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Exploration in 4-year-old children is guided by learning progress and novelty. 4 岁儿童的探索以学习进度和新奇感为导向。
IF 3.9 1区 心理学
Child development Pub Date : 2024-09-02 DOI: 10.1111/cdev.14158
Francesco Poli, Marlene Meyer, Rogier B Mars, Sabine Hunnius
{"title":"Exploration in 4-year-old children is guided by learning progress and novelty.","authors":"Francesco Poli, Marlene Meyer, Rogier B Mars, Sabine Hunnius","doi":"10.1111/cdev.14158","DOIUrl":"https://doi.org/10.1111/cdev.14158","url":null,"abstract":"<p><p>Humans are driven by an intrinsic motivation to learn, but the developmental origins of curiosity-driven exploration remain unclear. We investigated the computational principles guiding 4-year-old children's exploration during a touchscreen game (N = 102, F = 49, M = 53, primarily white and middle-class, data collected in the Netherlands from 2021-2023). Children guessed the location of characters that were hiding following predictable (yet noisy) patterns. Children could freely switch characters, which allowed us to quantify when they decided to explore something different and what they chose to explore. Bayesian modeling of their responses revealed that children selected activities that were more novel and offered greater learning progress (LP). Moreover, children's interest in making LP correlated with better learning performance. These findings highlight the importance of novelty and LP in guiding children's exploration.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142119126","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
The contribution of the amount of linguistic exposure to bilingual language development: Longitudinal evidence from preschool years. 语言接触量对双语发展的贡献：学龄前的纵向证据
IF 3.9 1区 心理学
Child development Pub Date : 2024-08-28 DOI: 10.1111/cdev.14164
Jose Pérez-Navarro, Marie Lallier
{"title":"The contribution of the amount of linguistic exposure to bilingual language development: Longitudinal evidence from preschool years.","authors":"Jose Pérez-Navarro, Marie Lallier","doi":"10.1111/cdev.14164","DOIUrl":"https://doi.org/10.1111/cdev.14164","url":null,"abstract":"<p><p>This study examined the influence of linguistic input on the development of productive and receptive skills across three fundamental language domains: lexico-semantics, syntax, and phonology. Seventy-one (35 female) Basque-Spanish bilingual children were assessed at three time points (Fall 2018, Summer 2019, Winter 2021), between 4 and 6 years of age, by specifically examining language knowledge and spontaneous language use in each language. A direct impact of the amount of linguistic exposure on the longitudinal growth of lexico-semantic and syntactic abilities was observed in both languages. While phonological skills were not directly influenced by exposure, they were more proficient in the more exposed language. The use of lexically diverse and syntactically rich utterances developed relatively later than language knowledge, both supported by the amount of linguistic exposure.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142079331","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
Object exploration is facilitated by the physical and social environment in center-based child care. 中心托儿所的物质和社会环境有助于物体探索。
IF 3.9 1区 心理学
Child development Pub Date : 2024-08-27 DOI: 10.1111/cdev.14161
Ine H van Liempd, Ora Oudgenoeg-Paz, Paul P M Leseman
{"title":"Object exploration is facilitated by the physical and social environment in center-based child care.","authors":"Ine H van Liempd, Ora Oudgenoeg-Paz, Paul P M Leseman","doi":"10.1111/cdev.14161","DOIUrl":"https://doi.org/10.1111/cdev.14161","url":null,"abstract":"<p><p>Object exploration is considered a driver of motor, cognitive, and social development. However, little is known about how early childhood education and care settings facilitate object exploration. This study examined if children's exploration of objects during free play was facilitated by the use of particular spatial components (floor, tables, and activity centers) and types of play (solitary, social, and parallel). Participants were 61 children (aged 11 to 48 months and 50.8% boys, socioeconomic levels representative of the Dutch population). Intraindividual variability in children's object exploration was predicted by the use of particular spatial components and the social setting, with small-to-medium effect sizes. Solitary and parallel play were positively associated with complex object exploration, especially when sitting or standing at child-height tables. During social play, object exploration was mostly absent.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142072148","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
Religious development from adolescence to early adulthood among Muslim and Christian youth in Germany: A person-oriented approach. 德国穆斯林和基督教青年从青春期到成年早期的宗教发展：以人为本的方法。
IF 3.9 1区 心理学
Child development Pub Date : 2024-08-27 DOI: 10.1111/cdev.14151
Olivia Spiegler, Jan O Jonsson, Chloe Bracegirdle
{"title":"Religious development from adolescence to early adulthood among Muslim and Christian youth in Germany: A person-oriented approach.","authors":"Olivia Spiegler, Jan O Jonsson, Chloe Bracegirdle","doi":"10.1111/cdev.14151","DOIUrl":"https://doi.org/10.1111/cdev.14151","url":null,"abstract":"<p><p>Religious decline, often observed among North American Christian youth, may not apply universally. We examined this and whether religiosity is associated with well-being, risk behavior, cultural values, and acculturation among 4080 Muslim and Christian adolescents aged 15-22 in Germany. Utilizing seven waves from the CILS4EU project and a person-oriented analytical approach, we identified different religious trajectories for Muslim (58% high, 31% low, 11% increasing), immigrant-origin Christian (68% low, 32% medium), and non-immigrant Christian (74% low, 17% decreasing, 9% medium) youth. High and medium trajectories were associated with greater well-being, lower risk behavior, more conservative attitudes, and less sociocultural integration. To fully understand religious development, we must consider diverse national contexts and groups, employing long-term perspectives and person-centered analyses.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142072149","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
How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability. 我的孩子有多聪明？父母对子女认知能力判断的准确性。
IF 3.9 1区 心理学
Child development Pub Date : 2024-08-22 DOI: 10.1111/cdev.14156
Elena Mack, Vsevolod Scherrer, Franzis Preckel
{"title":"How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability.","authors":"Elena Mack, Vsevolod Scherrer, Franzis Preckel","doi":"10.1111/cdev.14156","DOIUrl":"https://doi.org/10.1111/cdev.14156","url":null,"abstract":"<p><p>Parents' judgment of their children's cognitive ability is important for providing adequate learning environments. This study examined parents' judgment accuracy with 2346 children (M = 8.94 years; 48.3% girls) and their parents (1283 mothers, 426 fathers, and 637 parental pairs). The data were collected between September 2012 and February 2014 in Germany. Latent regression analyses were conducted for the overall sample and by grade (n<sub>Grade1&2</sub> = 830; n<sub>Grade3&4</sub> = 1516). Characteristics of the child (gender, birth order) and parents (gender, socioeconomic background) were investigated as moderators. Children's cognitive ability explained 34%/25%/37% (overall sample/Grade1&2/Grade3&4) of the variance in parental judgments. Judgments depended more on children's academic achievement than on cognitive ability. Parents judged their son's intelligence more accurately than their daughter's and first-born children more accurately than last-born children. Higher-educated parents showed higher judgment accuracy.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142016521","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
Face perception and social cognitive development in early autism: A prospective longitudinal study from 3 months to 7 years of age. 早期自闭症患者的面部感知和社会认知发展：从 3 个月到 7 岁的前瞻性纵向研究。
IF 3.9 1区 心理学
Child development Pub Date : 2024-08-22 DOI: 10.1111/cdev.14144
Xiaomei Zhou, Hasan Siddiqui, M D Rutherford
{"title":"Face perception and social cognitive development in early autism: A prospective longitudinal study from 3 months to 7 years of age.","authors":"Xiaomei Zhou, Hasan Siddiqui, M D Rutherford","doi":"10.1111/cdev.14144","DOIUrl":"https://doi.org/10.1111/cdev.14144","url":null,"abstract":"<p><p>Autism spectrum condition (ASC) is characterized by atypical attention to eyes and faces, but the onset and impact of these atypicalities remain unclear. This prospective longitudinal study examined face perception in infants who develop ASC (N = 22, female = 5, 100% White) compared with typically developing infants (N = 131, female = 65, 55.6% White), tracking social-cognitive and ASC development through age seven. Reduced interest in direct gaze and eyes during infancy correlated with atypical development of adaptive behavior at age four and theory of mind at age seven. Principal component analyses revealed less integrated processing of facial features and eye-gaze information in ASC infants, potentially impacting their childhood social functioning. These findings highlight the intertwined nature of social-cognitive development and ASC.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142016520","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
Connecting the tots: Strong looking-pointing correlations in preschoolers' word learning and implications for continuity in language development. 连接幼儿：学龄前儿童单词学习中的 "看-指 "强相关性及其对语言发展连续性的影响。
IF 3.9 1区 心理学
Child development Pub Date : 2024-08-21 DOI: 10.1111/cdev.14157
Sarah C Creel
{"title":"Connecting the tots: Strong looking-pointing correlations in preschoolers' word learning and implications for continuity in language development.","authors":"Sarah C Creel","doi":"10.1111/cdev.14157","DOIUrl":"https://doi.org/10.1111/cdev.14157","url":null,"abstract":"<p><p>How does one assess developmental change when the measures themselves change with development? Most developmental studies of word learning use either looking (infants) or pointing (preschoolers and older). With little empirical evidence of the relationship between the two measures, developmental change is difficult to assess. This paper analyzes 914 pointing, looking children (451 female, varied ethnicities, 2.5-6.5 years, dates: 2009-2019) in 36 word- or sound-learning experiments with two-alternative test trials. Looking proportions and pointing accuracy correlated strongly (r = .7). Counter to the \"looks first\" hypothesis, looks were not sensitive to incipient knowledge that pointing missed: when pointing is at chance, looking proportions are also. Results suggest one possible path forward for assessing continuous developmental change. Methodological best practices are discussed.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142016519","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
Dynamic self-regulation and coregulation of respiratory sinus arrhythmia in mother-child and father-child interactions: Moderating effects of proximal and distal stressors. 母子和父子互动中呼吸窦性心律失常的动态自我调节和核心调节：近端和远端压力源的调节作用。
IF 3.9 1区 心理学
Child development Pub Date : 2024-08-16 DOI: 10.1111/cdev.14153
Longfeng Li, Erika Lunkenheimer
{"title":"Dynamic self-regulation and coregulation of respiratory sinus arrhythmia in mother-child and father-child interactions: Moderating effects of proximal and distal stressors.","authors":"Longfeng Li, Erika Lunkenheimer","doi":"10.1111/cdev.14153","DOIUrl":"https://doi.org/10.1111/cdev.14153","url":null,"abstract":"<p><p>This study examined how proximal and distal familial stressors influenced the real-time, dynamic individual and dyadic regulation of respiratory sinus arrhythmia (RSA) in mother-preschooler and father-preschooler interactions in at-risk families (N = 94, M<sub>age</sub> = 3.03 years, 47% males, 77% White, 20% Latinx, data collected 2013-2017). Proximal stressors were operationalized as changing task demands (baseline, challenge, recovery) across a dyadic puzzle task. Distal stressors were measured as parent-reported stressful life events. Multilevel models revealed that greater proximal and distal stressors were related to weaker dynamic self-regulation of RSA in mothers, fathers, and children, and more discordant mother-child and father-child coregulation of RSA. Findings affirm that stress is transmitted across levels and persons to compromise real-time regulatory functioning in early, developmentally formative caregiver-child interactions.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141987528","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
Remembering history: Autobiographical memory for the COVID-19 pandemic lockdowns, psychological adjustment, and their relation over time. 铭记历史：对 COVID-19 大流行封锁的自传体记忆、心理适应及其随时间变化的关系。
IF 3.9 1区 心理学
Child development Pub Date : 2024-08-14 DOI: 10.1111/cdev.14131
Tirill Fjellhaugen Hjuler, Daniel Lee, Simona Ghetti
{"title":"Remembering history: Autobiographical memory for the COVID-19 pandemic lockdowns, psychological adjustment, and their relation over time.","authors":"Tirill Fjellhaugen Hjuler, Daniel Lee, Simona Ghetti","doi":"10.1111/cdev.14131","DOIUrl":"https://doi.org/10.1111/cdev.14131","url":null,"abstract":"<p><p>This longitudinal study examined age- and gender-related differences in autobiographical memory about the COVID-19 pandemic lockdowns and whether the content of these memories predicted psychological adjustment over time. A sample of 247 students (M<sub>age</sub> = 11.94, range 8-16 years, 51.4% female, 85.4% White) was recruited from public and private schools in Denmark and assessed three times from June 2020 to June 2021. The findings showed that memories weakened over time in detail and emotional valence. Additionally, psychological well-being decreased over time, with adolescent females faring the worst. Critically, memories including higher levels of negative affect and factual information about COVID-19 and the lockdown predicted worse psychological well-being over time, underscoring aspects of autobiographical memory that might help attenuate the negative consequences of the lockdown.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141975199","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
Beyond average outcomes: A latent profile analysis of diverse developmental trajectories in preterm and early term-born children from the Adolescent Brain Cognitive Development study. 超越平均结果：对青少年大脑认知发展研究中早产儿和早产儿不同发展轨迹的潜在特征分析。
IF 3.9 1区 心理学
Child development Pub Date : 2024-08-13 DOI: 10.1111/cdev.14143
Iris Menu, Lanxin Ji, Tanya Bhatia, Mark Duffy, Cassandra L Hendrix, Moriah E Thomason
{"title":"Beyond average outcomes: A latent profile analysis of diverse developmental trajectories in preterm and early term-born children from the Adolescent Brain Cognitive Development study.","authors":"Iris Menu, Lanxin Ji, Tanya Bhatia, Mark Duffy, Cassandra L Hendrix, Moriah E Thomason","doi":"10.1111/cdev.14143","DOIUrl":"10.1111/cdev.14143","url":null,"abstract":"<p><p>Preterm birth poses a major public health challenge, with significant and heterogeneous developmental impacts. Latent profile analysis was applied to the National Institutes of Health Toolbox performance of 1891 healthy prematurely born children from the Adolescent Brain and Cognitive Development study (970 boys, 921 girls; 10.00 ± 0.61 years; 1.3% Asian, 13.7% Black, 17.5% Hispanic, 57.0% White, 10.4% Other). Three distinct neurocognitive profiles emerged: consistently performing above the norm (19.7%), mixed scores (41.0%), and consistently performing below the norm (39.3%). These profiles were associated with lasting cognitive, neural, behavioral, and academic differences. These findings underscore the importance of recognizing diverse developmental trajectories in prematurely born children, advocating for personalized diagnosis and intervention to enhance care strategies and long-term outcomes for this heterogeneous population.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141970739","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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