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Olfactory-to-visual facilitation in the infant brain declines gradually from 4 to 12 months 从 4 个月到 12 个月，婴儿大脑中嗅觉对视觉的促进作用会逐渐减弱。
IF 3.9 1区 心理学
Child development Pub Date : 2024-07-18 DOI: 10.1111/cdev.14124
Diane Rekow, Jean-Yves Baudouin, Anna Kiseleva, Bruno Rossion, Karine Durand, Benoist Schaal, Arnaud Leleu
{"title":"Olfactory-to-visual facilitation in the infant brain declines gradually from 4 to 12 months","authors":"Diane Rekow,&nbsp;Jean-Yves Baudouin,&nbsp;Anna Kiseleva,&nbsp;Bruno Rossion,&nbsp;Karine Durand,&nbsp;Benoist Schaal,&nbsp;Arnaud Leleu","doi":"10.1111/cdev.14124","DOIUrl":"10.1111/cdev.14124","url":null,"abstract":"<p>During infancy, intersensory facilitation declines gradually as unisensory perception develops. However, this trade-off was mainly investigated using audiovisual stimulations. Here, fifty 4- to 12-month-old infants (26 females, predominately White) were tested in 2017–2020 to determine whether the facilitating effect of their mother's body odor on neural face categorization, as previously observed at 4 months, decreases with age. In a baseline odor context, the results revealed a face-selective electroencephalographic response that increases and changes qualitatively between 4 and 12 months, marking improved face categorization. At the same time, the benefit of adding maternal odor fades with age (<i>R</i>\u0000 <sup>2</sup> = .31), indicating an inverse relation with the amplitude of the visual response, and generalizing to olfactory-visual interactions previous evidence from the audiovisual domain.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"1967-1981"},"PeriodicalIF":3.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14124","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141632811","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
Material hardship and telomere length in children 物质匮乏与儿童端粒长度
IF 3.9 1区 心理学
Child development Pub Date : 2024-06-29 DOI: 10.1111/cdev.14126
Camille Moeckel, Lauren Gaydosh, Lisa Schneper, Colter Mitchell, Daniel A. Notterman
{"title":"Material hardship and telomere length in children","authors":"Camille Moeckel,&nbsp;Lauren Gaydosh,&nbsp;Lisa Schneper,&nbsp;Colter Mitchell,&nbsp;Daniel A. Notterman","doi":"10.1111/cdev.14126","DOIUrl":"10.1111/cdev.14126","url":null,"abstract":"<p>Telomere length (TL) serves as a biomarker of exposure to stressors, including material hardship. Data from the Future of Families and Child Wellbeing Study (1998–2015) were utilized to determine whether prior material hardship was associated with shorter salivary TL at years 9 and 15. 49% of the year 9 study population were female, 49% were Black, and 25% were Hispanic. At year 9 (<i>N</i> = 1990), regression analyses found a significant association between prior material hardship and shorter TL (<i>β</i> = −.005, <i>p</i> &lt; .01). Additionally, at year 15 (<i>N</i> = 1874), material hardship experienced during infancy and toddlerhood was associated with shorter TL (<i>β</i> = −.009, <i>p</i> &lt; .01), pointing toward infancy and toddlerhood as a sensitive period.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"2232-2240"},"PeriodicalIF":3.9,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14126","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141463637","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
Mothers speak less to infants during detected real-world phone use 在被检测到使用真实世界电话时，母亲对婴儿说话较少。
IF 3.9 1区 心理学
Child development Pub Date : 2024-06-26 DOI: 10.1111/cdev.14125
Miriam Mikhelson, Adrian Luong, Alexander Etz, Megan Micheletti, Priyanka Khante, Kaya de Barbaro
{"title":"Mothers speak less to infants during detected real-world phone use","authors":"Miriam Mikhelson,&nbsp;Adrian Luong,&nbsp;Alexander Etz,&nbsp;Megan Micheletti,&nbsp;Priyanka Khante,&nbsp;Kaya de Barbaro","doi":"10.1111/cdev.14125","DOIUrl":"10.1111/cdev.14125","url":null,"abstract":"<p>The current study is the first to document the real-time association between phone use and speech to infants in extended real-world interactions. N= 16 predominantly White (75%) mother–infant dyads (infants aged <i>M</i> = 4.1 months, SD = 2.3; 63% female) shared 16,673 min of synchronized real-world phone use and Language Environment Analysis audio data over the course of 1 week (collected 2017–2020) for our analyses. Maternal phone use was associated with a 16% decrease in infants' speech input, with shorter intervals of phone use (1–2 min) associated with a greater 26% decrease in speech input relative to longer periods. This work highlights the value of multimodal sensing to access dynamic, within-person, and context-specific predictors of speech to infants in real-world settings.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 5","pages":"e324-e337"},"PeriodicalIF":3.9,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141455673","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 and adolescents rectify unequal allocations of leadership duties in the classroom 儿童和青少年纠正了课堂上领导职责分配不均的现象。
IF 3.9 1区 心理学
Child development Pub Date : 2024-06-26 DOI: 10.1111/cdev.14123
Melanie Killen, Amanda R. Burkholder, Elizabeth Brey, Dylan Cooper, Kristin Pauker
{"title":"Children and adolescents rectify unequal allocations of leadership duties in the classroom","authors":"Melanie Killen,&nbsp;Amanda R. Burkholder,&nbsp;Elizabeth Brey,&nbsp;Dylan Cooper,&nbsp;Kristin Pauker","doi":"10.1111/cdev.14123","DOIUrl":"10.1111/cdev.14123","url":null,"abstract":"<p>Little is known about how children and adolescents evaluate unequal teacher allocations of leadership duties based on ethnicity-race and gender in the classroom. U.S. boys and girls, White (40.7%), Multiracial (18.5%), Black/African American (16.0%), Latine (14.2%), Asian (5.5%), Pacific Islander (0.4%), and other (4.7%) ethnic-racial backgrounds, 8–14 years, <i>N</i> = 275, evaluated teacher allocations of high-status leadership positions favoring specific ethnic-racial or gender groups during 2018–2021. Adolescents, more than children, negatively evaluated unequal teacher allocations of leadership duties that resulted in group-based inequalities, expected peers who shared the identity of a group disadvantaged by the teacher's allocation to view it more negatively than others, and rectified inequalities. Understanding perceptions of teacher-based bias provides an opportunity for interventions designed to create fair and just classrooms that motivate all students to achieve.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"1950-1966"},"PeriodicalIF":3.9,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14123","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141455672","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
Beyond attachment theory: Indigenous perspectives on the child–caregiver bond from a northwest tribal community 超越依恋理论：西北部一个部落社区对儿童与照顾者之间关系的土著观点
IF 3.9 1区 心理学
Child development Pub Date : 2024-06-18 DOI: 10.1111/cdev.14127
Sara F. Waters, Meenakshi Richardson, Sara R. Mills, Alvina Marris, Fawn Harris, Myra Parker
{"title":"Beyond attachment theory: Indigenous perspectives on the child–caregiver bond from a northwest tribal community","authors":"Sara F. Waters,&nbsp;Meenakshi Richardson,&nbsp;Sara R. Mills,&nbsp;Alvina Marris,&nbsp;Fawn Harris,&nbsp;Myra Parker","doi":"10.1111/cdev.14127","DOIUrl":"10.1111/cdev.14127","url":null,"abstract":"<p>Healthy Indigenous child development is grounded in Indigenous ways of knowing and being. Attachment theory has been influential in understanding the significance of parenting for infant development in Western science but has focused on child–caregiver bonds predominantly within the parent–child dyad. To bring forth Indigenous perspectives regarding understandings of parenting, the attachment bond, and the well-being of Indigenous children, we conducted semi-structured interviews with 28 members of a Northwest tribal community (21 female) in spring and summer 2020. Themes included Community caregiving, Family value systems, Bonding, Traditional teachings, and Historical trauma. The need to expand the lens of attachment theory beyond the dyad is clear. Implications for improving the child welfare system and prevention programs within Indigenous communities are discussed.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"1829-1844"},"PeriodicalIF":3.9,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14127","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141334561","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
Self-regulation and comprehension in shared reading: The moderating effects of verbal interactions and E-book discussion prompts 共同阅读中的自我调节与理解：语言互动和电子书讨论提示的调节作用
IF 3.9 1区 心理学
Child development Pub Date : 2024-06-18 DOI: 10.1111/cdev.14128
Dandan Yang, Yan Ge, Yiwen Sun, Penelope Collins, Susanne M. Jaeggi, Ying Xu, Zhiling Meng Shea, Mark Warschauer
{"title":"Self-regulation and comprehension in shared reading: The moderating effects of verbal interactions and E-book discussion prompts","authors":"Dandan Yang,&nbsp;Yan Ge,&nbsp;Yiwen Sun,&nbsp;Penelope Collins,&nbsp;Susanne M. Jaeggi,&nbsp;Ying Xu,&nbsp;Zhiling Meng Shea,&nbsp;Mark Warschauer","doi":"10.1111/cdev.14128","DOIUrl":"10.1111/cdev.14128","url":null,"abstract":"<p>The study examined how children's self-regulation skills measured by the strengths and weaknesses of ADHD symptoms and normal behavior rating are associated with story comprehension and how verbal engagement and e-book discussion prompts moderate this relation. Children aged 3–7 (<i>N</i> = 111, 50% female, Chinese as first language) read an interactive Chinese–English bilingual story e-book with or without discussion prompts twice with their parents (2020–2021). Results demonstrated that the lower children's self-regulation skills, the more they struggled with story comprehension. Critically, our data suggest that embedding e-book discussion prompts and more verbalization in English can mitigate this negative association for children with inattention/hyperactivity. These findings have critical implications for future e-book design, interventions, and home reading practice for children with inattention/hyperactivity and those at risk for attention deficit/hyperactivity disorder.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"1934-1949"},"PeriodicalIF":3.9,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14128","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141334554","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
Becoming word meaning experts: Infants' processing of familiar words in the context of typical and atypical exemplars 成为词义专家：婴儿在典型和非典型范例语境中处理熟悉词语的过程
IF 3.9 1区 心理学
Child development Pub Date : 2024-06-01 DOI: 10.1111/cdev.14120
Haley Weaver, Martin Zettersten, Jenny R. Saffran
{"title":"Becoming word meaning experts: Infants' processing of familiar words in the context of typical and atypical exemplars","authors":"Haley Weaver,&nbsp;Martin Zettersten,&nbsp;Jenny R. Saffran","doi":"10.1111/cdev.14120","DOIUrl":"10.1111/cdev.14120","url":null,"abstract":"<p>How do infants become word meaning experts? This registered report investigated the structure of infants' early lexical representations by manipulating the typicality of exemplars from familiar animal categories. 14- to 18-month-old infants (<i>N</i> = 84; 51 female; <i>M</i> = 15.7 months; race/ethnicity: 64% White, 8% Asian, 2% Hispanic, 1% Black, and 23% multiple categories; participating 2022–2023) were tested on their ability to recognize typical and atypical category exemplars after hearing familiar basic-level category labels. Infants robustly recognized both typical (<i>d</i> = 0.79, 95% CI [0.54, 1.03]) and atypical (<i>d</i> = 0.70, 95% CI [0.46, 0.94]) exemplars, with no significant difference between typicality conditions (<i>d</i> = 0.14, 95% CI [−0.08, 0.35]). These results support a broad-to-narrow account of infants' early word meanings. Implications for the role of experience in the development of lexical knowledge are discussed.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 5","pages":"e352-e372"},"PeriodicalIF":3.9,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14120","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141185455","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
Unraveling the complex interplay between statistical learning and working memory in Chinese children with and without dyslexia across different ages 揭示有阅读障碍和无阅读障碍的中国儿童在不同年龄段的统计学习和工作记忆之间复杂的相互作用。
IF 3.9 1区 心理学
Child development Pub Date : 2024-05-31 DOI: 10.1111/cdev.14121
Mei Zhou, Puyuan Zhang, Catherine Mimeau, Shelley Xiuli Tong
{"title":"Unraveling the complex interplay between statistical learning and working memory in Chinese children with and without dyslexia across different ages","authors":"Mei Zhou,&nbsp;Puyuan Zhang,&nbsp;Catherine Mimeau,&nbsp;Shelley Xiuli Tong","doi":"10.1111/cdev.14121","DOIUrl":"10.1111/cdev.14121","url":null,"abstract":"<p>The relation between statistical learning and working memory in children with developmental dyslexia (DD) remains unclear. This study employed a distributional and a conditional statistical learning experiment and a working memory task to examine this relation in 651 Chinese 6- to 12-year-olds with and without DD (<i>N</i><sub>DD</sub> = 199, 101 females; <i>N</i><sub>woDD</sub> = 452, 227 females; participated 2014–2019). Results showed working memory positively associated with recognizing high-predictable and familiar items in both groups, but negatively associated with recognizing unfamiliar items in the DD group only. These findings uncovered the complex interplay between statistical learning and working memory, demonstrating how different working memory abilities in children with and without DD relate to various statistical learning mechanisms at the item level.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 5","pages":"e338-e351"},"PeriodicalIF":3.9,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14121","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141179157","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
Developing conceptions of forgiveness across the lifespan 在人的一生中发展宽恕观念。
IF 3.9 1区 心理学
Child development Pub Date : 2024-05-31 DOI: 10.1111/cdev.14122
Abby McLaughlin, Julia Marshall, Katherine McAuliffe
{"title":"Developing conceptions of forgiveness across the lifespan","authors":"Abby McLaughlin,&nbsp;Julia Marshall,&nbsp;Katherine McAuliffe","doi":"10.1111/cdev.14122","DOIUrl":"10.1111/cdev.14122","url":null,"abstract":"<p>Understanding how to respond to transgressions is central to cooperation, yet little is known about how individuals understand the consequences of these responses. Accordingly, the current study explored children's (ages 5–9), adolescents' (ages 11–14), and adults' (<i>N</i> = 544, predominantly White, ~50% female, tested in 2021) understandings of three such responses—forgiveness, punishment, and doing nothing. At all ages, participants differentiated between the consequences of these three responses. Forgiveness was associated with more positive and fewer negative outcomes, while the opposite was true for punishment and doing nothing. With age, participants were less likely to expect positive outcomes, and this effect was strongest for punishment and doing nothing. The results of this study allow novel insights into reasoning about three important response strategies.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"1915-1933"},"PeriodicalIF":3.9,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14122","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141179152","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
Understanding adjustment profiles among Mexican-origin adolescents over time: A focus on cultural risk and resilience factors 了解墨西哥裔青少年在不同时期的适应情况：关注文化风险和复原力因素。
IF 3.9 1区 心理学
Child development Pub Date : 2024-05-31 DOI: 10.1111/cdev.14119
Jinjin Yan, Wen Wen, Jiaxiu Song, Angelina Liu, Elma Lorenzo-Blanco, Yishan Shen, Minyu Zhang, Su Yeong Kim
{"title":"Understanding adjustment profiles among Mexican-origin adolescents over time: A focus on cultural risk and resilience factors","authors":"Jinjin Yan,&nbsp;Wen Wen,&nbsp;Jiaxiu Song,&nbsp;Angelina Liu,&nbsp;Elma Lorenzo-Blanco,&nbsp;Yishan Shen,&nbsp;Minyu Zhang,&nbsp;Su Yeong Kim","doi":"10.1111/cdev.14119","DOIUrl":"10.1111/cdev.14119","url":null,"abstract":"<p>This study used a three-wave longitudinal dataset to: identify adjustment profiles of U.S. Mexican-origin adolescents based on their physical, academic, and psychosocial health adjustment; track adjustment profile changes throughout adolescence; and examine the associations between cultural stressors, family obligation, and adjustment profile membership over time. Participants were 604 Mexican-origin adolescents (54% female, <i>M</i><sub>age</sub> = 12.41, SD = 0.97) in Texas (Wave 1: 2012–2015; Wave 2: 2013–2016; Wave 3: 2017–2020). Three concurrent profiles (<i>Well-adjusted</i>, <i>Moderate</i>, and <i>Poorly-adjusted</i>) emerged at each wave, whereas three transition profiles (<i>Improved</i>, <i>Stable well-adjusted</i>, and <i>Overall poorly-adjusted</i>) were identified across three waves. The results suggest that cultural stressors pose risks for Mexican-origin adolescents' adjustment, and family obligation values play a protective role in these associations.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 5","pages":"e305-e323"},"PeriodicalIF":3.9,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141179155","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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