Developmental Science最新文献

{"title":"Who Peeked? Children Infer the Likely Cause of Improbable Success","authors":"Amy M. Chung,&nbsp;Terryn Kim,&nbsp;Ori Friedman,&nbsp;Stephanie Denison","doi":"10.1111/desc.13598","DOIUrl":"10.1111/desc.13598","url":null,"abstract":"<p>Some outcomes are brought about by intentional agents with access to information and others are not. Children use a variety of cues to infer the causes of outcomes, such as statistical reasoning (e.g., the probability of the outcome) and theory of mind (e.g., a person's perceptual access, preferences, or knowledge). Here we show that children use these cues to infer cheating, a finding which informs our understanding of the flexibility of children's theory of mind. In four experiments (<i>N</i> = 444), 4- to 7-year-olds saw vignettes about blindfolded agents retrieving 10 gumballs from a distribution of yummy and yucky gumballs. Children were then asked if agents were really blindfolded or had peeked. We manipulated the probability of the outcome (i.e., the correspondence between the distribution sampled from and the outcome produced) and the ordering of the outcome was patterned (e.g., five yummy then five yucky) or haphazard. From age 5, children began to use both cues to infer cheating, and also showed signs of flexibly integrating these cues. Together, these findings show that young children can detect cheaters, and that their theory of mind reasoning is flexible and not based on simple and rigid rules (e.g., equating not-seeing with failure). The findings also suggest that children use probabilistic reasoning to infer knowledge.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13598","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142865767","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":"Happy Normativists: Do Children Express Happiness When Following Conventional Norms?","authors":"Anne E. Riggs,&nbsp;Anne A. Fast","doi":"10.1111/desc.13596","DOIUrl":"10.1111/desc.13596","url":null,"abstract":"<div>\u0000 \u0000 <p>Young children rapidly acquire and rigidly adhere to conventional norms. Prior accounts of this early-emerging norm behavior propose that children perceive conventional norms as obligations to their cultural groups and, in conforming to the norms, sacrifice their individual desires for the welfare of the group. In the current research, we investigate the hypothesis that children may actually derive <i>happiness</i> from adhering to conventional norms, thus aligning rather than diverging from their individual desires. To test this hypothesis, we presented 4–5-year-old children (<i>N</i> = 120) with a novel apparatus in which they were either be taught a set of actions that constituted the norm for operating the apparatus (Norm condition) or a set of actions that they chose from to use the apparatus (Control condition). While performing these actions, we videorecorded and coded children's facial expressions to measure the happiness they derived from performing the actions in the norm versus control conditions and asked them to retrospectively report on their happiness while using the apparatus. Facial expressions and self-reports of happiness did not differ across conditions; however, they were significantly higher than neutral.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142865766","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":"Accelerated Infant Brain Rhythm Maturation in Autism","authors":"Abigail Dickinson,&nbsp;Nicole McDonald,&nbsp;Mirella Dapretto,&nbsp;Emilie Campos,&nbsp;Damla Senturk,&nbsp;Shafali Jeste","doi":"10.1111/desc.13593","DOIUrl":"10.1111/desc.13593","url":null,"abstract":"<div>\u0000 \u0000 <p>Electroencephalography (EEG) captures characteristic oscillatory shifts in infant brain rhythms over the first year of life, offering unique insights into early functional brain development and potential markers for detecting neural differences associated with autism. This study used functional principal component analysis (FPCA) to derive dynamic markers of spectral maturation from task-free EEG recordings collected at 3, 6, 9, and 12 months from 87 infants, 51 of whom were at higher likelihood of developing autism due to an older sibling diagnosed with the condition. FPCA revealed three principal components explaining over 96% of the variance in infant power spectra, with power increases between 6 and 9 Hz (FPC1) representing the most significant age-related trend, accounting for more than 71% of the variance. Notably, this oscillatory change occurred at a faster rate in infants later diagnosed with autism, indicated by a steeper trajectory of FPC1 scores between 3 and 12 months (<i>p</i> &lt; 0.001). Age-related spectral changes were consistent regardless of familial likelihood status, suggesting that differences in oscillatory timing are associated with autism outcomes rather than genetic predisposition. These findings indicate that while the typical sequence of oscillatory maturation is preserved in autism, the timing of these changes is altered, underscoring the critical role of timing in autism pathophysiology and the development of potential screening tools.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142865765","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":"Self-Regulation in Preschool: Are Executive Function and Effortful Control Overlapping Constructs?","authors":"Henning Heinze,&nbsp;Monika Daseking,&nbsp;Caterina Gawrilow,&nbsp;Julia Karbach,&nbsp;Julia Kerner auch Koerner","doi":"10.1111/desc.13595","DOIUrl":"10.1111/desc.13595","url":null,"abstract":"<p>The concepts of executive function (EF) and effortful control (EC) are strikingly similar. EF originates from neurocognitive research and is described as an accumulation of cognitive processes that serve the goal-oriented self-regulation of an individual. EC originates from temperament research and is defined as the efficiency of executive attention, including the ability to inhibit a dominant response, activate a subdominant response, proceed in a planned manner, and recognize conflicts or errors. The aim of this article was to examine the association between the constructs of EF and EC at the preschool age. Eighty-eight children (49 female; <i>M</i>-age = 3.93 years, SD = 0.78) were tested with a computerized battery designed to assess EF at 3–6 years of age (EF Touch). Children's parents completed questionnaires assessing EF impairments (BRIEF-P) and EC (children's behavior questionnaire [CBQ]). Associations between the constructs and their conceptual overlap were analyzed using correlations and confirmatory factor analyses. We found significant correlations between EF and EC measures. A two-factor confirmatory model fitted the data better than a one-factor model of self-regulation. Therefore, our results show that measures of EC and EF have substantial overlap but are separable.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13595","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142839640","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":"On the Broader Significance of Maternal Sensitivity: Mothers’ Early and Later Sensitive Parenting Matter to Children's Language, Executive Function, Academics, and Self-Reliance","authors":"Joan E. Foley,&nbsp;Thomas M. Olino,&nbsp;Marsha Weinraub","doi":"10.1111/desc.13594","DOIUrl":"10.1111/desc.13594","url":null,"abstract":"<p>Researchers have demonstrated the important contribution of mothers’ sensitive parenting to children's developing cognition over the first 5 years of life, yet studies examining sensitivity beyond the early years, controlling for earlier effects, are limited. In this exploratory study, we examined the developmental pathways through which mothers’ early and later sensitive parenting transacted with children's language, executive function, academics, and self-reliance to predict child outcomes from infancy to adolescence. To a national longitudinal dataset (<i>n </i>= 1364; 52% male; 80% white), we applied random intercept cross-lagged panel modeling to examine between-person and within-person associations for maternal sensitivity and child outcomes. Our findings show that over the first 15 years of life relations between maternal sensitivity and these child outcomes are best characterized by stable, trait-like associations that persist over time with limited state-like time-varying associations. Importantly, we found that maternal sensitivity at both early and later developmental stages is associated with these between-person differences. Given the nature of these associations over four developmental stages, we extend prior research by demonstrating that mothers’ sensitivity is <i>enduring</i> because of its <i>consistency</i> both early and later in development.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13594","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830536","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":"Combining Real-Time Neuroimaging With Machine Learning to Study Attention to Familiar Faces During Infancy: A Proof of Principle Study","authors":"Elena Throm,&nbsp;Anna Gui,&nbsp;Rianne Haartsen,&nbsp;Pedro F. da Costa,&nbsp;Robert Leech,&nbsp;Luke Mason,&nbsp;Emily J. H. Jones","doi":"10.1111/desc.13592","DOIUrl":"https://doi.org/10.1111/desc.13592","url":null,"abstract":"<p>Looking at caregivers’ faces is important for early social development, and there is a concomitant increase in neural correlates of attention to familiar versus novel faces in the first 6 months. However, by 12 months of age brain responses may not differentiate between familiar and unfamiliar faces. Traditional group-based analyses do not examine whether these ‘null’ findings stem from a true lack of preference within individual infants, or whether groups of infants show individually strong but heterogeneous preferences for familiar versus unfamiliar faces. In a preregistered proof-of-principle study, we applied Neuroadaptive Bayesian Optimisation (NBO) to test how individual infants’ neural responses vary across faces differing in familiarity. Sixty-one 5–12-month-olds viewed faces resulting from gradually morphing a familiar (primary caregiver) into an unfamiliar face. Electroencephalography (EEG) data from fronto-central channels were analysed in real-time. After the presentation of each face, the Negative central (Nc) event-related potential (ERP) amplitude was calculated. A Bayesian Optimisation algorithm iteratively selected the next stimulus until it identified the stimulus eliciting the strongest Nc for that infant. Attrition (15%) was lower than in traditional studies (22%). Although there was no group-level Nc-difference between familiar versus unfamiliar faces, an optimum was predicted in 85% of the children, indicating individual-level attentional preferences. Traditional analyses based on infants’ predicted optimum confirmed NBO can identify subgroups based on brain activation. Optima were not related to age and social behaviour. NBO suggests the lack of overall familiar/unfamiliar-face attentional preference in middle infancy is explained by heterogeneous preferences, rather than a lack of preference within individual infants.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13592","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142724222","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":"Infants’ Social Evaluation of Helpers and Hinderers: A Large-Scale, Multi-Lab, Coordinated Replication Study","authors":"Kelsey Lucca,&nbsp;Francis Yuen,&nbsp;Yiyi Wang,&nbsp;Nicolás Alessandroni,&nbsp;Olivia Allison,&nbsp;Mario Alvarez,&nbsp;Emma L. Axelsson,&nbsp;Janina Baumer,&nbsp;Heidi A. Baumgartner,&nbsp;Julie Bertels,&nbsp;Mitali Bhavsar,&nbsp;Krista Byers-Heinlein,&nbsp;Arthur Capelier-Mourguy,&nbsp;Hitomi Chijiiwa,&nbsp;Chantelle S.-S. Chin,&nbsp;Natalie Christner,&nbsp;Laura K. Cirelli,&nbsp;John Corbit,&nbsp;Moritz M. Daum,&nbsp;Tiffany Doan,&nbsp;Michaela Dresel,&nbsp;Anna Exner,&nbsp;Wenxi Fei,&nbsp;Samuel H. Forbes,&nbsp;Laura Franchin,&nbsp;Michael C. Frank,&nbsp;Alessandra Geraci,&nbsp;Michelle Giraud,&nbsp;Megan E. Gornik,&nbsp;Charlotte Grosse Wiesmann,&nbsp;Tobias Grossmann,&nbsp;Isabelle M. Hadley,&nbsp;Naomi Havron,&nbsp;Annette M. E. Henderson,&nbsp;Emmy Higgs Matzner,&nbsp;Bailey A. Immel,&nbsp;Grzegorz Jankiewicz,&nbsp;Wiktoria Jędryczka,&nbsp;Yasuhiro Kanakogi,&nbsp;Jonathan F. Kominsky,&nbsp;Casey Lew-Williams,&nbsp;Zoe Liberman,&nbsp;Liquan Liu,&nbsp;Yilin Liu,&nbsp;Miriam T. Loeffler,&nbsp;Alia Martin,&nbsp;Julien Mayor,&nbsp;Xianwei Meng,&nbsp;Michal Misiak,&nbsp;David Moreau,&nbsp;Mira L. Nencheva,&nbsp;Linda S. Oña,&nbsp;Yenny Otálora,&nbsp;Markus Paulus,&nbsp;Bill Pepe,&nbsp;Charisse B. Pickron,&nbsp;Lindsey J. Powell,&nbsp;Marina Proft,&nbsp;Alyssa A. Quinn,&nbsp;Hannes Rakoczy,&nbsp;Peter J. Reschke,&nbsp;Ronit Roth-Hanania,&nbsp;Katrin Rothmaler,&nbsp;Karola Schlegelmilch,&nbsp;Laura Schlingloff-Nemecz,&nbsp;Mark A. Schmuckler,&nbsp;Tobias Schuwerk,&nbsp;Sabine Seehagen,&nbsp;Hilal H. Şen,&nbsp;Munna R. Shainy,&nbsp;Valentina Silvestri,&nbsp;Melanie Soderstrom,&nbsp;Jessica Sommerville,&nbsp;Hyun-joo Song,&nbsp;Piotr Sorokowski,&nbsp;Sandro E. Stutz,&nbsp;Yanjie Su,&nbsp;Hernando Taborda-Osorio,&nbsp;Alvin W. M. Tan,&nbsp;Denis Tatone,&nbsp;Teresa Taylor-Partridge,&nbsp;Chiu Kin Adrian Tsang,&nbsp;Arkadiusz Urbanek,&nbsp;Florina Uzefovsky,&nbsp;Ingmar Visser,&nbsp;Annie E. Wertz,&nbsp;Madison Williams,&nbsp;Kristina Wolsey,&nbsp;Terry Tin-Yau Wong,&nbsp;Amanda M. Woodward,&nbsp;Yang Wu,&nbsp;Zhen Zeng,&nbsp;Lucie Zimmer,&nbsp;J. Kiley Hamlin","doi":"10.1111/desc.13581","DOIUrl":"10.1111/desc.13581","url":null,"abstract":"<div>\u0000 \u0000 <p>Evaluating whether someone's behavior is praiseworthy or blameworthy is a fundamental human trait. A seminal study by Hamlin and colleagues in 2007 suggested that the ability to form social evaluations based on third-party interactions emerges within the first year of life: infants preferred a character who helped, over hindered, another who tried but failed to climb a hill. This sparked a new line of inquiry into the origins of social evaluations; however, replication attempts have yielded mixed results. We present a preregistered, multi-laboratory, standardized study aimed at replicating infants’ preference for Helpers over Hinderers. We intended to (1) provide a precise estimate of the effect size of infants’ preference for Helpers over Hinderers, and (2) determine the degree to which preferences are based on social information. Using the ManyBabies framework for big team-based science, we tested 1018 infants (567 included, 5.5–10.5 months) from 37 labs across five continents. Overall, 49.34% of infants preferred Helpers over Hinderers in the social condition, and 55.85% preferred characters who pushed up, versus down, an inanimate object in the nonsocial condition; neither proportion differed from chance or from each other. This study provides evidence against infants’ prosocial preferences in the hill paradigm, suggesting the effect size is weaker, absent, and/or develops later than previously estimated. As the first of its kind, this study serves as a proof-of-concept for using active behavioral measures (e.g., manual choice) in large-scale, multi-lab projects studying infants.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142733433","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":"Bursty, Irregular Speech Input to Children Predicts Vocabulary Size","authors":"Margaret Cychosz,&nbsp;Rachel R. Romeo,&nbsp;Jan R. Edwards,&nbsp;Rochelle S. Newman","doi":"10.1111/desc.13590","DOIUrl":"10.1111/desc.13590","url":null,"abstract":"<div>\u0000 \u0000 <p>Children learn language by listening to speech from caregivers around them. However, the type and quantity of speech input that children are exposed to change throughout early childhood in ways that are poorly understood due to the small samples (few participants, limited hours of observation) typically available in developmental psychology. Here we used child-centered audio recorders to unobtrusively measure speech input in the home to 292 children (aged 2–7 years), acquiring English in the United States, over 555 distinct days (approximately 8600 total hours of observation, or 29.62 h/child). These large timescales allowed us to compare how different dimensions of child-directed speech input (quantity, burstiness) varied throughout early childhood. We then evaluated the relationship between each dimension of input and children's concurrent receptive vocabulary size. We found that the burstiness of speech input (spikes of words) was a stronger correlate with age than the quantity of speech input. Input burstiness was also a stronger predictor than input quantity for children's vocabulary size: children who heard spiky, more intense bouts of input had larger vocabularies. Overall, these results reaffirm the importance of speech input in the home for children's language development and support exposure–consolidation models of early language development.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630647","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":"RETRACTION: H. Schmidt, M. Daseking, C. Gawrilow, J. Karbach, and J. Kerner auch Koerner, “Self-Regulation in Preschool: Are Executive Function and Effortful Control Overlapping Constructs?,” Developmental Science 25, no. 6 (2022): e13272, https://doi.org/10.1111/desc.13272","authors":"","doi":"10.1111/desc.13589","DOIUrl":"10.1111/desc.13589","url":null,"abstract":"<p>The above article, originally published online on April 28, 2022, in Wiley Online Library (wileyonlinelibrary.com), has been retracted by mutual agreement of the authors; the journal's Editor-in-Chief, Heather Bortfeld; and John Wiley &amp; Sons Ltd. The retraction was made after the authors identified an error in their model comparison test, which affected the article's conclusions. Upon reevaluation, the authors found that a two-factor model incorporating executive function and effortful control provides the best fit for the data, contradicting the primary claim of the original article. However, the authors emphasize that this updated finding is still consistent with the integrated model of self-regulation discussed in the article. A revised version of this article is forthcoming.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13589","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142607097","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":"Understanding a Third-Party Communicative Situation in Korean-Learning Infants","authors":"Youjung Choi,&nbsp;Hyuna Lee,&nbsp;Hyun-joo Song,&nbsp;Yuyan Luo","doi":"10.1111/desc.13591","DOIUrl":"10.1111/desc.13591","url":null,"abstract":"<div>\u0000 \u0000 <p>The present study tested 14-month-old monolingual infants (<i>N</i> = 64, 52% female, 75% Korean, and 25% American) in a looking-time task adapted from previous referent identification research. In three experiments, Korean-learning infants watched a speaker, who could only see one of two identical balls, ask a recipient, “gong jom jul-lae?” (“Will you give me Ø ball?” because Korean lacks an article system). They expected the recipient to reach for the ball visible to the speaker, but not the one hidden from her, only when the speaker was introduced separately to facilitate perspective-taking. Korean infants were also found to hold these expectations when the speaker said, “<i>jeo</i> gong jom jul-lae?” (“Will you give me <i>that</i> ball?”), presumably because the added demonstrative “<i>jeo</i>” rendered the speech more informative. A group of American English-learning infants performed similarly, but not as robustly as did their Korean peers, when the speaker requested “Give me <i>that</i> ball.” These findings shed new light on how infants use their emergent perspective-taking and language skills to interpret a speaker's intended referent and expand the previous focus on English-learning infants.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142607098","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}