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The role of focused attention in learning from early childhood to late adolescence: Implications of neonatal brainstem compromise following preterm birth 从幼儿期到青春后期，集中注意力在学习中的作用：早产后新生儿脑干受损的影响
IF 3.9 1区 心理学
Child development Pub Date : 2024-09-19 DOI: 10.1111/cdev.14167
Or Burstein, Maya Sabag, Lea Kurtzman, Ronny Geva
{"title":"The role of focused attention in learning from early childhood to late adolescence: Implications of neonatal brainstem compromise following preterm birth","authors":"Or Burstein,&nbsp;Maya Sabag,&nbsp;Lea Kurtzman,&nbsp;Ronny Geva","doi":"10.1111/cdev.14167","DOIUrl":"10.1111/cdev.14167","url":null,"abstract":"<p>This comprehensive longitudinal study explored for the first time the interrelations between neonatal brainstem abnormalities, focused attention (FA), and learning—following a preterm cohort (<i>N</i> = 175; 46.3% female; predominantly White) from birth (2003–2006) to 17 years. The findings indicated that FA during early childhood was associated with language outcomes in toddlerhood (<i>n</i> = 131) and academic and attention self-report indices in late adolescence (<i>n</i> = 44). Pilot assessments indicated that FA at 17 years (<i>n</i> = 25) was also associated with concurrent academic and attention functioning. Structural equation modeling analyses revealed that neonatal brainstem functioning, manifested in auditory brainstem response patterns, was associated with early-life FA competence, which affected learning development. Implications underscore the essential role of early brainstem function and FA in shaping childhood learning trajectories.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 1","pages":"269-285"},"PeriodicalIF":3.9,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14167","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142246254","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
Finger counting training enhances addition performance in kindergarteners 手指计数训练可提高幼儿园学生的加法成绩。
IF 3.9 1区 心理学
Child development Pub Date : 2024-09-18 DOI: 10.1111/cdev.14146
Céline Poletti, Marie Krenger, Marie Létang, Brune Hennequin, Catherine Thevenot
{"title":"Finger counting training enhances addition performance in kindergarteners","authors":"Céline Poletti,&nbsp;Marie Krenger,&nbsp;Marie Létang,&nbsp;Brune Hennequin,&nbsp;Catherine Thevenot","doi":"10.1111/cdev.14146","DOIUrl":"10.1111/cdev.14146","url":null,"abstract":"<p>Our study on 328 five- to six-year-old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre-test to post-test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control group (39.6% to 47.8%) (<i>p</i> &lt; .001, <span></span><math>\u0000 <semantics>\u0000 <mrow>\u0000 <msubsup>\u0000 <mi>η</mi>\u0000 <mi>p</mi>\u0000 <mn>2</mn>\u0000 </msubsup>\u0000 </mrow>\u0000 </semantics></math> = .15). This result was replicated on a much smaller scale (37 five- to six-year-olds, mainly White European, 22 girls) but in more controlled setup and was further replicated with an active control group (84 five- to six-year-olds, mainly White European, 37 girls). Therefore, we demonstrate here for the first time that training finger counting constitutes a highly effective method to improve kindergarteners' arithmetic performance.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 1","pages":"251-268"},"PeriodicalIF":3.9,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14146","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142245410","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
Correction to Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability 更正为 "女孩擅长 STEM：打开思路并提供证据，减少男孩对女孩 STEM 能力的成见"。
IF 3.9 1区 心理学
Child development Pub Date : 2024-09-17 DOI: 10.1111/cdev.14165
{"title":"Correction to Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability","authors":"","doi":"10.1111/cdev.14165","DOIUrl":"10.1111/cdev.14165","url":null,"abstract":"<p>Cyr, E. N., Kroeper, K. M., Bergsieker, H. B., Dennehy, T. C., Logel, C., Steele, J. R., … Spencer, S. J. (2024). Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability. <i>Child Development</i>, 95(2), 636–647.</p><p>In Table 2, two non-focal covariate labels (“Site” and “Year”) were reversed. Row 3 should say “Year” and Row 4 should say “Site (F)”. No intervention-related results or conclusions were affected by this covariate labeling reversal.</p><p>We apologize for this error.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"2255"},"PeriodicalIF":3.9,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14165","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142236637","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
The self-memory system: Exploring developmental links between self and memory across early to late childhood 自我记忆系统：探索童年早期到晚期自我与记忆之间的发展联系
IF 3.9 1区 心理学
Child development Pub Date : 2024-09-09 DOI: 10.1111/cdev.14163
Josephine Ross, Jacqui Hutchison, Sheila J. Cunningham
{"title":"The self-memory system: Exploring developmental links between self and memory across early to late childhood","authors":"Josephine Ross,&nbsp;Jacqui Hutchison,&nbsp;Sheila J. Cunningham","doi":"10.1111/cdev.14163","DOIUrl":"10.1111/cdev.14163","url":null,"abstract":"<p>This study tests whether developments in self-knowledge and autobiographical memory across early to late childhood are related. Self-descriptions and autobiographical memory reports were collected from 379 three- to eleven-year-old predominantly white Scottish children, <i>M</i><sub>age</sub> = 90.3 months, SD = 31.1, 54% female. Episodic memory was measured in an enactment task involving recall and source monitoring of performed and witnessed actions. The volume and complexity of self-knowledge and autobiographical memory reports increased with age, as did source monitoring ability and recall bias for own actions. Regression analyses and structural equation modeling confirmed a close association between these developments. These results inform our theoretical understanding of the development of the self-memory system in childhood, which may contribute to the gradual offset of childhood amnesia.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 1","pages":"234-250"},"PeriodicalIF":3.9,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14163","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142160366","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
Bidirectional negative relation between young children's persistence and cheating 幼儿的坚持性与作弊之间存在双向负相关。
IF 3.9 1区 心理学
Child development Pub Date : 2024-09-06 DOI: 10.1111/cdev.14159
Li Zhao, Junjie Peng, Kang Lee
{"title":"Bidirectional negative relation between young children's persistence and cheating","authors":"Li Zhao,&nbsp;Junjie Peng,&nbsp;Kang Lee","doi":"10.1111/cdev.14159","DOIUrl":"10.1111/cdev.14159","url":null,"abstract":"<p>This research examined the link between persistence and cheating in 3- to 6-year-old children (2021–2022, <i>N</i> = 200, 100 boys; <i>M</i><sub>age</sub> = 4.85 years; all middle-class Han Chinese). Study 1 used a challenging game to measure whether children would cheat when they were allowed to play the game unsupervised. Results indicated that children's situational, but not trait, persistence negatively correlated with cheating: the higher children's situational persistence, the less likely they cheated. Study 2 not only replicated the results of Study 1 but also discovered that children who cheated became less persistent afterward. Our research reveals a novel bidirectional relation between situational persistence and cheating and underscores the importance of nurturing persistence in early childhood as a strategy to foster honesty.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 1","pages":"217-233"},"PeriodicalIF":3.9,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142139412","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
Impact of late to moderate preterm birth on minimal pair word-learning 中晚期早产对最小配对词学习的影响
IF 3.9 1区 心理学
Child development Pub Date : 2024-09-05 DOI: 10.1111/cdev.14160
Clément François, Antoni Rodriguez-Fornells, Xim Cerda-Company, Thaïs Agut, Laura Bosch
{"title":"Impact of late to moderate preterm birth on minimal pair word-learning","authors":"Clément François,&nbsp;Antoni Rodriguez-Fornells,&nbsp;Xim Cerda-Company,&nbsp;Thaïs Agut,&nbsp;Laura Bosch","doi":"10.1111/cdev.14160","DOIUrl":"10.1111/cdev.14160","url":null,"abstract":"<p>Little is known about language development after late-to-moderate premature birth, the most significant part of prematurity worldwide. We examined minimal-pair word-learning skills in 18 eighteen-month-old healthy full-term (mean gestational age [GA] at birth = 39.6 weeks; 7 males; 100% Caucasian) and 18 healthy late-to-moderate preterm infants (mean GA at birth 33.7 weeks; 11 males; 100% Caucasian). Data were collected in the local urban area of Barcelona city from May 2015 to August 2016. Toddlers first associated two pseudo-words, forming a minimal pair based on a voice onset time distinction of the initial consonant, with two unfamiliar objects during a habituation phase. A visual choice test assessed their recognition of the two novel word-object associations and some familiar word-object pairs. While full-terms successfully mapped the similar sounding pair of novel words (<i>d</i> = 1.57), preterms could not (<i>d</i> = 0.17). These results suggest that late to moderate preterm birth can hinder basic associative learning mechanisms relying on fine temporal speech features.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 1","pages":"203-216"},"PeriodicalIF":3.9,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142132006","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
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,&nbsp;Marlene Meyer,&nbsp;Rogier B. Mars,&nbsp;Sabine Hunnius","doi":"10.1111/cdev.14158","DOIUrl":"10.1111/cdev.14158","url":null,"abstract":"<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 (<i>N</i> = 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 <i>when</i> they decided to explore something different and <i>what</i> 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":"96 1","pages":"192-202"},"PeriodicalIF":3.9,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693834/pdf/","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":"OA","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,&nbsp;Marie Lallier","doi":"10.1111/cdev.14164","DOIUrl":"10.1111/cdev.14164","url":null,"abstract":"<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":"96 1","pages":"176-191"},"PeriodicalIF":3.9,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693830/pdf/","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":"OA","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,&nbsp;Ora Oudgenoeg-Paz,&nbsp;Paul P. M. Leseman","doi":"10.1111/cdev.14161","DOIUrl":"10.1111/cdev.14161","url":null,"abstract":"<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":"96 1","pages":"161-175"},"PeriodicalIF":3.9,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693833/pdf/","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":"OA","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,&nbsp;Jan O. Jonsson,&nbsp;Chloe Bracegirdle","doi":"10.1111/cdev.14151","DOIUrl":"10.1111/cdev.14151","url":null,"abstract":"<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":"96 1","pages":"141-160"},"PeriodicalIF":3.9,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693839/pdf/","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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