Developmental Science最新文献

{"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":"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":"Predicting Positive Affect in Infancy.","authors":"Tobias Grossmann, Halle Miller, Olivia Allison","doi":"10.1111/desc.70192","DOIUrl":"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":"Adolescent Development in Context: Longitudinal Temporal Dynamics Between Childhood Maltreatment, Uncertainty Stress, and Exploratory Behavior.","authors":"Xi Shen, Jianjun Huang, Xiaoran Zhao, Xinqi Zhou, Jin-Liang Wang","doi":"10.1111/desc.70179","DOIUrl":"10.1111/desc.70179","url":null,"abstract":"<p><p>Exploratory behavior, accompanied by positive risks and uncertainty, has been proven essential in sculpting individuals' autonomous decision-making during adolescence owing to its significant adaptive potential. Although prior research has suggested that assessing the degree of uncertainty and engaging in this adaptive behavior may be influenced by early adversity, further investigation is needed into the longitudinal temporal dynamics between childhood maltreatment and exploratory behavior, as well as the mechanisms underlying this association. Given that uncertainty stress refers to the subjective experience of stress elicited by uncertainty, it remains unclear whether uncertainty stress mediates the longitudinal temporal dynamics between childhood maltreatment and exploratory behavior. To address the aforementioned gaps, the present study was performed using a sample of 789 adolescents (M_age = 15.85, SD_age = 0.84, 44.36% male) across three waves spanning one year. Our random-intercept cross-lagged model revealed that age negatively predicted exploratory behavior at the between-person level. At the within-person level, a notable positive dynamic bidirectional association transpired between childhood maltreatment and uncertainty stress within a short-term span. Conversely, over an extended time frame, we found the positive predictive influence of fluctuations of uncertainty stress on those of childhood maltreatment. Additionally, uncertainty stress positively mediated the within-person association between childhood maltreatment and exploratory behavior, as well as the cascading effects of childhood maltreatment and uncertainty stress on exploratory behavior. These findings would provide valuable insights into the mechanisms underlying adaptive behavior in adolescents with adverse childhood experiences and inform targeted interventions to alleviate their long-term effects. SUMMARY: At the within-person level, a notable positive dynamic bidirectional association transpired between childhood maltreatment and uncertainty stress within a short-term span. Over an extended time frame, we found the positive predictive influence of fluctuations of uncertainty stress on those of childhood maltreatment. Uncertainty stress positively mediated the within-person association between childhood maltreatment and exploratory behavior. Findings also revealed the cascading effects of childhood maltreatment and uncertainty stress on exploratory behavior.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70179"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147515839","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":"Quantifying Repetitive Hand Flapping Kinematics in Autistic and Non-Autistic Toddlers Using Video-Based Pose Estimation.","authors":"Jan Stenum, Elizabeth Eiler, Ryan T Roemmich, Rebecca Landa, Rachel Reetzke","doi":"10.1111/desc.70176","DOIUrl":"10.1111/desc.70176","url":null,"abstract":"<p><p>While repetitive behaviors such as hand flapping are associated with autism, non-autistic toddlers also exhibit this behavior (e.g., when excited), making clinically meaningful differences difficult to discern prior to age 2. Computer vision, a subfield of artificial intelligence (AI), has the potential to capture subtle movement differences that may otherwise be overlooked. We examined whether movement amplitude and frequency of repetitive hand flapping differed between autistic and non-autistic toddlers. Based on prior literature, we hypothesized that autistic toddlers would exhibit more intense or vigorous flapping, as reflected by increased amplitude and frequency of repetitive hand flapping. We analyzed 81 manually annotated video segments from 28 toddlers (autism spectrum disorder (ASD): n = 14; no ASD: n = 14), ages 13-16 months (M = 14.78, SD = 0.85), participating in a 3-min bubble play activity (1-10 events per child). Using AlphaPose, we automatically identified arm key points and quantified amplitude and frequency. Event-level analyses revealed that, compared to non-autistic toddlers, autistic toddlers showed significantly greater amplitude (p = 0.028) but did not significantly differ in the frequency of repetitive hand flapping (p = 0.464). In contrast, event-averaged results showed no group differences in amplitude (p = 0.997) or frequency (p = 0.383). These findings highlight the variability of repetitive hand flapping and suggest that averaging may mask potentially important nuances of repetitive hand flapping. Clinically, the dynamic nature of these early, subtle behaviors may require more fine-grained observation to identify meaningful differences during this highly dynamic period of early development. SUMMARY: Video-based pose estimation was used to examine kinematic differences in repetitive hand flapping during a 3-min bubble play activity in autistic and non-autistic toddlers. Event-level analyses of all repetitive hand flapping instances revealed a significantly elevated amplitude of hand flapping in autistic toddlers relative to non-autistic toddlers. Event-averaged analyses appeared to mask group amplitude differences, suggesting that an event-level analysis of repetitive hand flapping may better capture clinically meaningful kinematic differences. Findings underscore the possible added value of examining the quality of repetitive hand flapping to identify clinically meaningful differences during a highly dynamic developmental period.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70176"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147515792","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":"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":"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":"Executive Function Costs of Fantastical Interference in Narrative Comprehension: A Response to Lillard's (2026) Commentary.","authors":"Ashley E Hinten, Kana Imuta","doi":"10.1111/desc.70177","DOIUrl":"10.1111/desc.70177","url":null,"abstract":"<p><p>Through bringing together previous findings from 16 studies involving 121 effect sizes (based on 1,297 1.5- to 6-year-olds), Hinten et al.'s (2025) meta-analysis revealed that children who viewed fantastical media in an experimental setting performed worse on inhibitory control and cognitive flexibility tasks immediately post-viewing compared to those exposed to realistic media. Lillard's (2026) commentary provided one potential explanation for our findings, revolving around the idea that processing fantastical content is cognitively taxing because it conflicts with existing schemas. In this response, we extend Lillard's (2026) perspective by drawing on Loschky et al.'s (2020) Scene Perception and Event Comprehension Theory (SPECT) to provide an additional explanation: Fantasy overloads children's executive functions because it interferes with their narrative comprehension. SUMMARY: We present a novel perspective on why fantastical media may have adverse, short-term effects on children's executive functioning. Children's executive functions may become overloaded while watching fantastical media because fantastical elements can detract from and hamper narrative comprehension processes.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70177"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13010061/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147505136","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":"Patterns of Language and Visuospatial Lateralisation and Cognitive Ability in Young Children Aged 4-7 Years.","authors":"Josephine E Quin-Conroy, Donna M Bayliss, Nicholas A Badcock","doi":"10.1111/desc.70193","DOIUrl":"10.1111/desc.70193","url":null,"abstract":"<p><p>Previous research suggests that the development of lateralisation throughout childhood might be related to individual differences in cognitive ability, but evidence from early childhood is lacking. The current study aimed to determine if there is a relationship between patterns of language and visuospatial lateralisation and cognitive ability in young children. We assessed the cerebral lateralisation of language and visuospatial processing in a large sample of 4-7-year-old children (n  =  127) using functional transcranial Doppler ultrasound (fTCD). We found that being typically lateralised for language and visuospatial processing was related to better verbal comprehension ability for 4-5-year-olds. Lateralisation was not related to visuospatial ability or reading ability at any age. These findings suggest that verbal comprehension might be uniquely related to lateralisation, possibly due to its recruitment of both left and right hemispheric resources and a possible influence of mental imagery use during comprehension. SUMMARY: We assessed the cerebral lateralisation of language and visuospatial processing in 127 children aged 4-7 years using functional transcranial Doppler ultrasound. Better verbal comprehension ability was associated with being more typically lateralised for both processes in 4- and 5-year-olds. The crowding of cognitive processes in the same hemisphere was not associated with poorer cognitive or academic performance.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70193"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13075532/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147677880","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":"Amazed or Amused: Infants' Appraisal of Violations of Expectation in a Naturalistic Context.","authors":"Gina C Mireault, Jonathan D Lane, Keri J Heilman, Ethan O Kile, Grae Verner, Willow Albee, Ida Eames","doi":"10.1111/desc.70181","DOIUrl":"10.1111/desc.70181","url":null,"abstract":"<p><p>The widely-used Violation of Expectation (VOE) paradigm has found that young infants look longer at unusual and/or impossible physical events, suggesting some innate or early-emerging knowledge of physical causality. Other research with the VOE paradigm has found that infants smile and laugh at unusual but possible physical events enacted by people, suggesting infants differentiate types of physical VOEs and may rely on context to do so. Drawing on these two bodies of research, we investigate how social context (defined as social agent visibility) and event repetition influence a variety of infants' reactions to physically impossible (vs. possible) events, including looking, smiling/laughter, and reaching in this pre-registered study. We visited 6-month-old infants (N = 88) in their homes and presented them with two physically impossible VOEs reminiscent of the classic literature. VOEs and their respective controls were presented by a social agent that was either fully-visible or whose face and body were hidden, and each event was produced 6 times. Infants looked more often (though not longer) at VOEs and were more likely to reach towards them, corroborating their ability to detect (and presumably their desire to explore) physically impossible events. Smiling was rare but we identified an intriguing temporal dynamic: in early trials, smiles were elicited most by VOEs presented by a fully-visible social agent but, with repetition, smiles were elicited most by ordinary events under the same conditions. Generally, babies turned away more from events presented by agents whose faces and bodies were hidden. Heart rate data provided supplementary evidence that infants' ability to distinguish between these events can be captured non-behaviorally. These novel findings indicate VOE research should incorporate a broad array of dependent measures and contextual factors to better characterize infants' event processing and understanding of possibility. SUMMARY: These findings suggest infants' appraisal of VoE events is context-sensitive and dynamically revised in social settings. Social agent visibility, not event type, extended infants' looking duration during both physically unusual and ordinary events. Repetition of events reduced looking across conditions and dynamically reshaped smiling responses over trials. Infants reached more toward VoE events suggesting active information-seeking beyond passive looking measures.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70181"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624392","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":"A Network Approach to Developmental Differences and Disorders.","authors":"Emre Deniz, Jo Hutchinson, Kathryn Asbury, Dianne Newbury, Umar Toseeb","doi":"10.1111/desc.70174","DOIUrl":"10.1111/desc.70174","url":null,"abstract":"<p><p>Child and adolescent development is influenced by complex interplay between a range of diverse factors. The network approach is gaining popularity as a way of modelling such complex processes. Here we used the network approach to investigate whether developmental differences and disorders can be conceptualised as arising from interactions between characteristics and symptoms. We used data from four population-based birth cohorts in England (n = 47,315), those born in the 1970s, 1990s and 2000s, to investigate interrelations between areas of psychological functioning that underpin learning and engagement in education settings (i.e., memory, attention, non-verbal ability, arithmetic skills, reading, language and communication, motor skills, neurodevelopmental characteristics, psychopathology, social functioning and wellbeing). We fitted 12 undirected psychometric network models; one network for each cohort and developmental stage (early childhood; 3-5 years, middle childhood; 7-10 years, adolescence; 13-18 years). We then determined how these areas of functioning cluster within developmental domains. In early and middle childhood, psychological functioning, generally, clustered within two related developmental domains: (1) cognition and language and (2) social and emotional functioning. In adolescence, they clustered within three developmental domains (1) cognition and language and (2) social functioning and (3) emotional functioning. We demonstrate that developmental differences and disorders can be conceptualised through the network modelling approach. One possibility requiring further investigation is that they arise through bottom-up processes, whereby a given symptom or characteristic activates or leads to another; symptoms or characteristics that activate or lead to each other cluster together and appear as neurodevelopmental or psychiatric conditions. Differences and disorders that appear to be similar, prima facie, may be underpinned by diverse etiologies. Our work provides the first population-level evidence for a needs-based support system in schools; children and adolescents with developmental disorders and differences should be supported by targeting specific characteristics and symptoms. Such an approach does not rely on waiting for a diagnostic assessment through lengthy processes. SUMMARY: Developmental differences and disorders likely arise through complex interactions between different areas of psychological functioning in a bottom-up manner. Differences and disorders that appear to be similar, on the face of it, may have distinct causes; no single causal factor is necessary nor sufficient.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70174"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624376","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":"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":"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}