Child development最新文献

{"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_age = 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}

{"title":"Evidence for a Low Number Prior in Children's Intuitive Number Sense","authors":"Miranda N. Long, Darko Odic","doi":"10.1111/cdev.14231","DOIUrl":"https://doi.org/10.1111/cdev.14231","url":null,"abstract":"Children rely on their Approximate Number System to intuitively perceive number. Such adaptations often exhibit sensitivity to real-world statistics. This study investigates a potential manifestation of the ANS's sensitivity to real-world statistics: a negative power-law distribution of objects in natural scenes should be reflected in children's expectations about number, or in more Bayesian terms, a low number prior distribution. Five- to eight-year-old children (<i>n</i> = 80; 39 girls, 41 boys) and adults (<i>n</i> = 20) in 2022 completed a number discrimination task in which one side was corrupted by perceptual noise. Children and adults demonstrate a low number prior. No age-related differences were observed, suggesting that the prior is formed by age five and does not strengthen with age.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"108 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143775710","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}

{"title":"Children's Evaluations of Empathizers","authors":"Alexis S. Smith-Flores, Gabriel J. Bonamy, Lindsey J. Powell","doi":"10.1111/cdev.14242","DOIUrl":"https://doi.org/10.1111/cdev.14242","url":null,"abstract":"Children's evaluations of empathizers were examined using vignette-based tasks (<i>N</i> = 159 4- to 7-year-old U.S. children, 82 girls, 52% White) between March 2023 and March 2024. Children typically evaluated empathizers positively compared to less empathic others. They rated empathic responses as more appropriate, selected empathizers as nicer, and inferred more positive relationships between empathizers and the targets of empathy. However, when empathy was contrasted with helping behavior, or directed toward an immoral actor, evaluations of empathy were more negative. Older children weighed helping and empathy more equally and shifted their evaluations more when considering responses to immoral acts. These results show children use empathy in their social evaluations, and contextual influences on these evaluations strengthen with age.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"58 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143775709","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}

{"title":"Stability of Aging- and Cognition-Related Methylation Profile Scores Across Two Waves in Children and Adolescents.","authors":"Abby J deSteiguer, Laurel Raffington, Aditi Sabhlok, Peter Tanksley, Elliot M Tucker-Drob, K Paige Harden","doi":"10.1111/cdev.14239","DOIUrl":"https://doi.org/10.1111/cdev.14239","url":null,"abstract":"<p><p>DNA-methylation profile scores (MPSs) index biology relevant for lifelong physical and cognitive health, but information on their longitudinal stability in childhood is lacking. Using two waves of data collected from 2014 to 2022 (M_lag between waves = 2.41 years) from N = 407 participants (M_age = 12.05 years, 51% female, 60% White), test-retest correlations were estimated for four salivary MPSs related to aging (PhenoAgeAccel, GrimAgeAccel, DunedinPACE), and cognitive function (Epigenetic-g). MPSs varied in longitudinal stability (test-retest rs = 0.38 to 0.76). MPSs did not differ in children exposed to the COVID-19 pandemic, but race-ethnic and sex differences were apparent. Further research is necessary to understand which environmental perturbations impact DNA-methylation trajectories and when children are most sensitive to those impacts.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143762957","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}

{"title":"Children Predict Improvement on Novel Skill Learning Tasks","authors":"Xiuyuan Zhang, Brandon A. Carrillo, Ariana Christakis, Julia A. Leonard","doi":"10.1111/cdev.14232","DOIUrl":"https://doi.org/10.1111/cdev.14232","url":null,"abstract":"Learning takes time: Performance usually starts poorly and improves with practice. Do children intuit this basic phenomenon of skill learning? In preregistered Experiment 1 (<i>n</i> = 125; 54% female; 48% White; collected 2022–2023), US 7- to 8-year-old children predicted improved performance, 5- to 6-year-old children predicted flat performance, and 4-year-old children predicted near-instant success followed by worse performance on a novel skill learning task. In preregistered Experiment 2 (<i>n</i> = 75; 47% female; 69% White; collected 2023), on a task with lowered cognitive demands, US 4- to 6-year-old children predicted improved performance. Thus, although children expect to improve on novel tasks, younger children need scaffolding to form these predictions and grasp this fundamental aspect of learning.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"3 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143758006","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}

{"title":"Heterogeneity in the Developmental Trajectories of Chinese Youth Educational Aspirations: Identifying Predictors and Outcomes.","authors":"Hou Xie, Kaylin Ratner, Suzanne G Fegley, Michael J Nakkula","doi":"10.1111/cdev.14234","DOIUrl":"https://doi.org/10.1111/cdev.14234","url":null,"abstract":"<p><p>This study investigated the development of educational aspirations (EAs) among Chinese youth (n = 2228, 48.61% female, 87.66% Han, M_{age_2010} = 11.48 years) for 6 years. Five latent classes of EA trajectories were identified. They varied greatly during early adolescence but converged around an associate degree in middle adolescence and beyond and demonstrated high rank-order stability across the period of study. High academic performance and academic competence (adolescent-reported) and educational involvement, academic expectations, and family socioeconomic status (parent-reported) predicted loftier EA trajectories. Consistent EA beyond an associate degree predicted a greater probability of college enrollment in emerging adulthood. Findings are interpreted with respect to China's sociocultural context, a society characterized by high collectivism and regard for academic achievements.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143751188","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}

{"title":"Developing Conflict Monitoring Abilities Predict Children's Revision of an Intuitive Theory","authors":"Elfriede R. Holstein, Maria Theobald, Leonie S. Weindorf, Garvin Brod","doi":"10.1111/cdev.14241","DOIUrl":"https://doi.org/10.1111/cdev.14241","url":null,"abstract":"We investigated the role of children's conflict monitoring skills in revising an intuitive scientific theory. Children aged 5 to 9 (<i>N</i> = 177; 53% girls, data collected in Germany from 2019-2023) completed computer-based tasks on water displacement, a concept prone to misconceptions. Children predicted which of two objects would displace more water before receiving feedback. With increasing age, children showed slower response times for incorrect predictions (<i>β</i> = −0.04) and greater pupil dilation to unexpected outcomes (<i>β</i> = −0.04), indicating better conflict monitoring. Better conflict monitoring, in turn, predicted faster belief revision (<i>β</i> = 0.07). These findings suggest that conflict monitoring is crucial for learning in discovery-based activities.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"8 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143745581","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}

{"title":"How a Preschool Intervention Affected High School Outcomes: Longitudinal Pathways in a Randomized-Controlled Trial","authors":"Karen L. Bierman, Brenda S. Heinrichs, Janet A. Welsh, Damon E. Jones, D. Max Crowley","doi":"10.1111/cdev.14235","DOIUrl":"https://doi.org/10.1111/cdev.14235","url":null,"abstract":"This study examined the impact of the Head Start Research-based, Developmentally Informed (REDI) preschool intervention on high school outcomes and explored longitudinal mediation. 356 children (58% White, 25% Black, 17% Latinx; 54% female, 46% male; <i>M</i>_age = 4.49 years) were recruited from Head Start classrooms which were randomized to intervention (<i>N</i> = 192) or “usual practice” (<i>N</i> = 164). REDI effects emerged on high school emotional symptoms (teacher ratings, <i>d</i> = 0.71) and behavior problems (composite of teacher, parent, youth ratings, <i>d</i> = 0.23) with the latter benefits mediated by earlier intervention boosts to social–emotional learning, social adjustment, and parent involvement. REDI had no direct impact on GPA or on-time graduation but promoted these outcomes indirectly mediated by earlier intervention effects.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"14 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143745580","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}

{"title":"Learning Loopholes: The Development of Intentional Misunderstandings in Children.","authors":"Sophie Bridgers, Kiera Parece, Ibuki Iwasaki, Annalisa Broski, Laura Schulz, Tomer Ullman","doi":"10.1111/cdev.14222","DOIUrl":"https://doi.org/10.1111/cdev.14222","url":null,"abstract":"<p><p>What do children do when they do not want to obey but cannot afford to disobey? Might they, like adults, feign misunderstanding and seek out loopholes? Across four studies (N = 723; 44% female; USA; majority White; data collected 2020-2023), we find that loophole behavior emerges around ages 5 to 6 (Study 1, 3-18 years), that children think loopholes will get them into less trouble than non-compliance (Study 2, 4-10 years), predict that other children will be more likely to exploit loopholes when goals conflict (Study 3, 5-10 years), and are increasingly able to generate loopholes themselves (Study 4, 5-10 years). This work provides new insights on how children navigate the gray area between compliance and defiance and the development of loophole behavior across early and middle childhood.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143604111","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}

{"title":"A Cross-Cultural Analysis of Infants' Spatial Attention on the Infant Orienting With Attention (IOWA) Task","authors":"Michaela C. DeBolt, Bess L. Caswell, Matthews George, Kenneth Maleta, Elizabeth L. Prado, Shannon Ross-Sheehy, Christine P. Stewart, Lisa M. Oakes","doi":"10.1111/cdev.14228","DOIUrl":"https://doi.org/10.1111/cdev.14228","url":null,"abstract":"Research with Western samples has uncovered the rapid development of infants' visual attention. This study evaluated spatial attention in 6- to 9-month-old infants living in rural Malawi (&lt;i&gt;N&lt;/i&gt; = 511; &lt;span data-altimg=\"/cms/asset/b187ac22-5e23-4bca-9f6d-baa06de838ea/cdev14228-math-0001.png\"&gt;&lt;/span&gt;&lt;mjx-container ctxtmenu_counter=\"4\" ctxtmenu_oldtabindex=\"1\" jax=\"CHTML\" role=\"application\" sre-explorer- style=\"font-size: 103%; position: relative;\" tabindex=\"0\"&gt;&lt;mjx-math aria-hidden=\"true\" location=\"graphic/cdev14228-math-0001.png\"&gt;&lt;mjx-semantics&gt;&lt;mjx-mrow&gt;&lt;mjx-msub data-semantic-children=\"0,1\" data-semantic- data-semantic-role=\"latinletter\" data-semantic-speech=\"n Subscript Boys\" data-semantic-type=\"subscript\"&gt;&lt;mjx-mi data-semantic-annotation=\"clearspeak:simple\" data-semantic-font=\"italic\" data-semantic- data-semantic-parent=\"2\" data-semantic-role=\"latinletter\" data-semantic-type=\"identifier\"&gt;&lt;mjx-c&gt;&lt;/mjx-c&gt;&lt;/mjx-mi&gt;&lt;mjx-script style=\"vertical-align: -0.15em;\"&gt;&lt;mjx-mtext data-semantic-annotation=\"clearspeak:unit\" data-semantic-font=\"normal\" data-semantic- data-semantic-parent=\"2\" data-semantic-role=\"unknown\" data-semantic-type=\"text\" size=\"s\"&gt;&lt;mjx-c&gt;&lt;/mjx-c&gt;&lt;mjx-c&gt;&lt;/mjx-c&gt;&lt;mjx-c&gt;&lt;/mjx-c&gt;&lt;mjx-c&gt;&lt;/mjx-c&gt;&lt;/mjx-mtext&gt;&lt;/mjx-script&gt;&lt;/mjx-msub&gt;&lt;/mjx-mrow&gt;&lt;/mjx-semantics&gt;&lt;/mjx-math&gt;&lt;mjx-assistive-mml display=\"inline\" unselectable=\"on\"&gt;&lt;math altimg=\"urn:x-wiley:00093920:media:cdev14228:cdev14228-math-0001\" display=\"inline\" location=\"graphic/cdev14228-math-0001.png\" overflow=\"scroll\" xmlns=\"http://www.w3.org/1998/Math/MathML\"&gt;&lt;semantics&gt;&lt;mrow&gt;&lt;msub data-semantic-=\"\" data-semantic-children=\"0,1\" data-semantic-role=\"latinletter\" data-semantic-speech=\"n Subscript Boys\" data-semantic-type=\"subscript\"&gt;&lt;mi data-semantic-=\"\" data-semantic-annotation=\"clearspeak:simple\" data-semantic-font=\"italic\" data-semantic-parent=\"2\" data-semantic-role=\"latinletter\" data-semantic-type=\"identifier\"&gt;n&lt;/mi&gt;&lt;mtext data-semantic-=\"\" data-semantic-annotation=\"clearspeak:unit\" data-semantic-font=\"normal\" data-semantic-parent=\"2\" data-semantic-role=\"unknown\" data-semantic-type=\"text\"&gt;Boys&lt;/mtext&gt;&lt;/msub&gt;&lt;/mrow&gt;$$ {n}_{mathrm{Boys}} $$&lt;/annotation&gt;&lt;/semantics&gt;&lt;/math&gt;&lt;/mjx-assistive-mml&gt;&lt;/mjx-container&gt; = 255, &lt;span data-altimg=\"/cms/asset/eb9b9b84-d3c7-48e6-8bff-ffc9b234282e/cdev14228-math-0002.png\"&gt;&lt;/span&gt;&lt;mjx-container ctxtmenu_counter=\"5\" ctxtmenu_oldtabindex=\"1\" jax=\"CHTML\" role=\"application\" sre-explorer- style=\"font-size: 103%; position: relative;\" tabindex=\"0\"&gt;&lt;mjx-math aria-hidden=\"true\" location=\"graphic/cdev14228-math-0002.png\"&gt;&lt;mjx-semantics&gt;&lt;mjx-mrow&gt;&lt;mjx-msub data-semantic-children=\"0,1\" data-semantic- data-semantic-role=\"latinletter\" data-semantic-speech=\"n Subscript upper Y a o\" data-semantic-type=\"subscript\"&gt;&lt;mjx-mi data-semantic-annotation=\"clearspeak:simple\" data-semantic-font=\"italic\" data-semantic- data-semantic-parent=\"2\" data-semantic-role=\"latinletter\" data-semantic-type=\"identifier\"&gt;&lt;mjx-c&gt;&lt;/mjx-c&gt;&lt;/mjx-mi&gt;&lt;mjx-script style=\"vertical-align: -0.15em;\"&gt;&lt;mjx-mi d","PeriodicalId":10109,"journal":{"name":"Child development","volume":"53 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143575265","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}