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Newborns' Asymmetrical Processing of Order From Sequentially Presented Magnitudes. 新生儿对顺序呈现量顺序的不对称加工。
IF 4.6 1区 心理学
Child development Pub Date : 2025-08-06 DOI: 10.1111/cdev.70025
Martina Arioli,Valentina Silvestri,Angelo Petrelli,Daniela Morniroli,Maria Lorella Giannì,Hermann Bulf,Viola Macchi Cassia
{"title":"Newborns' Asymmetrical Processing of Order From Sequentially Presented Magnitudes.","authors":"Martina Arioli,Valentina Silvestri,Angelo Petrelli,Daniela Morniroli,Maria Lorella Giannì,Hermann Bulf,Viola Macchi Cassia","doi":"10.1111/cdev.70025","DOIUrl":"https://doi.org/10.1111/cdev.70025","url":null,"abstract":"Four-month-old infants extract ordinal information in number-based and size-based visual sequences, provided that magnitude changes involve increasing relations. Here the ontogenetic origins of ordinal processing were investigated between 2018 and 2022 by testing newborns' discrimination of reversal in numerosity (Experiment 1, N = 22 White, 11 females), numerical order in the presence of redundant non-numerical quantitative cues (Experiment 2, N = 44 White, 23 females), or size-based order (Experiment 3, N = 44 White, 21 females). Newborns' post-habituation preferences revealed successful discrimination only when both numerical (items' number) and non-numerical (items' size) cues concurrently changed, and following habituation to increasing order (p = 0.017, η2 p = 0.135). These findings, along with evidence from older infants and non-human animals, suggest continuity in magnitude representation across ontogenetic and phylogenetic levels.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"34 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144792002","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
I Can Relate: A Four-Wave Examination of Children's and Parents' Emoter-Referent Talk About Discrete Emotions. 我能联系：对儿童和父母关于离散情绪的情感参考谈话的四波检查。
IF 4.6 1区 心理学
Child development Pub Date : 2025-08-04 DOI: 10.1111/cdev.70021
Peter J Reschke,Eric A Walle,Brooklyn Daines Coleman,J Michael Jex,Ashley M Fraser,Chris L Porter,Mindy A Brown,Brandon N Clifford,Amberly King,L Caroline McMurray,Ethan T Strang
{"title":"I Can Relate: A Four-Wave Examination of Children's and Parents' Emoter-Referent Talk About Discrete Emotions.","authors":"Peter J Reschke,Eric A Walle,Brooklyn Daines Coleman,J Michael Jex,Ashley M Fraser,Chris L Porter,Mindy A Brown,Brandon N Clifford,Amberly King,L Caroline McMurray,Ethan T Strang","doi":"10.1111/cdev.70021","DOIUrl":"https://doi.org/10.1111/cdev.70021","url":null,"abstract":"This study examined the development of emotion understanding. Children (N = 296, 157 boys, 139 girls) and parents (67% White, 8% Black, 15% Hispanic, 2% Asian American, 6% Biracial, 2% \"Other\") recruited from Denver, Colorado were observed annually for four years starting in 2019 (beginning Mage = 2.44 years, SD = 0.26) discussing a wordless storybook featuring illustrated emoters expressing joy, sadness, fear, anger, or disgust towards a referent (e.g., dropped ice cream). Analyses revealed changes and bidirectional relations in children's and parents' emoter talk and referent talk across early childhood, as well as differences in parent and child relative emoter-referent emphasis for discrete emotions. Implications for the ontogeny and socialization of young children's emotion understanding will be discussed.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"11 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144769744","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
Hearing a Feeling: Music Emotion Recognition and Callous‐Unemotional Traits in Early Childhood 幼儿音乐情感识别与冷酷无情特征的关系
IF 4.6 1区 心理学
Child development Pub Date : 2025-08-04 DOI: 10.1111/cdev.70024
Yael Paz, Sydney Sun, Michaela Flum, Yuheiry Rodriguez, Erin Brown, Rista C. Plate, Rebecca Waller
{"title":"Hearing a Feeling: Music Emotion Recognition and Callous‐Unemotional Traits in Early Childhood","authors":"Yael Paz, Sydney Sun, Michaela Flum, Yuheiry Rodriguez, Erin Brown, Rista C. Plate, Rebecca Waller","doi":"10.1111/cdev.70024","DOIUrl":"https://doi.org/10.1111/cdev.70024","url":null,"abstract":"Music is a powerful medium to study emotion recognition. However, findings are mixed regarding the proficiency of young children to detect emotion conveyed by music. Moreover, we lack knowledge about music emotion recognition and callous‐unemotional traits, which portend risk for externalizing problems. The current study examined the performance of 144 children aged 3–5 years old (47.9% female; 34.0% minoritized race/ethnicity) during a music recognition task, with clips conveying happiness, sadness, calmness, or fear. Children showed above‐chance accuracy, particularly for high‐arousal emotions (happiness, fear), with accuracy increasing from 3 to 5 years old. Children higher on callous‐unemotional traits showed poorer emotion recognition, particularly for positively valenced music. Findings underscore the potential for music to promote emotion recognition and social competence skills across development.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"60 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144769874","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
Nonverbal Rationality? 2-Year-Old Children, Dogs, and Pigs Show Unselective Responses to Unreliability but to Different Degrees. 非语言的合理性?2岁儿童、狗和猪对不可靠性表现出非选择性反应，但程度不同。
IF 4.6 1区 心理学
Child development Pub Date : 2025-08-04 DOI: 10.1111/cdev.70020
Kirsten H Blakey,Eva Rafetseder,Giacomo Melis,Ariane Veit,Kea Amelung,Franziska Freudensprung,Kinga Kovacs,Zsófia Virányi
{"title":"Nonverbal Rationality? 2-Year-Old Children, Dogs, and Pigs Show Unselective Responses to Unreliability but to Different Degrees.","authors":"Kirsten H Blakey,Eva Rafetseder,Giacomo Melis,Ariane Veit,Kea Amelung,Franziska Freudensprung,Kinga Kovacs,Zsófia Virányi","doi":"10.1111/cdev.70020","DOIUrl":"https://doi.org/10.1111/cdev.70020","url":null,"abstract":"Some philosophers argue that reflection is key to rational thinking. By tying reflective thinking to language, they struggle to account for minimally verbal infants and exclude nonhuman animals. This study assessed processing of undermining defeaters-a basic form of reflective thinking-in 36 two-year-old British children (13 female; Mage = 30.4 months, 98% White), 39 dogs (18 female), and 21 pigs (9 female), tested between 2022 and 2023. Informants acted on two screens: one informant reliably indicated a rewarded location; the other informant did not. Informants switched actions twice, prompting subjects to infer their reliability. Willingness to follow informants' indications did not differ between reliable and unreliable informants. However, reduced following in later trials suggests a response to uncertainty or an undermining defeater.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"29 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144769745","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
Identifying the Onset and Magnitude of Prediction From Early Cognitive Skills to Adult Socioeconomic Outcomes. 确定从早期认知技能到成人社会经济结果的预测的开始和幅度。
IF 4.6 1区 心理学
Child development Pub Date : 2025-08-03 DOI: 10.1111/cdev.70006
Sara A Schmitt,Robert J Duncan,Tanya M Paes,Deborah Lowe Vandell
{"title":"Identifying the Onset and Magnitude of Prediction From Early Cognitive Skills to Adult Socioeconomic Outcomes.","authors":"Sara A Schmitt,Robert J Duncan,Tanya M Paes,Deborah Lowe Vandell","doi":"10.1111/cdev.70006","DOIUrl":"https://doi.org/10.1111/cdev.70006","url":null,"abstract":"The goal of this study was to identify the onset and magnitude of prediction of early cognition to adult socioeconomic outcomes. Specifically, we were interested in examining which cognitive skills measured at 15, 24, 36, and 54 months predict educational attainment and salary at age 26. Data (N = 1364, 52% male) included a diverse sample (76% White; 13% Black; 6% Hispanic; 5% other; 21% had incomes no greater than 200% of the poverty level). Results indicated that a relatively large change in explained variance in educational attainment by cognitive skills occurs between 15 and 36 months, with less pronounced associations for salary at age 26. These findings have implications for developmental theory, and potentially, for identifying targets for intervention efforts.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"58 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144769782","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
Earning More Points!: The Impact of Value on Children's Memory and Self-Regulated Learning Strategies. 赚取更多的积分！价值观对儿童记忆和自我调节学习策略的影响。
IF 4.6 1区 心理学
Child development Pub Date : 2025-08-03 DOI: 10.1111/cdev.70019
Elisabeth C McLane,S Kyle Hatcher,Diana Selmeczy
{"title":"Earning More Points!: The Impact of Value on Children's Memory and Self-Regulated Learning Strategies.","authors":"Elisabeth C McLane,S Kyle Hatcher,Diana Selmeczy","doi":"10.1111/cdev.70019","DOIUrl":"https://doi.org/10.1111/cdev.70019","url":null,"abstract":"Prioritizing what information to learn based on value is a critical developmental skill. Across two studies, value-based memory was assessed predominately in White children aged 6- to 7-years-old and 9- to 10-years-old using a nationwide sample collected between 2020 and 2023. Children learned cue-target associations worth varying point values. Experiment 1 (N = 77, Nfemales = 39) demonstrated that both age groups prioritized learning high-value information across varying task demands (Cohen's d = 0.36). Experiment 2 (N = 77, Nfemales = 34) demonstrated that children also self-regulated their learning and actively selected to study and remember items based on value (Cohen's d = 0.75). However, older children were more effective at translating their value-based study choices into prioritizing recall of high-value information.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"287 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144769746","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
Learning Variability Network Exchange (LEVANTE): A Global Framework for Measuring Children's Learning Variability Through Collaborative Data Sharing. 学习变异性网络交换（LEVANTE）：通过协作数据共享测量儿童学习变异性的全球框架。
IF 3.8 1区 心理学
Child development Pub Date : 2025-08-02 DOI: 10.1111/cdev.70011
Michael C Frank, Heidi A Baumgartner, Mika Braginsky, George Kachergis, Amy A Lightbody, Robert Z Sparks, Rebecca Zhu, Stephanie M Carlson, Sandra Graham, Sebastián J Lipina, Nora S Newcombe, Candice L Odgers, Robert C Pianta, Robert S Siegler, Margaret Snowling, Hirokazu Yoshikawa, Ana Cubillo, Kenneth A Dodge
{"title":"Learning Variability Network Exchange (LEVANTE): A Global Framework for Measuring Children's Learning Variability Through Collaborative Data Sharing.","authors":"Michael C Frank, Heidi A Baumgartner, Mika Braginsky, George Kachergis, Amy A Lightbody, Robert Z Sparks, Rebecca Zhu, Stephanie M Carlson, Sandra Graham, Sebastián J Lipina, Nora S Newcombe, Candice L Odgers, Robert C Pianta, Robert S Siegler, Margaret Snowling, Hirokazu Yoshikawa, Ana Cubillo, Kenneth A Dodge","doi":"10.1111/cdev.70011","DOIUrl":"https://doi.org/10.1111/cdev.70011","url":null,"abstract":"<p><p>Despite the ubiquity of variation in child development within individuals, across groups, and across tasks, timescales, and contexts, dominant methods in developmental science and education research still favor group averages, short snapshots of time, and single environments. The Learning Variability Network Exchange (LEVANTE) is a framework designed to enable coordinated data collection by research teams worldwide, with the goal of measuring variability in children's learning and development. The LEVANTE measure set aims to capture variability in learning outcomes (literacy and numeracy) as well as in core cognitive and social constructs. LEVANTE will yield a large, open access longitudinal dataset for long-term research use, both creating a multidisciplinary research network and facilitating the science of learning variability.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144764646","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
One, Two, Three, Eyes on Me: Infant EEG Power Predicts Toddler Executive Functioning Through Infant Attention. 一，二，三，看着我：婴儿脑电图能力通过婴儿注意力预测幼儿的执行功能。
IF 3.8 1区 心理学
Child development Pub Date : 2025-08-01 DOI: 10.1111/cdev.70005
Madeleine Bruce, Tatiana Meza-Cervera, Briana Ermanni, Martha Ann Bell
{"title":"One, Two, Three, Eyes on Me: Infant EEG Power Predicts Toddler Executive Functioning Through Infant Attention.","authors":"Madeleine Bruce, Tatiana Meza-Cervera, Briana Ermanni, Martha Ann Bell","doi":"10.1111/cdev.70005","DOIUrl":"https://doi.org/10.1111/cdev.70005","url":null,"abstract":"<p><p>This study investigated the associations between infant frontal EEG power (5 month), infant visual attention (10 month), and toddler executive functioning (EF; 24 month), extending previous research predominantly conducted with school-aged children. Data were collected from 410 typically developing children (51% female; 78% White, non-Hispanic) from the southeastern United States in 2003-2009. Confirmatory factor analysis revealed that a one-factor model of EF in toddlerhood provided the best fit to the data, which replicates work with preschool samples. Structural equation modeling showed that infant visual attention mediated the association between infant EEG and toddler EF. These findings underscore the importance of early neural and attentional markers in shaping EF and offer novel insights that can inform early intervention.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144759298","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
Cutting It Too Fine? The Factor Structure of Fine Motor Skills From Ages 5 to 10 Years. 剪得太细？5 ~ 10岁儿童精细运动技能的因素结构。
IF 4.6 1区 心理学
Child development Pub Date : 2025-07-29 DOI: 10.1111/cdev.70016
Sebastian P Suggate,Viktoria Karle,Heidrun Stoeger
{"title":"Cutting It Too Fine? The Factor Structure of Fine Motor Skills From Ages 5 to 10 Years.","authors":"Sebastian P Suggate,Viktoria Karle,Heidrun Stoeger","doi":"10.1111/cdev.70016","DOIUrl":"https://doi.org/10.1111/cdev.70016","url":null,"abstract":"Fine motor skills (FMS) have been intensely studied in developmental contexts, with little attention to their empirical structure and developmental changes. We tested the factor structure of FMS on 5- to 10 year old children in two cohorts from 2020 to 2023, beginning in kindergarten and grade 2 and followed up 1 year later (n = 240 and 310, 49.7% female, 74.2% German). Measures assessed dexterity, graphomotor skills, and speed FMS. Exploratory factor analyses were conducted on randomly split-half samples in kindergarten and grade 2, followed by confirmatory factor analyses on the second of the split-half samples and the entire cohorts in grades 1 and 3. Findings generally suggest a three-factor solution (CFIs > 0.95), with indications of gender effects and developmental changes in structure.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"24 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144720097","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
Presidential Address: Parenting in Context, A Journey in Interdisciplinary and Multisector Research 总统演讲：背景下的养育，跨学科和多部门研究之旅
IF 4.6 1区 心理学
Child development Pub Date : 2025-07-26 DOI: 10.1111/cdev.70007
Nancy E. Hill
{"title":"Presidential Address: Parenting in Context, A Journey in Interdisciplinary and Multisector Research","authors":"Nancy E. Hill","doi":"10.1111/cdev.70007","DOIUrl":"https://doi.org/10.1111/cdev.70007","url":null,"abstract":"Increasing global diversity of children and families calls for developmental sciences to incorporate the dynamic interactions of race, ethnicity, culture, and other contextual experiences. However, navigating ecological and cultural theories defies our disciplinary‐based training. Promoting interdisciplinary multisector research is necessary. With parenting as a lens, I described my journey toward increasingly interdisciplinary and multisector research. Interactions among ethnicity, community, and socioeconomic status varied by developmental stage and context, resulting in revisiting conceptualizations of parenting. Further, through research‐practice partnerships, cultivating a sense of purpose, apart from educational and career goals, emerged as significant for maintaining academic engagement and navigating an unstable and insecure job market. As president of SRCD (2021–2023), I emphasized and catalyzed transdisciplinary, multisector research to support children and families.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"90 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144712191","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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