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Development of intrasentential code-switching patterns in Spanish-speaking English learners. 说西班牙语的英语学习者的基本语码转换模式的发展。
IF 3.8 1区 心理学
Child development Pub Date : 2026-05-06 DOI: 10.1093/chidev/aacaf059
Julie M Schneider, Giovanna Morini, Veronica De Jesus, Aquiles Iglesias
{"title":"Development of intrasentential code-switching patterns in Spanish-speaking English learners.","authors":"Julie M Schneider, Giovanna Morini, Veronica De Jesus, Aquiles Iglesias","doi":"10.1093/chidev/aacaf059","DOIUrl":"https://doi.org/10.1093/chidev/aacaf059","url":null,"abstract":"<p><p>Bilingual children often engage in code-switching (CS) or switching between languages. Research indicates CS shifts as a child's L1 and L2 proficiency change, yet little is known about how these patterns unfold in structured academic tasks. This study examined CS in 195 Spanish-speaking English learners on narrative recall tasks in Spanish and English from kindergarten through second grade (4;9-9;1; 57.9% female). In kindergarten, children switched into Spanish on the English task, but by second grade, they switched into English on the Spanish task. The patterns of CS paralleled shifts in relative proficiency: weaker skills in English predicted switching into Spanish, whereas weaker skills in Spanish predicted switching into English. These findings highlight CS as a dynamic reflection of developing bilingual proficiency.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2026-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147834409","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
Teacher-student relationships and adult outcomes: Developmental cascades via childhood executive function and behavioral dysregulation. 师生关系与成人结果：儿童期执行功能与行为失调的发展级联。
IF 3.8 1区 心理学
Child development Pub Date : 2026-05-05 DOI: 10.1093/chidev/aacag080
Sammy F Ahmed, Andrew Koepp, Deborah Lowe Vandell
{"title":"Teacher-student relationships and adult outcomes: Developmental cascades via childhood executive function and behavioral dysregulation.","authors":"Sammy F Ahmed, Andrew Koepp, Deborah Lowe Vandell","doi":"10.1093/chidev/aacag080","DOIUrl":"https://doi.org/10.1093/chidev/aacag080","url":null,"abstract":"<p><p>Longitudinal data were examined to test associations between teacher-student relationships and adult outcomes, as well as mechanisms underlying these associations. Results from the NICHD-SECCYD (N = 1,364; 52% male; 76% White; 13% Black; 6% Hispanic; 5% other; data collection took place in the United States beginning in 1991) revealed a complex set of findings. First, teacher-student conflict and closeness during early elementary school were associated with educational attainment, occupational prestige, arrest record, and risky behavior at age 26 (r = -.21-.17, ps < .01). Next, behavioral dysregulation during -middle elementary school, but not executive function, mediated associations between teacher-student conflict and age 26 -outcomes. Finally, behavioral dysregulation and end of high school functioning serially mediated associations between teacher-student conflict and adult outcomes. These findings showcase the relevance of teacher-student relationships for outcomes spanning two decades of development.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147834356","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 development of gendered leadership cognitions in four societies. 四个社会性别领导认知的发展。
IF 3.8 1区 心理学
Child development Pub Date : 2026-05-05 DOI: 10.1093/chidev/aacag074
Bolivar Reyes-Jaquez, Yusuke Moriguchi, Francesco Margoni
{"title":"The development of gendered leadership cognitions in four societies.","authors":"Bolivar Reyes-Jaquez, Yusuke Moriguchi, Francesco Margoni","doi":"10.1093/chidev/aacag074","DOIUrl":"https://doi.org/10.1093/chidev/aacag074","url":null,"abstract":"<p><p>Most societies perpetuate social disparities based on categories like gender and age. One of the earliest known forms is the control by male individuals of a disproportionately large share of leadership positions. The present study finds striking similarities in the development of leadership predictions (leader = male), personal aspirations, and essentialist thinking of 3- to 12-year-old boys and girls (N = 699; majority White, Asian) across Japan, Italy, USA, and Norway-four societies with contrasting percentages of women in leadership roles. These findings of unity across contexts fail to support prevailing assumptions about the role that cultural features play in differentially forming group-based beliefs and aspirations. Instead, they suggest that gendered leadership cognitions likely follow generalized developmental patterns during childhood.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147834368","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
Confidence in context: Children's context-dependent interpretations of informants' confidence and hesitancy. 情境中的自信：儿童对举报人的自信和犹豫的情境依赖解释。
IF 3.8 1区 心理学
Child development Pub Date : 2026-05-04 DOI: 10.1093/chidev/aacag076
Shailee R Woodard, Parky Lau, Rachel L Severson, Susan A J Birch
{"title":"Confidence in context: Children's context-dependent interpretations of informants' confidence and hesitancy.","authors":"Shailee R Woodard, Parky Lau, Rachel L Severson, Susan A J Birch","doi":"10.1093/chidev/aacag076","DOIUrl":"https://doi.org/10.1093/chidev/aacag076","url":null,"abstract":"<p><p>Are children's evaluations of informants' confidence cues context dependent? Three experiments (N = 180; Experiments 1 and 3: 6-8 years, Experiment 2: 3-8 years; 62.1% White; 50.5% female; data collected 2016-2020 in Canada and the United States) examined children's ratings of confident and hesitant informants in three contexts: factual questions, moral dilemmas, or subjective questions. Children's interpretation of confidence was context dependent: Confidence was viewed more positively for factual questions than moral dilemmas and hesitancy was viewed more positively for moral dilemmas than factual questions (Experiments 1-2; Bs = .62 to .88). Children did not differ in their judgments of confidence and hesitancy for subjective questions (Experiment 3). The results demonstrated children's remarkable cognitive flexibility in integrating contextual information in their interpretations of confidence cues.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147834396","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 Michigan Transitional Kindergarten through third grade. 密歇根州过渡幼儿园到三年级的影响。
IF 3.8 1区 心理学
Child development Pub Date : 2026-05-04 DOI: 10.1093/chidev/aacag075
Jordan S Berne, Brian A Jacob, Tareena Musaddiq, Anna Shapiro, Christina Weiland
{"title":"Impacts of Michigan Transitional Kindergarten through third grade.","authors":"Jordan S Berne, Brian A Jacob, Tareena Musaddiq, Anna Shapiro, Christina Weiland","doi":"10.1093/chidev/aacag075","DOIUrl":"https://doi.org/10.1093/chidev/aacag075","url":null,"abstract":"<p><p>Transitional Kindergarten (TK) is a relatively new and under-researched model of early childhood education. Using data from Michigan TK, this study examines impacts for children (50% female, 78% White, 9% Black, 7% Hispanic) who enrolled at age 4 in 2014-2015 and 2018-2019 using a regression discontinuity design. Michigan TK improved kindergarten readiness (0.9 SD, N = 1,943) and third-grade math scores (0.2-0.3 SD, N = 15,680). It had no impact on ever being placed in special education from kindergarten through second grade, but it did cause earlier entry into special education in kindergarten (N = 15,704). Our findings add to the larger evidence base on early education programs and contribute substantially to the evidence base on TK specifically.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147811510","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
Parenting specificity in the associations between daily parenting lability and adolescent maladaptation. 日常养育不稳定与青少年适应不良之间关系的养育特异性。
IF 4.6 1区 心理学
Child development Pub Date : 2026-04-28 DOI: 10.1093/chidev/aacag078
Dan Gao,Kehan Li,Yao Zheng
{"title":"Parenting specificity in the associations between daily parenting lability and adolescent maladaptation.","authors":"Dan Gao,Kehan Li,Yao Zheng","doi":"10.1093/chidev/aacag078","DOIUrl":"https://doi.org/10.1093/chidev/aacag078","url":null,"abstract":"Scant research has explored short-term relations between daily parenting lability, which describes day-to-day fluctuations in parenting behaviors, and adolescent maladaptation, including externalizing and internalizing problems. This study used month-long daily diary data, collected between April 2019 to September 2020, from parents (n = 2,364 observations) and adolescents (n = 2,131 observations) in a sample of 93 Canadian adolescents (Mage = 14.5 years, 54.8% female, 45.2% non-White) and one of their parents (Mage = 43.8 years, 72.8% female, 39.8% non-White). Results suggest that daily lability in psychological control and non-harsh discipline was particularly associated with adolescent externalizing problems based on parent reports. These findings unveiled evidence supporting parenting specificity, with significant daily associations between parenting lability and adolescent maladaptation -primarily emerging in parent reports.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"99 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147754715","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
Smartphone use among adolescents during school hours: High-intensity objective observations across different instructional contexts. 青少年在校期间使用智能手机：不同教学背景下的高强度客观观察。
IF 4.6 1区 心理学
Child development Pub Date : 2026-04-28 DOI: 10.1093/chidev/aacag079
Basel Hussein,Xiaoran Sun,Kimberly M Molaib,Ting Xu,Nilàm Ram,Byron Reeves,Thomas N Robinson
{"title":"Smartphone use among adolescents during school hours: High-intensity objective observations across different instructional contexts.","authors":"Basel Hussein,Xiaoran Sun,Kimberly M Molaib,Ting Xu,Nilàm Ram,Byron Reeves,Thomas N Robinson","doi":"10.1093/chidev/aacag079","DOIUrl":"https://doi.org/10.1093/chidev/aacag079","url":null,"abstract":"Adolescent smartphone use in school and how it shapes learning and development have attracted substantial attention. Yet, objective data on digital behavior during school hours are limited. This study uses high-intensity smartphone observations from 139 13-17-year-olds (Mage = 15.52; 47.2% female) in the United States over six months between 2021 and 2022 to examine patterns across face-to-face, online, and blended instructional contexts. Use duration was significantly longer during online instruction (Median = 133.50 mins) and shorter during face-to-face (Median = 70.74 mins), compared to non-school days (Median = 92.38 mins). Use was often off-task, with social media being the most used. Two case studies highlight idiosyncrasies in use. Findings highlight the contextual, personalized nature of smartphone use during school hours and inform educational policy.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"27 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147754716","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
Child-directed speech and infant vocal development in rural, highland Bolivia and in immigrant families in urban United States. 玻利维亚农村、高地和美国城市移民家庭的儿童导向言语和婴儿语音发育。
IF 4.6 1区 心理学
Child development Pub Date : 2026-04-28 DOI: 10.1093/chidev/aacag046
Margaret Cychosz,Anele Villanueva,Adriana Weisleder
{"title":"Child-directed speech and infant vocal development in rural, highland Bolivia and in immigrant families in urban United States.","authors":"Margaret Cychosz,Anele Villanueva,Adriana Weisleder","doi":"10.1093/chidev/aacag046","DOIUrl":"https://doi.org/10.1093/chidev/aacag046","url":null,"abstract":"Decades of research have established links between speech input and children's vocabulary growth. However, it is unclear if input also facilitates phonological development. Phonology has a strong biological component-implicating fine motor development-so language socialization factors like speech input may matter less. Further complicating matters, children in many cultures are exposed to vastly different amounts of speech input, and yet these children still reach many major language development milestones on age-appropriate timelines. How does speech input relate to infant phonological development in the first years of life? We estimated infants' (1) speech input and (2) vocal maturity using daylong audio recordings taken in an Indigenous Quechua- and Spanish-speaking community in Bolivia (n = 10, M age = 12 months, 5 females, 5 males) and an immigrant Spanish- and English-speaking community in the United States (n = 10, M age = 9 months, 4 females, 6 males; all Hispanic or Latino). Although we found no differences in the overall amount of speech input to adults and children between communities, infants in the United States were 2.5× more likely to hear speech directed to them than the infants in Bolivia. When child-directed speech (CDS) was instead characterized to include all speech directed to any child within the infants' vicinity, there were no differences between communities. When employing these different definitions of CDS, we found positive relationships between quantity of speech input and different metrics of the Bolivian infants' vocal maturity. These results paint a nuanced picture showing that directed speech input, even when less common, is related to early phonological development, and that by expanding the definition of speech input to accommodate diverse cultural settings we can understand how infants' language development is resilient to differences in speech input.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"32 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147754777","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
"Um…" Thinking out loud: Children infer the social meaning of speech disfluencies. “嗯……”大声思考：孩子们推断言语不流畅的社会意义。
IF 4.6 1区 心理学
Child development Pub Date : 2026-04-27 DOI: 10.1093/chidev/aacag062
Ben Morris,Daniel Yurovsky,Alex Shaw
{"title":"\"Um…\" Thinking out loud: Children infer the social meaning of speech disfluencies.","authors":"Ben Morris,Daniel Yurovsky,Alex Shaw","doi":"10.1093/chidev/aacag062","DOIUrl":"https://doi.org/10.1093/chidev/aacag062","url":null,"abstract":"Delays and disfluencies (\"um\") are ubiquitous in conversation and signal what's going on inside a speaker's mind. Three studies demonstrate how children (age 4-9) draw mental inferences from disfluencies (N = 305; 48% girls; majority White; collected 2019-2022). When 2 speakers made accurate factual claims, children by 4 inferred that a disfluent speaker was less knowledgeable, but made no such inference when speakers claimed ignorance (Experiment 1). When 2 speakers stated a toy preference, children by 6 inferred that a disfluent speaker had a weaker preference for that toy, but a stronger preference for an alternative (Experiments 2 and 3). Overall, children use disfluencies to reason flexibly about the mental states behind someone's words, imbuing disfluencies with radically different meanings across these conversational contexts.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"13 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147753437","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 theory of mind development during middle childhood: A four-wave longitudinal study. 童年中期心理理论发展轨迹：一项四波纵向研究。
IF 4.6 1区 心理学
Child development Pub Date : 2026-04-27 DOI: 10.1093/chidev/aacag077
Angelica Manzi,Luca Ronchi,Rory T Devine,Serena Lecce
{"title":"Trajectories of theory of mind development during middle childhood: A four-wave longitudinal study.","authors":"Angelica Manzi,Luca Ronchi,Rory T Devine,Serena Lecce","doi":"10.1093/chidev/aacag077","DOIUrl":"https://doi.org/10.1093/chidev/aacag077","url":null,"abstract":"This longitudinal study investigates theory of mind (ToM) development in middle childhood and its demographic and linguistic predictors. In this study, 194 Italian primary school children (Mage = 9.4 years; 47% girls; 28% with one or both Italian parents) were assessed four times over 2 years using a multi-modal ToM battery. Results confirmed longitudinal measurement invariance of the ToM battery. Latent growth modeling showed ToM growth from Time 1 to Time 3, followed by a plateau. Analyses revealed significant inter-individual variability at Time 1 but no variance in the rate of development. Higher verbal ability and having siblings predicted higher initial ToM, while non-native speakers began lower but showed greater gains. Findings extend existing accounts on ToM development.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"4 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147753111","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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