Child development最新文献

{"title":"Child-father and child-mother attachment relationships in naturalistic settings.","authors":"Jill M Trumbell, German Posada, Laura Anaya, Geurim Kim, Muqing Liu","doi":"10.1111/cdev.14173","DOIUrl":"https://doi.org/10.1111/cdev.14173","url":null,"abstract":"<p><p>This study examines paternal and maternal sensitivity as predictors of toddlers' attachment security in two naturalistic contexts. Seventy-three mostly White middle-class families participated between 2015 and 2019 when children (49.3% girls) were approximately 29.48 months old. Each child-parent dyad completed a home and playground visit. Findings revealed paternal and maternal sensitivity were significantly associated at home and marginally at the playground. Paternal sensitivity was only predictive of security to the father at the playground, showing a medium effect, while small effects of maternal sensitivity on security to the mother were found in both contexts. Cross-parent contributions to security were small and limited to the playground. The need to consider the greater ecology of child-parent relationships and suggestions for larger-scale research are discussed.</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":"142364591","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}

{"title":"Modeling individual differences in vocabulary development: A large-scale study on Japanese heritage speakers","authors":"Maki Kubota, Jason Rothman","doi":"10.1111/cdev.14168","DOIUrl":"https://doi.org/10.1111/cdev.14168","url":null,"abstract":"This study examines when the vocabulary knowledge of Japanese heritage speakers (HSs; <i>N</i> = 427, <i>M</i>_age = 9.96, female = 213) begins to diverge from monolingual counterparts (<i>N</i> = 136, <i>M</i>_age = 6.69, female = 65) and what factors explain individual differences in HS development. Vocabulary of HSs began to diverge from 5.61 years and this difference lasted until they were young adults. We also administered a fit-for-purpose questionnaire in 2021–2023 and identified six experiential latent factors: Holiday, School, Community, Proficiency, Literacy, and Home. Structural modeling indicates that Holiday predicted vocabulary scores, while Holiday and Literacy predicted Proficiency. Our findings highlight the importance of immersion experiences and literacy engagement for heritage language development.","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142329297","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}

{"title":"Convergence and divergence of empathic concern and empathic happiness in early childhood: Evidence from young infants and children","authors":"Maya Zach, Avigail Palgi-Hacker, Liat Israeli-Ran, Adi Meidan, Michal Seidmann, Ayah Hijleh, Ramon Birnbaum, Noa Gueron-Sela, Florina Uzefovsky","doi":"10.1111/cdev.14176","DOIUrl":"https://doi.org/10.1111/cdev.14176","url":null,"abstract":"While most research focused on empathic responses to negative emotions, little is known about empathy to positive emotions. We aimed to bridge this gap by examining infants' and children's empathic responses to distress and happiness, while differentiating between cognitive and emotional empathy. We conducted three studies with <i>N</i> = 119 3-month-old infants; <i>N</i> = 169 10-19 months-old infants; and <i>N</i> = 61 24-60 months-old children (all Jewish-Israeli). Empathy was measured using experimenter simulations (studies 1 and 3) or peer-video (study 2). All studies showed that cognitive empathy to positive and negative emotions converged (small-medium effect size), but not so for emotional empathy. This suggests that understanding others' emotions is independent of emotion valence, while the ability to share in another's emotion is valence-specific.","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142329298","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}

{"title":"Toddlers' visual exploration during decisions predicts uncertainty monitoring 1 year later","authors":"Sarah Leckey, Christopher Gonzales, Diana Selmeczy, Simona Ghetti","doi":"10.1111/cdev.14174","DOIUrl":"https://doi.org/10.1111/cdev.14174","url":null,"abstract":"The longitudinal relation between toddlers' behaviors in uncertain situations (e.g., information seeking, hesitation) and preschoolers' uncertainty monitoring was investigated (between 2014 and 2019 in Northern California; Time 1: <i>N</i> = 183, <i>M</i> = 28.99 months, 53% female, 67.8% White; Time 2: <i>N</i> = 159, <i>M</i> = 41.64 months, 52.2% female). Eye movements and response latencies were recorded as children identified a target from two partially occluded (Time 1) or degraded (Time 2) images. Confidence ratings for identifications were collected at Time 2. At Time 1, gaze transitions between response options, but not response latencies and mental state language, predicted Time 2 uncertainty monitoring. Overall, these findings provide the first direct evidence of connections between toddlers' uncertainty behaviors and preschoolers' uncertainty monitoring.","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142325776","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}

{"title":"Parent emotional support alters the association between parent–child interbrain synchrony and interaction quality","authors":"Jianjie Xu, Sihan Liu, Yuhao Zhu, Molly E. Hale, Qiandong Wang, Xinni Wang, Mengyu Miranda Gao, Hui Wang, Cynthia Suveg, Zhuo Rachel Han","doi":"10.1111/cdev.14172","DOIUrl":"https://doi.org/10.1111/cdev.14172","url":null,"abstract":"Using functional near-infrared spectroscopy (fNIRS) hyperscanning methodology, this study investigated whether parent emotional support moderated the relation between parent–child interbrain synchrony and interaction quality (via behavioral observation and child-report), controlling for individual emotional distress. Eighty-eight parent–child dyads (96.6% Han ethnicity), including a school-age child between the ages of 6 and 11 (<i>M</i>_age = 8.07 years, SD = 1.16 years; 58.0% boys) and their parent (<i>M</i>_age = 39.03 years, SD = 3.54 years; 69.3% mothers), participated in a cooperative task during which brain activity was assessed. Cluster-based permutations indicated parent–child interbrain synchrony in the left and right temporoparietal junction (TPJ). Interbrain synchrony in the left TPJ positively related to parent–child interaction quality in the context of high parent emotional support, whereas the association was weaker and negative when parents demonstrated low emotional support. Findings suggest the emotional context of an interaction is critical when assessing interbrain synchrony.","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142325772","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}

{"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":"https://doi.org/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":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Doing more than expected: The role of the recipient's neediness in children's perception of their relative prosociality","authors":"Bar Levy-Friedman, Tehila Kogut","doi":"10.1111/cdev.14171","DOIUrl":"https://doi.org/10.1111/cdev.14171","url":null,"abstract":"This study examined children's self-assessment of their prosociality, relative to average peers, in situations where the recipient is described as “needy” versus “not needy” (at a school of average socioeconomic level in south Israel; &lt;i&gt;N&lt;/i&gt; = 158; aged 6–12 years; 51% males, December–May 2021). The results show that older children exhibited the better-than-average (BTA) effect by seeing themselves as more generous than peers. In contrast, younger children displayed the worse-than-average effect by expecting peers to be more generous than themselves. However, both effects were attenuated (&lt;span data-altimg=\"/cms/asset/8a534fa3-1bab-4464-b8f8-ea76b89fc6e5/cdev14171-math-0001.png\"&gt;&lt;/span&gt;&lt;mjx-container ctxtmenu_counter=\"36\" ctxtmenu_oldtabindex=\"1\" jax=\"CHTML\" role=\"application\" sre-explorer- style=\"font-size: 103%; position: relative;\" tabindex=\"0\"&gt;&lt;mjx-math aria-hidden=\"true\" location=\"graphic/cdev14171-math-0001.png\"&gt;&lt;mjx-semantics&gt;&lt;mjx-mrow&gt;&lt;mjx-msubsup data-semantic-children=\"0,1,2\" data-semantic-collapsed=\"(4 (3 0 1) 2)\" data-semantic- data-semantic-role=\"greekletter\" data-semantic-speech=\"eta Subscript normal p Superscript 2\" data-semantic-type=\"subsup\"&gt;&lt;mjx-mi data-semantic-annotation=\"clearspeak:simple\" data-semantic-font=\"italic\" data-semantic- data-semantic-parent=\"4\" data-semantic-role=\"greekletter\" data-semantic-type=\"identifier\"&gt;&lt;mjx-c&gt;&lt;/mjx-c&gt;&lt;/mjx-mi&gt;&lt;mjx-script style=\"vertical-align: -0.247em; margin-left: 0px;\"&gt;&lt;mjx-mn data-semantic-annotation=\"clearspeak:simple\" data-semantic-font=\"normal\" data-semantic- data-semantic-parent=\"4\" data-semantic-role=\"integer\" data-semantic-type=\"number\" size=\"s\"&gt;&lt;mjx-c&gt;&lt;/mjx-c&gt;&lt;/mjx-mn&gt;&lt;mjx-spacer style=\"margin-top: 0.297em;\"&gt;&lt;/mjx-spacer&gt;&lt;mjx-mi data-semantic-annotation=\"clearspeak:simple\" data-semantic-font=\"normal\" data-semantic- data-semantic-parent=\"4\" data-semantic-role=\"latinletter\" data-semantic-type=\"identifier\" size=\"s\"&gt;&lt;mjx-c&gt;&lt;/mjx-c&gt;&lt;/mjx-mi&gt;&lt;/mjx-script&gt;&lt;/mjx-msubsup&gt;&lt;/mjx-mrow&gt;&lt;/mjx-semantics&gt;&lt;/mjx-math&gt;&lt;mjx-assistive-mml display=\"inline\" unselectable=\"on\"&gt;&lt;math altimg=\"urn:x-wiley:00093920:media:cdev14171:cdev14171-math-0001\" display=\"inline\" location=\"graphic/cdev14171-math-0001.png\" overflow=\"scroll\" xmlns=\"http://www.w3.org/1998/Math/MathML\"&gt;&lt;semantics&gt;&lt;mrow&gt;&lt;msubsup data-semantic-=\"\" data-semantic-children=\"0,1,2\" data-semantic-collapsed=\"(4 (3 0 1) 2)\" data-semantic-role=\"greekletter\" data-semantic-speech=\"eta Subscript normal p Superscript 2\" data-semantic-type=\"subsup\"&gt;&lt;mi data-semantic-=\"\" data-semantic-annotation=\"clearspeak:simple\" data-semantic-font=\"italic\" data-semantic-parent=\"4\" data-semantic-role=\"greekletter\" data-semantic-type=\"identifier\"&gt;η&lt;/mi&gt;&lt;mi data-semantic-=\"\" data-semantic-annotation=\"clearspeak:simple\" data-semantic-font=\"normal\" data-semantic-parent=\"4\" data-semantic-role=\"latinletter\" data-semantic-type=\"identifier\" mathvariant=\"normal\"&gt;p&lt;/mi&gt;&lt;mn data-semantic-=\"\" data-semantic-annotation=\"clearspeak:simple\" data-semantic-font=\"normal\" data-semantic-par","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247141","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}

{"title":"The role of focused attention in learning from early childhood to late adolescence: Implications of neonatal brainstem compromise following preterm birth","authors":"Or Burstein, Maya Sabag, Lea Kurtzman, Ronny Geva","doi":"10.1111/cdev.14167","DOIUrl":"https://doi.org/10.1111/cdev.14167","url":null,"abstract":"This comprehensive longitudinal study explored for the first time the interrelations between neonatal brainstem abnormalities, focused attention (FA), and learning—following a preterm cohort (<i>N</i> = 175; 46.3% female; predominantly White) from birth (2003–2006) to 17 years. The findings indicated that FA during early childhood was associated with language outcomes in toddlerhood (<i>n</i> = 131) and academic and attention self-report indices in late adolescence (<i>n</i> = 44). Pilot assessments indicated that FA at 17 years (<i>n</i> = 25) was also associated with concurrent academic and attention functioning. Structural equation modeling analyses revealed that neonatal brainstem functioning, manifested in auditory brainstem response patterns, was associated with early-life FA competence, which affected learning development. Implications underscore the essential role of early brainstem function and FA in shaping childhood learning trajectories.","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142246254","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}

{"title":"Finger counting training enhances addition performance in kindergarteners.","authors":"Céline Poletti,Marie Krenger,Marie Létang,Brune Hennequin,Catherine Thevenot","doi":"10.1111/cdev.14146","DOIUrl":"https://doi.org/10.1111/cdev.14146","url":null,"abstract":"Our study on 328 five- to six-year-old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre-test to post-test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control group (39.6% to 47.8%) (p < .001, η p 2 $$ {eta}_{mathrm{p}}^2 $$  = .15). This result was replicated on a much smaller scale (37 five- to six-year-olds, mainly White European, 22 girls) but in more controlled setup and was further replicated with an active control group (84 five- to six-year-olds, mainly White European, 37 girls). Therefore, we demonstrate here for the first time that training finger counting constitutes a highly effective method to improve kindergarteners' arithmetic performance.","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142245410","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}

{"title":"Correction to Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability","authors":"","doi":"10.1111/cdev.14165","DOIUrl":"https://doi.org/10.1111/cdev.14165","url":null,"abstract":"","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142236637","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}