rory T Devine, Claire Hughes","doi":"10.1111/cdev.14264","DOIUrl":"https://doi.org/10.1111/cdev.14264","url":null,"abstract":"<p><p>Cross-site comparisons indicate that East Asian children typically excel on tests of executive function (EF), but interpreting this contrast is made difficult by both the heavy reliance on testing in school settings and by the scarcity of studies that assess across-site measurement invariance. Addressing these gaps, our study included remote home-based assessments of EF for 1002 children (M<sub>age</sub> = 5.19 years, SD = 0.51; 49% male) from England, Hong Kong, and mainland China, as well as parental ratings of externalizing and internalizing adjustment problems (data collected between June 2021 and December 2022). The models established partial scalar invariance but did not show clear site differences. Supporting the universal importance of EF for behavioral self-regulation, EF task performance and parent-rated externalizing problems showed similar inverse associations across sites.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144172924","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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