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Know thy audience: Children teach basic or complex facts depending on the learner's maturity 了解受众：根据学习者的成熟程度，向儿童传授基本或复杂的知识。
IF 3.9 1区 心理学
Child development Pub Date : 2024-01-31 DOI: 10.1111/cdev.14077
Fanxiao Wani Qiu, Canan Ipek, Elizabeth Gottesman, Henrike Moll
{"title":"Know thy audience: Children teach basic or complex facts depending on the learner's maturity","authors":"Fanxiao Wani Qiu,&nbsp;Canan Ipek,&nbsp;Elizabeth Gottesman,&nbsp;Henrike Moll","doi":"10.1111/cdev.14077","DOIUrl":"10.1111/cdev.14077","url":null,"abstract":"<p>What kind of information is appropriate to teach depends on learner characteristics. In three experiments, 5- to 7-year-old children (<i>N</i> = 170, 50% female, 68% White; data collection: 2022–2023) chose between basic and complex information to teach an infant or adult audience. The older, but not younger, children, taught more complex information to adults and more basic information to infants, (OR = 2.03). Both ages overcame their own preference for complex information when teaching infants (<i>h</i> = .45). Children's reflections on why they made particular pedagogical choices did not predict audience-contingent teaching. The findings suggest that young children can infer what kind of information is suitable given a learner's maturity, with a key developmental progression between ages 5 and 7.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139650319","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 cognitive underpinnings and early development of children's selective trust 儿童选择性信任的认知基础和早期发展。
IF 3.9 1区 心理学
Child development Pub Date : 2024-01-31 DOI: 10.1111/cdev.14073
Benjamin Schmid, Natalie Bleijlevens, Nivedita Mani, Tanya Behne
{"title":"The cognitive underpinnings and early development of children's selective trust","authors":"Benjamin Schmid,&nbsp;Natalie Bleijlevens,&nbsp;Nivedita Mani,&nbsp;Tanya Behne","doi":"10.1111/cdev.14073","DOIUrl":"10.1111/cdev.14073","url":null,"abstract":"<p>Young children learn selectively from reliable over unreliable sources. However, the cognitive underpinnings of their selectivity (attentional biases or trait ascriptions) and its early ontogeny are unclear. Thus, across three studies (<i>N</i> = 139, monolingual German speakers, 67 female), selective-trust tasks were adapted to test both preschoolers (5-year-olds) and toddlers (24-month-olds), using eye-tracking and interactive measures. These data show that preschoolers' selectivity is not based on attentional biases, but on person-specific trait ascriptions. In contrast, toddlers showed no selective trust, even in the eye-tracking tasks. They succeeded, however, in eye-tracking tasks with the same word-learning demands, if no ascriptions of reliability were required. Thus, these findings suggest that preschoolers, but not toddlers, use trait-like ascriptions of reliability to guide their selective learning.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139641720","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
Seeing awe: How children perceive awe-inspiring visual experiences 看到敬畏：儿童如何感知令人敬畏的视觉体验。
IF 3.9 1区 心理学
Child development Pub Date : 2024-01-31 DOI: 10.1111/cdev.14069
Artemisia O'bi, Fan Yang
{"title":"Seeing awe: How children perceive awe-inspiring visual experiences","authors":"Artemisia O'bi,&nbsp;Fan Yang","doi":"10.1111/cdev.14069","DOIUrl":"10.1111/cdev.14069","url":null,"abstract":"<p>Awe is a profound, self-transcendent emotion. To illuminate its origin, four preregistered studies examined how U.S. 4- to 9-year-old children perceive awe-inspiring stimuli (<i>N</i> = 444, 55% female, 58% White, tested in 2020–2023). Awe-inspiring expansive nature (Study 1) and natural disaster scenes (Study 2) evoked perceived vastness, motivation to explore, and awareness of the unknown more than everyday scenes did (<i>d</i> ranging 0.32–1.76). Compared to expansive social stimuli, expansive nature stimuli more positively affected children's sense of self (Study 3). Diverse awe-inspiring scenes (vast nature, natural disasters, and slow-motion objects) all elicited awe and higher learning motivation than everyday scenes did (Study 4). These findings suggest that children appreciate awe-inspiring visual experiences, illuminating the origins and nature of awe as a self-transcendent experience.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139641719","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
Interparental conflict dimensions and children's psychological problems: Emotion recognition as a mediator 父母间冲突与儿童心理问题：情绪识别作为中介。
IF 3.9 1区 心理学
Child development Pub Date : 2024-01-30 DOI: 10.1111/cdev.14067
Patrick T. Davies, Kassidy C. Colton, Carson Schmitz, Brandon E. Gibb
{"title":"Interparental conflict dimensions and children's psychological problems: Emotion recognition as a mediator","authors":"Patrick T. Davies,&nbsp;Kassidy C. Colton,&nbsp;Carson Schmitz,&nbsp;Brandon E. Gibb","doi":"10.1111/cdev.14067","DOIUrl":"10.1111/cdev.14067","url":null,"abstract":"<p>This study tested children's emotion recognition as a mediator of associations between their exposure to hostile and cooperative interparental conflict and their internalizing and externalizing symptoms. From 2018 to 2022, 238 mothers, their partners, and preschool children (<i>M</i><sub>age</sub> = 4.38, 52% female; 68% White; 18% Black; 14% Multiracial or another race; and 16% Latinx) participated in three annual measurement occasions. Path analyses indicated that Wave 1 observations of hostile interparental conflict predicted residualized increases in children's emotion recognition accuracy (i.e., angry, sad, and happy) at Wave 2 (<i>β</i> = .27). Wave 2 emotion recognition, in turn, predicted residualized decreases in children's internalizing symptoms at Wave 3 (<i>β</i> = −.22). Mediational findings were partly attributable to children's accuracy in identifying angry and high-intensity expressions.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139574970","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
Using the Mobile Toolbox in child and adolescent samples: A feasibility study 在儿童和青少年样本中使用移动工具箱：可行性研究
IF 3.9 1区 心理学
Child development Pub Date : 2024-01-13 DOI: 10.1111/cdev.14066
Stephanie Ruth Young, Miriam Alana Novack, Elizabeth M. Dworak, Aaron J. Kaat, Zahra Hosseinian, Richard C. Gershon
{"title":"Using the Mobile Toolbox in child and adolescent samples: A feasibility study","authors":"Stephanie Ruth Young,&nbsp;Miriam Alana Novack,&nbsp;Elizabeth M. Dworak,&nbsp;Aaron J. Kaat,&nbsp;Zahra Hosseinian,&nbsp;Richard C. Gershon","doi":"10.1111/cdev.14066","DOIUrl":"10.1111/cdev.14066","url":null,"abstract":"<p>Cognitive research with developmental samples requires improved methods that support large-scale, diverse, and open science. This paper offers initial evidence to support the Mobile Toolbox (MTB), a self-administered remote smartphone-based cognitive battery, in youth populations, from a pilot sample of 99 children (<i>M</i><sub>age</sub> = 11.79 years; 36% female; 53% White, 33% Black or African American, 9% Asian, and 15% Hispanic). Completion rates (95%–99%), practice performance (96%–100%), internal consistency (0.60–0.98), and correlations with similar NIHTB measures (0.55–0.77) provide the first evidence to support the MTB in a youth sample, although there were some inconsistencies across measures. Preliminary findings provide promising evidence of the MTB in developmental populations, and further studies are encouraged.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14066","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139436891","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
Co-rumination between friends: Considering the roles of outcome expectations, relationship provisions, and perceptions of problems 朋友之间的共同争论：考虑结果预期、关系规定和对问题的看法的作用。
IF 3.9 1区 心理学
Child development Pub Date : 2024-01-07 DOI: 10.1111/cdev.14054
Sarah K. Borowski, Amanda J. Rose
{"title":"Co-rumination between friends: Considering the roles of outcome expectations, relationship provisions, and perceptions of problems","authors":"Sarah K. Borowski,&nbsp;Amanda J. Rose","doi":"10.1111/cdev.14054","DOIUrl":"10.1111/cdev.14054","url":null,"abstract":"<p>Despite its implications for adjustment, little is known about factors that support co-rumination in friendships. The current multi-method, longitudinal study addressed this question with 554 adolescents (<i>M</i><sub>age</sub> = 14.50; 52% girls; 62% White; 31% Black; 7% Asian American) from the Midwestern United States in 2007–2010. Adolescents were observed talking about problems with a friend and reported on their outcome expectations for problem disclosures, relationship provisions during problem talk, and problem perceptions after problem talk. Participants reported on outcome expectations again 9 months later. Results indicate that the positive relationship provisions associated with co-rumination may outweigh negative problem perceptions in predicting adolescents' outcome expectations for problem disclosures over time. Implications for the potentially reinforcing nature of co-rumination are discussed.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139377257","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
Illuminating the landscape of sibling relationship quality: An evidence and gap map 阐明兄弟姐妹关系的质量：证据与差距图。
IF 3.9 1区 心理学
Child development Pub Date : 2024-01-07 DOI: 10.1111/cdev.14065
Megan R. Holmes, Anna E. Bender, Kari A. O'Donnell, Emily K. Miller, Ivan T. Conard
{"title":"Illuminating the landscape of sibling relationship quality: An evidence and gap map","authors":"Megan R. Holmes,&nbsp;Anna E. Bender,&nbsp;Kari A. O'Donnell,&nbsp;Emily K. Miller,&nbsp;Ivan T. Conard","doi":"10.1111/cdev.14065","DOIUrl":"10.1111/cdev.14065","url":null,"abstract":"<p>This paper used an evidence and gap map (EGM) to advance the scientific understanding of sibling relationship quality among children aged 2 to 18 years by synthesizing literature on 277 empirical studies from 1985 to 2022 to delineate patterns of study design, sampling, and measurement. Most existing research has utilized majority of White, middle-to-upper class, and/or two-caregiver family samples. Nearly 85% (<i>n</i> = 235) of studies used quantitative methods to measure sibling relationship quality across eight domains: conflict, warmth/affection, quality, cohesion, hostility, power/control, positive engagement, and conflict management. A total of 122 studies used a measure of sibling relationship quality as a predictor of sibling behavior, social, psychological, cognitive, health, or physiological outcomes. Future directions for research are discussed.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139377258","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
Deterministic or probabilistic: U.S. children's beliefs about genetic inheritance 决定论还是概率论：美国儿童对遗传基因的看法。
IF 4.6 1区 心理学
Child development Pub Date : 2024-01-03 DOI: 10.1111/cdev.14053
David Menendez, Andrea Marquardt Donovan, Olympia N. Mathiaparanam, Vienne Seitz, Nour F. Sabbagh, Rebecca E. Klapper, Charles W. Kalish, Karl S. Rosengren, Martha W. Alibali
{"title":"Deterministic or probabilistic: U.S. children's beliefs about genetic inheritance","authors":"David Menendez,&nbsp;Andrea Marquardt Donovan,&nbsp;Olympia N. Mathiaparanam,&nbsp;Vienne Seitz,&nbsp;Nour F. Sabbagh,&nbsp;Rebecca E. Klapper,&nbsp;Charles W. Kalish,&nbsp;Karl S. Rosengren,&nbsp;Martha W. Alibali","doi":"10.1111/cdev.14053","DOIUrl":"10.1111/cdev.14053","url":null,"abstract":"<p>Do children think of genetic inheritance as deterministic or probabilistic? In two novel tasks, children viewed the eye colors of animal parents and judged and selected possible phenotypes of offspring. Across three studies (<i>N</i> = 353, 162 girls, 172 boys, 2 non-binary; 17 did not report gender) with predominantly White U.S. participants collected in 2019–2021, 4- to 12-year-old children showed a probabilistic understanding of genetic inheritance, and they accepted and expected variability in the genetic inheritance of eye color. Children did not show a mother bias but they did show two novel biases: perceptual similarity and sex-matching. These results held for unfamiliar animals and several physical traits (e.g., eye color, ear size, and fin type), and persisted after a lesson.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139085996","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
Variability in the age of schooling contributes to the link between literacy and numeracy in Côte d'Ivoire 在科特迪瓦，入学年龄的差异造成了识字与识数之间的联系。
IF 4.6 1区 心理学
Child development Pub Date : 2024-01-02 DOI: 10.1111/cdev.14018
Hannah L. Whitehead, Mary-Claire Ball, Henry Brice, Sharon Wolf, Samuel Kembou, Amy Ogan, Kaja K. Jasińska
{"title":"Variability in the age of schooling contributes to the link between literacy and numeracy in Côte d'Ivoire","authors":"Hannah L. Whitehead,&nbsp;Mary-Claire Ball,&nbsp;Henry Brice,&nbsp;Sharon Wolf,&nbsp;Samuel Kembou,&nbsp;Amy Ogan,&nbsp;Kaja K. Jasińska","doi":"10.1111/cdev.14018","DOIUrl":"10.1111/cdev.14018","url":null,"abstract":"<p>Literacy and numeracy are correlated throughout development, however, our understanding of this relation is limited. We explored the predictors of literacy and numeracy covariance (i.e., shared fluency between literacy and numeracy) in children (<i>N</i> = 1167, girls = 563) in rural Côte d'Ivoire, with specific focus on how developmental timing of instruction may relate to covariance. Many Ivorian children experience late enrollment and grade repetition, leading to variation in age-for-grade; participants were between grades 1 to 6, but their ages ranged from 5 to 15 (<i>M</i> = 9.19, SD = 2.07). Phonological awareness, numerical magnitude, ordinality, working memory, and inhibitory control were cognitive predictors of covariance. Age-for-grade was negatively related to covariance suggesting that covariance is related to timing of instruction.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139073491","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
Enhancing early language and literacy skills for racial/ethnic minority children with low incomes through a randomized clinical trial: The mediating role of cognitively stimulating parent–child interactions 通过随机临床试验提高低收入少数民族儿童的早期语言和识字能力：促进认知的亲子互动的中介作用。
IF 3.9 1区 心理学
Child development Pub Date : 2023-12-28 DOI: 10.1111/cdev.14064
Elizabeth B. Miller, Caitlin F. Canfield, Erin Roby, Helena Wippick, Daniel S. Shaw, Alan L. Mendelsohn, Pamela A. Morris-Perez
{"title":"Enhancing early language and literacy skills for racial/ethnic minority children with low incomes through a randomized clinical trial: The mediating role of cognitively stimulating parent–child interactions","authors":"Elizabeth B. Miller,&nbsp;Caitlin F. Canfield,&nbsp;Erin Roby,&nbsp;Helena Wippick,&nbsp;Daniel S. Shaw,&nbsp;Alan L. Mendelsohn,&nbsp;Pamela A. Morris-Perez","doi":"10.1111/cdev.14064","DOIUrl":"10.1111/cdev.14064","url":null,"abstract":"<p>Parenting is a critical mediator of children's school readiness. In line with this theory of change, data from the randomized clinical trial of Smart Beginnings (tiered Video Interaction Project and Family Check-Up; <i>N</i> = 403, treatment arm <i>n</i> = 201) were used to examine treatment impacts on early language and literacy skills at child age 4 years (<i>n</i><sub>Latinx</sub> = 168, <i>n</i><sub>Black</sub> = 198, <i>n</i><sub>Male</sub> = 203), as well as indirect impacts through parental support of cognitive stimulation at child age 2 years. Although results did not reveal direct effects on children's early skills, there were significant indirect effects for early literacy (<i>β</i> = .03, <i>p</i> = .05) and early language (<i>β</i> = .04, <i>p</i> = .04) via improvements in parental cognitive stimulation. Implications for interventions targeting parenting to improve children's school readiness beginning at birth are discussed.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139048405","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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