Frontiers in Developmental Psychology最新文献

Self-differentiation and parenting stress in adolescent mothers. An exploratory study 青少年母亲的自我分化与养育压力。探索性研究

Frontiers in Developmental Psychology Pub Date : 2024-04-16 DOI: 10.3389/fdpys.2024.1306427

Alessandra Salerno, Monica Tosto, Iolanda Raciti, Aluette Merenda

{"title":"Self-differentiation and parenting stress in adolescent mothers. An exploratory study","authors":"Alessandra Salerno, Monica Tosto, Iolanda Raciti, Aluette Merenda","doi":"10.3389/fdpys.2024.1306427","DOIUrl":"https://doi.org/10.3389/fdpys.2024.1306427","url":null,"abstract":"Adolescent motherhood, a phenomenon that has a strong social impact, is explored, focusing particularly on the mother's psychosocial development, parental role, skill, and parenting-related stress.This study aims to analyze the connection between maternal self-differentiation in first-time mothers (aged between 15 and 20 years old) and parenting stress levels, including some moderating variables, such as dyadic adjustment, maternal self-esteem, and perceived social support.The analyses highlighted the following significant results: emotional cutoff and fusion with others are predictors of parenting stress (β = −0.38, p < 0.05, and β = 0.36, p = 0.05, respectively); emotional cutoff is also found to be a significant predictor of parent–child dysfunctional interaction (β = −0.42, p < 0.05), while fusion with others predicts a mother's perception of her child as difficult (β = 0.39, p < 0.05); a predictive effect of the positive self-worth on a mother's perception of having a difficult child is found (β = −0.37, p < 0.05); and a predictive effect of dyadic cohesion on a mother's perception of having a difficult child (β = −0.40, p < 0.05) is found.The results are discussed from a sociocultural perspective, and their implications on early motherhood, especially in Italy, are considered.","PeriodicalId":424048,"journal":{"name":"Frontiers in Developmental Psychology","volume":"25 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Measuring parents' regulatory media use for themselves and their children 衡量父母对自己和子女使用媒体的监管情况

Frontiers in Developmental Psychology Pub Date : 2024-04-04 DOI: 10.3389/fdpys.2024.1377998

Bolim Suh, Heather Kirkorian, Rachel Barr, Sarah C. Kucker, Chioma Torres, Jenny S. Radesky

{"title":"Measuring parents' regulatory media use for themselves and their children","authors":"Bolim Suh, Heather Kirkorian, Rachel Barr, Sarah C. Kucker, Chioma Torres, Jenny S. Radesky","doi":"10.3389/fdpys.2024.1377998","DOIUrl":"https://doi.org/10.3389/fdpys.2024.1377998","url":null,"abstract":"Parents often use media to manage their own or their child's emotions and behaviors, which is called “regulatory media use.” While the use of media to alleviate negative emotions and behaviors may be helpful in the short-term, there may be negative consequences in the long-term (e.g., for children's development of self-regulatory skills). Research remains limited, often relying on a single, binary question asking whether a parent ever uses media to calm their child. To enable future research on the effects of regulatory media use, this paper described initial scale development efforts for measuring parents' regulatory media use for themselves (parent scale) and their children (child scale).These scales were tested in an aggregate sample of parents with children 1–10 years old, and with each of three subsamples representing parents of children in infancy (15-25 months old), early childhood (2–5 years old), and middle childhood (5–10 years old).Overall, the results provide initial support for the scales as a reliable tool for measuring regulatory media use. Both scales for parents and children had a stable three-factor structure that held within each of the three subsamples. Further, both scales had predictive validity, each predicting parenting stress and child screen time.Building upon earlier studies that often focused on single items to measure regulatory purposes, the initial scales appear to capture a multifaceted range of regulatory uses of media. The comprehensive measurement of regulatory media use enabled by these scales can inform more effective and tailored media guidelines and interventions, and the potential applications and implications for future research are discussed.","PeriodicalId":424048,"journal":{"name":"Frontiers in Developmental Psychology","volume":"66 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140742757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

When best friendships end: young adolescents' responses to hypothetical best friendship dissolution and associations with real-life friendship outcomes 当最好的友谊结束时：青少年对假设最好的友谊解体的反应以及与现实生活中友谊结果的联系

Frontiers in Developmental Psychology Pub Date : 2024-03-22 DOI: 10.3389/fdpys.2024.1369085

J. Bowker, Jenna P Weingarten, R. Etkin, Melanie A. Dirks

{"title":"When best friendships end: young adolescents' responses to hypothetical best friendship dissolution and associations with real-life friendship outcomes","authors":"J. Bowker, Jenna P Weingarten, R. Etkin, Melanie A. Dirks","doi":"10.3389/fdpys.2024.1369085","DOIUrl":"https://doi.org/10.3389/fdpys.2024.1369085","url":null,"abstract":"This study examined young adolescents' responses to two types of hypothetical best friendship dissolution (complete and downgrade dissolutions). Responses included their attributions, emotional reactions, and coping strategies. It also considered whether responses vary across dissolution type and are related to the real-life friendship-specific outcomes of best friendship dissolution and friendship quantity.Data were collected from 318 young adolescents at two time points (Time 1 (T1): Mage = 11.87 years) and included a newly-developed vignette measure of responses to hypothetical complete and downgrade dissolutions (T1), real-life complete and downgrade dissolutions experienced by participants (T2), and friendship (T1, T2).Findings showed that adolescents responded differently in their emotional reactions and coping strategies to hypothetical complete and downgrade dissolutions. Path models revealed unique linkages between several responses, such as vengeful coping and the real-life friendship-specific outcomes.Findings suggest variability in how young adolescents respond to hypothetical best friendship dissolutions and that such variability may explain differences in their real-life friendships.","PeriodicalId":424048,"journal":{"name":"Frontiers in Developmental Psychology","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140212702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Anecdata: children’s and adults’ evaluation of anecdotal and statistical evidence 轶事：儿童和成人对轶事和统计证据的评价

Frontiers in Developmental Psychology Pub Date : 2024-03-04 DOI: 10.3389/fdpys.2024.1324704

Jenny Nissel, Jacqueline D. Woolley

{"title":"Anecdata: children’s and adults’ evaluation of anecdotal and statistical evidence","authors":"Jenny Nissel, Jacqueline D. Woolley","doi":"10.3389/fdpys.2024.1324704","DOIUrl":"https://doi.org/10.3389/fdpys.2024.1324704","url":null,"abstract":"Pseudoscientific beliefs, including vaccine-related and other types of conspiracy theories, are often formed through reliance on personal anecdotes shared by people with similar belief sets. In the present study, we explore one aspect of pseudoscientific versus scientific reasoning by studying the development of the use of anecdotal versus statistical evidence. To do so, we asked 7- and 10-year-olds and adults to help an agent solve a problem by choosing one of two potential solutions, one supported by an anecdote and one by a graph. Results revealed significant age differences, with older participants more likely to value the graphical over the anecdotal evidence. Participants who chose the anecdotal solution frequently justified their choices by referring either to an inferred causal relationship between the chosen solution and the outcome or to characteristics of the person who provided the anecdote. Participants who chose the graphical solution frequently referred to quantity. Our findings suggest that both a greater valuation of statistical information and an increased ability to reflect critically about causal relationships may be critical in resisting the persuasive power of anecdotes, and hence, making valid evidence-based decisions.","PeriodicalId":424048,"journal":{"name":"Frontiers in Developmental Psychology","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140266370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A lack of retrieval practice effects in children's recognition and recall memory of novel words during storybook reading 儿童在阅读故事书时对新词的识别和回忆记忆缺乏检索练习效果

Frontiers in Developmental Psychology Pub Date : 2023-12-15 DOI: 10.3389/fdpys.2023.1270938

Melina L. Knabe, Catherine Bredemann, Haley A. Vlach

{"title":"A lack of retrieval practice effects in children's recognition and recall memory of novel words during storybook reading","authors":"Melina L. Knabe, Catherine Bredemann, Haley A. Vlach","doi":"10.3389/fdpys.2023.1270938","DOIUrl":"https://doi.org/10.3389/fdpys.2023.1270938","url":null,"abstract":"Retrieval practice enhances adults' long-term memory over restudying. However, it is less clear whether young children also benefit from retrieval practice. This study assessed whether retrieval practice could support children's novel word learning in the context of storybook reading.In Experiments 1–3, preschoolers (N = 167, RangeAge = 26–68 months) were presented with 10 novel word-object pairs across four consecutive storybook readings. Half of the children were read the storybook four times (i.e., SSSS), whereas the other half of the children were read the storybook once and were then asked to retrieve the novel words during the subsequent three readings (i.e., STTT). Children's recall and recognition memory for the novel words was tested after a 5-min delay.Results revealed that although children had high retrieval success during learning, retrieval practice did not provide an advantage over re-reading for children's recall (Experiment 1), even when additional mapping and retrieval opportunities were provided (Experiment 2); that is, children who engaged in retrieval practice did not outperform children who re-read the storybooks. A retrieval practice effect also did not emerge in children's recognition memory of novel words (Experiment 3). Taken together, this study suggests that retrieval practice may only benefit young children under specific learning conditions. Future research should therefore consider characteristics of the learner and broader learning context to explain developmental differences in retrieval practice effects.","PeriodicalId":424048,"journal":{"name":"Frontiers in Developmental Psychology","volume":"112 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138999542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

U.S. parents' attitudes toward playful learning 美国家长对游戏式学习的态度

Frontiers in Developmental Psychology Pub Date : 2023-12-15 DOI: 10.3389/fdpys.2023.1267169

C. A. Wright, Josh Pasek, Ji Young Lee, A. S. Masters, R. Golinkoff, Bo Stjerne Thomsen, K. Hirsh-Pasek

{"title":"U.S. parents' attitudes toward playful learning","authors":"C. A. Wright, Josh Pasek, Ji Young Lee, A. S. Masters, R. Golinkoff, Bo Stjerne Thomsen, K. Hirsh-Pasek","doi":"10.3389/fdpys.2023.1267169","DOIUrl":"https://doi.org/10.3389/fdpys.2023.1267169","url":null,"abstract":"There has been a surge of research on the power of play to facilitate learning in recent years. Guided play, specifically, has emerged as an optimal learning approach over free play and direct instruction. However, whether parents' attitudes toward play align with the emerging research remains largely unexplored. Addressing this gap, the present study is the first to operationalize play by using the playful learning spectrum (i.e., free play, guided play, games, and direct instruction) to investigate parents' attitudes toward play.The study surveyed a broad, national sample of parents with at least one child aged 2 to 12 years living in the United States (N = 1,172). To understand preferences for each approach and the factors related to those preferences, we examined how individuals regarded each of the four learning approaches and ran a series of regressions predicting perceptions of learning from the approaches as a function of demographic and attitudinal factors. These regressions were estimated in two different ways, allowing us to identify which predictors were related to each outcome as well as which explained these perceptions uniquely, over and above other predictors.The findings revealed a preference for play over direct instruction, with parents likely to perceive free play as most conducive to learning. Regression analyses uncovered significant variations in perceptions based on demographic and attitudinal factors, with highly educated respondents most likely to endorse free play, more knowledgeable respondents most likely to endorse guided play and the least educated respondents most likely to favor direct instruction.While the study reveals parents' evolving, positive attitudes toward play, it also underscores a gap between academic research, which highlights the advantages of guided play, and parents' perceptions. Implications for parent support initiatives are discussed.","PeriodicalId":424048,"journal":{"name":"Frontiers in Developmental Psychology","volume":"118 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138999414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

General and math vocabulary contributions to early numeracy skills in a large population-representative sample 在具有人口代表性的大样本中，普通词汇和数学词汇对早期计算能力的贡献

Frontiers in Developmental Psychology Pub Date : 2023-12-14 DOI: 10.3389/fdpys.2023.1279691

Dorthe Bleses, Martin Moos, David J. Purpura, Philip S. Dale

{"title":"General and math vocabulary contributions to early numeracy skills in a large population-representative sample","authors":"Dorthe Bleses, Martin Moos, David J. Purpura, Philip S. Dale","doi":"10.3389/fdpys.2023.1279691","DOIUrl":"https://doi.org/10.3389/fdpys.2023.1279691","url":null,"abstract":"There are well-documented associations between numeracy development in preschool age children and general and math vocabulary, literacy, and executive functions. However, the studies have largely included small samples of children with parents with either predominantly low or higher socioeconomic background (SES); further, few studies have included measures of all these domains in the same analyses. In this current study, we examined how general vocabulary, math vocabulary, rhyme detection and three measures of executive functions are associated with numeracy development in a population representative sample of 2,931 Danish children 3–5 years (51% male, 89% white). Multi-level regressions controlling for child age and, sex, and in some analyses also parental education and income confirmed that general vocabulary (β = 0.16), math language (β = 0.17), rhyme detection (β = 0.14), attention shifting (β = 0.09), inhibitory control (β = 0.05), and working memory (β = 0.09) each are associated with numeracy after controlling for covariates when estimated in the same model. Analyses of extreme performance (low-high) suggests a much closer and symmetrical connection between math language and numeracy compared to that between general vocabulary and numeracy. Interestingly, family SES is weakly but significantly related to all measures, most strongly for the vocabulary measures, but does not influence the pattern of results from regression analyses. In conclusion, both general vocabulary and mathematics-specific vocabulary contribute substantially to early numeracy skills. Rhyme detection and executive functions are also associated with numeracy skills, but with a lower magnitude.","PeriodicalId":424048,"journal":{"name":"Frontiers in Developmental Psychology","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139002873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

More is more: toddlers do not show choice overload 多多益善：幼儿不会出现选择过多的情况

Frontiers in Developmental Psychology Pub Date : 2023-12-14 DOI: 10.3389/fdpys.2023.1317426

Romulus J. Castelo, Seokyung Kim, Stephanie M. Carlson

{"title":"More is more: toddlers do not show choice overload","authors":"Romulus J. Castelo, Seokyung Kim, Stephanie M. Carlson","doi":"10.3389/fdpys.2023.1317426","DOIUrl":"https://doi.org/10.3389/fdpys.2023.1317426","url":null,"abstract":"Psychological theory and research demonstrate the positive effects of personal choice on human motivation. However, there is evidence in adults that an overabundance of options can lead to choice overload, when choices become demotivating. Little is known about the early development of behaviors involving choice. Across two studies, we investigated whether toddlers (M age = 2.5 years) preferred choice over non-choice and tested for the presence of choice overload using a novel sticker-book task. Moreover, we explored associations between children's executive function (EF) skills and choice preference behavior. In Study 1 (N = 106), children preferred choice on 70% of trials, and this preference increased as a function of the number of options from 2-26. There was no evidence of choice overload. Study 2 (N = 52) replicated findings from Study 1 with up to 53 options, but there was no linear effect. Age (inversely) and sex (female) predicted choice preference in Study 2. Some aspects of parent-reported EF were inversely related to children's preference for choice, whereas a direct assessment of EF was positively correlated, independent of age. Future research should test for choice overload using alternative measures with a wider age range and clarify associations between EF and choice preference.","PeriodicalId":424048,"journal":{"name":"Frontiers in Developmental Psychology","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138972296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Education to justice and infants' sense of fairness 正义教育和婴儿的公平感

Frontiers in Developmental Psychology Pub Date : 2023-11-28 DOI: 10.3389/fdpys.2023.1282533

A. Geraci, Ana Rita de Cássia Santos Barbosa, Rosanna Augello, Paola Perucchini, L. Surian

引用次数: 0

Is helping always the preferred decision? Preschool- and elementary school-aged children's helping decisions in complex social situations 帮助总是首选决定吗？学龄前儿童和小学生在复杂社交环境中的帮助决策

Frontiers in Developmental Psychology Pub Date : 2023-11-21 DOI: 10.3389/fdpys.2023.1278034

Nils Schuhmacher, Natalie Rack, Lena Beckmann, Joscha Kärtner

{"title":"Is helping always the preferred decision? Preschool- and elementary school-aged children's helping decisions in complex social situations","authors":"Nils Schuhmacher, Natalie Rack, Lena Beckmann, Joscha Kärtner","doi":"10.3389/fdpys.2023.1278034","DOIUrl":"https://doi.org/10.3389/fdpys.2023.1278034","url":null,"abstract":"Helping is usually perceived as a positive behavior, but it can also have negative side effects. Moreover, helping decisions are often embedded in complex social situations that can create social dilemmas for children and adults, such as the decision whether or not to help a friend steal. However, based on previous research, it remains unclear how young children decide in such complex social situations and how their decisions differ between preschool- and elementary school age. Therefore, in the present study, we investigated the moral decisions of 4- to 8-year-old children in complex social situations (N = 152 children; 69 girls; all European, urban and middle-class). In a 2 × 2 design, each child was asked whether a story protagonist should help or not help in four different conditions, namely helping a friend or a stranger to get their own object (i.e., moral conditions), or helping a friend or a stranger to take someone else's object (i.e., immoral conditions). We found that children clearly approve of helping in moral conditions and generally disapprove of helping in immoral conditions. We also found that older children were more likely to disapprove of helping in immoral conditions. Furthermore, children preferred helping friends to helping strangers only in moral but not in immoral conditions. Taken together, these findings suggest that children's decisions to help undergo significant changes from preschool to elementary school, as they are further qualified by criteria such as respecting the rights of others and avoiding harmful consequences of helping for third parties.","PeriodicalId":424048,"journal":{"name":"Frontiers in Developmental Psychology","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139253773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0