Developmental Science最新文献

{"title":"Oscillatory But Not Aperiodic Frontal Brain Activity Predicts the Development of Executive Control From Infancy to Toddlerhood","authors":"Josué Rico-Picó,&nbsp;M. del Carmen Garcia-de-Soria Bazan,&nbsp;Ángela Conejero,&nbsp;Sebastián Moyano,&nbsp;Ángela Hoyo,&nbsp;María de los Ángeles Ballesteros-Duperón,&nbsp;Karla Holmboe,&nbsp;M. Rosario Rueda","doi":"10.1111/desc.13613","DOIUrl":"https://doi.org/10.1111/desc.13613","url":null,"abstract":"<p>Executive control (EC) emerges in the first year of life, with the ability to inhibit prepotent responses (inhibitory control [IC]) and to flexibly readapt (cognitive flexibility [CF]) steadily improving. Simultaneously, electrophysiological brain activity undergoes profound reconfiguration, which has been linked to individual variability in EC. However, most studies exploring this relationship have used relative/absolute power and tasks that combine different executive processes. In addition, brain activity conflates aperiodic and oscillatory activity, which hinders the interpretation of the relationship between power and cognition. In the current study, we used the <i>Early Childhood Inhibitory Touchscreen Task</i> (ECITT) to examine the development of EC skills from 9 to 16 months in a longitudinal sample, and related performance of the task to resting-state EEG (rs-EEG) power, separating oscillatory and aperiodic activity. Our results showed improvement in IC but not in CF with age. In addition, alpha and theta oscillatory activity were concurrent (9-mo.) and longitudinal predictors of CF in toddlerhood, whereas the aperiodic exponent of the EEG signal did not contribute to EC. These findings demonstrate the relevance of oscillatory brain activity for cognitive development and provide an early brain marker for the early development of EC.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13613","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143370099","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}

{"title":"The Status of Vernier Acuity Following Late Sight Onset","authors":"Lukas Vogelsang,&nbsp;Priti Gupta,&nbsp;Marin Vogelsang,&nbsp;Pragya Shah,&nbsp;Kashish Tiwari,&nbsp;Dhun Verma,&nbsp;Mrinalini Yadav,&nbsp;Sruti Raja,&nbsp;Suma Ganesh,&nbsp;Pawan Sinha","doi":"10.1111/desc.13616","DOIUrl":"10.1111/desc.13616","url":null,"abstract":"<div>\u0000 \u0000 <p>We possess a remarkably acute ability to detect even small misalignments between extended line segments. This “vernier acuity” significantly exceeds our “resolution acuity”—the ability to resolve closely separated stimuli—and is generally considered a “hyperacuity,” since the detectable misalignments are markedly finer than the diameter of single retinal cones. Vernier acuity has, thus, often been proposed to reflect spatial organization and multi-unit cortical processing, rendering it an important index of visual function. Notably, vernier acuity exhibits a characteristic developmental signature: it is inferior to resolution acuity early in life but eventually exceeds it by up to one order of magnitude. However, vernier acuity may be disproportionately sensitive to developmental disruptions. Here, we examined the resilience of acquiring this visual proficiency to early-onset, prolonged deprivation by longitudinally tracking vernier and resolution acuities in children with dense congenital cataracts who gained sight late in life as part of Project Prakash. Our data reveal marked longitudinal improvements in both acuity measures and also demonstrate that, like the normally-sighted, late-sighted individuals’ vernier acuity exceeds their resolution acuity, thereby rendering it a hyperacuity. However, the extent of this hyperacuity is weaker than observed in normally-sighted controls, pointing to partial limitations in postsurgical skill acquisition. Despite these constraints, our findings point to the feasibility of forming some integrative circuits in the visual system even when inputs are severely compromised, and to the availability of some residual plasticity late in childhood, with implications for the rehabilitation prospects of children following treatment for congenital cataracts.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143190938","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}

{"title":"Learning by Example: Does Positive Nonverbal Behavior Reduce Children's Racial Bias?","authors":"Antonya M. Gonzalez,&nbsp;Allison L. Skinner,&nbsp;Andrew Scott Baron","doi":"10.1111/desc.13614","DOIUrl":"10.1111/desc.13614","url":null,"abstract":"<div>\u0000 \u0000 <p>Nonverbal behavior is a ubiquitous, everyday cue that is often used as a basis for social evaluation. Numerous studies indicate that children are sensitive to these signals and form evaluative judgments after viewing positive or negative nonverbal cues directed toward a target. Furthermore, they generalize these judgments to other members of a targets’ social group, indicating that nonverbal behavior displays can influence intergroup bias. However, no studies thus far have directly examined whether exposure to positive nonverbal behavior cues can reduce children's implicit and explicit racial bias. In the current study, we exposed White and Asian children ages 9–11 to positive nonverbal behavior displayed by a White expresser toward a Black target, drawn from children's television shows. Children demonstrated a pro-White/anti-Black bias implicitly, but explicitly preferred Black over White characters. Additionally, children judged Black characters from the clips and novel Black characters positively. We found that there was no difference in implicit or explicit racial bias between children who viewed positive nonverbal behavior demonstrated by a White expresser to a Black target as compared to children who were only exposed to a Black target (and no nonverbal cues) or unrelated video clips. Future research examining the influence of positive nonverbal behavior on children's racial bias should consider using more overt or prolonged demonstrations of positive nonverbal behavior or increasing children's familiarity with the characters presented.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143190937","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}

{"title":"Do Children's Brains Function Differently During Book Reading and Screen Time? A fNIRS Study","authors":"Meredith Pecukonis,&nbsp;Meryem Yücel,&nbsp;Henry Lee,&nbsp;Cory Knox,&nbsp;David A. Boas,&nbsp;Helen Tager-Flusberg","doi":"10.1111/desc.13615","DOIUrl":"10.1111/desc.13615","url":null,"abstract":"<div>\u0000 \u0000 <p>Previous research suggests that book reading and screen time have contrasting effects on language and brain development. However, few studies have explicitly investigated whether children's brains function differently <i>during</i> these two activities. The present study used functional near-infrared spectroscopy (fNIRS) to measure brain response in 28 typically developing preschool-aged children (36–72 months old) during two conditions—a book reading condition, in which children listened to a story read by a live experimenter while viewing words and pictures in a book, and a screen time condition, in which children listened to a story that was played via an audio recording while viewing words and pictures on a screen. Analyses revealed significant activation in the right temporal parietal junction (TPJ) during the book reading condition only. Across regions of interest (ROIs), including the inferior and middle frontal gyrus (IMFG), the superior and middle temporal gyrus (SMTG), and the TPJ, brain response during the book reading condition was greater in right-lateralized ROIs than left-lateralized ROIs, while brain response during the screen time condition was similar across left and right ROIs. Findings suggest that the lateralization of preschool-aged children's brain function within these ROIs differs during book reading and screen time, which provides a possible neurobiological explanation for why book reading and screen time impact language development in such different ways. Findings provide important insights into how children's brains function during different types of activities (dyadic vs. solitary) and when using different types of media (print vs. digital).</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143067712","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}

{"title":"Every Face Has a Name: Individuation Training Reduces Implicit Racial Bias","authors":"Miao Qian,&nbsp;Yihan Pang,&nbsp;Genyue Fu","doi":"10.1111/desc.13612","DOIUrl":"10.1111/desc.13612","url":null,"abstract":"<div>\u0000 \u0000 <p>Addressing racial bias in early childhood is crucial for fostering inclusivity and reducing social inequalities. This study examined the effectiveness of individuation training in reducing racial bias among Canadian preschool-aged children and explored how interracial contact might influence changes in children's implicit anti-Black bias. A total of 113 preschool-age children (60 females, <i>M</i>_age = 5.31 years) were trained to individuate Black or White faces. Results showed a significant reduction in implicit anti-Black bias following Black individuation training, whereas no significant change was observed in the White individuation training group. Additionally, factors such as interracial friendships were found to influence the reduction of bias. These findings contribute to the understanding of developmental interventions for diverse cultural contexts, with implications for early childhood education and efforts to promote social inclusivity. A video abstract of this article can be viewed at https://www.powtoon.com/c/enBEKBMdMXR/1/m</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143060934","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}

{"title":"Examining Baseline Relations Between Parent–Child Interactions and STEM Engagement and Learning","authors":"Skyler Gin,&nbsp;Heyang Yin,&nbsp;C. Malik Boykin,&nbsp;David M. Sobel","doi":"10.1111/desc.13611","DOIUrl":"10.1111/desc.13611","url":null,"abstract":"<div>\u0000 \u0000 <p>Several studies suggest that children's learning and engagement with the content of play activities is affected by the ways parents and children interact. In particular, when parents are overly directive and set more goals during play with their children, their children tend to play less or are less engaged by subsequent challenges with the activity on their own. A concern, however, is that this directed interaction style is only compared with other styles of parent–child interaction, not with a baseline measure of engagement or learning. The present study incorporates such a baseline measure, comparing it with previously-collected data on children's engagement and learning in a set of circuit-building challenges. Regarding engagement, children were less engaged by the challenges when their parents were more directed during a free play setting (tested in Sobel et al. 2021) than when children had no prior experience playing with the circuit components. Regarding learning, children were better able to complete the circuit challenges and provided more causal explanations for how the completed challenges worked when they had experience playing with the circuit blocks with their parent. Overall, these data suggest that parent–child interaction during a STEM activity relates to both children's engagement and performance on challenges related to that activity.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014315","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}

{"title":"Phonological Feature Abstraction Before 6 Months: Amodal Recognition of Place of Articulation Across Multiple Consonants","authors":"Eylem Altuntas,&nbsp;Catherine T. Best,&nbsp;Marina Kalashnikova,&nbsp;Antonia Götz,&nbsp;Denis Burnham","doi":"10.1111/desc.13605","DOIUrl":"10.1111/desc.13605","url":null,"abstract":"<p>The classical view is that perceptual attunement to the native language, which emerges by 6–10 months, developmentally precedes phonological feature abstraction abilities. That assumption is challenged by findings from adults adopted into a new language environment at 3–5 months that imply they had already formed phonological feature abstractions about their birth language prior to 6 months. As phonological feature abstraction had not been directly tested in infants, we examined 4–6-month-olds’ amodal abstraction of the labial versus coronal place of articulation distinction between consonants. In the training phase, infants heard a series of labial non-words paired with an animal image and a series of coronal non-words (multisyllabic) paired with another image. At test, they viewed a silent video of a talker producing coronal and labial words, paired with either the familiarised image or the contrary image. The infants looked significantly longer on matching trials than mismatching trials, suggesting amodal abstraction of this consonantal place of articulation distinction by 4–6 months. These findings provide direct evidence for the inference from the adoptee findings that phonological feature abstraction emerges prior to perceptual attunement.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11733024/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985041","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}

{"title":"Lateralization of Neural Speech Discrimination at Birth Is a Predictor for Later Language Development","authors":"Lisa Bartha-Doering,&nbsp;Vito Giordano,&nbsp;Sophie Mandl,&nbsp;Silvia Benavides-Varela,&nbsp;Anna Weiskopf,&nbsp;Johannes Mader,&nbsp;Julia Andrejevic,&nbsp;Nadine Adrian,&nbsp;Lisa Emilia Ashmawy,&nbsp;Patrick Appel,&nbsp;Rainer Seidl,&nbsp;Stephan Doering,&nbsp;Angelika Berger,&nbsp;Johanna Alexopoulos","doi":"10.1111/desc.13609","DOIUrl":"10.1111/desc.13609","url":null,"abstract":"<p>Newborns are able to neurally discriminate between speech and nonspeech right after birth. To date it remains unknown whether this early speech discrimination and the underlying neural language network is associated with later language development. Preterm-born children are an interesting cohort to investigate this relationship, as previous studies have shown that preterm-born neonates exhibit alterations of speech processing and have a greater risk of later language deficits. This investigation also holds clinical importance, as differences in neonatal speech discrimination and its functional networks may serve as predictors of later language outcomes. We therefore investigated neural speech discrimination using functional near-infrared spectroscopy in 92 preterm- and term-born neonates and its predictive value for language development in 45 of them. Three to five years later, preterm-born and term-born children did not significantly differ in language comprehension, sentence production, the use of morphological rules, or phonological short-term memory. In addition, the gestational age at birth was not a significant predictor of language development. Neural speech discrimination, in contrast, was strongly correlated with later phonological short-term memory. However, not the extent of speech discrimination, but rather its lateralization, was a predictor of language development. Children with less right hemisphere involvement—and therefore more left-lateralized speech discrimination at birth—showed better development of phonological short-term memory three to five years later. These findings suggest that the ability of fetuses to form memory traces is reflected by neonatal abilities to neurally discriminate speech, which in turn is a predictor for later phonological short-term memory.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11730390/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980284","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}

{"title":"Contagious Crying Revisited: A Cross-Cultural Investigation Into Infant Emotion Contagion Using Infrared Thermal Imaging","authors":"C. Vreden,&nbsp;E. Renner,&nbsp;H. E. Ainamani,&nbsp;R. Crowther,&nbsp;B. Forward,&nbsp;S. Mazari,&nbsp;G. Tuohy,&nbsp;E. Ndyareeba,&nbsp;Zanna Clay","doi":"10.1111/desc.13608","DOIUrl":"10.1111/desc.13608","url":null,"abstract":"<p>Contagious crying in infants has been considered an early marker of their sensitivity to others’ emotions, a form of emotional contagion, and an early basis for empathy. However, it remains unclear whether infant distress in response to peer distress is due to the emotional content of crying or acoustically aversive properties of crying. Additionally, research remains severely biased towards samples from Europe and North America. In this study, we address both aspects by employing the novel and non-invasive method of infrared thermal imaging, in combination with behavioural markers of emotional contagion, to measure emotional arousal during a contagious crying paradigm in a cross-cultural sample of 10- to 11-month-old infants from rural and urban Uganda and the United Kingdom (<i>N</i> = 313). Infants heard social stimuli of positive, negative, and neutral emotional valence (infant laughing, crying, and babbling, respectively) and a non-social, acoustically matched artificial aversive sound. Results revealed that overall changes (as opposed to positive or negative) in infant nasal temperature were larger in response to crying and laughing compared to the artificial aversive sound and larger for crying than for babbling. Infants showed stronger behavioural responses for crying than for the artificial stimulus, as well as for crying than for laughing. Overall, our results support the view that infants within the first year of life experience emotional contagion in response to peer distress, an effect that is not just explained by the aversive nature of the stimuli. Sensitivity to others’ emotional signals in the first year of life may provide the core building blocks for empathy. A video abstract of this article can be viewed at https://youtu.be/JbwL3BHkKlU.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11733258/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985007","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}

{"title":"Simulating Early Phonetic and Word Learning Without Linguistic Categories","authors":"Marvin Lavechin,&nbsp;Maureen de Seyssel,&nbsp;Hadrien Titeux,&nbsp;Guillaume Wisniewski,&nbsp;Hervé Bredin,&nbsp;Alejandrina Cristia,&nbsp;Emmanuel Dupoux","doi":"10.1111/desc.13606","DOIUrl":"https://doi.org/10.1111/desc.13606","url":null,"abstract":"<div>\u0000 \u0000 <p>Before they even talk, infants become sensitive to the speech sounds of their native language and recognize the auditory form of an increasing number of words. Traditionally, these early perceptual changes are attributed to an emerging knowledge of linguistic categories such as phonemes or words. However, there is growing skepticism surrounding this interpretation due to limited evidence of category knowledge in infants. Previous modeling work has shown that a distributional learning algorithm could reproduce perceptual changes in infants' early phonetic learning without acquiring phonetic categories. Taking this inquiry further, we propose that linguistic categories may not be needed for early word learning. We introduce STELA, a predictive coding algorithm designed to extract statistical patterns from continuous raw speech data. Our findings demonstrate that STELA can reproduce some developmental patterns of phonetic and word form learning without relying on linguistic categories such as phonemes or words nor requiring explicit word segmentation. Through an analysis of the learned representations, we show evidence that linguistic categories may emerge as an end product of learning rather than being prerequisites during early language acquisition.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143112649","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}