Child development最新文献

{"title":"Stability of Aging- and Cognition-Related Methylation Profile Scores Across Two Waves in Children and Adolescents","authors":"Abby J. deSteiguer,&nbsp;Laurel Raffington,&nbsp;Aditi Sabhlok,&nbsp;Peter Tanksley,&nbsp;Elliot M. Tucker-Drob,&nbsp;K. Paige Harden","doi":"10.1111/cdev.14239","DOIUrl":"10.1111/cdev.14239","url":null,"abstract":"<div>\u0000 \u0000 <p>DNA-methylation profile scores (MPSs) index biology relevant for lifelong physical and cognitive health, but information on their longitudinal stability in childhood is lacking. Using two waves of data collected from 2014 to 2022 (<i>M</i>_lag between waves = 2.41 years) from <i>N</i> = 407 participants (<i>M</i>_age = 12.05 years, 51% female, 60% White), test–retest correlations were estimated for four salivary MPSs related to aging (PhenoAgeAccel, GrimAgeAccel, DunedinPACE), and cognitive function (Epigenetic-<i>g</i>). MPSs varied in longitudinal stability (test–retest <i>r</i>s = 0.38 to 0.76). MPSs did not differ in children exposed to the COVID-19 pandemic, but race-ethnic and sex differences were apparent. Further research is necessary to understand which environmental perturbations impact DNA-methylation trajectories and when children are most sensitive to those impacts.</p>\u0000 </div>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 3","pages":"1189-1206"},"PeriodicalIF":3.9,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143762957","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":"Children Predict Improvement on Novel Skill Learning Tasks","authors":"Xiuyuan Zhang,&nbsp;Brandon A. Carrillo,&nbsp;Ariana Christakis,&nbsp;Julia A. Leonard","doi":"10.1111/cdev.14232","DOIUrl":"10.1111/cdev.14232","url":null,"abstract":"<div>\u0000 \u0000 <p>Learning takes time: Performance usually starts poorly and improves with practice. Do children intuit this basic phenomenon of skill learning? In preregistered Experiment 1 (<i>n</i> = 125; 54% female; 48% White; collected 2022–2023), US 7- to 8-year-old children predicted improved performance, 5- to 6-year-old children predicted flat performance, and 4-year-old children predicted near-instant success followed by worse performance on a novel skill learning task. In preregistered Experiment 2 (<i>n</i> = 75; 47% female; 69% White; collected 2023), on a task with lowered cognitive demands, US 4- to 6-year-old children predicted improved performance. Thus, although children expect to improve on novel tasks, younger children need scaffolding to form these predictions and grasp this fundamental aspect of learning.</p>\u0000 </div>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 3","pages":"1177-1188"},"PeriodicalIF":3.9,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143758006","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":"Heterogeneity in the Developmental Trajectories of Chinese Youth Educational Aspirations: Identifying Predictors and Outcomes","authors":"Hou Xie,&nbsp;Kaylin Ratner,&nbsp;Suzanne G. Fegley,&nbsp;Michael J. Nakkula","doi":"10.1111/cdev.14234","DOIUrl":"10.1111/cdev.14234","url":null,"abstract":"<p>This study investigated the development of educational aspirations (EAs) among Chinese youth (<i>n</i> = 2228, 48.61% female, 87.66% Han, <i>M</i>_{age_2010} = 11.48 years) for 6 years. Five latent classes of EA trajectories were identified. They varied greatly during early adolescence but converged around an associate degree in middle adolescence and beyond and demonstrated high rank-order stability across the period of study. High academic performance and academic competence (adolescent-reported) and educational involvement, academic expectations, and family socioeconomic status (parent-reported) predicted loftier EA trajectories. Consistent EA beyond an associate degree predicted a greater probability of college enrollment in emerging adulthood. Findings are interpreted with respect to China's sociocultural context, a society characterized by high collectivism and regard for academic achievements.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 3","pages":"1220-1235"},"PeriodicalIF":3.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14234","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143751188","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}

{"title":"Developing Conflict Monitoring Abilities Predict Children's Revision of an Intuitive Theory","authors":"Elfriede R. Holstein,&nbsp;Maria Theobald,&nbsp;Leonie S. Weindorf,&nbsp;Garvin Brod","doi":"10.1111/cdev.14241","DOIUrl":"10.1111/cdev.14241","url":null,"abstract":"<p>We investigated the role of children's conflict monitoring skills in revising an intuitive scientific theory. Children aged 5 to 9 (<i>N</i> = 177; 53% girls, data collected in Germany from 2019-2023) completed computer-based tasks on water displacement, a concept prone to misconceptions. Children predicted which of two objects would displace more water before receiving feedback. With increasing age, children showed slower response times for incorrect predictions (<i>β</i> = −0.04) and greater pupil dilation to unexpected outcomes (<i>β</i> = −0.04), indicating better conflict monitoring. Better conflict monitoring, in turn, predicted faster belief revision (<i>β</i> = 0.07). These findings suggest that conflict monitoring is crucial for learning in discovery-based activities.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 3","pages":"1207-1219"},"PeriodicalIF":3.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14241","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143745581","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}

{"title":"How a Preschool Intervention Affected High School Outcomes: Longitudinal Pathways in a Randomized-Controlled Trial","authors":"Karen L. Bierman,&nbsp;Brenda S. Heinrichs,&nbsp;Janet A. Welsh,&nbsp;Damon E. Jones,&nbsp;D. Max Crowley","doi":"10.1111/cdev.14235","DOIUrl":"10.1111/cdev.14235","url":null,"abstract":"<p>This study examined the impact of the Head Start Research-based, Developmentally Informed (REDI) preschool intervention on high school outcomes and explored longitudinal mediation. 356 children (58% White, 25% Black, 17% Latinx; 54% female, 46% male; <i>M</i>_age = 4.49 years) were recruited from Head Start classrooms which were randomized to intervention (<i>N</i> = 192) or “usual practice” (<i>N</i> = 164). REDI effects emerged on high school emotional symptoms (teacher ratings, <i>d</i> = 0.41) and behavior problems (composite of teacher, parent, youth ratings, <i>d</i> = 0.27) with the latter benefits mediated by earlier intervention boosts to social–emotional learning, social adjustment, and parent involvement. REDI had no direct impact on GPA or on-time graduation but promoted these outcomes indirectly mediated by earlier intervention effects.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 3","pages":"1236-1249"},"PeriodicalIF":3.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14235","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143745580","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}

{"title":"Learning Loopholes: The Development of Intentional Misunderstandings in Children","authors":"Sophie Bridgers,&nbsp;Kiera Parece,&nbsp;Ibuki Iwasaki,&nbsp;Annalisa Broski,&nbsp;Laura Schulz,&nbsp;Tomer Ullman","doi":"10.1111/cdev.14222","DOIUrl":"10.1111/cdev.14222","url":null,"abstract":"<div>\u0000 \u0000 <p>What do children do when they do not want to obey but cannot afford to disobey? Might they, like adults, feign misunderstanding and seek out loopholes? Across four studies (<i>N</i> = 723; 44% female; USA; majority White; data collected 2020–2023), we find that loophole behavior emerges around ages 5 to 6 (Study 1, 3–18 years), that children think loopholes will get them into less trouble than non-compliance (Study 2, 4–10 years), predict that other children will be more likely to exploit loopholes when goals conflict (Study 3, 5–10 years), and are increasingly able to generate loopholes themselves (Study 4, 5–10 years). This work provides new insights on how children navigate the gray area between compliance and defiance and the development of loophole behavior across early and middle childhood.</p>\u0000 </div>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 3","pages":"1066-1087"},"PeriodicalIF":3.9,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143604111","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":"A Cross-Cultural Analysis of Infants' Spatial Attention on the Infant Orienting With Attention (IOWA) Task","authors":"Michaela C. DeBolt,&nbsp;Bess L. Caswell,&nbsp;Matthews George,&nbsp;Kenneth Maleta,&nbsp;Elizabeth L. Prado,&nbsp;Shannon Ross-Sheehy,&nbsp;Christine P. Stewart,&nbsp;Lisa M. Oakes","doi":"10.1111/cdev.14228","DOIUrl":"10.1111/cdev.14228","url":null,"abstract":"<div>\u0000 \u0000 <p>Research with Western samples has uncovered the rapid development of infants' visual attention. This study evaluated spatial attention in 6- to 9-month-old infants living in rural Malawi (<i>N</i> = 511; <span></span><math>\u0000 <semantics>\u0000 <mrow>\u0000 <msub>\u0000 <mi>n</mi>\u0000 <mtext>Boys</mtext>\u0000 </msub>\u0000 </mrow>\u0000 </semantics></math> = 255, <span></span><math>\u0000 <semantics>\u0000 <mrow>\u0000 <msub>\u0000 <mi>n</mi>\u0000 <mi>Yao</mi>\u0000 </msub>\u0000 </mrow>\u0000 </semantics></math> = 427) or suburban California, United States (<i>N</i> = 57, <span></span><math>\u0000 <semantics>\u0000 <mrow>\u0000 <msub>\u0000 <mi>n</mi>\u0000 <mtext>Boys</mtext>\u0000 </msub>\u0000 </mrow>\u0000 </semantics></math> = 29, <span></span><math>\u0000 <semantics>\u0000 <mrow>\u0000 <msub>\u0000 <mi>n</mi>\u0000 <mtext>White</mtext>\u0000 </msub>\u0000 </mrow>\u0000 </semantics></math> = 37) in 2018–2019. Using the Infant Orienting With Attention (IOWA) task, results showed that infants were faster and more accurate to fixate a target when a cue validly predicted the target location and were slower and less accurate when the cue was invalid. However, compared to US infants, Malawian infants took longer to fixate the target and were more accurate. These results both provide information about the development of spatial attention in an underrepresented population and demonstrate differences in spatial attention in infants with different lived experiences.</p>\u0000 </div>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 3","pages":"1050-1065"},"PeriodicalIF":3.9,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143575265","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":"Who Leads and Who Follows? The Pathways to Joint Attention During Free-Flowing Interactions Change Over Developmental Time","authors":"M. Perapoch Amadó,&nbsp;E. A. M. Phillips,&nbsp;G. Esposito,&nbsp;E. Greenwood,&nbsp;J. Ives,&nbsp;P. Labendzki,&nbsp;K. Lancaster,&nbsp;T. J. Northrop,&nbsp;N. K. Viswanathan,&nbsp;M. Gök,&nbsp;M. J. Peñaherrera,&nbsp;E. J. H. Jones,&nbsp;S. V. Wass","doi":"10.1111/cdev.14229","DOIUrl":"10.1111/cdev.14229","url":null,"abstract":"<p>Joint attention (JA) has been found to correlate with many developmental outcomes. However, little is known about how naturalistic JA is established and develops during early infancy. In this study, free-flowing tabletop toy play between infants at 5 and 15 months and their mothers (<i>N</i> = 48 dyads; 65% white) was observed to (1) examine changes in JA, (2) investigate whether infants become better leaders or followers of JA, and (3) explore the role of intentionally mediated forms of communication. JA episodes increased in frequency and duration, and initiations of JA became more evenly distributed between members of the dyad. Older infants became better at leading as well as following their mothers' attention behaviors and more frequently directed their attention towards their partner, though this had minimal impact on the organization of episodes of JA.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 3","pages":"1112-1127"},"PeriodicalIF":3.9,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14229","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143434988","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}

{"title":"Exploring the Out-Group Homogeneity Effect Among Arab Children in Israel: The Roles of Religion, Contact, and Group Identification","authors":"Francine Essa,&nbsp;Hannes Rakoczy,&nbsp;Gil Diesendruck","doi":"10.1111/cdev.14226","DOIUrl":"10.1111/cdev.14226","url":null,"abstract":"<p>The out-group homogeneity effect has been found to contribute to adults' inter-group biases. Three studies examined whether 5- and 8-year-old Arab (i.e., minority) children in Israel also manifest this effect (March 2017–January 2020). Arab children from different religious affiliations and social environments (<i>N</i> = 272, 54% females) were asked to choose either a homogeneous or a heterogeneous sample of group members to infer if a given property (biological or psychological) was true of a whole group: either the participant's in-group (Arabs) or out-group (Jews). Overall, differently from Jewish (i.e., majority) Israeli children, Arab children did not exhibit the out-group homogeneity effect. Nevertheless, there were indications that religious affiliation, social environment, and group identification affected children's responses.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 3","pages":"1148-1164"},"PeriodicalIF":3.9,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14226","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143427383","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}

{"title":"Impacts of the Preschool Safe Program on Marginalized Girls in Northern Nigeria","authors":"Sharon Wolf,&nbsp;Johanna Bernard,&nbsp;Chika R. Ezeugwu,&nbsp;Lubabatu Ahmad,&nbsp;Khadijah Bello Gurin","doi":"10.1111/cdev.14225","DOIUrl":"10.1111/cdev.14225","url":null,"abstract":"<p>Quality early childhood education (ECE) can improve children's learning and development in low- and middle-income countries, but little evidence exists of programs targeting marginalized girls in vulnerable rural communities. This study used a matched-pair mixed-methods community-randomized trial to evaluate a preschool program for marginalized girls (<i>N</i> = 466, <i>M</i>_age = 5-years; W₁ = 2022; W₂ = 2023) from 16 rural Hausa-ethnic communities in Nigeria. The program yielded considerably large impacts on every domain of school readiness assessed (<i>dt</i> = 0.89–1.52). In qualitative interviews (<i>N</i> = 30, data collected in 2023), parents discussed witnessing their daughters' learning and development as well as their future educational and life goals for their daughters. Results demonstrate that access to high-quality ECE in highly disadvantaged communities can dramatically improve girls' learning and potentially change parental perceptions about girl-child education.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 3","pages":"1128-1147"},"PeriodicalIF":3.9,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14225","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143413593","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}