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Exploration in 4-year-old children is guided by learning progress and novelty. 4 岁儿童的探索以学习进度和新奇感为导向。
IF 3.9 1区 心理学
Child development Pub Date : 2025-01-01 Epub Date: 2024-09-02 DOI: 10.1111/cdev.14158
Francesco Poli, Marlene Meyer, Rogier B Mars, Sabine Hunnius
{"title":"Exploration in 4-year-old children is guided by learning progress and novelty.","authors":"Francesco Poli, Marlene Meyer, Rogier B Mars, Sabine Hunnius","doi":"10.1111/cdev.14158","DOIUrl":"10.1111/cdev.14158","url":null,"abstract":"<p><p>Humans are driven by an intrinsic motivation to learn, but the developmental origins of curiosity-driven exploration remain unclear. We investigated the computational principles guiding 4-year-old children's exploration during a touchscreen game (N = 102, F = 49, M = 53, primarily white and middle-class, data collected in the Netherlands from 2021-2023). Children guessed the location of characters that were hiding following predictable (yet noisy) patterns. Children could freely switch characters, which allowed us to quantify when they decided to explore something different and what they chose to explore. Bayesian modeling of their responses revealed that children selected activities that were more novel and offered greater learning progress (LP). Moreover, children's interest in making LP correlated with better learning performance. These findings highlight the importance of novelty and LP in guiding children's exploration.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":"192-202"},"PeriodicalIF":3.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693834/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142119126","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
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 : 2025-01-01 Epub 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":"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":" ","pages":"389-406"},"PeriodicalIF":3.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693836/pdf/","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":"OA","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 : 2025-01-01 Epub 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":"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":" ","pages":"355-374"},"PeriodicalIF":3.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693840/pdf/","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Family-level profiles of parental reactions to emotions: Longitudinal associations with multi-informant reports of adolescent internalizing and externalizing symptoms. 父母对情绪反应的家庭层面概况：与青少年内化和外化症状多信息报告的纵向关联。
IF 3.9 1区 心理学
Child development Pub Date : 2025-01-01 Epub Date: 2024-08-12 DOI: 10.1111/cdev.14154
Katherine Edler, Sarah Hoegler Dennis, Lijuan Wang, Kristin Valentino, Patrick T Davies, E Mark Cummings
{"title":"Family-level profiles of parental reactions to emotions: Longitudinal associations with multi-informant reports of adolescent internalizing and externalizing symptoms.","authors":"Katherine Edler, Sarah Hoegler Dennis, Lijuan Wang, Kristin Valentino, Patrick T Davies, E Mark Cummings","doi":"10.1111/cdev.14154","DOIUrl":"10.1111/cdev.14154","url":null,"abstract":"<p><p>Longitudinal study of associations between family-level emotion socialization and adolescent adjustment is limited. When American children (53.5% girls) were in second grade (N = 213; M<sub>age</sub> = 7.98; data collected 2002-2003), mothers and fathers (79.8% of mothers and 74.2% of fathers were White) reported on their reactions to children's emotions; in seventh, eighth, and ninth grade (M<sub>age</sub> = 13.03, 14.17, 15.29, respectively; data collected 2007-2010), adolescents, mothers, and fathers reported on adolescent internalizing and externalizing symptoms. Four family-level profiles of reactions were identified. Profile differences emerged, suggesting that the emotion dismissing profile was longitudinally associated with elevated adolescent internalizing and externalizing symptoms and that fathering may especially foster child adjustment for families in a divergence profile.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":"21-35"},"PeriodicalIF":3.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141916214","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
Beyond average outcomes: A latent profile analysis of diverse developmental trajectories in preterm and early term-born children from the Adolescent Brain Cognitive Development study. 超越平均结果：对青少年大脑认知发展研究中早产儿和早产儿不同发展轨迹的潜在特征分析。
IF 3.9 1区 心理学
Child development Pub Date : 2025-01-01 Epub Date: 2024-08-13 DOI: 10.1111/cdev.14143
Iris Menu, Lanxin Ji, Tanya Bhatia, Mark Duffy, Cassandra L Hendrix, Moriah E Thomason
{"title":"Beyond average outcomes: A latent profile analysis of diverse developmental trajectories in preterm and early term-born children from the Adolescent Brain Cognitive Development study.","authors":"Iris Menu, Lanxin Ji, Tanya Bhatia, Mark Duffy, Cassandra L Hendrix, Moriah E Thomason","doi":"10.1111/cdev.14143","DOIUrl":"10.1111/cdev.14143","url":null,"abstract":"<p><p>Preterm birth poses a major public health challenge, with significant and heterogeneous developmental impacts. Latent profile analysis was applied to the National Institutes of Health Toolbox performance of 1891 healthy prematurely born children from the Adolescent Brain and Cognitive Development study (970 boys, 921 girls; 10.00 ± 0.61 years; 1.3% Asian, 13.7% Black, 17.5% Hispanic, 57.0% White, 10.4% Other). Three distinct neurocognitive profiles emerged: consistently performing above the norm (19.7%), mixed scores (41.0%), and consistently performing below the norm (39.3%). These profiles were associated with lasting cognitive, neural, behavioral, and academic differences. These findings underscore the importance of recognizing diverse developmental trajectories in prematurely born children, advocating for personalized diagnosis and intervention to enhance care strategies and long-term outcomes for this heterogeneous population.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":"36-54"},"PeriodicalIF":3.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693488/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141970739","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
Face perception and social cognitive development in early autism: A prospective longitudinal study from 3 months to 7 years of age. 早期自闭症患者的面部感知和社会认知发展：从 3 个月到 7 岁的前瞻性纵向研究。
IF 3.9 1区 心理学
Child development Pub Date : 2025-01-01 Epub Date: 2024-08-22 DOI: 10.1111/cdev.14144
Xiaomei Zhou, Hasan Siddiqui, M D Rutherford
{"title":"Face perception and social cognitive development in early autism: A prospective longitudinal study from 3 months to 7 years of age.","authors":"Xiaomei Zhou, Hasan Siddiqui, M D Rutherford","doi":"10.1111/cdev.14144","DOIUrl":"10.1111/cdev.14144","url":null,"abstract":"<p><p>Autism spectrum condition (ASC) is characterized by atypical attention to eyes and faces, but the onset and impact of these atypicalities remain unclear. This prospective longitudinal study examined face perception in infants who develop ASC (N = 22, female = 5, 100% White) compared with typically developing infants (N = 131, female = 65, 55.6% White), tracking social-cognitive and ASC development through age seven. Reduced interest in direct gaze and eyes during infancy correlated with atypical development of adaptive behavior at age four and theory of mind at age seven. Principal component analyses revealed less integrated processing of facial features and eye-gaze information in ASC infants, potentially impacting their childhood social functioning. These findings highlight the intertwined nature of social-cognitive development and ASC.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":"104-121"},"PeriodicalIF":3.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693817/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142016520","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
Cognate beginnings to bilingual lexical acquisition. 双语词汇习得的认知开端。
IF 3.9 1区 心理学
Child development Pub Date : 2025-01-01 Epub Date: 2024-09-23 DOI: 10.1111/cdev.14170
Gonzalo Garcia-Castro, Daniela S Avila-Varela, Ignacio Castillejo, Nuria Sebastian-Galles
{"title":"Cognate beginnings to bilingual lexical acquisition.","authors":"Gonzalo Garcia-Castro, Daniela S Avila-Varela, Ignacio Castillejo, Nuria Sebastian-Galles","doi":"10.1111/cdev.14170","DOIUrl":"10.1111/cdev.14170","url":null,"abstract":"<p><p>Recent studies suggest that cognateness boosts bilingual lexical acquisition. This study proposes an account in which language co-activation accelerates accumulation of word-learning instances across languages. This account predicts a larger cognate facilitation for words in the lower-exposure language than in the higher-exposure language, as the former receive co-activation from their translations more frequently. Bayesian Item Response Theory was used to model acquisition trajectories for 604 Catalan-Spanish translations from a dataset of 366 12-32 month-old bilinguals (M = 22.23 months, 175 female, mainly White, collected 2020-2022). Results show a larger cognate facilitation for words in the lower-exposure language (d = .276), than for words in the higher-exposure language (d = .022), supporting a language exposure-moderated account for the effect of cognateness on lexical acquisition.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":"286-300"},"PeriodicalIF":3.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693823/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142281153","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
Interactions of gender inequality and parental discipline predicting child aggression in low- and middle-income countries. 在中低收入国家，性别不平等与父母管教的相互作用可预测儿童攻击行为。
IF 3.9 1区 心理学
Child development Pub Date : 2025-01-01 Epub Date: 2024-08-12 DOI: 10.1111/cdev.14152
Kaitlin P Ward, Andrew C Grogan-Kaylor, Julie Ma, Garrett T Pace, Shawna J Lee, Pamela E Davis-Kean
{"title":"Interactions of gender inequality and parental discipline predicting child aggression in low- and middle-income countries.","authors":"Kaitlin P Ward, Andrew C Grogan-Kaylor, Julie Ma, Garrett T Pace, Shawna J Lee, Pamela E Davis-Kean","doi":"10.1111/cdev.14152","DOIUrl":"10.1111/cdev.14152","url":null,"abstract":"<p><p>Children in low- and middle-income countries (LMICs) are disproportionately at risk of not meeting their developmental potential. Parental discipline can promote and hinder child outcomes; however, little research examines how discipline interacts with contextual factors to predict child outcomes in LMICs. Using data from 208,156 households with children between 36 and 59 months (50.5% male) across 63 countries, this study examined whether interactions between gender inequality and discipline (shouting, spanking, beating, and verbal reasoning) predicted child aggression. Results showed aggression was higher in countries with high gender inequality, and associations between discipline and child aggression were weaker in countries where gender inequality was higher. Improvements in country-level gender parity, in addition to parenting, will be necessary to promote positive child outcomes in LMICs.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":"7-20"},"PeriodicalIF":3.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693812/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141916215","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
Connecting the tots: Strong looking-pointing correlations in preschoolers' word learning and implications for continuity in language development. 连接幼儿：学龄前儿童单词学习中的 "看-指 "强相关性及其对语言发展连续性的影响。
IF 3.9 1区 心理学
Child development Pub Date : 2025-01-01 Epub Date: 2024-08-21 DOI: 10.1111/cdev.14157
Sarah C Creel
{"title":"Connecting the tots: Strong looking-pointing correlations in preschoolers' word learning and implications for continuity in language development.","authors":"Sarah C Creel","doi":"10.1111/cdev.14157","DOIUrl":"10.1111/cdev.14157","url":null,"abstract":"<p><p>How does one assess developmental change when the measures themselves change with development? Most developmental studies of word learning use either looking (infants) or pointing (preschoolers and older). With little empirical evidence of the relationship between the two measures, developmental change is difficult to assess. This paper analyzes 914 pointing, looking children (451 female, varied ethnicities, 2.5-6.5 years, dates: 2009-2019) in 36 word- or sound-learning experiments with two-alternative test trials. Looking proportions and pointing accuracy correlated strongly (r = .7). Counter to the \"looks first\" hypothesis, looks were not sensitive to incipient knowledge that pointing missed: when pointing is at chance, looking proportions are also. Results suggest one possible path forward for assessing continuous developmental change. Methodological best practices are discussed.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":"87-103"},"PeriodicalIF":3.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693829/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142016519","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
Impact of late to moderate preterm birth on minimal pair word-learning. 中晚期早产对最小配对词学习的影响
IF 3.9 1区 心理学
Child development Pub Date : 2025-01-01 Epub Date: 2024-09-05 DOI: 10.1111/cdev.14160
Clément François, Antoni Rodriguez-Fornells, Xim Cerda-Company, Thaïs Agut, Laura Bosch
{"title":"Impact of late to moderate preterm birth on minimal pair word-learning.","authors":"Clément François, Antoni Rodriguez-Fornells, Xim Cerda-Company, Thaïs Agut, Laura Bosch","doi":"10.1111/cdev.14160","DOIUrl":"10.1111/cdev.14160","url":null,"abstract":"<p><p>Little is known about language development after late-to-moderate premature birth, the most significant part of prematurity worldwide. We examined minimal-pair word-learning skills in 18 eighteen-month-old healthy full-term (mean gestational age [GA] at birth = 39.6 weeks; 7 males; 100% Caucasian) and 18 healthy late-to-moderate preterm infants (mean GA at birth 33.7 weeks; 11 males; 100% Caucasian). Data were collected in the local urban area of Barcelona city from May 2015 to August 2016. Toddlers first associated two pseudo-words, forming a minimal pair based on a voice onset time distinction of the initial consonant, with two unfamiliar objects during a habituation phase. A visual choice test assessed their recognition of the two novel word-object associations and some familiar word-object pairs. While full-terms successfully mapped the similar sounding pair of novel words (d = 1.57), preterms could not (d = 0.17). These results suggest that late to moderate preterm birth can hinder basic associative learning mechanisms relying on fine temporal speech features.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":"203-216"},"PeriodicalIF":3.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142132006","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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