Infant and Child Development最新文献

{"title":"Gender attitudes and gender discrimination among ethnically and geographically diverse young children","authors":"May Ling D. Halim,&nbsp;Jessica J. Glazier,&nbsp;M. Anais Martinez,&nbsp;Adam Stanaland,&nbsp;Sarah E. Gaither,&nbsp;Yarrow Dunham,&nbsp;Kristin Pauker,&nbsp;Kristina R. Olson","doi":"10.1002/icd.2482","DOIUrl":"10.1002/icd.2482","url":null,"abstract":"<p>Despite increasing advocacy for gender equality, gender prejudice and discrimination persist. The origins of these biases develop in early childhood, but it is less clear whether (1) children's gender attitudes predict discrimination and (2) gender attitudes and discrimination vary by ethnicity and US region. We examine these questions with an ethnically (Asian, Black, Latinx and White) and geographically (Northeast, Pacific Northwest, West, Southeast and Hawaii) diverse sample of 4- to 6-year-old children (<i>N</i> = 605) who completed measures of gender attitudes and discrimination in a preregistered study. Children, across groups, demonstrated more positive attitudes towards their gender ingroup. Children who showed more pro-ingroup attitudes also showed more pro-ingroup behavioural discrimination. Girls showed stronger ingroup favouritism than boys, but ethnic and regional groups generally did not vary in levels of bias. These findings contribute to our understanding of how gender intergroup biases develop and highlight the generalizability of these processes.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139034820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Individual differences in preschoolers' spatial thinking: Comprehension of dimensional adjectives and their relation to children's performance on non-verbal spatial tasks","authors":"Rosalie Odean,&nbsp;Carla Abad,&nbsp;Yvonne Ralph,&nbsp;Shannon M. Pruden","doi":"10.1002/icd.2484","DOIUrl":"10.1002/icd.2484","url":null,"abstract":"<p>The current study explores whether individual differences in the dimensional adjectives (e.g., big, tall) children <i>understand</i>, relates to individual differences in two non-verbal spatial abilities, spatial scaling and mental transformations, in bilingual children. The inclusion of English–Spanish bilingual children broadens the work in this area which has previously focused strictly on English language. Ninety-two English–Spanish bilingual children between 37.65 and 71.87 months (42 male) participated in the study. Results show number of dimensional adjectives preschool children <i>comprehend</i> utilizing a new interactive, tablet-based task relates to performance on non-verbal spatial tasks. This research supports hypothesized relations between spatial language <i>comprehension</i> and spatial abilities, introduces an effective tool for examining spatial language comprehension in young children, and improves generalizability by including a bilingual sample and testing comprehension in both English and Spanish.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138946229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The bidirectional relationship between emotion regulation and social communication in childhood: A systematic review","authors":"Sarah Raza,&nbsp;Lori-Ann R. Sacrey,&nbsp;Lonnie Zwaigenbaum","doi":"10.1002/icd.2480","DOIUrl":"10.1002/icd.2480","url":null,"abstract":"<p>Emotion regulation (ER) refers to the ability to regulate emotional reactions in response to stimuli. Social communication involves the knowledge and skills to engage in social interactions. Both processes develop in the first years of life and form the foundation for later functioning. Literature suggests a bidirectional relationship between ER and social communication; however, the majority of research examines these constructs independently. This review provides an in-depth examination of research that has measured the relations between ER and social communication in children from 2 years of age and onwards. Findings revealed an age-related pattern, where ER was related to later social communication and vice versa. However, there was no consensus regarding direct relationship(s) between ER and social communication due to heterogeneity among studies when defining and measuring these constructs. This review illustrates the importance of understanding the pathways between ER and social communication and may inform future studies, both in typical and atypical development.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138953248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does adolescent academic achievement predict future parenting?","authors":"H. M. McAnally,&nbsp;E. Iosua,&nbsp;J. Belsky,&nbsp;J. L. Sligo,&nbsp;P. Letcher,&nbsp;C. J. Greenwood,&nbsp;E. Spry,&nbsp;K. C. Thomson,&nbsp;J. A. Macdonald,&nbsp;A. E. Bolton,&nbsp;C. A. Olsson,&nbsp;R. J. Hancox","doi":"10.1002/icd.2483","DOIUrl":"10.1002/icd.2483","url":null,"abstract":"<p>The effects of academic achievement may extend beyond economic success to influence social functioning, including future parenting. To evaluate whether adolescent academic achievement forecasts future parenting (both positive and negative) and the family home environment of parents. We used prospectively gathered intergenerational data from a population-based birth cohort born in 1972/1973 in Dunedin, New Zealand, including data from Generation 1 (parents of the birth cohort), the birth cohort (Generation 2; G2), and G2's children (Generation 3). Adolescent academic achievement in G2 was used to predict observed and reported parenting outcomes when offspring (G3) were aged 3 years after controlling for a range of covariates, including G2's adolescent wellbeing, early childhood socioeconomic status (collected from G1), and G2's age at child's birth. We also evaluated 2-way interactions between academic achievement and G2 parent sex, G3 child behaviour, and G2 adolescent wellbeing. Greater G2 academic achievement, net of controls, predicted more positive and less negative parenting (for mothers only), and a more positive home environment. For the home environment outcome, the effect of adolescent academic achievement was moderated by wellbeing. Adolescent academic achievement may positively influence parenting behaviour and the quality of the home environment.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2483","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138679138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Current perspectives in developmental science: Introduction to the 2023 special issue","authors":"Moin Syed","doi":"10.1002/icd.2479","DOIUrl":"https://doi.org/10.1002/icd.2479","url":null,"abstract":"<p>When I took over as Editor of <i>Infant and Child Development</i> in 2020, I sought, among other things, to establish the journal as a welcoming outlet for opinions, perspectives and commentaries, as there are few outlets for such work in developmental science. I also wanted to be sure that those opinions, perspectives and commentaries were not just coming from the ‘usual suspects’, those who already held considerable status and access to power in the field.</p><p>My original intention was that the special issue would be published as the first issue of the year. As many people have noted, the 2021–2022 academic year was particularly challenging as many institutions began to ‘return to normal’ amidst the pandemic. At <i>Infant and Child Development</i> we seek to promote a healthy research and work culture, and thus we were quite flexible with deadlines. The result: the special issue is published as the <i>last</i> issue of the year rather than the first. Nevertheless, it is once again a fantastic collection of articles. Please take the time to read them.</p><p>A final note: there were three additional articles that were meant to be published as part of this special issue, but due to a production error were published in the previous issue. These papers, by Fong et al. (<span>2023</span>), Hendry and Scerif (<span>2023</span>) and Veldkamp and Kemner (<span>2023</span>), are just as good as all of the others, and are part of this special issue, at heart.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"32 6","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2479","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138678859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Toward inclusive and identity safe learning for supporting racialized student achievement","authors":"LaTasha R. Holden,&nbsp;Gabriel J. Tanenbaum,&nbsp;Austin E. Ashley","doi":"10.1002/icd.2477","DOIUrl":"10.1002/icd.2477","url":null,"abstract":"<p>Students racialized as Black often experience forms of marginalization and encounter unique obstacles in their educational paths. As a result, more inclusive and tailored forms of support should be developed. Working to better support Black students should be initiated through two complementary sides—through that of the instructor and the scientist. First, we consider the importance of identity-safety and detail identity-based barriers Black students experience in their learning environments. We then define the notion of cognitive universals and discuss how it limits the effectiveness of science and its translation to more inclusive practices. We argue that to strengthen tailored forms of student support, we must move beyond focusing only on cognitive universals and more carefully consider heterogeneity of effects. To support our argument, we present evidence-based strategies from cognitive and learning science and educational interventions research to combat identity-based barriers and boost learning gains. Overall, we urge instructors and scientists to consider a variety of techniques to create more identity-safe and inclusive learning environments for Black students.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"32 6","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2477","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138455822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the female-talker default in experimental language acquisition research","authors":"Annie Holtz,&nbsp;Brandon T. Papineau","doi":"10.1002/icd.2475","DOIUrl":"10.1002/icd.2475","url":null,"abstract":"<p>Experimental research on language acquisition and development regularly employs auditory stimuli as part of the methodology. This project analyses the apparent standard practice of using female speakers to produce these experimental materials and the potential consequences of such a practice. To situate the discussion in the current scientific landscape we present a systematic review of published literature between 2017 and 2022 to establish how prevalent this practice is. The review finds a strong bias in favour of female-spoken stimuli across publications in a curated set of nine journals. We discuss this result in light of gender-based workplace inequality, changing caregiver expectations and the reliability of infants' assumed female voice preference. This project seeks to encourage researchers to consider how diversifying the stimuli used in these types of studies would lead to both a more inclusive and representative research landscape, as well as ensure that our research results are generalizable.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134992335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are dominant figures more trustworthy? Examining the relation between parental authoritarianism and children's trust preferences in the United States and China","authors":"Shaocong Ma,&nbsp;Yixin K. Cui,&nbsp;Sarah Suárez,&nbsp;Eva E. Chen,&nbsp;Kathleen H. Corriveau","doi":"10.1002/icd.2476","DOIUrl":"10.1002/icd.2476","url":null,"abstract":"<p>Deciding whose words to trust profoundly impacts children's knowledge acquisition. In evaluating informants' trustworthiness, children are attentive to their social dominance. Previous studies have shown that children's trust preferences may differ across cultures based on the dominance of the informant: children in Western cultures prefer to trust in testimony from dominant informants, whereas children in Eastern cultures prefer to trust subordinate informants (Bernard et al., 2016; Charafeddine et al., 2019). We aim to investigate the potential cultural difference in the trust preferences of European American children (in the United States) and Chinese children (in China) from informants of varying levels of dominance, using a more refined method to assess children's trust preferences. We propose that different levels of authoritarianism – advocacies to obey authorities – in Western and Eastern cultures may explain the potential difference in children's selective trust. Specifically, as impacted by societal cultures, Chinese parents may possess a higher level of authoritarianism than European American parents and may place a higher emphasis on obedience in their parenting. Consequently, Chinese children may show stronger trust preferences from subordinate informants over dominant informants than European American children. Our research will offer insights into the potential mechanism underlying children's different learning preferences across cultures.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2476","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135036654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A person-centered approach in developmental science: Why this is the future and how to get there","authors":"Mandy A. E. van der Gaag","doi":"10.1002/icd.2478","DOIUrl":"10.1002/icd.2478","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>This paper argues for a person-centered approach in developmental science and presents theoretical and empirical techniques to help shift the focus to the individual. The need for a person-centered approach is urgent, because of widespread nonergodicity in developmental psychology: traditional between-individual, group-level statistics often cannot be used to understand individuals over time. Evidence for nonergodicity has been gathered in domains such as personality, emotions, identity, performance and intelligence. This highlights a mismatch between our typical research methods—group-level analyses—and a core aim of developmental science: understanding the development of individuals. The implications are profound. Without insights into within-individual processes, our understanding of development remains incomplete and perhaps even incorrect, which could hinder the design of effective interventions. Many of our developmental theories might need to be adjusted to accurately capture individual-level development. The theory of complex dynamic systems and person-centered simulations offer promising avenues to do this. In addition, many promising person-centered analysis techniques, that typically use long time series of data, are available to enhance our understanding of individual-level development. Together, these person-centered theoretical and empirical tools have the potential to help shift developmental science towards an understanding of development that genuinely reflects individual processes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>The problem of nonergodicity in psychological science is widespread, this highlights a need for a person-centered approach to development.</li>\u0000 \u0000 <li>Creating individual-level theoretical models is a difficult challenge, but complex dynamic systems theory and simulations can help.</li>\u0000 \u0000 <li>Person-centered analytical techniques presented in this paper can answer questions on individual development, by investigating the shape of individual trajectories, within-individual dynamics and nonlinear developments.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"32 6","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2478","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72365415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers matter in early childhood: The relation between teacher behaviours and executive function development in toddlerhood","authors":"Sümeyye Koşkulu-Sancar,&nbsp;Elma Blom,&nbsp;Eva van de Weijer-Bergsma,&nbsp;Elizabeth Grandfield,&nbsp;Josje Verhagen,&nbsp;Hanna Mulder","doi":"10.1002/icd.2474","DOIUrl":"10.1002/icd.2474","url":null,"abstract":"<p>The current study investigates the role of teacher behaviors in toddlers' executive function development. Teachers' (<i>N</i> = 215) emotional and behavioral support and instructional support were observed through classroom observations when children were 2 years old. Selective attention, verbal short-term memory, and visuospatial working memory of children (<i>N</i> = 876, 48.4% female) were assessed at age 2 (<i>M</i>_age = 28.60 months, SD = 2.83) and 3 (<i>M</i>_age = 42.38 months, SD = 2.47). Teachers' instructional support positively predicted growth in selective attention, but not verbal short-term memory or visuospatial working memory. Teachers' emotional and behavioral support did not predict the growth in executive function measures. Findings have implications for understanding the role of teacher-child interactions in executive function development in toddlerhood.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71507268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}