Child development最新文献_第7页

Students' development of place value understanding in primary school. 小学生位置价值理解的发展。

IF 3.6 1区心理学

Child development Pub Date : 2026-08-06 DOI: 10.1093/chidev/aacag139

Moritz Herzog, Annemarie Fritz

{"title":"Students' development of place value understanding in primary school.","authors":"Moritz Herzog, Annemarie Fritz","doi":"10.1093/chidev/aacag139","DOIUrl":"https://doi.org/10.1093/chidev/aacag139","url":null,"abstract":"Understanding place value (e.g., how digits represent tens, hundreds, and thousands) is a key foundation for children's later success in mathematics. However, many children struggle to fully grasp how the base-ten system works. Developmental trajectories can inform formative assessment and structure instruction of place value understanding. In this paper, the longitudinal validity of a hierarchical model of typical steps in children's development of place value understanding was challenged. Students' development of place value understanding was assessed during a longitudinal study across one school year (N = 195; 87 girls; Grades 3 and 4) at three measurement time points. Significant gains in place value understanding over the course of 1 year were found at the group and individual level. Individual development was visible in terms of raw scores as well as the level of place value understanding in terms of a development model. Whereas prior knowledge had no effect on the development of place value understanding, intelligence was positively associated with a steeper development. Individual developmental trajectories emphasize the heterogeneity of place value development. The results support the utility of the model as a developmental progression of place value understanding for guiding instruction and assessment.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148677325","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

Emotion regulation in children and adolescents with developmental language disorder: A systematic review and meta-analysis. 发展性语言障碍儿童和青少年的情绪调节：系统回顾和荟萃分析。

IF 3.6 1区心理学

Child development Pub Date : 2026-08-06 DOI: 10.1093/chidev/aacag141

Angélica Mateus-Moreno, Jorge-Luis Guirado-Moreno, Raül López-Penadés, Eva Aguilar-Mediavilla, Daniel Adrover-Roig

{"title":"Emotion regulation in children and adolescents with developmental language disorder: A systematic review and meta-analysis.","authors":"Angélica Mateus-Moreno, Jorge-Luis Guirado-Moreno, Raül López-Penadés, Eva Aguilar-Mediavilla, Daniel Adrover-Roig","doi":"10.1093/chidev/aacag141","DOIUrl":"https://doi.org/10.1093/chidev/aacag141","url":null,"abstract":"This systematic review and meta-analysis provides the first comprehensive synthesis of research on emotion regulation (ER) in children and adolescents with developmental language disorder (DLD), based on 16 independent samples (NDLD = 1,616; ages 5-16). Individuals with DLD showed significantly greater ER difficulties than typically developing peers, representing a medium effect size (g = 0.563). This effect remained statistically significant, although reduced to a small-to-medium effect size, in sensitivity analyses excluding studies from the same research group (g = 0.317). Informant discrepancies emerged, with teachers reporting more ER difficulties than parents and children's self-reports. No clear evidence of publication bias was observed on formal testing; however, converging evidence from small-study effects, risk of bias analyses, and publication year trends suggests that the observed effect size may represent an overestimate of the true effect. These findings underscore the need for more rigorous, theory-driven, multi-method research to accurately estimate the magnitude of ER difficulties in DLD.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148677275","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

Bidirectional associations between parental need support, conflict with parents, and adolescents' autonomy: A daily diary study. 父母需要支持、与父母冲突和青少年自主性之间的双向关联：一项日常日记研究。

IF 3.6 1区心理学

Child development Pub Date : 2026-08-04 DOI: 10.1093/chidev/aacag142

Jingyun Wang, Tessa Kaufman, Stefanos Mastrotheodoros, Susan Branje

{"title":"Bidirectional associations between parental need support, conflict with parents, and adolescents' autonomy: A daily diary study.","authors":"Jingyun Wang, Tessa Kaufman, Stefanos Mastrotheodoros, Susan Branje","doi":"10.1093/chidev/aacag142","DOIUrl":"https://doi.org/10.1093/chidev/aacag142","url":null,"abstract":"Autonomy is a core developmental task of adolescence, shaped by daily parent-adolescent interactions involving need support and conflict. Guided by Self-Determination Theory, this study examined the bidirectional day-to-day associations between adolescents' perceived parental need support, conflict with parents, and autonomy. Using a daily diary design, this study employed a Dynamic Structural Equation Modeling on a sample of 286 Dutch adolescents (Mage = 11.60, SD = 0.47 at Wave 1), who were followed for one week in four measurement waves (28 days total). The results indicated that, at the within-person level, parental need support was positively associated with adolescent autonomy experiences (perceived choice and self-concept clarity) on the same day. Across days, parental need support and self-concept clarity showed bidirectional associations, such that increases in one predicted increases in the other the following day. In contrast, parental need support predicted next-day perceived choice, but not vice versa. Conflict with parents was negatively associated with autonomy on the same day, but showed no lagged effects. Together, these findings highlight the predictive role of parental need support in adolescents' daily autonomy experiences, and suggest that distinct facets of autonomy may display different temporal dynamics in their associations with parental need support.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148668723","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

Opportunities for verb learning: Objects, infant locomotion, and verb input. 动词学习的机会：物体、婴儿运动和动词输入。

IF 3.6 1区心理学

Child development Pub Date : 2026-08-03 DOI: 10.1093/chidev/aacag083

Kelsey L West, Ramya Manikkan, Karen E Adolph, Catherine S Tamis-LeMonda

引用次数: 0

Children's and adolescents' moral judgments predict confrontations of gender-based science leadership inequalities. 儿童和青少年的道德判断预测了基于性别的科学领导不平等的对抗。

IF 3.6 1区心理学

Child development Pub Date : 2026-07-31 DOI: 10.1093/chidev/aacag134

Marley B Forbes, Anusha Kumar, Melanie Killen

引用次数: 0

Correction to: Three-year-old children understand the false beliefs of their partner in collaborative decision making. 更正：三岁的孩子理解他们的伙伴在合作决策中的错误信念。

IF 3.6 1区心理学

Child development Pub Date : 2026-07-31 DOI: 10.1093/chidev/aacag138

引用次数: 0

Does parental warmth protect children against parental harshness? An experience sampling study of disruptive child behavior. 父母的温暖能保护孩子免受父母的严厉吗？破坏性儿童行为的经验抽样研究。

IF 3.6 1区心理学

Child development Pub Date : 2026-07-31 DOI: 10.1093/chidev/aacag135

Merlin Nieterau, Geertjan Overbeek, Erika Lunkenheimer, Alithe van den Akker, Patty Leijten

引用次数: 0

Correction to: Leveraging an intensive time series of young children's movement to capture impulsive and inattentive behaviors in a preschool setting. 纠正：利用密集的时间序列来捕捉学龄前儿童冲动和注意力不集中的行为。

IF 3.6 1区心理学

Child development Pub Date : 2026-07-29 DOI: 10.1093/chidev/aacag136

引用次数: 0

Developing listening comprehension through multi-component instruction: Results from the Story Detective intervention. 通过多成分教学发展听力理解：故事侦探干预的结果。

IF 3.6 1区心理学

Child development Pub Date : 2026-07-29 DOI: 10.1093/chidev/aacag133

Young-Suk Grace Kim, Molly Leachman, Sarah Herrera

引用次数: 0

Intergenerational transmission of effortful control and reactive control: Evidence from a twin study. 努力控制和反应性控制的代际传递：来自双胞胎研究的证据。

IF 3.6 1区心理学

Child development Pub Date : 2026-07-28 DOI: 10.1093/chidev/aacag132

Qingyang Liu, Mary C Davis, Leah D Doane, Kathryn Lemery-Chalfant

{"title":"Intergenerational transmission of effortful control and reactive control: Evidence from a twin study.","authors":"Qingyang Liu, Mary C Davis, Leah D Doane, Kathryn Lemery-Chalfant","doi":"10.1093/chidev/aacag132","DOIUrl":"https://doi.org/10.1093/chidev/aacag132","url":null,"abstract":"This study examined the intergenerational transmission of effortful control and reactive control between parents and their children in middle childhood. We further partitioned environmental and genetic contributions to individual differences in effortful control and reactive control. Participants included 935 twins (51.9% female, 53.2% White, Myear 8 = 8.43 years, SD = 0.68, and Myear 10 = 10.61 years, SD = 1.14) from the Arizona Twin Project. When children were age 8, mothers and fathers reported their own activation control, attentional focusing, inhibitory control, and effortful control; at ages 8 and 10, the primary caregivers (93.3% mothers) and teachers rated twins' activation control, attentional focusing, inhibitory control, and impulsivity. Regression models showed that higher maternal effortful control was consistently associated with better twin activation control, attentional focusing, and inhibitory control, and lower impulsivity across waves and informants, whereas paternal attentional focusing was linked to twins' attentional focusing at age 10. Bivariate twin models revealed distinct etiological patterns: activation control showed stable and novel genetic influences; attentional focusing was largely heritable; inhibitory control exhibited shared environmental effects; and impulsivity showed strong genetic stability and unique shared environmental influences. Findings identify tailored genetic and environmental targets for intervention.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148599754","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