Developmental Science最新文献

{"title":"Predicting Positive Affect in Infancy.","authors":"Tobias Grossmann, Halle Miller, Olivia Allison","doi":"10.1111/desc.70192","DOIUrl":"https://doi.org/10.1111/desc.70192","url":null,"abstract":"<p><p>Positive affect (PA) is integral to health and development, yet its early origins remain largely unexplored. In this pre-registered study (N = 78), we investigated whether infant-specific biological and social-behavioral factors predict PA in early development. Seventy-eight typically developing infants and their mothers from a longitudinal cohort contributed complete data. At 5 months, infant CD38 rs3796863 genotype (linked to oxytocin release), salivary cortisol levels, and social engagement during mother-infant free play were assessed. At 7 months, infant PA was measured using the Positive Emotionality/Surgency (PEm) factor of the Infant Behavior Questionnaire-Revised (IBQ-R, operationalizing PA as a broader PEm temperament construct). Analysis revealed that infant PA at 7 months was predicted by infant CD38 genotype, with AA/AC genotypes associated with higher PA; lower infant cortisol levels; and higher infant social engagement. These infant-specific factors collectively explained 27% of the variance in infant PA. Corresponding maternal biological and behavioral measures did not predict infant PA. These findings offer novel insights into the early, multifaceted, and infant-specific biological and behavioral foundations of PA, a crucial component of human well-being. SUMMARY: Infant CD38 genotype, cortisol, and social engagement at 5 months predict positive affect at 7 months Infant-specific biological and behavioral factors account for 27% of variance in positive affect Maternal measures of the same variables did not predict infant positive affect Pre-registered analysis validates infant-centric model of early affective development.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70192"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13109744/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785884","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":"Language Access is a Catalyst for Early Numerical Abilities.","authors":"Stacee Santos, Hiram Brownell, Marie Coppola, Anna Shusterman, Sara Cordes","doi":"10.1111/desc.70195","DOIUrl":"https://doi.org/10.1111/desc.70195","url":null,"abstract":"<p><p>Recent research has found that the cumulative amount of time a child has had auditory access to language accounts for differences in early numerical abilities between oral Deaf and Hard-of-Hearing (DHH) and hearing preschoolers. We replicate and extend these findings by exploring the role of language ability and salience of numerical information with a larger sample (N = 89; 43 female; majority White) of 3- 6-year-old oral DHH and hearing children. We captured number knowledge, numerical discrimination, salience of numerical information, and parent-reports of vocabulary and language experience. Oral DHH children underperformed on the numerical tasks and vocabulary, however, disparities in numerical measures disappeared when controlling for differences in language experience. The salience of numerical information was similar for both groups.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70195"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13118156/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785905","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":"From Tones to Tunes: Emerging Associations Between Tonal Language Immersion Education and Musical Pitch Perception in Children.","authors":"Tessa M Jordan, Ying Wang, Benjamin Swets","doi":"10.1111/desc.70201","DOIUrl":"https://doi.org/10.1111/desc.70201","url":null,"abstract":"<p><p>This study investigated perceptual near transfer across the domains of language and music by examining how early exposure to a tonal language influences musical pitch perception in young children. Previous research has found a tonal language advantage in musical pitch perception in children, but this work often does not account for cultural and cognitive differences among participants. To address this, we compared musical pitch perception of U.S. kindergarten and 1st grade children enrolled in Mandarin immersion education to their peers in traditional English-only education at the same school. This design allowed us to assess the emergent effects of early tonal language exposure on musical pitch perception with a culturally similar comparison group. Inclusion of a working memory measure provided the ability to account for cognitive differences as well. Results indicated that children enrolled in Mandarin-immersion education demonstrated higher Mandarin lexical tone discrimination accuracy and greater musical pitch sensitivity relative to their peers in traditional English-only education, even when differences in working memory were controlled for. Critically, mediation analyses showed that lexical tone accuracy for the most discernable condition statistically mediated the association between immersion education and musical pitch sensitivity. These results provide support for language-to-music perceptual transfer grounded in shared pitch-processing and highlight the potential of tonal language immersion education to enhance perceptual abilities that benefit learning music. SUMMARY: Compared musical pitch perception of young US children enrolled in Mandarin-language immersion education to their peers enrolled in English-only education at the same school. Mandarin-immersion education is associated with children's enhanced ability to discriminate musical pitch, even when differences in working memory are controlled for. Mediation analyses revealed lexical tone accuracy for the most discernable trials mediated the relationship between immersion education and musical pitch sensitivity. These results provide support for language-to-music perceptual near transfer, grounded in shared pitch-processing mechanisms.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70201"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785945","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":"Trusting Wisely? Developmental Changes in How Children Learn and Adapt to Partner Trustworthiness.","authors":"Yiyan Rose Wang, Felix Warneken","doi":"10.1111/desc.70205","DOIUrl":"https://doi.org/10.1111/desc.70205","url":null,"abstract":"<p><p>Trusting selectively is a crucial ability in successfully navigating social environments: trusting a trustworthy partner maximizes mutual benefits; withholding trust from an untrustworthy partner minimizes chances of being exploited. Here, we ask how children's trust expectations and experienced trustworthiness inform their own trust decisions. Using a child-friendly repeated Trust Game, we employ a computational modeling approach to examine how children learn about the trustworthiness of others through experience and adjust their own trust behaviors. We tested N = 96 children ages 6-11 years who played 40 trials of the game as trustors with a trustworthy and an untrustworthy trustee. Regression analyses showed that overall, children shared more with trustworthy than untrustworthy partners and older children shared overall more than younger children. Computational models provided a more fine-grained analysis of the learning pattern: a reinforcement learning model that included parameters for individual variation in prior trust expectations and a parameter quantifying the behavioral adjustment over time provided the best fit for the data. Using this computational approach, we could ascertain that children's behavioral adjustments became less responsive over time, suggesting a shift toward more stable patterns of trust once initial impressions were formed. Together, these findings shed light on the development of children's trust interaction with novel partners and highlight the opportunity that computational modeling provides in capturing developmental differences in trust behaviors. SUMMARY: Children aged 6-11 used experience to distinguish trustworthy from untrustworthy partners in a repeated Trust Game, sharing more with the trustworthy than the untrustworthy partner. Older children shared more than younger children, although they were not significantly differentiating between the trustworthy than the untrustworthy partner. Reinforcement learning modeling suggested that children updated trust expectations from experience, with age-related differences in the efficiency of impression updating. These findings highlight both children's capacity in flexibly adjusting their economic trust behaviors and the value of computational modeling in studying economic trust development.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70205"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111782/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785620","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":"Social Behavior Forecasts Moment-to-Moment Changes in RSA in Infants With Autism.","authors":"Julia Yurkovic-Harding, Vignesh Narayanan, Jessica Bradshaw","doi":"10.1111/desc.70196","DOIUrl":"https://doi.org/10.1111/desc.70196","url":null,"abstract":"<p><p>Respiratory sinus arrhythmia (RSA), an index of physiological regulation, increases during infancy, and is associated with concurrent and later social abilities. However, little is known about the moment-by-moment, bidirectional dynamics of RSA and social behaviors. This is particularly relevant to autism spectrum disorder (ASD), in which altered RSA may underly social deficits. The current study investigated the dynamic relationship between RSA and social behaviors in very young infants with and without ASD. Infants (N  =  74) at elevated (EL) or low (LL) familial likelihood for ASD who were later classified as typically developing (TD) or having ASD were included in analyses. These infants completed a dyadic, face-to-face interaction with their caregivers at 3, 4, and 6-months. Infant social behaviors (looking and smiling) and RSA during the interaction were quantified. Granger causality analyses determined if RSA significantly \"forecasted\" social behaviors and vice versa. Social behavior, especially looking to the caregiver, significantly forecasted moment-to-moment changes RSA in more infants than the converse. Smiles forecasted RSA in more EL infants than LL infants. Looks forecasted RSA in more infants with ASD than TD infants. We found a bidirectional relationship between RSA and social behavior, with social behavior more often forecasting RSA. Infants later diagnosed with ASD showed a greater likelihood for social attention to forecast RSA than TD infants, suggesting early differences in dynamic behavior-physiology processes. Additionally, EL infants showed a greater likelihood for smiling to forecast RSA than LL infants, suggesting that ASD likelihood may influence early physiological and social dynamics, regardless of outcome. SUMMARY: We explored the dynamic and bidirectional relationship between social behavior and respiratory sinus arrhythmia (RSA) in infants with and without autism spectrum disorder (ASD). Infant social behavior, especially looking to the parent, significantly forecasted moment-to-moment changes in RSA in more infants than the converse. Smiles forecasted RSA in more infants at elevated than low likelihood for ASD, suggesting that ASD likelihood may influence early physiological and social dynamics. Looks forecasted RSA in more infants with ASD than TD infants, suggesting early differences in dynamic behavior-physiology processes.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70196"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13109926/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785877","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":"To Merge or not: The Early Onto- and Phylogenetic Origin of Co-Representation.","authors":"Fabia M Miss, Luxshiha Santharuban, Erik P Willems, Judith M Burkart","doi":"10.1111/desc.70199","DOIUrl":"https://doi.org/10.1111/desc.70199","url":null,"abstract":"<p><p>The origin of co-representation during joint action poses a puzzle: It apparently only emerges around the age of four in humans, suggesting it is cognitively demanding, but has also been demonstrated in several nonhuman primate species whose cognitive skills do not match human four-year-olds. We therefore reassessed co-representation in 2-4-year-old human children (n = 38, 11 females) with a directly comparable, nonverbal task previously applied to nonhuman primates. Co-representation was already present and strongest in the youngest children, not constrained by Theory of Mind and inhibitory control skills, and weaker in children than in nonhuman primates. Together, this suggests co-representation may be an early default mode of processing joint action. However, species differed in the flexibility to adjust when to merge perspectives by co-representing, and when not. Children and the cooperatively breeding marmosets were most flexible and relied on coordination smoothers to achieve this (marmosets: mutual gaze; children: mutual gaze and communication). SUMMARY: Co-representation, that is the merging of perspectives, is present in the joint Simon task in 2-year-olds and decreases with age Co-representation is weaker in children than in nonhuman primates Cooperation success requires flexibly switching between merging or not Children and highly cooperative nonhuman primate species rely on mutual gaze as coordination smoothers for switching Co-representation is likely an early default mode of processing joint actions.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70199"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111789/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785297","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":"Using Motive-Alignment to Enhance Environmental Education for Youth: A Participatory Field Experiment.","authors":"Jenna Spitzer, Stathis Grapsas, Astrid Poorthuis, Lysanne Te Brinke, Sander Thomaes","doi":"10.1111/desc.70197","DOIUrl":"https://doi.org/10.1111/desc.70197","url":null,"abstract":"<p><p>We conducted a pre-registered longitudinal field experiment to test whether educational activities inspired by sustainability motive-alignment theory can boost the effectiveness of real-world environmental education. Motive-alignment interventions aim to encourage behavior change by linking new behaviors with goals that are salient to a target group (e.g., for youth, experiencing autonomy, gaining peer status, or contributing to society). First, we used participatory methods to develop two motive-alignment inspired (MA-inspired) environmental education activities with youth. We then randomly assigned 31 classes of vocational school students to receive a lesson including the MA-inspired activities or an existing lesson about climate change. Ordinal and linear hierarchical Bayesian regression analyses showed that, as hypothesized, the MA-inspired lesson (vs. the original lesson) increased students' involvement in school eco-teams and pro-environmental voting intentions from pre-lesson to post-lesson and two-week follow-up. Exploratory analyses suggested that youth who received the MA-inspired (vs. original) lesson did not feel more motive-alignment during the lesson. However, they did report a heightened sense of environmental efficacy, indicating that the MA-inspired lesson presented pro-environmental engagement as more relevant to youth's motivation for societal contribution. These findings reveal the potential for motive-alignment inspired educational activities-particularly those that tap into youth's motivation for societal contribution-to enhance real-world environmental education. SUMMARY: We co-developed activities with youth, inspired by the principles of sustainability motive-alignment, to integrate into an existing lesson about climate change In a field experiment, the lesson including these activities (vs. the original lesson) increased students' involvement in school eco-teams and pro-environmental voting intentions. Motive-alignment inspired activities that foster environmental efficacy-thus aligning with youth's heightened motivation for contribution-can enhance the impact of environmental education in real-world contexts.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70197"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13106912/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785745","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":"Does Parental Presence Influence Child Performance on an Emotional Go/No-Go Task at Age 9.5? Exploring the Role of Puberty and Early Environmental Quality.","authors":"Saara Nolvi, Laura Perasto, Pauliina Juntunen, Tuomo-Artturi Autere, Venla Huovinen, Aino Luotola, Hilyatushalihah Kholis Audah, Max Karukivi, Anna-Katariina Aatsinki, Hasse Karlsson, Linnea Karlsson, Minna Lukkarinen, Nim Tottenham, Riikka Korja","doi":"10.1111/desc.70206","DOIUrl":"https://doi.org/10.1111/desc.70206","url":null,"abstract":"<p><p>Previous research suggests that children may perform better and regulate emotions more effectively in the presence of a parent than an unfamiliar stranger, a phenomenon known as parental buffering. This reliance may vary with pubertal development and early psychosocial environments. However, existing studies often rely on small, mixed-age samples and provide limited insight into how normative variation in caregiving quality and parental mental health influences children's transition from parental dependence to independent regulation before puberty. In this pre-registered study, we examined children's performance on an emotional go/no-go task under parent-present versus stranger-present conditions in a large sample of 9.5-year-old children (N = 501) from the FinnBrain Birth Cohort Study. In smaller subsamples, we tested whether pubertal stage affected parental effects on performance and whether early maternal caregiving quality and long-term parental distress moderated these effects. We did not find consistent evidence for parental buffering of 9.5-year-olds' performance in either pre-pubertal or pubertal children. However, sensitivity analyses including all trials, with effect sizes resembling those of the main models, suggested that children made fewer errors when a parent (vs. a stranger) was present, consistent with our pre-registered hypotheses. Evidence for moderation by early caregiving quality or parental mental health was minimal. These findings highlight the need for longitudinal, age-specific research on children's reliance on parental presence for emotion regulation and suggest that typical variation in caregiving quality and parental mental health may not substantially influence parental buffering effects in middle childhood.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70206"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111780/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785908","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":"Contextual Transparency Supports Cognitive Control by Reducing Prefrontal Activation and Enhancing Cue Prioritization in Children.","authors":"Cachal Neuburger, Sara Cruz, Nicolas Chevalier","doi":"10.1111/desc.70188","DOIUrl":"10.1111/desc.70188","url":null,"abstract":"<p><p>As children grow older, they engage cognitive control (i.e., goal-directed regulation of attention and actions) with increasing flexibility in response to contextual demands, which stems in part from more efficient processing of contextual cues. The present study investigated the neurocognitive mechanisms through which contextual cue transparency (i.e., the clarity or intuitiveness of task cues) benefits children's performance. Five- to 10-year-old children completed a cued task-switching paradigm in which they switched between color- and shape-matching rules as a function of either transparent or arbitrary task cues, while fNIRS or eye-tracking data were recorded. Relative to arbitrary cues, transparent cues led to improved behavioral performance, reduced lateral prefrontal activation, and a higher frequency of efficient gaze patterns (i.e., fixating the cue before the target). Furthermore, distinct patterns of prefrontal activation were associated with cue transparency and switching demands. Thus, greater cue transparency reduced the neurocognitive resources needed to identify goals and facilitated cue prioritization, but they did not appear to enhance attentional shifting. SUMMARY: Greater contextual cue transparency was associated with more efficient behavior and lower prefrontal activation in 5- to 10-year-olds. Children prioritized visual processing of contextual cues more when cues were transparent than arbitrary. Cue transparency and switching demands did not interact and were associated with distinct prefrontal activation patterns. Cue transparency benefits children's cognitive control through prefrontal cortex engagement reduction and greater cue prioritization, but does not support attentional shifting.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70188"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13093471/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147723929","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 Ontogeny of Vocal Rhythms in a Non-Human Primate.","authors":"Lia Laffi, Teresa Raimondi, Chiara De Gregorio, Daria Valente, Walter Cristiano, Filippo Carugati, Valeria Ferrario, Valeria Torti, Jonah Ratsimbazafy, Cristina Giacoma, Andrea Ravignani, Marco Gamba","doi":"10.1111/desc.70189","DOIUrl":"https://doi.org/10.1111/desc.70189","url":null,"abstract":"<p><p>Rhythm is a fundamental aspect of human behaviour, and musical rhythm provides one of its most elaborate instances. Unlike speech, this rhythmic behaviour is characterized by the production of temporal patterns structured around small-integer ratios, which emerge early in life and change systematically across development. Whether such developmental trajectories are uniquely human or reflect broader biological constraints remains an open question. Here, we adopt a comparative developmental approach to map the ontogeny of rhythmic structure in the vocalizations of a non-human primate, the singing lemur Indri indri. We recorded songs from individuals of different age classes and quantified temporal organization by measuring inter-onset intervals between successive note onsets. From these intervals, we computed rhythmic ratios between adjacent units and assessed their correspondence to small-integer values. We find that isochrony (1:1 ratios), a core feature of human rhythm, is present from the earliest stages of vocal production. Over development, indris produce an increasing diversity of rhythmic structures corresponding to simple numerical relationships between adjacent intervals. This similarity to humans contrasts with three key differences. First, in indri, binary ratios (1:2 and 2:1) emerge gradually. Second, rhythmic precision around small-integer ratios does not systematically increase with age. Third, developmental trajectories differ between males and females. Together, these findings reveal both shared and divergent developmental pathways of rhythm production in humans and non-human primates, suggesting that early-emerging temporal regularity (i.e., isochrony) may reflect conserved biological constraints, whereas later-developing aspects of rhythmic structure are shaped by species-specific developmental processes.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70189"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13106920/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785089","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}