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Using latent transition analysis to evaluate the impact of perceived threats on emotional and behavioral development. 利用潜在过渡分析评估感知威胁对情绪和行为发展的影响。
IF 3.9 1区 心理学
Child development Pub Date : 2024-08-07 DOI: 10.1111/cdev.14138
May I Conley, Eda Naz Dinc, Zhuoran Xiang, Arielle Baskin-Sommers
{"title":"Using latent transition analysis to evaluate the impact of perceived threats on emotional and behavioral development.","authors":"May I Conley, Eda Naz Dinc, Zhuoran Xiang, Arielle Baskin-Sommers","doi":"10.1111/cdev.14138","DOIUrl":"https://doi.org/10.1111/cdev.14138","url":null,"abstract":"<p><p>This study used latent transition analysis to examine the stability and change in perceived threats in youth's primary social contexts-neighborhoods, schools, and families-and associations with emotional and behavioral problems when youth transitioned from childhood to adolescence. The sample included 8208 racially and ethnically diverse youth enrolled in the Adolescent Brain Cognitive Development Study (47.4% female, M<sub>age_Baseline</sub> = 9.83, M<sub>age_Timepoint3</sub> = 11.99). Results revealed that while perceived threats in youth's neighborhoods were considerably stable, perceived threats in youth's families fluctuated in relation to stressful life events. Further, subgroups of youth characterized by elevated perceived threat experiences in different contexts showed differential associations with emotional and behavioral problems. Overall, findings highlight the importance of considering the stability of perceived threats to direct appropriate interventions.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141901099","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
Effects of multisensory stimulation on infants' learning of object pattern and trajectory. 多感官刺激对婴儿学习物体图案和轨迹的影响
IF 3.9 1区 心理学
Child development Pub Date : 2024-08-06 DOI: 10.1111/cdev.14147
Nataşa Ganea, Caspar Addyman, Jiale Yang, Andrew Bremner
{"title":"Effects of multisensory stimulation on infants' learning of object pattern and trajectory.","authors":"Nataşa Ganea, Caspar Addyman, Jiale Yang, Andrew Bremner","doi":"10.1111/cdev.14147","DOIUrl":"https://doi.org/10.1111/cdev.14147","url":null,"abstract":"<p><p>This study investigated whether infants encode better the features of a briefly occluded object if its movements are specified simultaneously by vision and audition than if they are not (data collected: 2017-2019). Experiment 1 showed that 10-month-old infants (N = 39, 22 females, White-English) notice changes in the visual pattern on the object irrespective of the stimulation received (spatiotemporally congruent audio-visual stimulation, incongruent stimulation, or visual-only; <math> <semantics> <mrow><msubsup><mi>η</mi> <mi>p</mi> <mn>2</mn></msubsup> </mrow> <annotation>$$ {eta}_{mathrm{p}}^2 $$</annotation></semantics> </math>  = .53). Experiment 2 (N = 72, 36 female) found similar results in 6-month-olds (Test Block 1, <math> <semantics> <mrow><msubsup><mi>η</mi> <mi>p</mi> <mn>2</mn></msubsup> </mrow> <annotation>$$ {eta}_{mathrm{p}}^2 $$</annotation></semantics> </math>  = .13), but not 4-month-olds. Experiment 3 replicated this finding with another group of 6-month-olds (N = 42, 21 females) and showed that congruent stimulation enables infants to detect changes in object trajectory (d = 0.56) in addition to object pattern (d = 1.15), whereas incongruent stimulation hinders performance.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141892993","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
Children consider informants' explanation quality with their social dominance in seeking novel explanations. 儿童在寻求新的解释时，会考虑信息提供者的解释质量和他们的社会优势。
IF 3.9 1区 心理学
Child development Pub Date : 2024-08-04 DOI: 10.1111/cdev.14148
Shaocong Ma, Yixin K Cui, Shan Wan, Eva E Chen, Kathleen H Corriveau
{"title":"Children consider informants' explanation quality with their social dominance in seeking novel explanations.","authors":"Shaocong Ma, Yixin K Cui, Shan Wan, Eva E Chen, Kathleen H Corriveau","doi":"10.1111/cdev.14148","DOIUrl":"https://doi.org/10.1111/cdev.14148","url":null,"abstract":"<p><p>Identifying high-quality causal explanations is key to scientific understanding. This research (N = 202; 50% girls; M<sub>age</sub>: 5.82 years; 64% Asian, 33% White, and 3% multiracial; data collected from 2018 to 2024) examined how explanation circularity and informants' social dominance impact children's learning preferences for causal explanations. Raised in a culture valuing circular logic, Chinese children still preferred non-circular explanations and learning from informants providing non-circular explanations (d ≥ 0.50). When informants with non-circular explanations were subordinate to those with circular explanations, Chinese and American children preferred non-circular over circular explanations (d = 1.10), but did not prefer learning new information from either informant. Although children weigh explanation quality over informant dominance when seeking explanations for given questions, they consider both cues when evaluating informants' credibility.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141888649","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 adding parent education and workforce training to Head Start promote or interfere with children's development? 在 "启蒙计划 "中增加家长教育和劳动力培训会促进还是干扰儿童的发展？
IF 3.9 1区 心理学
Child development Pub Date : 2024-07-31 DOI: 10.1111/cdev.14141
Terri J Sabol, Elise Chor, Teresa Eckrich Sommer, Lauren A Tighe, P Lindsay Chase-Lansdale, Amanda Sheffield Morris, Jeanne Brooks-Gunn, Hirokazu Yoshikawa, Christopher King
{"title":"Does adding parent education and workforce training to Head Start promote or interfere with children's development?","authors":"Terri J Sabol, Elise Chor, Teresa Eckrich Sommer, Lauren A Tighe, P Lindsay Chase-Lansdale, Amanda Sheffield Morris, Jeanne Brooks-Gunn, Hirokazu Yoshikawa, Christopher King","doi":"10.1111/cdev.14141","DOIUrl":"https://doi.org/10.1111/cdev.14141","url":null,"abstract":"<p><p>This study explores the effects of the two-generation program CareerAdvance-which combines education and training for parents in healthcare with Head Start for children-on children's academic, language, mathematics, and inhibitory control followed for 3 years. The sample (collected in Tulsa, Oklahoma from 2011 to 2018) includes 147 children in the CareerAdvance group and 139 children in a matched comparison group (n = 286; 40% Black, 17%, White, 10% Hispanic, 33% Mixed Race, or Other Race; M = 3.6 years old; 47% female). Overall, the effect of CareerAdvance on child outcomes is neither greater nor less than Head Start alone. These findings suggest that children's developmental outcomes do not worsen or improve in the short term when their parents return to school.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141854998","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
Evocative effects on the early caregiving environment of genetic factors underlying the development of intellectual and academic ability. 智力和学习能力发展的遗传因素对早期照料环境的影响。
IF 3.9 1区 心理学
Child development Pub Date : 2024-07-30 DOI: 10.1111/cdev.14142
Chloe Austerberry, Pasco Fearon, Angelica Ronald, Leslie D Leve, Jody M Ganiban, Misaki N Natsuaki, Daniel S Shaw, Jenae M Neiderhiser, David Reiss
{"title":"Evocative effects on the early caregiving environment of genetic factors underlying the development of intellectual and academic ability.","authors":"Chloe Austerberry, Pasco Fearon, Angelica Ronald, Leslie D Leve, Jody M Ganiban, Misaki N Natsuaki, Daniel S Shaw, Jenae M Neiderhiser, David Reiss","doi":"10.1111/cdev.14142","DOIUrl":"10.1111/cdev.14142","url":null,"abstract":"<p><p>This study examined gene-environment correlation (rGE) in intellectual and academic development in 561 U.S.-based adoptees (57% male; 56% non-Latinx White, 19% multiracial, 13% Black or African American, 11% Latinx) and their birth and adoptive parents between 2003 and 2017. Birth mother intellectual and academic performance predicted adoptive mother warmth at child age 6 (β = .14, p = .038) and 7 (β = .12, p = .040) but not 4.5 years, and adoptive father warmth at 7 (β = .18, p = .007) but not 4.5 or 6 years. These rGE effects were not mediated by children's language. Contrary to theory that rGE accounts for increasing heritability of intellectual ability, parenting did not mediate genetic effects on children's language or academic performance.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141854999","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
Using ECHO program data to develop a brief measure of caregiver support and cognitive stimulation using the home observation for measurement of the environment-infant/toddler (HOME-IT). 利用 ECHO 计划的数据，通过家庭观察来测量幼儿/学步儿童的环境 (HOME-IT)，从而开发出一种简短的测量方法，用于测量照顾者的支持和认知刺激。
IF 3.9 1区 心理学
Child development Pub Date : 2024-07-30 DOI: 10.1111/cdev.14137
Cindy O Trevino, Jin-Shei Lai, Xiaodan Tang, Kaja Z LeWinn, Sara S Nozadi, Adaeze Wosu, Leslie D Leve, Nissa R Towe-Goodman, Yu Ni, Joyce Carolyn Graff, Catherine J Karr, Brent R Collett
{"title":"Using ECHO program data to develop a brief measure of caregiver support and cognitive stimulation using the home observation for measurement of the environment-infant/toddler (HOME-IT).","authors":"Cindy O Trevino, Jin-Shei Lai, Xiaodan Tang, Kaja Z LeWinn, Sara S Nozadi, Adaeze Wosu, Leslie D Leve, Nissa R Towe-Goodman, Yu Ni, Joyce Carolyn Graff, Catherine J Karr, Brent R Collett","doi":"10.1111/cdev.14137","DOIUrl":"10.1111/cdev.14137","url":null,"abstract":"<p><p>Data from three NIH Environmental influences on Child Health Outcomes (ECHO) Program cohorts that collected the HOME-Infant-Toddler (HOME-IT age 0-3 years) version were used to examine the reliability of a brief scale of caregiver support and cognitive stimulation. Participants with HOME-IT data (N = 2518) were included in this analysis. Mean child age at HOME-IT assessment was 1.51 years, 48% of children were female, and 43% of children identified as Black. A four-stage analysis plan was used to evaluate item response theory assumptions, item response theory model fit, monotonicity, scalability, item fit, and differential item functioning. Results indicate the feasibility of developing a reliable 10-item scale (reliability >0.7) with particularly high precision for children with lower levels of cognitive stimulation.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141855000","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-directed speech in a large sample of U.S. mothers with low income. 美国低收入母亲大样本中以孩子为主导的言语。
IF 3.9 1区 心理学
Child development Pub Date : 2024-07-29 DOI: 10.1111/cdev.14139
Shannon Egan-Dailey, Lisa A Gennetian, Katherine Magnuson, Greg J Duncan, Hirokazu Yoshikawa, Nathan A Fox, Kimberly G Noble
{"title":"Child-directed speech in a large sample of U.S. mothers with low income.","authors":"Shannon Egan-Dailey, Lisa A Gennetian, Katherine Magnuson, Greg J Duncan, Hirokazu Yoshikawa, Nathan A Fox, Kimberly G Noble","doi":"10.1111/cdev.14139","DOIUrl":"https://doi.org/10.1111/cdev.14139","url":null,"abstract":"<p><p>Research on early language input and socioeconomic status typically relies on correlations in small convenience samples. Using data from Baby's First Years, this paper assesses the causal impact of monthly, unconditional cash transfers on child-directed speech and child vocalizations among a large, racially diverse sample of low-income U.S. mothers and their 1-year-olds (N = 563; 48% girls; 2019-2020). The monthly, unconditional cash transfers did not impact mothers' child-directed speech during a 10-min at-home play session (effect sizes range from -.08 to .02), though there was wide variability within this sample. Future work will assess the impact of the continued cash transfer on children's language input and development over time.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141787364","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
Streets ahead: Neighborhood safety and active outdoor play in early childhood using a nationally representative sample of 5-year-olds. 前方的街道：以具有全国代表性的 5 岁儿童为样本，研究幼儿期的邻里安全和积极户外活动。
IF 3.9 1区 心理学
Child development Pub Date : 2024-07-29 DOI: 10.1111/cdev.14132
Suzanne M Egan, Jennifer Pope
{"title":"Streets ahead: Neighborhood safety and active outdoor play in early childhood using a nationally representative sample of 5-year-olds.","authors":"Suzanne M Egan, Jennifer Pope","doi":"10.1111/cdev.14132","DOIUrl":"https://doi.org/10.1111/cdev.14132","url":null,"abstract":"<p><p>Using data from a nationally representative sample of 5-year-olds in the Growing Up in Ireland study (N = 9001, 51% male), this research investigated the role of factors in the neighborhood environment on levels of active outdoor play in young children. Primary caregivers (98% mothers; 81% Irish) responded to questions regarding their child's levels of active outdoor play (e.g., chasing) and their perceptions of their neighborhood (e.g., social cohesion and antisocial behavior). Hierarchical regression analyses indicated that levels of active outdoor play were associated with parental perceptions of neighborhood safety and traffic levels, even after other factors were controlled for (i.e., family income). The results are discussed from a bioecological systems perspective. Implications for policy makers and parents are considered.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141787367","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
Delay of gratification and adult outcomes: The Marshmallow Test does not reliably predict adult functioning. 延迟满足与成人结果棉花糖测试不能可靠地预测成人功能。
IF 3.9 1区 心理学
Child development Pub Date : 2024-07-29 DOI: 10.1111/cdev.14129
Jessica F Sperber, Deborah Lowe Vandell, Greg J Duncan, Tyler W Watts
{"title":"Delay of gratification and adult outcomes: The Marshmallow Test does not reliably predict adult functioning.","authors":"Jessica F Sperber, Deborah Lowe Vandell, Greg J Duncan, Tyler W Watts","doi":"10.1111/cdev.14129","DOIUrl":"https://doi.org/10.1111/cdev.14129","url":null,"abstract":"<p><p>This study extends the analytic approach conducted by Watts et al. (2018) to examine the long-term predictive validity of delay of gratification. Participants (n = 702; 83% White, 46% male) completed the Marshmallow Test at 54 months (1995-1996) and survey measures at age 26 (2017-2018). Using a preregistered analysis, Marshmallow Test performance was not strongly predictive of adult achievement, health, or behavior. Although modest bivariate associations were detected with educational attainment (r = .17) and body mass index (r = -.17), almost all regression-adjusted coefficients were nonsignificant. No clear pattern of moderation was detected between delay of gratification and either socioeconomic status or sex. Results indicate that Marshmallow Test performance does not reliably predict adult outcomes. The predictive and construct validity of the ability to delay of gratification are discussed.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141787366","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
Cognitive characteristics of children with high mathematics achievement before they start formal schooling. 开始接受正规教育前数学成绩优秀儿童的认知特点。
IF 3.9 1区 心理学
Child development Pub Date : 2024-07-29 DOI: 10.1111/cdev.14140
Merel Bakker, Joke Torbeyns, Lieven Verschaffel, Bert De Smedt
{"title":"Cognitive characteristics of children with high mathematics achievement before they start formal schooling.","authors":"Merel Bakker, Joke Torbeyns, Lieven Verschaffel, Bert De Smedt","doi":"10.1111/cdev.14140","DOIUrl":"https://doi.org/10.1111/cdev.14140","url":null,"abstract":"<p><p>This 5-year longitudinal study examined whether high mathematics achievers in primary school had cognitive advantages before entering formal education. High mathematics achievement was defined as performing above Pc 90 in Grades 1 and 3. The predominantly White sample (M<sub>age</sub> in preschool: 64 months) included 31 high achievers (12 girls) and 114 average achievers (63 girls). We measured children's early numerical abilities, complex mathematical abilities, and general cognitive abilities in preschool (2017). High mathematics achievers had advantages on most tasks in preschool (ds > 0.62). Number order, numeral recognition, and proportional reasoning were unique predictors of belonging to the high-achieving group in primary school. This study shows that the cognitive advantages of high mathematics achievement are already observed in preschool.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141787365","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
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