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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
Exploring the Dynamic Interplays of Morphological Awareness and Reading Skills in Chinese Children. 汉语儿童词形意识与阅读技能的动态相互作用探讨。
IF 3.9 1区 心理学
Child development Pub Date : 2025-01-17 DOI: 10.1111/cdev.14214
Zhenliang Wang, Wan Ding, Ruibo Xie, Xinchun Wu, Shiqing Wenren, Yue Xia
{"title":"Exploring the Dynamic Interplays of Morphological Awareness and Reading Skills in Chinese Children.","authors":"Zhenliang Wang, Wan Ding, Ruibo Xie, Xinchun Wu, Shiqing Wenren, Yue Xia","doi":"10.1111/cdev.14214","DOIUrl":"https://doi.org/10.1111/cdev.14214","url":null,"abstract":"<p><p>Theoretical work has suggested close associations between morphological awareness (MA) and reading skills in Chinese; however, the nature and direction of these time-ordered links are little known. This study examined the interplays of MA and reading skills using a continuous-time modeling approach to three waves of two-year longitudinal data from first- (N = 149; 69 girls) and third-grade (N = 142; 74 girls) Chinese children. Results showed that (a) increases in MA predicted subsequent increases in reading skills (i.e., word-reading accuracy, word-reading fluency, and sentence-reading comprehension) and vice versa, (b) age only moderated the predictive effect of MA on sentence-reading comprehension, and (c) the magnitude of these effects was time-sensitive. The theoretical and educational implications of these findings are discussed.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143000739","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 parent–child relationship and child shame and guilt: A meta-analytic systematic review 亲子关系与儿童羞耻感和内疚感：一项元分析系统回顾
IF 4.6 1区 心理学
Child development Pub Date : 2025-01-16 DOI: 10.1111/cdev.14212
Rahel L. van Eickels, Magdalena Siegel, Alice J. Juhasz, Martina Zemp
{"title":"The parent–child relationship and child shame and guilt: A meta-analytic systematic review","authors":"Rahel L. van Eickels, Magdalena Siegel, Alice J. Juhasz, Martina Zemp","doi":"10.1111/cdev.14212","DOIUrl":"https://doi.org/10.1111/cdev.14212","url":null,"abstract":"Empirical findings on the associations of positive and dysfunctional parent–child relationship (PPCR/DPCR) characteristics with child shame, adaptive guilt, and maladaptive guilt were synthesized in six meta-analyses. The 65 included samples yielded 633 effect sizes (<i>N</i><sub>total</sub> = 19,144; <i>M</i><sub>age</sub> = 15.24 years; 59.0% female; 67.7% U.S. samples, <i>n</i> = 12,036 with 65% White, 12.3% Hispanic and Latinx, 10.8% Black, 6.3% mixed race, 5.6% Asian American, 0.3% Native American participants). Small positive correlations were found between DPCR and shame (<i>r</i> = .17), DPCR and maladaptive guilt (<i>r</i> = .15), and PPCR and adaptive guilt (<i>r</i> = .14). A small negative correlation was found between PPCR and shame (<i>r</i> = −.12). Sample and study moderators and sources of bias are investigated and discussed.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"45 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142987956","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 and Caregivers' Evaluations About Household Helping: Balancing the Interests of Helper and Recipient 幼儿和照顾者对家务帮助的评价：平衡帮助者和接受者的利益
IF 4.6 1区 心理学
Child development Pub Date : 2025-01-11 DOI: 10.1111/cdev.14216
Marie Grace Martinez‐Mora, Audun Dahl
{"title":"Young Children's and Caregivers' Evaluations About Household Helping: Balancing the Interests of Helper and Recipient","authors":"Marie Grace Martinez‐Mora, Audun Dahl","doi":"10.1111/cdev.14216","DOIUrl":"https://doi.org/10.1111/cdev.14216","url":null,"abstract":"Young children's helping can benefit both recipient and helper. This study examined how children and caregivers incorporate helper and recipient interests in evaluations of household helping. Data were collected throughout 2022. US children 4–6 years (<jats:italic>N</jats:italic> = 87; 47 girls, 40 boys; 71% European American, 23% Asian American, 14% Latinx, 3% Black, 2% Native American) and their caregivers were evaluated whether and why a child in hypothetical scenarios should help their parent. Children's judgments and reasoning incorporated both child helper and parent recipient interests, whereas caregivers' evaluations weighed child interests more heavily, ORs &gt; 0.239. Caregiver judgments about obligation predicted children's judgments. Findings suggest that perceptions of whose interests are served shape judgments and decisions around young children's everyday prosocial behaviors.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"22 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142961235","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
Guidance and Considerations When Performing Data‐Validity Checks 执行数据有效性检查时的指导和注意事项
IF 4.6 1区 心理学
Child development Pub Date : 2025-01-07 DOI: 10.1111/cdev.14221
Joseph R. Cimpian, Jennifer D. Timmer, Taek H. Kim
{"title":"Guidance and Considerations When Performing Data‐Validity Checks","authors":"Joseph R. Cimpian, Jennifer D. Timmer, Taek H. Kim","doi":"10.1111/cdev.14221","DOIUrl":"https://doi.org/10.1111/cdev.14221","url":null,"abstract":"This response to a Commentary by Delgado‐Ron, Jeyabalan, Watt, and Salway (2024) on Cimpian, Timmer, and Kim's (2023) paper discusses and clarifies some key issues in applying the new data‐validity sensitivity analysis proposed by Cimpian et al. (2023). The differences in the applications of the method by Delgado‐Ron et al. (2024) and Cimpian et al. (2023) present an opportunity to recognize the possibilities of this method, while also noting some challenges and limitations. This response‐commentary focuses on five key areas: (1) surmising a set of likely motivations of the survey respondents, (2) selecting the screener items, (3) considering the outcomes examined, (4) reflecting on null results in a sensitivity analysis, and (5) recognizing the advantages and disadvantages of the ease of this new method.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"16 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142935194","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
Multimodal Measurement of Pubertal Development: Stage, Timing, Tempo, and Hormones 青春期发育的多模态测量：阶段、时间、节奏和激素
IF 4.6 1区 心理学
Child development Pub Date : 2025-01-07 DOI: 10.1111/cdev.14220
Adam Omary, Mark Curtis, Theresa W. Cheng, Patrick Mair, Elizabeth A. Shirtcliff, Deanna M. Barch, Leah H. Somerville
{"title":"Multimodal Measurement of Pubertal Development: Stage, Timing, Tempo, and Hormones","authors":"Adam Omary, Mark Curtis, Theresa W. Cheng, Patrick Mair, Elizabeth A. Shirtcliff, Deanna M. Barch, Leah H. Somerville","doi":"10.1111/cdev.14220","DOIUrl":"https://doi.org/10.1111/cdev.14220","url":null,"abstract":"Using data from the Human Connectome Project in Development (<i>N</i> = 1304; ages 5–21 years; 50% male; 59% White, 17% Hispanic, 13% Black, 9% Asian), multiple measures (self-report, salivary hormones) and research designs (longitudinal, cross-sectional) were used to characterize age-related changes and sex differences in pubertal development. Both sexes exhibit a sigmoid trajectory of pubertal development; females show earlier pubertal timing and increased tempo ~9–13 years, while males show greater tempo ~14–18 years. All hormones increased with age, with sex differences in testosterone and DHEA levels and in testosterone rates of change. Higher testosterone and DHEA corresponded with earlier pubertal timing in both sexes. These findings characterize typical pubertal and hormonal development and inform best practices for handling puberty data.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"203 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142936455","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
Bidirectional negative relation between young children's persistence and cheating. 幼儿的坚持性与作弊之间存在双向负相关。
IF 3.9 1区 心理学
Child development Pub Date : 2025-01-01 Epub Date: 2024-09-06 DOI: 10.1111/cdev.14159
Li Zhao, Junjie Peng, Kang Lee
{"title":"Bidirectional negative relation between young children's persistence and cheating.","authors":"Li Zhao, Junjie Peng, Kang Lee","doi":"10.1111/cdev.14159","DOIUrl":"10.1111/cdev.14159","url":null,"abstract":"<p><p>This research examined the link between persistence and cheating in 3- to 6-year-old children (2021-2022, N = 200, 100 boys; M<sub>age</sub> = 4.85 years; all middle-class Han Chinese). Study 1 used a challenging game to measure whether children would cheat when they were allowed to play the game unsupervised. Results indicated that children's situational, but not trait, persistence negatively correlated with cheating: the higher children's situational persistence, the less likely they cheated. Study 2 not only replicated the results of Study 1 but also discovered that children who cheated became less persistent afterward. Our research reveals a novel bidirectional relation between situational persistence and cheating and underscores the importance of nurturing persistence in early childhood as a strategy to foster honesty.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":"217-233"},"PeriodicalIF":3.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142139412","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 smart is my child? The judgment accuracy of parents regarding their children's cognitive ability. 我的孩子有多聪明？父母对子女认知能力判断的准确性。
IF 3.9 1区 心理学
Child development Pub Date : 2025-01-01 Epub Date: 2024-08-22 DOI: 10.1111/cdev.14156
Elena Mack, Vsevolod Scherrer, Franzis Preckel
{"title":"How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability.","authors":"Elena Mack, Vsevolod Scherrer, Franzis Preckel","doi":"10.1111/cdev.14156","DOIUrl":"10.1111/cdev.14156","url":null,"abstract":"<p><p>Parents' judgment of their children's cognitive ability is important for providing adequate learning environments. This study examined parents' judgment accuracy with 2346 children (M = 8.94 years; 48.3% girls) and their parents (1283 mothers, 426 fathers, and 637 parental pairs). The data were collected between September 2012 and February 2014 in Germany. Latent regression analyses were conducted for the overall sample and by grade (n<sub>Grade1&2</sub> = 830; n<sub>Grade3&4</sub> = 1516). Characteristics of the child (gender, birth order) and parents (gender, socioeconomic background) were investigated as moderators. Children's cognitive ability explained 34%/25%/37% (overall sample/Grade1&2/Grade3&4) of the variance in parental judgments. Judgments depended more on children's academic achievement than on cognitive ability. Parents judged their son's intelligence more accurately than their daughter's and first-born children more accurately than last-born children. Higher-educated parents showed higher judgment accuracy.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":"122-140"},"PeriodicalIF":3.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693832/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142016521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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