Developmental Science最新文献

Bursty, Irregular Speech Input to Children Predicts Vocabulary Size 向儿童输入突发的不规则语音可预测词汇量的大小。

IF 3.1 1区心理学

Developmental Science Pub Date : 2024-11-13 DOI: 10.1111/desc.13590

Margaret Cychosz, Rachel R. Romeo, Jan R. Edwards, Rochelle S. Newman

{"title":"Bursty, Irregular Speech Input to Children Predicts Vocabulary Size","authors":"Margaret Cychosz, Rachel R. Romeo, Jan R. Edwards, Rochelle S. Newman","doi":"10.1111/desc.13590","DOIUrl":"10.1111/desc.13590","url":null,"abstract":"<div>\u0000 \u0000 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.\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}

引用次数: 0

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 回放：H. Schmidt、M. Daseking、C. Gawrilow、J. Karbach 和 J. Kerner auch Koerner，"学龄前的自我调节：Executive Function and Effortful Control Overlapping Constructs?" Developmental Science 25, no.

IF 3.1 1区心理学

Developmental Science Pub Date : 2024-11-07 DOI: 10.1111/desc.13589

引用次数: 0

Understanding a Third-Party Communicative Situation in Korean-Learning Infants 了解学习韩语的婴儿的第三方交流情况。

IF 3.1 1区心理学

Developmental Science Pub Date : 2024-11-07 DOI: 10.1111/desc.13591

Youjung Choi, Hyuna Lee, Hyun-joo Song, Yuyan Luo

{"title":"Understanding a Third-Party Communicative Situation in Korean-Learning Infants","authors":"Youjung Choi, Hyuna Lee, Hyun-joo Song, Yuyan Luo","doi":"10.1111/desc.13591","DOIUrl":"10.1111/desc.13591","url":null,"abstract":"<div>\u0000 \u0000 The present study tested 14-month-old monolingual infants (N = 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, “jeo gong jom jul-lae?” (“Will you give me that ball?”), presumably because the added demonstrative “jeo” 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 that 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.\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}

引用次数: 0

Neural Markers of Attention at 6 Months Associate With Later Attentional Control Performance 6 个月时的注意力神经标记与日后的注意力控制表现有关。

IF 3.1 1区心理学

Developmental Science Pub Date : 2024-11-06 DOI: 10.1111/desc.13582

Alexandra Hendry, Manuela Stets, Pasco Fearon, Mark Johnson, Karla Holmboe

{"title":"Neural Markers of Attention at 6 Months Associate With Later Attentional Control Performance","authors":"Alexandra Hendry, Manuela Stets, Pasco Fearon, Mark Johnson, Karla Holmboe","doi":"10.1111/desc.13582","DOIUrl":"10.1111/desc.13582","url":null,"abstract":"Attentional control is key to the development of executive functions. Previous research indicates that individual differences in attentional control behaviour may be stable from 6 months. Here, we analyse electroencephalogram data collected from 59 6-month-olds to gain insights into the neural processes underlying attentional control in infancy. First, we examine the neural activity preceding distinct looking behaviours in an attentional control task at 6 months. Second, we test whether those neural markers show predictive associations to behavioural measures of attentional control (Freeze-Frame task) and executive function (A-not-B task) in the same infants at 9 months. Whilst our data do not show evidence that 6–9 Hz power is implicated in attentional control at 6 months, or that the P1 ERP component plays a role in our attentional control task, we do find evidence that corroborates and extends research linking 3–6 Hz power to attentional control. At the group level, frontal 3–6 Hz power recorded whilst looking to a central target before the onset of a peripheral distractor was greater during trials where infants subsequently looked to the distractor, compared with trials where they did not look. Higher 3–6 Hz power in trials where the infant did not look to a peripheral distractor was predictive of less distractibility at 9 months, and higher 3 Hz power in trials where infants did look to the distractor strengthened the predictive association from 6-month EEG to 9-month behaviour. We suggest 3–6 Hz activity may be sensitive to multiple processes, such as anticipatory attention, and the ability to maintain attention on a target.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13582","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592130","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}

引用次数: 0

Vocabulary Composition Shapes Language Development in Children With Cochlear Implants 词汇构成影响人工耳蜗植入儿童的语言发展。

IF 3.1 1区心理学

Developmental Science Pub Date : 2024-11-06 DOI: 10.1111/desc.13588

Lynn K. Perry, Daniel S. Messinger, Ivette Cejas

{"title":"Vocabulary Composition Shapes Language Development in Children With Cochlear Implants","authors":"Lynn K. Perry, Daniel S. Messinger, Ivette Cejas","doi":"10.1111/desc.13588","DOIUrl":"10.1111/desc.13588","url":null,"abstract":"Although vocabulary size is thought to index children's language abilities, an increasing body of work suggests that regularities in children's vocabulary composition, particularly the proportion of shape-based nouns (e.g., cup), support language development. Here we examine initial vocabulary composition in children with hearing loss following cochlear implantation (n = 163) and age-matched children with normal hearing (n = 87). This comparison constitutes an experiment in nature for understanding how early vocabulary composition shapes subsequent language development in the context of the clinical provision of auditory experience. Children with higher initial proportions of shape-based nouns had larger vocabularies and scored higher on tests of receptive and expressive language abilities at 1, 2, and 3 years follow-up, than children whose vocabularies had lower proportions of shape-based nouns. These effects were strongest for cochlear implant users, especially 2–3 years postimplantation. The results suggest that knowing shape-based nouns facilitates language development and may ameliorate delayed language development trajectories.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11567059/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592138","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}

引用次数: 0

Perception and Cognitive Control in Rationally Inattentive Child Behaviour 理性注意力不集中儿童行为中的感知和认知控制。

IF 3.1 1区心理学

Developmental Science Pub Date : 2024-11-06 DOI: 10.1111/desc.13587

Samuel David Jones, Manon Wyn Jones, Kami Koldewyn, Gert Westermann

引用次数: 0

The Development of Picture Comprehension Across Early Environments: Evidence From Urban and Rural Toddlers in Western Kenya 跨早期环境的图画理解能力发展：来自肯尼亚西部城市和农村幼儿的证据。

IF 3.1 1区心理学

Developmental Science Pub Date : 2024-11-06 DOI: 10.1111/desc.13579

Rebecca Zhu, Helen O. Pitchik, Tabitha Nduku Kilonzo, Jan Engelmann, Lia C. Fernald, Alison Gopnik

{"title":"The Development of Picture Comprehension Across Early Environments: Evidence From Urban and Rural Toddlers in Western Kenya","authors":"Rebecca Zhu, Helen O. Pitchik, Tabitha Nduku Kilonzo, Jan Engelmann, Lia C. Fernald, Alison Gopnik","doi":"10.1111/desc.13579","DOIUrl":"10.1111/desc.13579","url":null,"abstract":"Early childhood researchers frequently use learning materials and assessments involving pictures, across different cultures and contexts. However, there is variation in when and how children across cultures and contexts begin to understand and learn from pictures. While children growing up in high-income contexts often have more experience with picture books and other kinds of two-dimensional visual symbols, children growing up in low-income, rural contexts in low- and middle-income countries often have less experience with pictures and other kinds of visual symbols. The current research leverages variation in picture experience within a geographical region to investigate whether previous picture experience is related to toddlers’ (1) performance on a picture-based word learning task, and (2) referential understanding, controlling for maternal education, number of toys, caregiver talk, and caregiver play. One hundred and twenty-eight toddlers in urban and rural western Kenya (n = 64 per area), who had varying amounts of picture experience, participated in a picture-based word learning task. Preregistered analyses with the entire sample showed no relation between picture experience and performance on a picture-based word learning task, or between picture experience and referential understanding. However, exploratory analyses found a positive association between picture experience and performance on the picture-based word learning task in the urban sample, but not the rural sample. We found no association between toddlers’ referential understanding and picture experience, in either sample. We discuss how these results may inform the efficacy of learning materials and the validity of assessments used with children from diverse global backgrounds.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13579","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592135","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}

引用次数: 0

How Culture Shapes the Early Development of Essentialist Beliefs 文化如何影响本质主义信念的早期发展。

IF 3.1 1区心理学

Developmental Science Pub Date : 2024-11-06 DOI: 10.1111/desc.13586

Yian Xu, Michelle Wang, Kelsey Moty, Marjorie Rhodes

{"title":"How Culture Shapes the Early Development of Essentialist Beliefs","authors":"Yian Xu, Michelle Wang, Kelsey Moty, Marjorie Rhodes","doi":"10.1111/desc.13586","DOIUrl":"10.1111/desc.13586","url":null,"abstract":"<div>\u0000 \u0000 People represent many categories and their features as determined by intrinsic essences. These essentialist beliefs reflect biased views of the world that can hinder scientific reasoning and contribute to social prejudice. To consider the extent to which such essentialist views originate from culturally-situated processes, the present study tested the developmental trajectories of essentialist beliefs among children growing up in the United States and China (N = 531; ages 3–6). Essentialist beliefs emerged across early childhood in both communities, but their instantiation and trajectories varied across cultures. In the sample from the United States (but not from China), essentialist beliefs that categories and their features are fixed-at-birth and inflexible increased across age. On the other hand, in the sample from China, children held stronger beliefs that categories are objective and explanatory and viewed them as more homogenous with age. Children sampled from these two contexts also showed variation in basic explanatory, linguistic, and inferential processes, suggesting that cultural variation in the development of essentialism across childhood might reflect variation in the basic conceptual biases that children rely on to build intuitive theories of the world.\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592113","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}

引用次数: 0

Should I Stay or Should I Go? Children's Persistence in the Context of Diminishing Rewards 我应该留下还是离开？奖励递减背景下儿童的坚持。

IF 3.1 1区心理学

Developmental Science Pub Date : 2024-10-29 DOI: 10.1111/desc.13585

Seokyung Kim, Daniel Berry, Stephanie M. Carlson

{"title":"Should I Stay or Should I Go? Children's Persistence in the Context of Diminishing Rewards","authors":"Seokyung Kim, Daniel Berry, Stephanie M. Carlson","doi":"10.1111/desc.13585","DOIUrl":"10.1111/desc.13585","url":null,"abstract":"Persistence on a task is both beneficial and costly, so it is important to understand how children learn to effectively balance between perseverance and seeking alternatives to reach a goal by monitoring their performance and tracking their progress over time (“adaptive persistence”). Typically developing children (N = 136) ages 3–7 years in the Midwest United States were invited to catch pretend fish at 7 ordered ponds with increasing numbers of fish. Unbeknownst to children, however, the probability of catching fish decreased across successive ponds, making it most rational to briefly “explore” new ponds to learn the payoff structure and then to “exploit” the earlier ponds before their chances ended. A latent class analysis of children's choices suggested three distinct patterns: (a) Explorers (55%), who repeatedly explored novel ponds, despite their lower rewards, (b) Exploiters (24%), who rapidly returned to earlier, more lucrative ponds, and (c) Balancers (21%), who began by exploring novel ponds but later returned to exploit the earlier, more lucrative ponds. Older children showed a greater probability of being classified as Exploiters or Balancers over Explorers. Controlling for age, children with higher executive function and metacognition tended to be classified as Balancers or Exploiters rather than Explorers. These findings suggest that self-regulation is a potential target for interventions aiming to support children's effective and fulfilling decisions.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13585","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548379","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}

引用次数: 0

Screen Time, Nature, and Development: Baseline of the Randomized Controlled Study "Screen-free till 3". 屏幕时间、自然与发展：无屏幕到 3 岁 "随机对照研究的基线。

IF 3.1 1区心理学

Developmental Science Pub Date : 2024-10-23 DOI: 10.1111/desc.13578

Silke Schwarz, Hanno Krafft, Tobias Maurer, Silke Lange, Juliane Schemmer, Thomas Fischbach, Anke Emgenbroich, Sean Monks, Michael Hubmann, David Martin

{"title":"Screen Time, Nature, and Development: Baseline of the Randomized Controlled Study \"Screen-free till 3\".","authors":"Silke Schwarz, Hanno Krafft, Tobias Maurer, Silke Lange, Juliane Schemmer, Thomas Fischbach, Anke Emgenbroich, Sean Monks, Michael Hubmann, David Martin","doi":"10.1111/desc.13578","DOIUrl":"https://doi.org/10.1111/desc.13578","url":null,"abstract":"In the first years of life, increased screen media use is presumably associated with health consequences and developmental impairments. \"Screen-free till 3\" is a prospective Germany-wide randomized intervention study, started in May 2022 with a duration of 3 years. In the intervention group, 2581 pediatric practices received stickers, which were systematically placed in the screening booklet of all children, along with advice to parents to keep children free from screens until the age of 3. A volunteer sample of 17,436 parents received an invitation to take part in the preinterventional questionnaire. The outcomes were parents' internet use (CIUS test), parental screen time in the presence of children, time of screen media in the background, and children's development. Four thousand twenty-one parents answered the questionnaire. 16.7% of mothers and 31.0% of fathers reached the CIUS score of an internet-related disorder. Parents whose children use screen media at an early age had significantly higher CIUS values on average (M = 4.07) than the parents of children who do not yet have any screen time (p < 0.001). Combined developmental characteristics show a negative correlation with parental screen time (p < 0.001). Time spent in nature was positively associated with development (p < 0.001). The evaluation of the survey shows that screen media is to a large extent used on a daily basis. The study confirms the assumption that high screen media use by parents is linked to higher screen media use by children and also has a negative impact on child development. Trial Registration: Number: RKS00032258; https://drks.de/search/en/trial/DRKS00032258.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":" ","pages":"e13578"},"PeriodicalIF":3.1,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510580","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}

引用次数: 0