Developmental Science最新文献

{"title":"Relating Infant Fixations to Adult Cortical Activation Patterns Using the Natural Scenes Dataset","authors":"Brianna K. Hunter,&nbsp;John E. Kiat,&nbsp;Steven J. Luck,&nbsp;Lisa M. Oakes","doi":"10.1111/desc.70076","DOIUrl":"10.1111/desc.70076","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Visual attention develops rapidly across the first postnatal year, from reflexive eye movements driven by low-level stimulus properties to increasingly voluntary eye movements influenced by higher-order factors. To test the hypothesis that development reflects guidance by increasingly abstract features, we used representational similarity analysis to evaluate the representational link between gaze patterns (<i>N</i> = 47 5–7-month-old infants, <i>N</i> = 46 10–12-month old infants, <i>N</i> = 45 adults) and measurements of fMRI cortical activity patterns from adult participants as they viewed scenes from the Natural Scenes Dataset. We found that similarities across scenes for fixation patterns and neural activity patterns were significantly related only for low-level visual regions in younger infants but were related to mid-level regions in older infants and adults. These results support the hypothesis that, over development, visual attention shifts from being driven by the kinds of simple features represented in early visual cortex to being driven by the kinds of more abstract features found in mid-level areas of adult visual cortex. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=WkIV9QB0Uq8.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Prior research demonstrates that infant eye movements are initially driven by low-level stimulus properties but become increasingly adult-like and controlled by more abstract representations.</li>\u0000 \u0000 <li>We evaluated the link between cortical activity patterns in adults (from the Natural Scenes Dataset) and gaze patterns in infants and adults viewing naturalistic scenes.</li>\u0000 \u0000 <li>Fixation patterns were related only to low-level ventral stream regions in younger infants but to both low- and mid-level regions in older infants and adults.</li>\u0000 \u0000 <li>These results support the hypothesis that visual attention development reflects guidance by increasingly abstract features like those coded by higher-order areas of adult visual cortex.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 6","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145087860","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":"Strategic Cheating in Young Children","authors":"Li Zhao,&nbsp;Xinchen Yang,&nbsp;Yi Zheng","doi":"10.1111/desc.70075","DOIUrl":"https://doi.org/10.1111/desc.70075","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Cheating emerges early in development and has significant moral development implications. This research investigated whether cheating in 5- to 6-year-olds reflects strategic decision-making or impulsivity. Through four preregistered studies, we systematically manipulated adult presence and observability across multiple conditions using a challenging math test paradigm. Study 1 (<i>N</i> = 150) demonstrated that children cheated least when an adult was visible (6%), moderately when only audible (20%), and the most when neither visible nor audible (48%). Study 2 (<i>N</i> = 150) revealed that this effect was driven by whether the adult could readily observe children's cheating, rather than by her mere presence. Studies 3 and 4 (<i>N</i> = 50 each) further showed that children strategically adjusted their behavior based on how readily their cheating could be detected. These findings challenge the notion that preschoolers’ deceit is primarily driven by impulsivity, suggesting that at age 5–6, children can make sophisticated deceptive decisions based on social context and circumstances.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>We examine whether 5- to 6-year-olds’ cheating is impulsive or strategic.</li>\u0000 \u0000 <li>Children cheated differentially based on adult presence: highest when absent, lower with auditory-only presence, and lowest when they can hear and see the adult.</li>\u0000 \u0000 <li>Children's cheating was principally influenced by adult observability: cheating decreased only when adults could directly and readily observe their actions.</li>\u0000 \u0000 <li>These findings demonstrate that children as young as 5–6 strategically adjust cheating according to social and environmental contexts.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 6","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145062761","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":"Mastery-Oriented or Outcome-Oriented Help? How Recipient Ethnicity and Task Difficulty Shape Children's Helping Behavior","authors":"Jellie Sierksma,&nbsp;Astrid M. G. Poorthuis","doi":"10.1111/desc.70071","DOIUrl":"https://doi.org/10.1111/desc.70071","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Teachers and parents often scaffold children to help others. Not all help is equally beneficial, however. We know very little about the ways in which children distribute different types of help. Across three preregistered studies, we examined when children provide others with help that can hamper learning (outcome-oriented help, e.g., correct answers) and when they provide beneficial help (mastery-oriented help, e.g., hints). Dutch children (total <i>N</i> = 532, 7–12 years) helped peers from different ethnic groups with difficult and easy tasks. In all three studies, children provided less mastery-oriented help when tasks were difficult. Children also gave less mastery-oriented help to Black peers when tasks were difficult, but only when they liked this ethnic group (Studies 1 and 2). Conversely, children helped White and Middle-Eastern children similarly (Study 3). Children might thus not always provide help that is beneficial to recipients in the long run, particularly when things get difficult and recipients belong to other ethnic groups they like.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>We examined when children (7–12 years) give peers outcome-oriented help (e.g., correct answers) and when they provide mastery-oriented help (i.e., hints).\u0000</li>\u0000 \u0000 <li>Across the three preregistered studies, children provided less mastery-oriented help when tasks were difficult compared to easy.</li>\u0000 \u0000 <li>For difficult tasks, children gave less mastery-oriented help to Black peers when they liked this ethnic group, but helped White and Middle-Eastern children similarly.</li>\u0000 \u0000 <li>Children thus provide less beneficial help when things get difficult and recipients belong to ethnic groups they like.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 6","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145012125","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":"Neural Oscillatory Markers of Voluntary Task Switching: Proactive Engagement of Self-Directed Control in Children and Adults","authors":"Nicolas Chevalier,&nbsp;Aurélien Frick","doi":"10.1111/desc.70073","DOIUrl":"https://doi.org/10.1111/desc.70073","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Cognitive control shows two main developmental trends: greater self-directedness (i.e., children need less external scaffolding) and greater proactiveness (i.e., children increasingly anticipate and prepare for upcoming cognitive demands). The present study examined potential links between these major developmental transitions. Specifically, it used EEG oscillations to investigate the extent to which children, like adults, engage self-directed control in a proactive fashion, and whether age-related changes reflect progress in task selection, motor preparation, or both. Five–6-year-olds, 9–10-year-olds, and adults performed a voluntary task-switching paradigm in which visual support for past actions was manipulated. Both children and adults showed greater frontolateral delta/theta power and lower central mu power on switch than repeat trials, but visual support differentially affected these oscillatory markers across age groups. Children already engage self-directed control proactively from 5 to 6 years of age in the voluntary task-switching paradigm, albeit differently than adults, suggesting close links between self-directed and proactive control developments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Neural oscillatory markers of proactive control are examined in 5–6-year-olds, 9–10-year-olds, and adults in the voluntary task-switching paradigm.</li>\u0000 \u0000 <li>Both children and adults engaged in proactive task selection and motor preparation, as evidenced by frontolateral delta/theta power and mu suppression, respectively.</li>\u0000 \u0000 <li>Children already engage self-directed control proactively from 5–6 years of age in the voluntary task-switching paradigm, albeit differently than adults.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 6","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145012124","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":"Meta-Analytic Review of the Short-Term Effects of Media Exposure on Children's Attention and Executive Functions","authors":"Ashley E. Hinten,&nbsp;Damian Scarf,&nbsp;Kana Imuta","doi":"10.1111/desc.70069","DOIUrl":"https://doi.org/10.1111/desc.70069","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>There are long-held concerns regarding the impact of screen media on children's cognitive development. In particular, fast pace and fantastical events have been theorized to deplete children's cognitive resources, leading to reductions in their attention and executive functions (EF). To date, however, empirical tests of short-term effects of media pace and fantasy on children's cognition have yielded mixed findings. In the present study, we conducted meta-analytic syntheses of previous findings on the impact of pace (19 studies involving 141 effect sizes based on 1431 1.5- to 10-year-olds) and fantasy (16 studies involving 121 effect sizes based on 1297 1.5- to 6-year-olds) on children's attention and EF immediately after media exposure. Overall, our findings revealed that media pace does not affect children's cognition (<i>d</i> = –0.123, 95% CI [–0.331, 0.086], <i>p</i> = 0.23). In contrast, media fantasy was found to have a negative effect, wherein children who watched fantastical media compared to realistic media performed worse on attention and EF tasks immediately post-viewing (<i>d</i> = –0.244, 95% CI [–0.442, –0.046], <i>p</i> = 0.02). The large heterogeneity in effects for both pace (95% PI [–1.100, 0.854]) and fantasy (95% PI [–1.120, 0.632]), however, points to the complexity in conditions under which media exposure differentially impacts children's cognition—in some cases, negatively, in others positively, or not at all. Of the moderators tested, our findings point to the influence of facet of cognition examined (attention, cognitive flexibility, higher order EF, inhibitory control, working memory) on the strength of short-term media exposure effect.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Meta-analytic synthesis of previous findings from 19 studies showed no consistent pattern of short-term impact of media pace on children's attention and executive functions.</li>\u0000 \u0000 <li>Meta-analysis involving 16 studies that examined the effect of media fantasy revealed children's cognitive performance is worse immediately after viewing fantastical compared to realistic media.</li>\u0000 \u0000 <li>The influence of media exposure on children's post-viewing cognitive performance observed in a study must be considered in light of the study's methodology.</li>\u0000 \u0000 <li>Our findings suggest the complexity of contextual factors that interact to determine how screen media can both promote and hinder children's development.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 6","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144999038","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":"Experimental Evidence of Peer Gender Nonconformity Triggering Dehumanization in Children: Developmental Trajectory, Form, and Link to Bullying","authors":"Marshall M. C. Hui,&nbsp;Karson T. F. Kung","doi":"10.1111/desc.70070","DOIUrl":"https://doi.org/10.1111/desc.70070","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Gender nonconforming (GN) children are at higher risk of experiencing bullying and social exclusion than are gender conforming (GC) children. Nonetheless, very little is known about the socio-cognitive mechanisms underlying children's bias against GN peers. The present study was the first to examine children's dehumanization of GN peers (developmental trajectory, form, and link to bullying). Chinese children in Hong Kong (<i>N</i> = 472; in four age groups: 5–6, 7–8, 9–10, and 11–12 years) were assessed individually in an in-person experimental study. Children were shown experimentally manipulated vignettes of four hypothetical peers (GC boy, GC girl, GN boy, and GN girl). Next, children's blatant and subtle dehumanization of these peers, and their propensity to bully these peers, were assessed. In the blatant dehumanization task, children rated how human-like/insect-like each peer was using a visual scale with a continuous slider. For subtle dehumanization, a mind perception task was used to assess the frequency and diversity of mental state words spontaneously used by children to describe videos associated with different peers. Children also completed questions assessing bullying tendency. By age 9–10 years, children dehumanized GN peers both blatantly and subtly, regardless of peer gender. Older children rated GN peers as less human-like/more insect-like than GC peers and also spontaneously attributed fewer and less diverse mental states to GN peers than to GC peers. According to multilevel moderated mediation analyses, blatant dehumanization partially explained older children's tendency to bully GN peers. Further research may develop interventions aimed at reducing children's dehumanization of GN peers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>5- to 12-year-old children's blatant and subtle dehumanization of gender nonconforming peers were assessed.</li>\u0000 \u0000 <li>Older children (7- to 12-year-old) blatantly rated gender nonconforming peers as less human-like/more insect-like than gender conforming peers.</li>\u0000 \u0000 <li>Older children (9- to 12-year-old) spontaneously ascribed fewer and less diverse mental states to gender nonconforming peers than to gender conforming peers.</li>\u0000 \u0000 <li>Older children's (9- to 12-year-old) blatant humanness ratings partially explained their propensity to bully gender nonconforming peers.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 6","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144999036","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":"Priorities for New Data Collection","authors":"Brian MacWhinney,&nbsp;Catherine Snow","doi":"10.1111/desc.70072","DOIUrl":"https://doi.org/10.1111/desc.70072","url":null,"abstract":"&lt;p&gt;Schaff, Loukatou, Cristia, and Havron (SLC&amp;H) have contributed a fascinating and important analysis of the demographic characteristics of the child language data currently available in the CHILDES database. They were able to supplement information already on the web by soliciting further specifics from many of the original data contributors. They have identified biases in the representation of urbanization, family structure, SES, languages studied, countries represented, and multilingualism. These biases in the availability of data from rural, non-Western, low-education participants speaking non-Indo-European languages raise concerns when drawing conclusions about universality of phenomena, echoing widespread worries within psychology, sociology, and education about the dominance in research studies of data gathered only from WEIRD (Western, educated, industrialized, rich, and democratic) populations (Henrich et al. &lt;span&gt;2010&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;Child language data had an even more extreme bias in the 1970s, when the bulk of our transcript data came from typically developing children of English-speaking academics, often in the northeastern United States. Since then, the coverage has broadened greatly to include data from 48 languages, variations in SES, and a rich collection of types of multilingualism. Despite this growth in coverage, the database can never be truly representative of all the patterns of variation in the 2.2 billion children on the planet. This is because it would be difficult to attain fully representative coverage. Despite improvements in recording technology (LENA), automatic speech recognition (Liu et al. &lt;span&gt;2023&lt;/span&gt;), natural language processing (Liu and MacWhinney &lt;span&gt;2024&lt;/span&gt;), GenAI (Warstadt and Bowman &lt;span&gt;2022&lt;/span&gt;), and corpus linguistics (Baayen &lt;span&gt;2010&lt;/span&gt;), the collection and analysis of child language samples remains a daunting task. Barriers to data collection include privacy restrictions, researchers who are unwilling to share their data, restrictive IRB policies, lack of recognition for corpus work, logistical problems in rural areas, the need to rely on translators, and scarcity of research support. Given these limitations, the goal of eliminating the gaps so as to produce a fully balanced representation seems unattainable, at least in the near term.&lt;/p&gt;&lt;p&gt;Fortunately, we can make productive use of the gaps and biases identified by SLC&amp;H to guide our research. We can do this by focusing on the contrasts between universals and variation in language acquisition. This line of research begins by first proposing some universal and then collecting data that could falsify the universal. For example, SLC&amp;H point to studies evaluating the universality of the noun bias, late passive acquisition, reduced parental input in rural communities, variations in gesture typology, or the effects of early bilingualism. In each of these areas, a universal is proposed based on evidence from current cor","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 6","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144999037","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":"Diversity as a Core Feature of Language Acquisition: A Commentary on Scaff et al. (2025)","authors":"Tilbe Göksun,&nbsp;Aslı Aktan-Erciyes","doi":"10.1111/desc.70064","DOIUrl":"https://doi.org/10.1111/desc.70064","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>This commentary builds on Scaff et al.’s (2025) systematic review of the CHILDES database, highlighting persistent biases in child language corpora and research. We expand the discussion, emphasizing three key areas: (1) the need to diversify naturalistic data across languages to strengthen language acquisition theories; (2) the importance of including diverse child and parent demographics within specific language environments; and (3) the underrepresentation of bilingual samples from non-WEIRD, non-Indo-European contexts. We argue that these limitations not only hinder generalizability but also shape prevalent theoretical assumptions. Promoting inclusive, globally representative corpora is important for advancing a fair and accurate understanding of child language acquisition.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Diversification of naturalistic data across languages strengthens language acquisition theories.</li>\u0000 \u0000 <li>Child and parent characteristics within specific language environments should be included in child language research.</li>\u0000 \u0000 <li>Bilingual samples in CHILDES corpora should be evaluated on their generalizability.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 5","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144897725","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":"Brain Structural Connectivity and Morphological Awareness Mediate the Association Between Home Literacy Environment and Reading Outcomes in Children With Family History of Reading Difficulties","authors":"Xianglin Zhang,&nbsp;Min Wang,&nbsp;Hua Shu,&nbsp;Zhichao Xia","doi":"10.1111/desc.70056","DOIUrl":"https://doi.org/10.1111/desc.70056","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Previous studies have shown that higher socioeconomic status (SES) and richer home literacy environment (HLE) are associated with better reading outcomes in children with family risk for reading difficulties (RD). Yet, the cognitive and neural mechanisms underlying this association remain understudied. This study sought to fill in the gap using both behavioral and neuroimaging methodologies. Eighty-one native Mandarin-speaking children (age = 8.7–12.0 years) and their parents were recruited. Family history (FH) of RD and home environmental factors (SES and HLE) were collected, as well as children's diffusion MRI, reading-related cognitive skills (rapid automatized naming [RAN], phonological awareness [PA], and morphological awareness [MA]), and reading outcomes. Participants were divided into the following groups according to their FH of RD and current reading status: children with a FH of RD who showed typical development (FH+TD) or who developed RD (FH+RD), and a typically developing control group without a FH (FH-TD). Chain mediation analyses showed that in FH+TD, the number of children's books (NCB) was linked to the axial diffusivity (AxD) of children's right superior longitudinal fasciculus (rSLF). This neural metric was further linked to children's silent reading comprehension (SRC) via their MA. No such mediation relationship was shown in either FH+RD or FH-TD. These results suggest that reading-related cognitive skills constitute important pathways linking HLE and reading outcomes in at-risk children who developed typical reading skills, while the right-hemispheric white matter fiber tract may serve as one possible neural intermediary. Our findings have educational implications for developing early interventions that focus on enriching HLE to help mitigate the risk of RD.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Summary&lt;/h3&gt;\u0000 \u0000 &lt;div&gt;\u0000 &lt;ul&gt;\u0000 \u0000 &lt;li&gt;Number of children's books (NCB) is uniquely associated with reading development in children with a family history (FH) of reading difficulties (RD) who nevertheless develop typical reading abilities.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Rapid automatized naming (RAN) serves as a significant cognitive mediator for oral reading fluency (ORF), and morphological awareness (MA) for silent reading comprehension (SRC). One possible neural mechanism underlying the NCB → MA → SRC mediation pathway could be the white matter structure, rSLF-AxD.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;An updated operational definition is proposed and applied to identify protective factors in children at risk for RD.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The chain mediation method is used to examine the multi-level pathways (environment-brain-cognition-behavior), as hypothesized by the Multiple Deficit Model (MDM) o","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 5","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144894261","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":"Intergenerational Transmission of Valence Bias Is Moderated by Attachment","authors":"Ashley Humphries,&nbsp;Isabella Peckinpaugh,&nbsp;Grace Kupka,&nbsp;Robert James R. Blair,&nbsp;Nim Tottenham,&nbsp;Maital Neta","doi":"10.1111/desc.70068","DOIUrl":"https://doi.org/10.1111/desc.70068","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>There are individual differences in how people respond to emotionally ambiguous cues (i.e., valence bias), which have important consequences for mental health, development, and social functioning, yet how these differences develop in childhood and adolescence is unknown. Extensive literature shows that children's cognitive biases, including appraisals in uncertain situations, can be influenced by parents. The current study collected valence bias from parent and child dyads (<i>n</i> = 136, children ages 6–17 years, <i>M</i> = 10.92, SD = 3.22) using a dual-valence ambiguity task (i.e., the valence bias task). Using structural equation modeling, we found that a child's valence bias was associated with their parent's valence bias (<i>β</i> = 0.283, <i>p</i> = 0.005). We also explored the effect of parent–child attachment in three facets (communication, alienation, and trust) on this intergenerational transmission. Communication moderated the relationship between parent and child valence bias, such that higher communication led to a stronger relationship between parent and child valence bias (<i>β</i> = 0.03, <i>p</i> = 0.04). These findings suggest that one mechanism that supports valence bias development is the parent's bias, and this may be uniquely influenced by the degree of parent–child communication. This tendency to similarly interpret ambiguous stimuli may result from social learning. Specifically, our results support a theory of generalized shared reality where parents and children who have a greater interpersonal connection (i.e., communication) also share a more similar world view (i.e., valence bias). A video abstract of this article can be viewed at https://www.youtube.com/watch?v=xlSDxFDmP7g</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Valence bias represents variability in appraisals of emotional ambiguity, with some people showing greater negativity, and others more positive.</li>\u0000 \u0000 <li>There is evidence of intergenerational transmission of valence bias, such that children tend to have a bias that mirrors their parents.</li>\u0000 \u0000 <li>Transmission was moderated by parent-child attachment, such that children that report greater communication with their parent show a more similar bias to their parent.</li>\u0000 \u0000 <li>These findings are discussed in the context of theories on development and generalized shared realities.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 5","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144894260","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}