Child development最新文献_第3页

Adolescent identity development in globalizing India: Changes from 2005 to 2017 and links to cultural practices and well-being‡. 全球化印度青少年身份认同的发展：2005年至2017年的变化及其与文化习俗和福祉的关系

IF 3.6 1区心理学

Child development Pub Date : 2026-09-16 DOI: 10.1093/chidev/aacag161

Robert W Roeser, Isha Kanhere, Rujuta Deshmankar, Sapna Kumari, Marzuka Shaikh, Shital Pardeshi, Christina David, Lalbiakzuala Chhakchhuak, Amar Rathod, Rajendra Mhaske

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Minority children's preference for information about in- and out-groups, and the effect of information provision on their intergroup bias. 少数民族儿童对群体内外信息的偏好，以及信息提供对群体间偏见的影响。

IF 3.6 1区心理学

Child development Pub Date : 2026-09-09 DOI: 10.1093/chidev/aacag160

Yara Nassir, Meytal Nasie, Gil Diesendruck

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Maternal parasympathetic functioning during pregnancy and infant parasympathetic functioning at 7 months: Evidence for intergenerational continuity. 怀孕期间母亲副交感神经功能和7个月时婴儿副交感神经功能：代际连续性的证据。

IF 3.6 1区心理学

Child development Pub Date : 2026-09-08 DOI: 10.1093/chidev/aacag170

Miranda Mengyu Gao, Anna M Zhou, Yijia Li, Dylan Neff, K Lee Raby, Elisabeth Conradt, Sheila E Crowell

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Interpretive theory of mind predicts greater willingness to seek out disagreement for learning. 心理解释理论预测，人们在学习中更愿意寻求不同意见。

IF 3.6 1区心理学

Child development Pub Date : 2026-09-08 DOI: 10.1093/chidev/aacag174

Kirsten H Blakey, Samuel Ronfard

{"title":"Interpretive theory of mind predicts greater willingness to seek out disagreement for learning.","authors":"Kirsten H Blakey, Samuel Ronfard","doi":"10.1093/chidev/aacag174","DOIUrl":"https://doi.org/10.1093/chidev/aacag174","url":null,"abstract":"Though disagreement provides valuable chances to learn, people typically avoid it. This study tested whether understanding that people can hold different views because they have interpreted the same evidence differently predicts children's and adults' interest in talking to someone with a different belief (children: 6 to 11 years; N = 97; 50 females, 47 males; diverse ethnicities; adults: N = 100; 49 females, 49 males, 1 gender-queer, 1 non-binary; diverse ethnicities). Data were collected between November 2024 and March 2025. Participants were first asked about their beliefs on different topics, then asked whether they wanted to talk to someone who agreed or disagreed with them to learn more. Interpretive theory of mind (iToM) was then measured using 2 paradigms assessing the ability to recognize that 2 people could interpret the same ambiguous stimuli differently. Higher iToM predicted greater willingness to seek out disagreement to increase learning. For children, this held across belief domains, whereas for adults it was only true for moral questions and ambiguous situations, not settled facts or personal preferences. The effect was stronger in children than adults when beliefs concerned preferences. These findings suggest that iToM may be required for understanding the epistemic value of disagreement.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148905141","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 role of motor development and point-of-view on infant attention to naturalistic scenes. 运动发展和观点对婴儿注意自然场景的作用。

IF 3.6 1区心理学

Child development Pub Date : 2026-09-07 DOI: 10.1093/chidev/aacag171

Christian M Nelson, Brianna K Hunter, Taylor R Hayes, John M Henderson, Lisa M Oakes

引用次数: 0

Childhood language ability predicts intergenerational persistence and social mobility in socioeconomic status of adults. 儿童语言能力预测代际持久性和社会经济地位的社会流动性。

IF 3.6 1区心理学

Child development Pub Date : 2026-09-07 DOI: 10.1093/chidev/aacag175

James Bruce Tomblin, Carol Scheffner Hammer, Kristi Hendrickson

引用次数: 0

Impact of children's language ability on self-report assessment of mental health: Testing measurement invariance using moderated non-linear factor analysis. 儿童语言能力对心理健康自述评估的影响：使用有调节的非线性因子分析检验测量不变性。

IF 3.6 1区心理学

Child development Pub Date : 2026-09-03 DOI: 10.1093/chidev/aacag172

Zoe Campbell, Mark Boyes, Elien Vanluydt, Noah Padgett, Elizabeth Hill, Suze Leitão, Sarah Griffiths

{"title":"Impact of children's language ability on self-report assessment of mental health: Testing measurement invariance using moderated non-linear factor analysis.","authors":"Zoe Campbell, Mark Boyes, Elien Vanluydt, Noah Padgett, Elizabeth Hill, Suze Leitão, Sarah Griffiths","doi":"10.1093/chidev/aacag172","DOIUrl":"10.1093/chidev/aacag172","url":null,"abstract":"Children with language difficulties are at elevated risk of mental health problems, yet tools commonly used to assess mental health rely heavily on language. It is unclear if children's language ability influences their self-report measures. We tested language-related measurement invariance using moderated non-linear factor analyses. We used self-report data from children (10-11 years) with a wide range of language abilities, living in the UK, on the Revised Child Anxiety and Depression Scale-25 (RCADS-25; n = 342; 171 female; 80 with language difficulties) and the Strengths and Difficulties Questionnaire-Youth Report (SDQ-YR; n = 349; 174 female; 84 with language difficulties). Language-related differences were identified in both measures: six RCADS-25 items and three SDQ-YR items functioned differently in relation to language ability. For the RCADS-25, these differences did not affect anxiety and depression factor means. For the SDQ-YR, language-related item differences did affect peer problems and prosocial factor means, but not emotional problems, conduct problems, or hyperactivity. RCADS-25 factor scores appear robust for children with language difficulties, though item responses should be interpreted cautiously. In contrast, language-related differences in the SDQ-YR may limit comparisons of peer problems and prosocial subscales across children with differing language abilities.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148886439","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

Two- and three-year-olds coordinate decisions in dyads and triads. 两岁和三岁的孩子以二和三分制协调决策。

IF 3.6 1区心理学

Child development Pub Date : 2026-09-02 DOI: 10.1093/chidev/aacag167

Alissa Rivero, Jared Vasil, Michael Tomasello

引用次数: 0

Interventions to support social-emotional outcomes for young children in low- and middle-income countries: A systematic review and meta-analysis. 支持低收入和中等收入国家幼儿社会情感结果的干预措施：系统回顾和荟萃分析。

IF 3.6 1区心理学

Child development Pub Date : 2026-09-02 DOI: 10.1093/chidev/aacag163

Dana C McCoy, Kenji Kitamura, Michał Miąskiewicz, Caitlin M Dermody, Abbie Raikes

{"title":"Interventions to support social-emotional outcomes for young children in low- and middle-income countries: A systematic review and meta-analysis.","authors":"Dana C McCoy, Kenji Kitamura, Michał Miąskiewicz, Caitlin M Dermody, Abbie Raikes","doi":"10.1093/chidev/aacag163","DOIUrl":"https://doi.org/10.1093/chidev/aacag163","url":null,"abstract":"This systematic review and meta-analysis examined the impacts of interventions targeting social-emotional outcomes for young children (<8 years) living in low- and middle-income countries (LMICs). Eighty-six (quasi-)experimental studies published prior to May, 2024 were included, reporting on 107 school-, home-, and community-based interventions with 27,378 children from 26 LMICs. Included interventions ranged in their content (social-emotional vs. not), setting of implementations (homes, schools, communities), target recipients (children vs. adults), and dosage. On average, interventions improved children's social-emotional outcomes by 0.47 SD (95%CI [0.36, 0.58]) in the short term (<6 months since intervention) and 0.09 SD [0.01, 0.18] in the long term (≥6 months). However, large variability in intervention effectiveness was only partially explained by the study and intervention characteristics examined. Prediction intervals also crossed zero, implying that future implementations of similar interventions are unlikely to yield universally positive impacts. Evidence for publication bias was also found. Taken together, results suggest that interventions can improve LMIC-based children's measured social-emotional outcomes, but attention to cultural considerations is needed to ensure meaningful and locally prioritized developmental gains.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148873334","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

Exploration supports toddlers' persistence during problem-solving. 探索有助于幼儿在解决问题时的坚持。

IF 3.6 1区心理学

Child development Pub Date : 2026-09-02 DOI: 10.1093/chidev/aacag166

Mia Radovanovic, Grace Wujiamei Sun, Jessica A Sommerville

{"title":"Exploration supports toddlers' persistence during problem-solving.","authors":"Mia Radovanovic, Grace Wujiamei Sun, Jessica A Sommerville","doi":"10.1093/chidev/aacag166","DOIUrl":"https://doi.org/10.1093/chidev/aacag166","url":null,"abstract":"Toddlers must rapidly acquire new skills. However, these attempts frequently come with experiences of failure which can be frustrating and lead to disengagement. Given that young children are naturally inclined to enact novel exploratory strategies in response to failure, independent exploration may sustain toddlers' persistence by shaping their perceptions of task success and offering them opportunities to experience a sense of agency. Here, these relations are examined using both archival data from the United States (n = 71, 18-month-olds; 26 female, 45 male; 72% white, originally tested in 2018) and an experimental intervention in Canada (n = 60, 18-24-month-olds; 30 female, 30 male; 25% white, tested in 2024 and 2025). The number of unique strategies that toddlers generated related to their overall persistence (ηp2 = .57). Further, experimentally encouraging exploration caused toddlers to persist longer (ηp2 = .24), and this effect was mediated by the number of unique strategies toddlers enacted (ab = 13.33, 95% CI [9.84, 16.72]). These findings provide converging correlational and causal evidence that exploration supports persistence during problem-solving, suggesting that encouraging exploration may be an effective intervention to foster persistence in early childhood.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148873269","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