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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 3.9 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,&nbsp;Lesly Fornoni,&nbsp;P. E. Aguera,&nbsp;Caroline Pierre,&nbsp;Anne Caclin,&nbsp;Annie Moulin","doi":"10.1111/cdev.14178","DOIUrl":"10.1111/cdev.14178","url":null,"abstract":"<p>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 (<i>d</i> = 1.17, grade effect) and is not mature at 10 years of age when compared to young adults (<i>d</i> = 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.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 1","pages":"407-425"},"PeriodicalIF":3.9,"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,&nbsp;Wendy Troop-Gordon,&nbsp;Haley V. Skymba,&nbsp;Haina H. Modi,&nbsp;Zihua Ye,&nbsp;Rebekah B. Clapham,&nbsp;Jillian Dodson,&nbsp;Megan Finnegan,&nbsp;Wendy Heller","doi":"10.1111/cdev.14175","DOIUrl":"10.1111/cdev.14175","url":null,"abstract":"<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 (<i>M</i><sub>age</sub> = 15.68 years; 66.3% White) were randomized to a growth mindset (E-MIND; <i>N</i> = 81) or brain education (control; <i>N</i> = 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":"96 1","pages":"389-406"},"PeriodicalIF":3.9,"publicationDate":"2024-10-05","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
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,&nbsp;Claudia C. von Bastian,&nbsp;Carmel Brough,&nbsp;Emma Blakey","doi":"10.1111/cdev.14162","DOIUrl":"10.1111/cdev.14162","url":null,"abstract":"<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 (<i>M</i><sub>age</sub> = 61 months). A small significant positive relation was found (<i>r</i> = .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":"96 1","pages":"451-468"},"PeriodicalIF":3.9,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693824/pdf/","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":"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 : 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,&nbsp;E. M. Westrupp,&nbsp;S. K. Bennetts,&nbsp;J. Love,&nbsp;N. J. Hackworth,&nbsp;D. Berthelsen,&nbsp;J. M. Nicholson","doi":"10.1111/cdev.14166","DOIUrl":"10.1111/cdev.14166","url":null,"abstract":"<p>This study examined long-term mediating effects of the <i>smalltalk</i> parenting intervention on children's effortful control at school age (7.5 years; 2016–2018). In 2010–2012, parents (96% female) of toddlers (<i>N</i> = 1201; aged 12–36 months; 52% female) were randomly assigned to either: standard playgroup, <i>smalltalk</i> playgroup (group-only), or <i>smalltalk</i> playgroup with additional home coaching (<i>smalltalk plus</i>). Multi-informant data indicated that <i>smalltalk plus</i> 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":"96 1","pages":"355-374"},"PeriodicalIF":3.9,"publicationDate":"2024-10-02","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
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,&nbsp;German Posada,&nbsp;Laura Anaya,&nbsp;Geurim Kim,&nbsp;Muqing Liu","doi":"10.1111/cdev.14173","DOIUrl":"10.1111/cdev.14173","url":null,"abstract":"<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":"96 1","pages":"375-388"},"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 3.9 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,&nbsp;Jason Rothman","doi":"10.1111/cdev.14168","DOIUrl":"10.1111/cdev.14168","url":null,"abstract":"<p>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.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 1","pages":"325-340"},"PeriodicalIF":3.9,"publicationDate":"2024-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14168","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":"OA","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 3.9 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 Y. 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,&nbsp;Avigail Palgi-Hacker,&nbsp;Liat Israeli-Ran,&nbsp;Adi Meidan,&nbsp;Michal Seidmann,&nbsp;Ayah Hijleh,&nbsp;Ramon Y. Birnbaum,&nbsp;Noa Gueron-Sela,&nbsp;Florina Uzefovsky","doi":"10.1111/cdev.14176","DOIUrl":"10.1111/cdev.14176","url":null,"abstract":"<p>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.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 1","pages":"341-354"},"PeriodicalIF":3.9,"publicationDate":"2024-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14176","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Toddlers' visual exploration during decisions predicts uncertainty monitoring 1 year later 幼儿在决策过程中的视觉探索可预测 1 年后的不确定性监测
IF 3.9 1区 心理学
Child development Pub Date : 2024-09-27 DOI: 10.1111/cdev.14174
Sarah Leckey, Christopher Gonzales, Diana Selmeczy, Simona Ghetti
{"title":"Toddlers' visual exploration during decisions predicts uncertainty monitoring 1 year later","authors":"Sarah Leckey,&nbsp;Christopher Gonzales,&nbsp;Diana Selmeczy,&nbsp;Simona Ghetti","doi":"10.1111/cdev.14174","DOIUrl":"10.1111/cdev.14174","url":null,"abstract":"<p>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.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 1","pages":"312-324"},"PeriodicalIF":3.9,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14174","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Parent emotional support alters the association between parent–child interbrain synchrony and interaction quality 父母的情感支持会改变亲子脑间同步与互动质量之间的联系
IF 3.9 1区 心理学
Child development Pub Date : 2024-09-26 DOI: 10.1111/cdev.14172
Jianjie Xu, Sihan Liu, Yuhao Zhu, Molly E. Hale, Qiandong Wang, Xinni Wang, Mengyu Miranda Gao, Hui Wang, Cynthia Suveg, Zhuo Rachel Han
{"title":"Parent emotional support alters the association between parent–child interbrain synchrony and interaction quality","authors":"Jianjie Xu,&nbsp;Sihan Liu,&nbsp;Yuhao Zhu,&nbsp;Molly E. Hale,&nbsp;Qiandong Wang,&nbsp;Xinni Wang,&nbsp;Mengyu Miranda Gao,&nbsp;Hui Wang,&nbsp;Cynthia Suveg,&nbsp;Zhuo Rachel Han","doi":"10.1111/cdev.14172","DOIUrl":"10.1111/cdev.14172","url":null,"abstract":"<p>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><sub>age</sub> = 8.07 years, SD = 1.16 years; 58.0% boys) and their parent (<i>M</i><sub>age</sub> = 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.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 1","pages":"301-311"},"PeriodicalIF":3.9,"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}
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 : 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,&nbsp;Daniela S. Avila-Varela,&nbsp;Ignacio Castillejo,&nbsp;Nuria Sebastian-Galles","doi":"10.1111/cdev.14170","DOIUrl":"10.1111/cdev.14170","url":null,"abstract":"<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 (<i>M</i> = 22.23 months, 175 female, mainly White, collected 2020–2022). Results show a larger cognate facilitation for words in the lower-exposure language (<i>d</i> = .276), than for words in the higher-exposure language (<i>d</i> = .022), supporting a language exposure-moderated account for the effect of cognateness on lexical acquisition.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 1","pages":"286-300"},"PeriodicalIF":3.9,"publicationDate":"2024-09-23","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
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