Child development最新文献

Both twin and molecular genetic models indicate genetic confounding in the relationship between executive function, socioeconomic status, and parenting in middle childhood. 双胞胎和分子遗传模型都表明，执行功能、社会经济地位和童年中期父母教养之间的关系存在遗传混淆。

IF 3.6 1区心理学

Child development Pub Date : 2026-10-15 DOI: 10.1093/chidev/aacag193

Lucas C Perry, Nicolas Chevalier, Michelle Luciano

{"title":"Both twin and molecular genetic models indicate genetic confounding in the relationship between executive function, socioeconomic status, and parenting in middle childhood.","authors":"Lucas C Perry, Nicolas Chevalier, Michelle Luciano","doi":"10.1093/chidev/aacag193","DOIUrl":"https://doi.org/10.1093/chidev/aacag193","url":null,"abstract":"While there is a wide range of environments that have been implicated in executive function (EF) development, most are related to the behavior of genetic relatives such as parents, meaning there is significant risk that genetics confound these relationships. Using data from 7,925 ethnically and socio-economically diverse Adolescent Brain Cognitive Development cohort study participants aged 9-10, we examined evidence of genetic confounding in EF's relationship with two socioeconomic status (SES) variables (maternal education and household income), and two parenting measures (family conflict and parental monitoring), using multiple methods. Twin models found that relationships between parenting and EF variables were best explained by genetics, which was replicated by bivariate genome-wide complex trait analysis (GCTA). Bivariate GCTA also found that SES-EF relationships displayed substantial genetic confounding, consistent with univariate twin findings of no shared environment. However, polygenic scores (PGS) provided no significant evidence of genetic confounding, consistent with their lower proportion of genetic variance captured. These results provide strong evidence of genetic confounding in EF in middle childhood, and should encourage researchers to be more aware of the risk of genetic confounding in their designs. They also indicate that PGS are poor controls for genetic confounding in EF, necessitating other methods be employed to address their limitations.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149191602","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

Informal learning activities improve early fraction knowledge: A randomized controlled study. 非正式学习活动提高早期分数知识：一项随机对照研究。

IF 3.6 1区心理学

Child development Pub Date : 2026-10-13 DOI: 10.1093/chidev/aacag189

Nancy C Jordan, Alexandra Viegut, Abigail Losey, Christina A Barbieri, Eva Redican, Ilyse Resnick, Nora S Newcombe

引用次数: 0

"We fight for what is right": A critical framework of ethnic-racial socialization in early childhood. “我们为正义而战”：儿童早期种族-种族社会化的关键框架。

IF 3.6 1区心理学

Child development Pub Date : 2026-10-13 DOI: 10.1093/chidev/aacag186

Esther J Calzada, Chelsea Derlan Williams

引用次数: 0

Food neophobia predicts early cognitive development: A longitudinal study. 新食物恐惧症预测早期认知发展：一项纵向研究。

IF 3.6 1区心理学

Child development Pub Date : 2026-10-08 DOI: 10.1093/chidev/aacag190

Damien Foinant, Jean-Pierre Thibaut, Jérémie Lafraire

{"title":"Food neophobia predicts early cognitive development: A longitudinal study.","authors":"Damien Foinant, Jean-Pierre Thibaut, Jérémie Lafraire","doi":"10.1093/chidev/aacag190","DOIUrl":"https://doi.org/10.1093/chidev/aacag190","url":null,"abstract":"Food neophobia, the tendency to reject novel food, has been linked to children's categorization and executive functions in cross-sectional research, but the developmental direction of these relations remains unclear. This longitudinal study examined reciprocal relations between these variables across one school year in French children. Participants were 113 children (50 girls; M age = 48.30 ± 7.20 months at Time 1) recruited from five public preschools in a large metropolitan area. Data were collected between 2023 and 2024 (Time 2). Race and ethnicity data were not collected due to national regulations. Caregivers reported children's food neophobia, and children completed a food categorization task and measures of working memory, inhibition, and cognitive flexibility. Most constructs showed temporal stability across waves. Higher food neophobia at Time 1 predicted lower categorization performance (β = -.263) and lower executive functions (β = -.195), controlling for prior levels. In contrast, categorization performance and executive functions did not predict subsequent changes in food neophobia. These findings suggest that food neophobia prospectively relates to later differences in children's executive functions and their ability to use food-category knowledge under task demands, consistent with the possibility that early avoidance tendencies shape engagement with cognitively informative experiences during development.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149134965","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

Young children's spontaneous comprehension of symbol-referent relationships in the graphic domain. 幼儿对图形领域中符号-指称关系的自发理解。

IF 3.6 1区心理学

Child development Pub Date : 2026-10-08 DOI: 10.1093/chidev/aacag179

Gregor Kachel, Daniel B M Haun, Manuel Bohn

{"title":"Young children's spontaneous comprehension of symbol-referent relationships in the graphic domain.","authors":"Gregor Kachel, Daniel B M Haun, Manuel Bohn","doi":"10.1093/chidev/aacag179","DOIUrl":"https://doi.org/10.1093/chidev/aacag179","url":null,"abstract":"Young children's communicative skills in language and gesture are well documented, yet much less is known about their -ability to interpret graphical symbols. Across three coordinated studies using identical procedures, we examined children's spontaneous comprehension of unfamiliar graphic symbols in a simple object-choice task spanning a broad range of symbol-referent relationships. Each study included four conditions in which reference was established through direct representation, part-whole relations, analogies in size, number, and form, or gestalt principles such as orientation, alignment, and figure-ground organization. Participants were 304 German-speaking children continuously sampled from age 3 to 7 (Study 1, N = 106, 51 female; Study 2, N = 99, 49 female; Study 3, N = 99, 55 female). Children reliably used direct representations to identify target objects before age 3, whereas group-level success in less iconic conditions emerged later but consistently before school entry. Across conditions involving abstract analogical correspondences, results indicate converging developments in symbolic competence around age 4. Together, these studies trace children's developing ability to understand graphical reference across a continuum from iconic to abstract and offer one of the most systematic investigations to date of how young children derive meaning from unfamiliar graphic symbols.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149134998","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 fifth player: Understanding bystander responses to gender-based exclusion in esports 第五名选手：了解旁观者对电子竞技中基于性别的排斥的反应

IF 4.6 1区心理学

Child development Pub Date : 2026-10-06 DOI: 10.1093/chidev/aacag182

Serengeti Ayhan,Seçil Gönültaş

{"title":"The fifth player: Understanding bystander responses to gender-based exclusion in esports","authors":"Serengeti Ayhan,Seçil Gönültaş","doi":"10.1093/chidev/aacag182","DOIUrl":"https://doi.org/10.1093/chidev/aacag182","url":null,"abstract":"Abstract Children and adolescents evaluate gender-based exclusion by drawing on multiple contextual and individual factors. This pre-registered study examined how excluder intentionality, peer norms, and victim response, shaped bystander judgments and responses to the exclusion of a girl from an esports football team. Data were collected in Türkiye between December 2024 and April 2025. Participants were 572 Turkish students aged 11–18 years (M = 14.44, SD = 1.78, 347 girls), including 227 middle school and 345 high school students. Race and ethnicity were not assessed; the sociocultural context of the sample is described by recruitment country. Participants were randomly assigned to 1 of 8 conditions varying excluder intentionality, bystander peer norms, and victim response. Boys judged exclusion as more acceptable and fair than girls, whereas girls were more likely to favor inclusion of the excluded peer. Exclusion was judged as more acceptable and fair when the excluder had good intentions. Peer norms and victim response were especially relevant for later bystander intervention steps. Higher theory of mind, empathy, affiliative humor, and growth mindset, and lower aggressive humor and gender stereotype endorsement, predicted more prosocial bystander responses. Findings clarify how contextual and individual factors jointly inform responses to gender-based exclusion.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"33 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093294","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

When being good means being weak: Preschoolers' dual evaluation of victims along moral and agentic dimensions 当变好意味着变弱：学龄前儿童对受害者在道德和行为维度上的双重评价

IF 4.6 1区心理学

Child development Pub Date : 2026-10-06 DOI: 10.1093/chidev/aacag181

Katarzyna Myslinska Szarek,Wieslaw Baryla,Martyna Rogowska,Aleksandra Wybranska

{"title":"When being good means being weak: Preschoolers' dual evaluation of victims along moral and agentic dimensions","authors":"Katarzyna Myslinska Szarek,Wieslaw Baryla,Martyna Rogowska,Aleksandra Wybranska","doi":"10.1093/chidev/aacag181","DOIUrl":"https://doi.org/10.1093/chidev/aacag181","url":null,"abstract":"Abstract Across 4 experimental studies (N = 526), we investigated whether children judge victims along 2 fundamental dimensions of social cognition, morality and agency/competence, and whether attributions of blame moderate these evaluations. Young children (4–6 years; White, mixed socioeconomic backgrounds; mid-sized European city; data collected 2023–2025) observed puppet-based scenarios depicting moral transgressions, accidents, or control situations. Results consistently showed that children judged victims as more moral than non-victims, replicating the “virtuous victim” effect. However, victims were consistently rated as less competent and systematically avoided as social partners, revealing an early-emerging dissociation between moral regard and affiliative preference. Critically, we found that the relationship between blame attribution and character evaluation is context-dependent: blame functions as a cognitive heuristic when behavioral information is ambiguous (Study 2) but is overridden by objective behavioral cues when available (Study 3). Manipulating victim responsibility (Study 4) confirmed that perceived negligence increases blame while decreasing moral evaluations, yet preserves competence ratings. These findings provide the first developmental test of moral typecasting theory and introduce the Contingent Moral Typecasting Model, which posits that victim perception follows a responsibility-driven continuum from “ideal victim” (high morality, low agency) to “culpable victim” (diminished morality, elevated agency).","PeriodicalId":10109,"journal":{"name":"Child development","volume":"8 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093295","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

How young children learn mental state words: Decision processes and links to theory of mind. 幼儿如何学习心理状态词汇：决策过程和与心理理论的联系。

IF 3.6 1区心理学

Child development Pub Date : 2026-10-01 DOI: 10.1093/chidev/aacag187

Qiuyi Kong, Run Chen, Lin Wang, Shuoguo Liu, Xiang Li, Junnan Li, Ted Ruffman

{"title":"How young children learn mental state words: Decision processes and links to theory of mind.","authors":"Qiuyi Kong, Run Chen, Lin Wang, Shuoguo Liu, Xiang Li, Junnan Li, Ted Ruffman","doi":"10.1093/chidev/aacag187","DOIUrl":"https://doi.org/10.1093/chidev/aacag187","url":null,"abstract":"Learning words that refer to mental states is a critical developmental milestone, yet how these words are learned remains poorly understood. In this study, 102 Chinese young children (Mage = 3.28; 45 girls) and 102 young adults (Mage = 22.67; 54 women) completed a novel word-learning task, in which a pseudoword was paired with videos depicting goal-directed reaching and distressed crying. Results indicated that children had difficulty learning mental state words, as reflected by their lower accuracy compared to adults. Diffusion model analyses further explored the underlying processes and found that children's difficulties did not reflect deficits in perceptual encoding of behavioral information or response execution. Instead, children accumulated evidence more slowly and adopted more conservative decision thresholds when inferring underlying mental states. Moreover, better theory-of-mind ability in children was associated with narrower decision thresholds, indicating that children with stronger social cognitive abilities required less evidence to learn mental-state meanings. Overall, these findings offer insights into the mechanisms underlying mental state word learning and advance our understanding of the complex interaction between children's social cognition and language development.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149104801","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

Examining associations between monitoring-related parenting phenotypes and youth externalizing using a discordant sibling random-intercept cross-lagged panel model 使用不一致的兄弟姐妹随机截距交叉滞后面板模型检验与监测相关的父母表型与青少年外化之间的关系

IF 4.6 1区心理学

Child development Pub Date : 2026-10-01 DOI: 10.1093/chidev/aacag154

Kristine Marceau,Yongseok Lee,Amy M Loviska,Olivia C Robertson,Robert J Duncan

{"title":"Examining associations between monitoring-related parenting phenotypes and youth externalizing using a discordant sibling random-intercept cross-lagged panel model","authors":"Kristine Marceau,Yongseok Lee,Amy M Loviska,Olivia C Robertson,Robert J Duncan","doi":"10.1093/chidev/aacag154","DOIUrl":"https://doi.org/10.1093/chidev/aacag154","url":null,"abstract":"Abstract In this registered report, we introduce a new discordant sibling random-intercept cross-lagged panel model and apply it to investigate within-person/family and between-family bidirectional associations of parental monitoring-related phenotypes and youth externalizing behaviors. We used data from 1,956 twin/sibling pairs (Mage at first assessment = 10 years; 51% male, 59% White; 14% Black; 15% Hispanic; &lt;1% Asian; 11% Other race/ethnicity) contributing up to six annual waves of data collection from the adolescent brain and cognitive development study, a nationally representative data collection effort including 11,875 children enrolled and assessed across 21 sites across the United States. DS latent curve models with structured residuals models were needed to account for change over time, converged, and fit the data well. We found few within-person/family effects consistent with hypotheses, concentrated from age 13–15 that were likely environmentally mediated. Potentially causal effects within-person/family effects included more youth-reported child disclosure at age 13 predicting lower parent-reported externalizing at age 14, and more youth externalizing problems at age 13 with less monitoring at age 14; other within-person/family associations were driven by familial confounding. Unexpected positive between-family lagged effects in the same developmental window reflect novel family-level processes that may be driven by evocative gene-environment correlations.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"9 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093341","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

Distractor-based visual statistical learning affects attentional capture in elementary school students. 基于干扰物的视觉统计学习对小学生注意捕获的影响。

IF 3.6 1区心理学

Child development Pub Date : 2026-09-30 DOI: 10.1093/chidev/aacag185

Huai Ji, Qian Chen, Mingming Qi, Heming Gao

{"title":"Distractor-based visual statistical learning affects attentional capture in elementary school students.","authors":"Huai Ji, Qian Chen, Mingming Qi, Heming Gao","doi":"10.1093/chidev/aacag185","DOIUrl":"https://doi.org/10.1093/chidev/aacag185","url":null,"abstract":"Visual statistical learning (VSL) modulates adult attentional capture via distractor suppression at high-probability locations or features, but its development in children is unclear. This study investigated how distractor-based VSL influenced attentional capture in children. Three experiments were conducted using an additional singleton task. In Experiment 1 (33 third graders, Mage = 8.5 years, 15 girls; 34 fifth graders, Mage = 10.4 years, 18 girls, data collected in 2024-2025), distractors appeared either in high- or low-probability locations. Both grades showed spatial-based VSL that attenuated attentional capture, with greater suppression in fifth graders. In Experiment 2 (34 third graders, Mage = 8.4 years, 15 girls; 34 fifth graders, Mage = 10.3 years, 18 girls, data collected in 2024-2025), distractors appeared in either high- or low-probability colors. Fifth graders but not third graders exhibited feature-based VSL. In Experiment 3 (32 third graders, Mage = 8.4 years, 14 girls; 31 fifth graders, Mage = 10.3 years, 14 girls; data collected in 2025-2026), spatial and feature-based regularities were combined. Only fifth graders exhibited distractor-based VSL. These findings demonstrate that distractor-based VSL modulates attentional capture in children. Spatial-based distractor suppression is present by third grade, whereas feature-based suppression emerges by fifth grade.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149079940","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