Developmental Science最新文献

{"title":"The role of translation equivalents in bilingual word learning","authors":"Alvin W. M. Tan,&nbsp;Virginia A. Marchman,&nbsp;Michael C. Frank","doi":"10.1111/desc.13476","DOIUrl":"10.1111/desc.13476","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Bilingual environments present an important context for word learning. One feature of bilingual environments is the existence of translation equivalents (TEs)—words in different languages that share similar meanings. Documenting TE learning over development may give us insight into the mechanisms underlying word learning in young bilingual children. Prior studies of TE learning have often been confounded by the fact that increases in overall vocabulary size with age lead to greater opportunities for learning TEs. To address this confound, we employed an item-level analysis, which controls for the age trajectory of each item independently. We used Communicative Development Inventory data from four bilingual datasets (two English–Spanish and two English–French; total <i>N</i> = 419) for modeling. Results indicated that knowing a word's TE increased the likelihood of knowing that word for younger children and for TEs that are more similar phonologically. These effects were consistent across datasets, but varied across lexical categories. Thus, TEs may allow bilingual children to bootstrap their early word learning in one language using their knowledge of the other language.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Bilingual children must learn words that share a common meaning across both languages, that is, translation equivalents, like <i>dog</i> in English and <i>perro</i> in Spanish.</li>\u0000 \u0000 <li>Item-level models explored how translation equivalents affect word learning, in addition to child-level (e.g., exposure) and item-level (e.g., phonological similarity) factors.</li>\u0000 \u0000 <li>Knowing a word increased the probability of knowing its corresponding translation equivalent, particularly for younger children and for more phonologically-similar translation equivalents.</li>\u0000 \u0000 <li>These findings suggest that young bilingual children use their word knowledge in one language to bootstrap their learning of words in the other language.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139472850","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":"The role of vision in the acquisition of words: Vocabulary development in blind toddlers","authors":"Erin Campbell,&nbsp;Robyn Casillas,&nbsp;Elika Bergelson","doi":"10.1111/desc.13475","DOIUrl":"10.1111/desc.13475","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>What is vision's role in driving early word production? To answer this, we assessed parent-report vocabulary questionnaires administered to congenitally blind children (<i>N</i> = 40, Mean age = 24 months [<i>R</i>: 7–57 months]) and compared the size and contents of their productive vocabulary to those of a large normative sample of sighted children (<i>N</i> = 6574). We found that on average, blind children showed a roughly half-year vocabulary delay relative to sighted children, amid considerable variability. However, the content of blind and sighted children's vocabulary was statistically indistinguishable in word length, part of speech, semantic category, concreteness, interactiveness, and perceptual modality. At a finer-grained level, we also found that words’ perceptual properties intersect with children's perceptual abilities. Our findings suggest that while an absence of visual input may initially make vocabulary development more difficult, the content of the early productive vocabulary is largely resilient to differences in perceptual access.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Infants and toddlers born blind (with no other diagnoses) show a 7.5 month productive vocabulary delay on average, with wide variability.</li>\u0000 \u0000 <li>Across the studied age range (7–57 months), vocabulary delays widened with age.</li>\u0000 \u0000 <li>Blind and sighted children's early vocabularies contain similar distributions of word lengths, parts of speech, semantic categories, and perceptual modalities.</li>\u0000 \u0000 <li>Blind children (but not sighted children) were more likely to say visual words which could also be experienced through other senses.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139479520","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":"The personal epistemology of parents predicts the development of scientific reasoning in children aged 6–10 years","authors":"Christopher Osterhaus,&nbsp;Susanne Koerber","doi":"10.1111/desc.13474","DOIUrl":"10.1111/desc.13474","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>The influence of the epistemological beliefs of parents on the development of comprehensive scientific reasoning abilities was investigated in a five-wave longitudinal study from kindergarten to elementary school. The 161 German 5–10-year-olds (89 girls, 72 boys) were assessed yearly on their scientific reasoning abilities using comprehensive measures for experimentation and data-interpretation skills, as well as understanding of the nature of science. The children were also tested on their language abilities and intelligence. Their parents completed a sociodemographics questionnaire and answered ten questions about their epistemological beliefs regarding (1) the interpretive nature of science, (2) the tentative nature of knowledge, and (3) the role of scientific framework theories. The personal epistemology of the parents significantly predicted the scientific reasoning development of their children regardless of the parents’ education level and the children's general cognitive abilities. However, the effect of the epistemology of parents on their children's scientific reasoning was limited to the intercepts, suggesting that the epistemic understanding of parents affects how scientific reasoning develops in their children, but not the development speed. Although parental epistemology exerts substantial effects on scientific reasoning of their children, it did not affect their reading ability, suggesting an involvement of science-specific mechanisms rather than generalized family-based influences. These findings highlight the importance of family as a variable in the development of scientific reasoning, which is an area lacking in research, and it suggests that early interventions targeted at the epistemic understanding of caregivers can provide useful ways for promoting the reasoning of children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>A five-year longitudinal study shows significant development of scientific reasoning from kindergarten to elementary school.</li>\u0000 \u0000 <li>Caregivers’ personal epistemology predicted scientific reasoning development—independent of children's general cognitive abilities and caregivers’ level of education.</li>\u0000 \u0000 <li>The effect was most-pronounced for caregivers’ understanding that social framework theories determine which aspects of science are accepted and how they are conducted.</li>\u0000 \u0000 <li>Caregivers’ personal epistemology did not predict children's reading abilities, suggesting that the effect of the caregivers’ epistemology on children's scientific reasoning is domain-specific.</li>\u0000 </ul>\u0000 ","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139425777","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":"Act generously when others do so: Majority influence on young children's sharing behavior","authors":"Qiao Chai,&nbsp;Jun Yin,&nbsp;Mowei Shen,&nbsp;Jie He","doi":"10.1111/desc.13472","DOIUrl":"10.1111/desc.13472","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Children's sharing behavior is profoundly shaped by social norms within their society, and they can learn these norms by directly observing how most others share in their immediate environment. Here we systematically investigated the impact of majority influence on the sharing behavior of young Chinese children through three studies (<i>N</i> = 336, 168 girls). Four- and 6-year-olds were allowed to choose 10 favorite stickers and had an opportunity to engage in anonymous sharing. Before making the sharing decision, children were assigned to one of two conditions: watching a video in which three peers all shared 8 out of 10 stickers (i.e., the majority sharing condition) or making their decisions without watching the video (i.e., the control condition). Results showed that both the 4- and 6-year-old children shared more stickers in the majority sharing condition than in the control condition (Studies 1 &amp; 2). Moreover, the influence of the majority had a stronger effect compared to the influence of a single role model. Children shared more stickers after observing three peers sharing, compared to watching one peer sharing three times (Study 2). Furthermore, children were less likely to copy the majority's non-sharing behavior when it came to giving away stickers without prosocial outcomes, which was particularly evident among 4-year-olds (Study 3). The results reveal that majority influence uniquely shapes children's sharing behavior and that children selectively follow the majority based on whether the behavior exhibits prosocial attributes. A video abstract of this article can be viewed at https://youtu.be/8qNNhf9754I?si=7YfpaFpcD_IjlXjJ</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Observing a majority of three peers’ unanimous generous sharing promoted sharing behavior in both 4- and 6-year-olds.</li>\u0000 \u0000 <li>The influence of three peers on children's sharing was stronger than that of one peer sharing three times.</li>\u0000 \u0000 <li>Four-year-olds, but not 6-year-olds, did not copy the non-sharing behavior of the majority as it did not lead to prosocial outcomes.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139404789","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":"Digital rhythm training improves reading fluency in children","authors":"Theodore P. Zanto,&nbsp;Anastasia Giannakopoulou,&nbsp;Courtney L. Gallen,&nbsp;Avery E. Ostrand,&nbsp;Jessica W. Younger,&nbsp;Roger Anguera-Singla,&nbsp;Joaquin A. Anguera,&nbsp;Adam Gazzaley","doi":"10.1111/desc.13473","DOIUrl":"10.1111/desc.13473","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Musical instrument training has been linked to improved academic and cognitive abilities in children, but it remains unclear why this occurs. Moreover, access to instrument training is not always feasible, thereby leaving less fortunate children without opportunity to benefit from such training. Although music-based video games may be more accessible to a broader population, research is lacking regarding their benefits on academic and cognitive performance. To address this gap, we assessed a custom-designed, digital rhythm training game as a proxy for instrument training to evaluate its ability to engender benefits in math and reading abilities. Furthermore, we tested for changes in core cognitive functions related to math and reading to inform how rhythm training may facilitate improved academic abilities. Classrooms of 8–9 year old children were randomized to receive either 6 weeks of rhythm training (<i>N</i> = 32) or classroom instruction as usual (control; <i>N</i> = 21). Compared to the control group, results showed that rhythm training improved reading, but not math, fluency. Assessments of cognition showed that rhythm training also led to improved rhythmic timing and language-based executive function (Stroop task), but not sustained attention, inhibitory control, or working memory. Interestingly, only the improvements in rhythmic timing correlated with improvements in reading ability. Together, these results provide novel evidence that a digital platform may serve as a proxy for musical instrument training to facilitate reading fluency in children, and that such reading improvements are related to enhanced rhythmic timing ability and not other cognitive functions associated with reading performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Digital rhythm training in the classroom can improve reading fluency in 8–9 year old children</li>\u0000 \u0000 <li>Improvements in reading fluency were positively correlated with enhanced rhythmic timing ability</li>\u0000 \u0000 <li>Alterations in reading fluency were not predicted by changes in other executive functions that support reading</li>\u0000 \u0000 <li>A digital platform may be a convenient and cost-effective means to provide musical rhythm training, which in turn, can facilitate academic skills</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13473","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139404790","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":"Individual differences in processing speed and curiosity explain infant habituation and dishabituation performance","authors":"Francesco Poli,&nbsp;Tommaso Ghilardi,&nbsp;Roseriet Beijers,&nbsp;Carolina de Weerth,&nbsp;Max Hinne,&nbsp;Rogier B. Mars,&nbsp;Sabine Hunnius","doi":"10.1111/desc.13460","DOIUrl":"10.1111/desc.13460","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Habituation and dishabituation are the most prevalent measures of infant cognitive functioning, and they have reliably been shown to predict later cognitive outcomes. Yet, the exact mechanisms underlying infant habituation and dishabituation are still unclear. To investigate them, we tested 106 8-month-old infants on a classic habituation task and a novel visual learning task. We used a hierarchical Bayesian model to identify individual differences in sustained attention, learning performance, processing speed and curiosity from the visual learning task. These factors were then related to habituation and dishabituation. We found that habituation time was related to individual differences in processing speed, while dishabituation was related to curiosity, but only for infants who did not habituate. These results offer novel insights in the mechanisms underlying habituation and serve as proof of concept for hierarchical models as an effective tool to measure individual differences in infant cognitive functioning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>We used a hierarchical Bayesian model to measure individual differences in infants’ processing speed, learning performance, sustained attention, and curiosity.</li>\u0000 \u0000 <li>Faster processing speed was related to shorter habituation time.</li>\u0000 \u0000 <li>High curiosity was related to stronger dishabituation responses, but only for infants who did not habituate.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13460","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139058931","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":"Postpartum romantic attachment and constructiveness: The protective effects of a conflict communication intervention for parents’ relationship functioning over one year","authors":"Samantha A. Murray-Perdue,&nbsp;Amanda L. Nowak,&nbsp;Molly J. O'Neill,&nbsp;Lijuan Wang,&nbsp;E. Mark Cummings,&nbsp;Julia M. Braungart-Rieker","doi":"10.1111/desc.13470","DOIUrl":"10.1111/desc.13470","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Parent relationship functioning has a well-documented influence on children's early socioemotional development as early as infancy. Postpartum parenting is also a critically vulnerable period for relationships and often results in relationship decline. We investigated the effects of a rigorous, psycho-educational conflict communication intervention for supporting parents’ relationship functioning in terms of self-reported romantic attachment and observed conflict constructiveness. Using latent growth curve models, we evaluated the change in romantic attachment and constructiveness among 202 mother-father couples from 6 to 18 months postpartum. We further tested a comparison of the effects of the Conflict Intervention (CI) versus the control group and the Conflict Intervention paired with an additional parent sensitivity intervention (anyCI) versus the control group. Results indicated romantic attachment and observed constructiveness decreased over the 1-year period; this decline was partially mitigated for fathers participating in the intervention(s), wherein fathers who received the Conflict Intervention showed less decline in observed conflict constructiveness over time. Moreover, compared with those in the control condition, mothers who received the Conflict Intervention reported lower attachment security at 18 months postpartum. These results underscore the importance of including perspectives from both mothers and fathers when investigating intervention effects and considering the impact of combining interventions for parents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>A randomized control trial of a conflict intervention including mothers and fathers demonstrates protective effects for fathers’ constructiveness between 6 and 18 months postpartum but was not protective for mothers.</li>\u0000 \u0000 <li>Parenting experience, whether parents were transitioning to parenthood or had older children, did not significantly predict romantic attachment or behavioral constructiveness trajectories.</li>\u0000 \u0000 <li>Interparental romantic attachment and constructiveness declined only slightly postpartum.</li>\u0000 \u0000 <li>Effects of the intervention were reduced when the intervention was combined with a second intervention.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13470","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139038126","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":"Uncomfortable staring? Gaze to other people in social situations is inhibited in both infants and adults","authors":"Louisa Kulke,&nbsp;Sahura Ertugrul,&nbsp;Emely Reyentanz,&nbsp;Vanessa Thomas","doi":"10.1111/desc.13468","DOIUrl":"10.1111/desc.13468","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>People attract infants’ and adults’ gaze when presented on a computer screen. However, in live social situations, adults inhibit their gaze at strangers to avoid sending inappropriate social signals. Such inhibition of gaze has never been directly investigated in infants. The current preregistered study measured gaze and neural responses (EEG alpha power) to a confederate in a live social situation compared to a video of this confederate. Adults looked less at the live confederate than at the video of the confederate, although their neural responses suggest that they were overall equally attentive in both situations. Infants also looked less at the live confederate than at the video of the confederate, with similar neural response patterns. The gaze difference between live social and video situations increased with age. The study shows that young infants are already sensitive to social context and show decreased gaze to strangers in social situations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>This study shows that infants and adults look more at a video of a stranger than at a stranger that is present live in a social situation.</li>\u0000 \u0000 <li>Neural responses suggest that adults are equally attentive in both live and video situations but inhibit their gaze at the stranger in live social situations.</li>\u0000 \u0000 <li>Infants show a similar pattern of shorter gaze at a stranger who is present in person than at a video of this stranger.</li>\u0000 \u0000 <li>The study shows that gaze in infants and adults may diverge from cognitive processes measured through EEG, highlighting the importance of combining behavioural and neural measures in natural interactions.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13468","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138886267","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 impact of sufferers’ wealth status on pain perceptions: Its development and relation to allocation of healthcare resources","authors":"Yuhang Shu,&nbsp;Huisi (Jessica) Li,&nbsp;Shaocong Ma,&nbsp;Lin Bian","doi":"10.1111/desc.13467","DOIUrl":"10.1111/desc.13467","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Wealth-based disparities in health care wherein the poor receive undertreatment in painful conditions are a prominent issue that requires immediate attention. Research with adults suggests that these disparities are partly rooted in stereotypes associating poor individuals with pain insensitivity. However, whether and how children consider a sufferer's wealth status in their pain perceptions remains unknown. The present work addressed this question by testing 4- to 9-year-olds from the US and China. In Study 1 (<i>N</i> = 108, 56 girls, 79% White), US participants saw rich and poor White children experiencing identical injuries and indicated who they thought felt more pain. Although 4- to 6-year-olds responded at chance, children aged seven and above attributed more pain to the poor than to the rich. Study 2 with a new sample of US children (<i>N</i> = 111, 56 girls, 69% White) extended this effect to judgments of White adults’ pain. Pain judgments also informed children's prosocial behaviors, leading them to provide medical resources to the poor. Studies 3 (<i>N</i> = 118, 59 girls, 100% Asian) and 4 (<i>N</i> = 80, 40 girls, 100% Asian) found that, when evaluating White and Asian people's suffering, Chinese children began to attribute more pain to the poor than to the rich earlier than US children. Thus, unlike US adults, US children and Chinese children recognize the poor's pain from early on. These findings add to our knowledge of group-based beliefs about pain sensitivity and have broad implications on ways to promote equitable health care.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Four studies examined whether 4- to 9-year-old children's pain perceptions were influenced by sufferers’ wealth status.</li>\u0000 \u0000 <li>US children attributed more pain to White individuals of low wealth status than those of high wealth status by age seven.</li>\u0000 \u0000 <li>Chinese children demonstrated an earlier tendency to attribute more pain to the poor (versus the rich) compared to US children.</li>\u0000 \u0000 <li>Children's wealth-based pain judgments underlied their tendency to provide healthcare resources to people of low wealth status.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13467","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138832370","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 social decision making undergoes significant changes in typically developing and autistic early adolescents","authors":"Wenda Liu,&nbsp;Nikita Shah,&nbsp;Ili Ma,&nbsp;Gabriela Rosenblau","doi":"10.1111/desc.13463","DOIUrl":"10.1111/desc.13463","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Information sampling about others’ trustworthiness prior to cooperation allows humans to minimize the risk of exploitation. Here, we examined whether early adolescence or preadolescence, a stage defined as in between childhood and adolescence, is a significant developmental period for strategic social decisions. We also sought to characterize differences between autistic children and their typically developing (TD) peers. TD (<i>N</i> = 48) and autistic (<i>N</i> = 56) 8- to 12-year-olds played an online information sampling trust game. While both groups adapted their information sampling and cooperation to the various trustworthiness levels of the trustees, groups differed in how age and social skills modulated task behavior. In the TD group social skills were a stronger overall predictor of task behavior. In the autistic group, age was a stronger predictor and interacted with social skills. Computational modeling revealed that both groups used the same heuristic information sampling strategy—albeit older TD children were more efficient as reflected by decreasing decision noise with age. Autistic children had lower prior beliefs about the trustee's trustworthiness compared to TD children. These lower priors indicate that children believed the trustees to be less trustworthy. Lower priors scaled with lower social skills across groups. Notably, groups did not differ in prior uncertainty, meaning that the priors of TD and autistic children were equally strong. Taken together, we found significant development in information sampling and cooperation in early adolescence and nuanced differences between TD and autistic children. Our study highlights the importance of deep phenotyping of children including clinical measures, behavioral experiments and computational modeling.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>We specified how early adolescents with and without an autism diagnosis sampled information about their interaction partners and made cooperation decisions in a strategic game.</li>\u0000 \u0000 <li>Early adolescence is a significant developmental period for strategic decision making, marked by significant changes in information sampling efficiency and adaptivity to the partner's behavior.</li>\u0000 \u0000 <li>Autistic and non-autistic groups differed in how age and social skills modulated task behavior; in non-autistic children behavior was more indicative of overall social skills.</li>\u0000 \u0000 <li>Computational modeling revealed differences between autistic and non-autistic groups in their initial beliefs about cooperation partners; autistic children expected their partners to be less trustworthy.</li>\u0000 </ul>\u0000 ","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138832369","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}