发布求助
文献互助 智能选刊 最新文献

Child development最新文献

筛选
英文 中文
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":"41 1","pages":""},"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":"93 1","pages":""},"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":"32 1","pages":""},"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":"6 1","pages":""},"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":" ","pages":""},"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":" ","pages":""},"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":" ","pages":""},"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
Child-father and child-mother attachment relationships in naturalistic settings. 自然环境中的儿童-父亲和儿童-母亲依恋关系。
IF 3.9 1区 心理学
Child development Pub Date : 2024-10-02 DOI: 10.1111/cdev.14173
Jill M Trumbell, German Posada, Laura Anaya, Geurim Kim, Muqing Liu
{"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":" ","pages":""},"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}
引用次数: 0
Modeling individual differences in vocabulary development: A large-scale study on Japanese heritage speakers 词汇发展中的个体差异建模：针对日语传承者的大规模研究
IF 4.6 1区 心理学
Child development Pub Date : 2024-09-29 DOI: 10.1111/cdev.14168
Maki Kubota, Jason Rothman
{"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><sub>age</sub> = 9.96, female = 213) begins to diverge from monolingual counterparts (<i>N</i> = 136, <i>M</i><sub>age</sub> = 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":"218 1","pages":""},"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}
引用次数: 0
Convergence and divergence of empathic concern and empathic happiness in early childhood: Evidence from young infants and children 幼儿期移情关注和移情快乐的趋同与分化：来自婴幼儿的证据
IF 4.6 1区 心理学
Child development Pub Date : 2024-09-29 DOI: 10.1111/cdev.14176
Maya Zach, Avigail Palgi-Hacker, Liat Israeli-Ran, Adi Meidan, Michal Seidmann, Ayah Hijleh, Ramon Birnbaum, Noa Gueron-Sela, Florina Uzefovsky
{"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":"37 1","pages":""},"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}
引用次数: 0
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信