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Children's friendship stability in the United States, China, and Indonesia: Associations with individual attributes and dyadic similarity. 美国、中国和印度尼西亚儿童友谊的稳定性：与个人特质和组合相似性的关联。
IF 3.9 1区 心理学
Child development Pub Date : 2024-10-26 DOI: 10.1111/cdev.14189
Luhao Wei, Kristine Marceau, Xinyin Chen, Scott Gest, Junsheng Liu, Dan Li, Doran C French
{"title":"Children's friendship stability in the United States, China, and Indonesia: Associations with individual attributes and dyadic similarity.","authors":"Luhao Wei, Kristine Marceau, Xinyin Chen, Scott Gest, Junsheng Liu, Dan Li, Doran C French","doi":"10.1111/cdev.14189","DOIUrl":"https://doi.org/10.1111/cdev.14189","url":null,"abstract":"<p><p>Predictors of friendship stability from individual attributes and dyadic similarities were assessed using cross-classified multilevel analyses in this 6- to 8-month longitudinal study of 10-year-old US (White, Black, Asian, other; n = 477, 50% girls), Chinese (n = 467, 59% girls), and Indonesian (Sudanese, Javanese, other; n = 419, 45% girls) children with complete participation and reciprocated baseline friendships. Across countries, individual attributes of social preference, popularity, and academic achievement and dyadic social preference similarity positively predicted friendship stability. Dyadic similarity of popularity, academic achievement, and aggression respectively predicted friendship stabilities of US, Chinese, and Indonesian children. Both individual attributes and dyadic similarity predicted friendship stability, with results that varied across countries consistent with attributes' reputational salience.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142496113","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
Playful activities mitigate relations between parental mental health difficulties and child verbal outcomes. 游戏活动可缓解父母心理健康困难与儿童言语能力结果之间的关系。
IF 4.6 1区 心理学
Child development Pub Date : 2024-10-24 DOI: 10.1111/cdev.14187
Paige M Nelson,Francesca Scheiber,Haley M Laughlin,Ö Ece Demir-Lira
{"title":"Playful activities mitigate relations between parental mental health difficulties and child verbal outcomes.","authors":"Paige M Nelson,Francesca Scheiber,Haley M Laughlin,Ö Ece Demir-Lira","doi":"10.1111/cdev.14187","DOIUrl":"https://doi.org/10.1111/cdev.14187","url":null,"abstract":"This study examined the role of parental involvement in the home learning environment in the association between parental mental health and child cognitive performance. In a sample of 174 three- to five-year-old children (52% female, 97% White, 7% Hispanic, 2019-2022), playful activities moderated the relation between parental general depression and child verbal reasoning and acquired verbal knowledge. However, there was no evidence that parental involvement moderated the association between parental mental health and child spatial reasoning. These results improve our understanding of the pathways by which parental mental health, even in a non-clinical community sample, relate to child outcomes and raise the possibility of leveraging playful activities as one mechanism to alleviate the potential role of parental mental health difficulties.","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142489799","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
Genetic and environmental contributions to individual differences in visual attention and oculomotor control in early infancy. 婴儿早期视觉注意力和眼球运动控制个体差异的遗传和环境因素。
IF 4.6 1区 心理学
Child development Pub Date : 2024-10-24 DOI: 10.1111/cdev.14185
Monica Siqueiros-Sanchez,Giorgia Bussu,Ana Maria Portugal,Angelica Ronald,Terje Falck-Ytter
{"title":"Genetic and environmental contributions to individual differences in visual attention and oculomotor control in early infancy.","authors":"Monica Siqueiros-Sanchez,Giorgia Bussu,Ana Maria Portugal,Angelica Ronald,Terje Falck-Ytter","doi":"10.1111/cdev.14185","DOIUrl":"https://doi.org/10.1111/cdev.14185","url":null,"abstract":"Infants differ in their level of eye movement control, which at the extreme could be linked to autism. We assessed eye movements in 450 twins (225 pairs, 57% monozygotic, 46% female, aged 5-6 months) using the gap-overlap eye-tracking task. Shorter latency in the gap condition was associated with having more parent-rated autistic traits at 2 years. Latency across the task's three conditions was primarily explained by one highly heritable latent factor likely representing individual differences in basic oculomotor efficiency and/or in visual information processing. Additionally, disengagement of attention was linked to unique genetic factors, suggesting that genetic factors involved in visual attention are different from those involved in basic visual information processing and oculomotor efficiency.","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142489800","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 apps at home prepare children for school 家庭学习应用程序为儿童入学做好准备
IF 4.6 1区 心理学
Child development Pub Date : 2024-10-24 DOI: 10.1111/cdev.14184
Frank Niklas, Efsun Birtwistle, Anna Mues, Astrid Wirth
{"title":"Learning apps at home prepare children for school","authors":"Frank Niklas, Efsun Birtwistle, Anna Mues, Astrid Wirth","doi":"10.1111/cdev.14184","DOIUrl":"https://doi.org/10.1111/cdev.14184","url":null,"abstract":"The usage of high‐quality learning applications (apps) at home may increase children's mathematical and literacy competencies. This approach was tested in a family intervention study. Intervention families (<jats:italic>n</jats:italic> = 302) in two German cohorts (<jats:italic>N</jats:italic> = 500; <jats:italic>M</jats:italic> (SD)<jats:sub>age</jats:sub> = 61.0 (4.6) months; <jats:italic>n</jats:italic><jats:sub><jats:italic>♀</jats:italic></jats:sub> = 302) received tablets with newly developed learning apps focusing either on mathematical or literacy learning for every‐day usage at home across half a kindergarten year. Compared with two control groups with and without tablets, children in the intervention groups significantly enhanced their specific competencies (<jats:italic>η</jats:italic><jats:sup>2</jats:sup> = .03–.10). Higher app usage was associated with greater gains (Δ<jats:italic>R</jats:italic><jats:sup>2</jats:sup> = .01–.02). Consequently, an easy‐to‐apply app‐based intervention supports children's development of cognitive competencies and helps prepare them for school.","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142488864","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
Does working memory training in children need to be adaptive? A randomized controlled trial 儿童工作记忆训练需要适应性吗？随机对照试验
IF 4.6 1区 心理学
Child development Pub Date : 2024-10-23 DOI: 10.1111/cdev.14180
Regine Cassandra Lau, Peter J. Anderson, Susan Gathercole, Joshua F. Wiley, Megan Spencer-Smith
{"title":"Does working memory training in children need to be adaptive? A randomized controlled trial","authors":"Regine Cassandra Lau, Peter J. Anderson, Susan Gathercole, Joshua F. Wiley, Megan Spencer-Smith","doi":"10.1111/cdev.14180","DOIUrl":"https://doi.org/10.1111/cdev.14180","url":null,"abstract":"Most cognitive training programs are adaptive, despite limited direct evidence that this maximizes children's outcomes. This randomized controlled trial evaluated working memory training with difficulty of activities presented using adaptive, self-select, or stepwise compared with an active control. At baseline, immediately, and 6-months post-intervention, 201 Australian primary school children (101 males, 7–11 years) completed working memory tests (near and intermediate transfer) and the Raven's Standard Progressive Matrices, and caregivers completed the attention-deficit/hyperactivity disorder-Rating Scale-5 (far transfer). The intervention comprised ten 20-min sessions delivered in class. For each training condition, compared with the active control, there was no evidence of transfer immediately or 6-months post-intervention (negligible to small effects). This trial provides no evidence that adaptive working memory training maximizes children's outcomes.","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142487843","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
Family functioning and child internalizing and externalizing problems: A 16-wave longitudinal study during the COVID-19 pandemic. 家庭功能与儿童内化和外化问题：COVID-19 大流行期间的 16 波纵向研究。
IF 4.6 1区 心理学
Child development Pub Date : 2024-10-15 DOI: 10.1111/cdev.14179
Hyanghee Lee,Gregory M Fosco,Mark E Feinberg
{"title":"Family functioning and child internalizing and externalizing problems: A 16-wave longitudinal study during the COVID-19 pandemic.","authors":"Hyanghee Lee,Gregory M Fosco,Mark E Feinberg","doi":"10.1111/cdev.14179","DOIUrl":"https://doi.org/10.1111/cdev.14179","url":null,"abstract":"This study explored young children's mental health trajectories during the pandemic (May 2020 to April 2021) as well as associations with family functioning (i.e., cohesion, conflict, chaos, and routines) using data reported by 204 parents (children Mage 5.49; 45% girls, 90% White). Children's internalizing problems decreased early on with the onset of the pandemic, but then leveled off, while no change in externalizing problems was found. Family conflict and chaos were significantly associated with internalizing and externalizing problems at the within- and between-family level, when examined independently. When family-level factors were evaluated simultaneously, family conflict emerged as a robust risk factor. Intervention efforts, specifically for families experiencing increased conflict, may help support the mental health needs of children.","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142439171","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
Development of auditory cognition in 5‐ to 10‐year‐old children: Focus on speech‐in‐babble‐noise perception 5-10 岁儿童的听觉认知发展：关注 "咿呀学语 "中的噪音感知
IF 4.6 1区 心理学
Child development Pub Date : 2024-10-10 DOI: 10.1111/cdev.14178
Jérémie Ginzburg, Lesly Fornoni, P. E. Aguera, Caroline Pierre, Anne Caclin, Annie Moulin
{"title":"Development of auditory cognition in 5‐ to 10‐year‐old children: Focus on speech‐in‐babble‐noise perception","authors":"Jérémie Ginzburg, Lesly Fornoni, P. E. Aguera, Caroline Pierre, Anne Caclin, Annie Moulin","doi":"10.1111/cdev.14178","DOIUrl":"https://doi.org/10.1111/cdev.14178","url":null,"abstract":"Speech‐in‐noise perception is consistently reported to be impaired in learning disorders, which stresses the importance of documenting its developmental course in young children. In this cross‐sectional study, ninety children (41 females, 5.5–11.6 years old) and nineteen normal‐hearing adults (15 females, 20–30 years old) were tested with a newly developed closed‐set speech perception in babble‐noise test, combining two levels of phonological difficulty and two noise levels. Results showed that speech‐in‐babble‐noise perception takes a definite maturation step around 7 years of age (<jats:italic>d</jats:italic> = 1.17, grade effect) and is not mature at 10 years of age when compared to young adults (<jats:italic>d</jats:italic> = 0.94, group effect). Developmental trajectories of both accuracy and response times were evaluated, with influences of psycholinguistic factors, to foster the development of adequate screening tests.","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142405338","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
Cultivating emotional resilience in adolescent girls: Effects of a growth emotion mindset lesson. 培养青春期少女的情绪恢复能力：成长型情绪心态课程的效果。
IF 3.9 1区 心理学
Child development Pub Date : 2024-10-05 DOI: 10.1111/cdev.14175
Karen D Rudolph, Wendy Troop-Gordon, Haley V Skymba, Haina H Modi, Zihua Ye, Rebekah B Clapham, Jillian Dodson, Megan Finnegan, Wendy Heller
{"title":"Cultivating emotional resilience in adolescent girls: Effects of a growth emotion mindset lesson.","authors":"Karen D Rudolph, Wendy Troop-Gordon, Haley V Skymba, Haina H Modi, Zihua Ye, Rebekah B Clapham, Jillian Dodson, Megan Finnegan, Wendy Heller","doi":"10.1111/cdev.14175","DOIUrl":"https://doi.org/10.1111/cdev.14175","url":null,"abstract":"<p><p>To address the widespread mental health crisis facing adolescent girls, this study examined whether a growth emotion mindset lesson can enhance emotional competence. During 2018-2022, adolescent girls (M<sub>age</sub> = 15.68 years; 66.3% White) were randomized to a growth mindset (E-MIND; N = 81) or brain education (control; N = 82) lesson, completed the Trier Social Stressor Test, and reported on various aspects of emotional competence. Compared with the control group, the E-MIND group reported more adaptive emotion mindsets, higher emotion regulation self-efficacy, and more proactive in vivo and daily efforts to regulate emotions (effect sizes = small-to-medium to medium), with several differences remaining 4-month later. Findings provide novel insight into one promising approach for cultivating emotional resilience among adolescent girls.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142375219","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
Do home mathematical activities relate to early mathematical skills? A systematic review and meta-analysis. 家庭数学活动与早期数学技能有关吗？系统回顾和荟萃分析。
IF 3.9 1区 心理学
Child development Pub Date : 2024-10-03 DOI: 10.1111/cdev.14162
Ella James-Brabham, Claudia C von Bastian, Carmel Brough, Emma Blakey
{"title":"Do home mathematical activities relate to early mathematical skills? A systematic review and meta-analysis.","authors":"Ella James-Brabham, Claudia C von Bastian, Carmel Brough, Emma Blakey","doi":"10.1111/cdev.14162","DOIUrl":"https://doi.org/10.1111/cdev.14162","url":null,"abstract":"<p><p>Children's foundational mathematical skills are critical for future academic attainment. While home mathematical activities (HMAs) have been proposed to support these skills, the extent to which engaging in them supports mathematical skills remains unclear. This preregistered systematic review and multilevel meta-analysis identified 351 effect sizes from 72 samples in 20 countries, exploring the relation between frequency of HMAs and mathematical skills in children aged 7 years and under (M<sub>age</sub> = 61 months). A small significant positive relation was found (r = .13), moderated by risk of bias, with larger effects associated with a higher risk of bias. Specific ways the field can move forward are discussed to better understand the role of the home mathematical environment in early mathematics.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142364592","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
An early parenting intervention focused on enriched parent-child interactions improves effortful control in the early years of school. 以丰富亲子互动为重点的早期养育干预可改善学龄前儿童的努力控制能力。
IF 3.9 1区 心理学
Child development Pub Date : 2024-10-02 DOI: 10.1111/cdev.14166
C Bennett, E M Westrupp, S K Bennetts, J Love, N J Hackworth, D Berthelsen, J M Nicholson
{"title":"An early parenting intervention focused on enriched parent-child interactions improves effortful control in the early years of school.","authors":"C Bennett, E M Westrupp, S K Bennetts, J Love, N J Hackworth, D Berthelsen, J M Nicholson","doi":"10.1111/cdev.14166","DOIUrl":"https://doi.org/10.1111/cdev.14166","url":null,"abstract":"<p><p>This study examined long-term mediating effects of the smalltalk parenting intervention on children's effortful control at school age (7.5 years; 2016-2018). In 2010-2012, parents (96% female) of toddlers (N = 1201; aged 12-36 months; 52% female) were randomly assigned to either: standard playgroup, smalltalk playgroup (group-only), or smalltalk playgroup with additional home coaching (smalltalk plus). Multi-informant data indicated that smalltalk plus had unique indirect effects on children's effortful control, through parents' capacity to 'maintain and extend' children's focus during joint interactions. Possible mediating pathways via parent verbal responsivity, home learning activities, and descriptive language use were not supported. When parents received a structured playgroup program with additional home coaching, sustainable benefits were evident in children's self-regulation, assessed in the early school years.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142364590","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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