Developmental Science最新文献

{"title":"A context-dependent perspective to understand the relation between parent–child physiological synchrony and child socioemotional adjustment","authors":"Jianjie Xu, Yutong Zhang, Hui Wang, Mengting Peng, Yuhao Zhu, Xinni Wang, Zhennan Yi, Lu Chen, Zhuo Rachel Han","doi":"10.1111/desc.13506","DOIUrl":"10.1111/desc.13506","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Physiological synchrony is an important biological process during which parent–child interaction plays a significant role in shaping child socioemotional adjustment. The present study held a context-dependent perspective to examine the conditional association between parent–child physiological synchrony and child socioemotional adjustment (i.e., relationship quality with parents and child emotion regulation) under different (i.e., from highly unsupportive to highly supportive) emotional contexts. One hundred and fifty school-age Chinese children (<i>M</i><sub>age</sub> = 8.64 years, 63 girls) and their primary caregivers participated in this study. After attaching electrocardiogram (ECG) electrodes, parent–child dyads were instructed to complete a 4-minute conflict discussion task. Parent–child physiological synchrony was calculated based on the within-dyad association between parents’ and children's respiratory sinus arrhythmia (RSA) levels across eight 30-second epochs. Parental emotional support, child relationship quality with parents, and child emotion regulation during the discussion task were coded by trained research assistants. Supporting our hypotheses, parental emotional support moderated the relations of parent–child RSA synchrony with both child relationship quality with parents and child emotion regulation. Furthermore, the Johnson-Neyman technique of moderation indicated that the associations between parent and child RSA synchrony and child socioemotional adjustment indicators shifted from negative to positive as the parental emotional support became increasingly high. Our findings suggest that parent–child physiological synchrony may not be inherently adaptive or maladaptive, highlighting the importance of understanding the function of parent–child physiological synchrony under specific contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Physiological synchrony may not be inherently adaptive or maladaptive, and the meanings of parent–child physiological synchrony might be contingent on contextual factors.</li>\u0000 \u0000 <li>Parental emotional support moderated the relations between parent–child respiratory sinus arrhythmia (RSA) synchrony and child socioemotional adjustment indicators (i.e., child relationship quality with parents and child emotion regulation).</li>\u0000 \u0000 <li>More positive/less negative parent–child RSA synchrony was associated with better child socioemotional adjustment under a supportive emotional context, whereas with poorer child socioemotional adjustment under an unsupportive emotional context.</li>\u0000 \u0000 <li>These findings highlight the significance of considering the emotional context in ph","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140319532","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 effects of parental presence on amygdala and mPFC activation during fear conditioning: An exploratory study","authors":"Lior Abramson,&nbsp;Bridget L. Callaghan,&nbsp;Jennifer A. Silvers,&nbsp;Tricia Choy,&nbsp;Michelle VanTieghem,&nbsp;Anna Vannucci,&nbsp;Andrea Fields,&nbsp;Nim Tottenham","doi":"10.1111/desc.13505","DOIUrl":"10.1111/desc.13505","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Learning safe versus dangerous cues is crucial for survival. During development, parents can influence fear learning by buffering their children's stress response and increasing exploration of potentially aversive stimuli. Rodent findings suggest that these behavioral effects are mediated through parental presence modulation of the amygdala and medial prefrontal cortex (mPFC). Here, we investigated whether similar parental modulation of amygdala and mPFC during fear learning occurs in humans. Using a within-subjects design, behavioral (final <i>N</i> = 48, 6–17 years, mean = 11.61, SD = 2.84, 60% females/40% males) and neuroimaging data (final <i>N</i> = 39, 6–17 years, mean = 12.03, SD = 2.98, 59% females/41% males) were acquired during a classical fear conditioning task, which included a CS+ followed by an aversive noise (US; 75% reinforcement rate) and a CS−. Conditioning occurred once in physical contact with the participant's parent and once alone (order counterbalanced). Region of interest analyses examined the unconditioned stress response by BOLD activation to the US (vs. implicit baseline) and learning by activation to the CS+ (vs. CS−). Results showed that during US presentation, parental presence reduced the centromedial amygdala activity, suggesting buffering of the unconditioned stress response. In response to learned stimuli, parental presence reduced mPFC activity to the CS+ (relative to the CS−), although this result did not survive multiple comparisons’ correction. These preliminary findings indicate that parents modulate amygdala and mPFC activity during exposure to unconditioned and conditioned fear stimuli, potentially providing insight into the neural mechanisms by which parents act as a social buffer during fear learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>This study used a within-participant experimental design to investigate how parental presence (vs. absence) affects youth's neural responses in a classical fear conditioning task.</li>\u0000 \u0000 <li>Parental presence reduced the youth's centromedial amygdala activation to the unconditioned stimulus (US), suggesting parental buffering of the neural unconditioned response (UR).</li>\u0000 \u0000 <li>Parental presence reduced the youth's mPFC activation to a conditioned threat cue (CS+) compared to a safety cue (CS−), suggesting possible parental modulation of fear learning.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140319533","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":"Large-scale data decipher children's scale errors: A meta-analytic approach using the zero-inflated Poisson models","authors":"Hiromichi Hagihara,&nbsp;Mikako Ishibashi,&nbsp;Yusuke Moriguchi,&nbsp;Yuta Shinya","doi":"10.1111/desc.13499","DOIUrl":"10.1111/desc.13499","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Scale errors are intriguing phenomena in which a child tries to perform an object-specific action on a tiny object. Several viewpoints explaining the developmental mechanisms underlying scale errors exist; however, there is no unified account of how different factors interact and affect scale errors, and the statistical approaches used in the previous research do not adequately capture the structure of the data. By conducting a secondary analysis of aggregated datasets across nine different studies (<i>n</i> = 528) and using more appropriate statistical methods, this study provides a more accurate description of the development of scale errors. We implemented the zero-inflated Poisson (ZIP) regression that could directly handle the count data with a stack of zero observations and regarded developmental indices as continuous variables. The results suggested that the developmental trend of scale errors was well documented by an inverted U-shaped curve rather than a simple linear function, although nonlinearity captured different aspects of the scale errors between the laboratory and classroom data. We also found that repeated experiences with scale error tasks reduced the number of scale errors, whereas girls made more scale errors than boys. Furthermore, a model comparison approach revealed that predicate vocabulary size (e.g., adjectives or verbs), predicted developmental changes in scale errors better than noun vocabulary size, particularly in terms of the presence or absence of scale errors. The application of the ZIP model enables researchers to discern how different factors affect scale error production, thereby providing new insights into demystifying the mechanisms underlying these phenomena. A video abstract of this article can be viewed at https://youtu.be/1v1U6CjDZ1Q</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>We fit a large dataset by aggregating the existing scale error data to the zero–inflated Poisson (ZIP) model.</li>\u0000 \u0000 <li>Scale errors peaked along the different developmental indices, but the underlying statistical structure differed between the in-lab and classroom datasets.</li>\u0000 \u0000 <li>Repeated experiences with scale error tasks and the children's gender affected the number of scale errors produced per session.</li>\u0000 \u0000 <li>Predicate vocabulary size (e.g., adjectives or verbs) better predicts developmental changes in scale errors than noun vocabulary size.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 4","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13499","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140307373","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":"Visualizing the invisible tie: Linking parent–child neural synchrony to parents’ and children's attachment representations","authors":"Trinh Nguyen,&nbsp;Melanie T. Kungl,&nbsp;Stefanie Hoehl,&nbsp;Lars O. White,&nbsp;Pascal Vrtička","doi":"10.1111/desc.13504","DOIUrl":"10.1111/desc.13504","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;It is a central tenet of attachment theory that individual differences in attachment representations organize behavior during social interactions. Secure attachment representations also facilitate behavioral synchrony, a key component of adaptive parent–child interactions. Yet, the dynamic neural processes underlying these interactions and the potential role of attachment representations remain largely unknown. A growing body of research indicates that interpersonal neural synchrony (INS) could be a potential neurobiological correlate of high interaction and relationship quality. In this study, we examined whether interpersonal neural and behavioral synchrony during parent–child interaction is associated with parent and child attachment representations. In total, 140 parents (74 mothers and 66 fathers) and their children (age 5–6 years; 60 girls and 80 boys) engaged in cooperative versus individual problem-solving. INS in frontal and temporal regions was assessed with functional near-infrared spectroscopy hyperscanning. Attachment representations were ascertained by means of the Adult Attachment Interview in parents and a story-completion task in children, alongside video-coded behavioral synchrony. Findings revealed increased INS during cooperative versus individual problem solving across all dyads (𝛸&lt;sup&gt;2&lt;/sup&gt;(2) = 9.37, &lt;i&gt;p &lt;/i&gt;= 0.009). Remarkably, individual differences in attachment representations were associated with INS but not behavioral synchrony (&lt;i&gt;p &lt;/i&gt;&gt; 0.159) during cooperation. More specifically, insecure maternal attachment representations were related to higher mother–child INS in frontal regions (𝛸&lt;sup&gt;2&lt;/sup&gt;(3) = 9.18, &lt;i&gt;p &lt;/i&gt;= 0.027). Conversely, secure daughter attachment representations were related to higher daughter–parent INS within temporal regions (𝛸&lt;sup&gt;2&lt;/sup&gt;(3) = 12.58, &lt;i&gt;p &lt;/i&gt;= 0.006). Our data thus provide further indication for INS as a promising correlate to probe the neurobiological underpinnings of attachment representations in the context of early parent–child interactions.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Research Highlights&lt;/h3&gt;\u0000 \u0000 &lt;div&gt;\u0000 &lt;ul&gt;\u0000 \u0000 &lt;li&gt;We assessed attachment representations using narrative measures and interpersonal neural synchrony (INS) during parent-child problem-solving.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Dyads including mothers with insecure attachment representations showed higher INS in left prefrontal regions.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Dyads including daughters with secure attachment representations showed higher INS in right temporo-parietal regions.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;INS is a promising correlate to probe the neurobiological underpinnings of attachment re","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13504","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140207973","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":"Children extract a new linguistic rule more quickly than adults","authors":"Sarah Berger,&nbsp;Laura J. Batterink","doi":"10.1111/desc.13498","DOIUrl":"10.1111/desc.13498","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Children achieve better long-term language outcomes than adults. However, it remains unclear whether children actually learn language <i>more quickly</i> than adults during real-time exposure to input—indicative of true superior language learning abilities—or whether this advantage stems from other factors. To examine this issue, we compared the rate at which children (8–10 years) and adults extracted a novel, hidden linguistic rule, in which novel articles probabilistically predicted the animacy of associated nouns (e.g., “gi lion”). Participants categorized these two-word phrases according to a second, explicitly instructed rule over two sessions, separated by an overnight delay. Both children and adults successfully learned the hidden animacy rule through mere exposure to the phrases, showing slower response times and decreased accuracy to occasional phrases that violated the rule. Critically, sensitivity to the hidden rule emerged much more quickly in children than adults; children showed a processing cost for violation trials from very early on in learning, whereas adults did not show reliable sensitivity to the rule until the second session. Children also showed superior generalization of the hidden animacy rule when asked to classify nonword trials (e.g., “gi badupi”) according to the hidden animacy rule. Children and adults showed similar retention of the hidden rule over the delay period. These results provide insight into the nature of the critical period for language, suggesting that children have a true advantage over adults in the rate of implicit language learning. Relative to adults, children more rapidly extract hidden linguistic structures during real-time language exposure.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Children and adults both succeeded in implicitly learning a novel, uninstructed linguistic rule, based solely on exposure to input.</li>\u0000 \u0000 <li>Children learned the novel linguistic rules much more quickly than adults.</li>\u0000 \u0000 <li>Children showed better generalization performance than adults when asked to apply the novel rule to nonsense words without semantic content.</li>\u0000 \u0000 <li>Results provide insight into the nature of critical period effects in language, indicating that children have an advantage over adults in real-time language learning.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 4","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13498","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140186051","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":"Love on the developing brain: Maternal sensitivity and infants’ neural responses to emotion in the dorsolateral prefrontal cortex","authors":"Jessica A. Stern,&nbsp;Caroline M. Kelsey,&nbsp;Heath Yancey,&nbsp;Tobias Grossmann","doi":"10.1111/desc.13497","DOIUrl":"10.1111/desc.13497","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Infancy is a sensitive period of development, during which experiences of parental care are particularly important for shaping the developing brain. In a longitudinal study of <i>N </i>= 95 mothers and infants, we examined links between caregiving behavior (maternal sensitivity observed during a mother–infant free-play) and infants’ neural response to emotion (happy, angry, and fearful faces) at 5 and 7 months of age. Neural activity was assessed using functional Near-Infrared Spectroscopy (fNIRS) in the dorsolateral prefrontal cortex (dlPFC), a region involved in cognitive control and emotion regulation. Maternal sensitivity was positively correlated with infants’ neural responses to <i>happy</i> faces in the bilateral dlPFC and was associated with relative increases in such responses from 5 to 7 months. Multilevel analyses revealed caregiving-related individual differences in infants’ neural responses to happy compared to fearful faces in the bilateral dlPFC, as well as other brain regions. We suggest that variability in dlPFC responses to emotion in the developing brain may be one correlate of early experiences of caregiving, with implications for social-emotional functioning and self-regulation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Infancy is a sensitive period of brain development, during which experiences with caregivers are especially important.</li>\u0000 \u0000 <li>This study examined links between sensitive maternal care and infants’ neural responses to emotion at 5–7 months of age, using functional near-infrared spectroscopy (fNIRS).</li>\u0000 \u0000 <li>Experiences of sensitive care were associated with infants’ neural responses to emotion—particularly happy faces—in the dorsolateral prefrontal cortex.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11415551/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177200","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":"Parental communicative input as a protective factor in Bangladeshi families living in poverty: A multi-dimensional perspective","authors":"Ran Wei,&nbsp;Eileen F. Sullivan,&nbsp;Fatema Begum,&nbsp;Navin Rahman,&nbsp;Fahmida Tofail,&nbsp;Rashidul Haque,&nbsp;Charles A. Nelson","doi":"10.1111/desc.13494","DOIUrl":"10.1111/desc.13494","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Studies from high-income populations have shown that stimulating, supportive communicative input from parents promote children's cognitive and language development. However, fewer studies have identified specific features of input supporting the healthy development of children growing up in low- or middle-income countries. The current study proposes and tests a multi-dimensional framework for understanding whether and how caregiver communicative input mediates the associations between socio-economic conditions and early development. We also examine how caregiver conceptual scaffolding and autonomy support uniquely and synergistically explain variation in child outcomes. Participants were 71 Bangladeshi families with five-year-olds who were exposed to a range of biological and psychosocial hazards from birth. Caregiver-child interactions during snack sharing and semi-structured play were coded for caregiver conceptual scaffolding, autonomy support, and child engagement. Findings indicate that the two dimensions of input were correlated, suggesting that caregivers who provided richer conceptual scaffolds were simultaneously more supportive of children's autonomy. Notably, conceptual scaffolding and autonomy support each mediated associations between maternal education and child verbal intelligence quotient (IQ) scores. Further, caregivers who supported greater autonomy in their children had children who participated in conversations more actively, and these children in turn had higher performance IQ scores. When considered simultaneously, conceptual scaffolding was associated with verbal IQ over and above autonomy support, whereas autonomy support related to child engagement, controlling for conceptual scaffolding. These findings shed new light on how environmental factors may support early development, contributing to the design of family-centered, culturally authentic interventions. A video abstract of this article can be viewed at https://youtu.be/9v_8sIv7ako&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Research Highlights&lt;/h3&gt;\u0000 \u0000 &lt;div&gt;\u0000 &lt;ul&gt;\u0000 \u0000 &lt;li&gt;Studies from high-income countries have identified factors mitigating the impacts of socio-economic risks on development. Such research is scarce in low- and middle-income countries.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The present study conceptualized and evaluated caregiver communicative input in Bangladeshi families along two interrelated yet distinct dimensions: conceptual scaffolding and autonomy support.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Conceptual scaffolding and autonomy support individually mediated associations between maternal education and child verbal IQ, shedding light on protective factors in families living in poverty.&lt;/li&gt;\u0000 ","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13494","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140171816","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":"Infant sustained attention differs by context and social content in the first 2 years of life","authors":"Jessica Bradshaw,&nbsp;Xiaoxue Fu,&nbsp;John E. Richards","doi":"10.1111/desc.13500","DOIUrl":"10.1111/desc.13500","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Sustained attention (SA) is an endogenous form of attention that emerges in infancy and reflects cognitive engagement and processing. SA is critical for learning and has been measured using different methods during screen-based and interactive contexts involving social and nonsocial stimuli. How SA differs by measurement method, context, and stimuli across development in infancy is not fully understood. This 2-year longitudinal study examines attention using one measure of overall looking behavior and three measures of SA—mean look duration, percent time in heart rate-defined SA, and heart rate change during SA—in <i>N</i> = 53 infants from 1 to 24 months across four unique task conditions: social videos, nonsocial videos, social interactions (face-to-face play), and nonsocial interactions (toy engagement). Results suggest that developmental changes in attention differ by measurement method, task context (screen or interaction), and task stimulus (social or nonsocial). During social interactions, overall looking and look durations declined after age 3–4 months, whereas heart rate-defined attention measures remained stable. All SA measures were greater for videos than for live interaction conditions throughout the first 6 months, but SA to social and nonsocial stimuli within each task context were equivalent. In the second year of life, SA measured with look durations was greater for social videos compared to other conditions, heart rate-defined SA was greater for social videos compared to nonsocial interactions, and heart rate change during SA was similar across conditions. Together, these results suggest that different measures of attention to social and nonsocial stimuli may reflect unique developmental processes and are important to compare and consider together, particularly when using infant attention as a marker of typical or atypical development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Attention measure, context, and social content uniquely differentiate developmental trajectories of attention in the first 2 years of life.</li>\u0000 \u0000 <li>Overall looking to caregivers during dyadic social interactions declines significantly from 4 to 6 months of age while sustained attention (SA) to caregivers remains stable.</li>\u0000 \u0000 <li>Heart rate-defined SA generally differentiates stimulus context where infants show greater SA while watching videos than while engaging with toys.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 4","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13500","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140159275","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":"Metabolic trade-offs in childhood: Exploring the relationship between language development and body growth","authors":"Sophie Bouton,&nbsp;Coralie Chevallier,&nbsp;Aminata Hallimat Cissé,&nbsp;Barbara Heude,&nbsp;Pierre O. Jacquet","doi":"10.1111/desc.13493","DOIUrl":"10.1111/desc.13493","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>During human childhood, brain development and body growth compete for limited metabolic resources, resulting in a trade-off where energy allocated to brain development can decrease as body growth accelerates. This preregistered study explores the relationship between language skills, serving as a proxy for brain development, and body mass index at three distinct developmental stages, representing different phases of body growth. Longitudinal data from 2002 children in the EDEN mother-child cohort were analyzed using structural equation modeling. Our findings reveal a compelling pattern of associations: girls with a delayed adiposity rebound, signaling slower growth rate, demonstrated better language proficiency at ages 5–6. Importantly, this correlation appears to be specific to language skills and does not extend to nonverbal cognitive abilities. Exploratory analyses show that early environmental factors contributing to enhanced cognitive development, such as higher parental socio-economic status and increased cognitive stimulation, are positively associated with both language skills and the timing of adiposity rebound in girls. Overall, our findings lend support to the existence of an energy allocation trade-off mechanism that appears to prioritize language function over body growth investment in girls.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>\u0000 <p>The high energy demand of neurocognitive development leads to a trade-off in human children between brain growth and other biological functions, including body growth.</p>\u0000 </li>\u0000 \u0000 <li>\u0000 <p>Previous studies indicate that around age 5, when the brain energy consumption peaks, children typically experience a decrease in body mass known as ‘adiposity rebound’.</p>\u0000 </li>\u0000 \u0000 <li>\u0000 <p>A delayed adiposity rebound, indicating slower growth may be associated with enhanced language abilities in children.</p>\u0000 </li>\u0000 \u0000 <li>\u0000 <p>Our preregistered study confirms this correlation in girls and further associates early cognitive stimulation with improved language skills and delayed adiposity rebound time.</p>\u0000 </li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 4","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13493","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140144346","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":"Global topology of human connectome is insensitive to early life environments – A prospective longitudinal study of the general population","authors":"Sofia Carozza,&nbsp;Joni Holmes,&nbsp;Danyal Akarca,&nbsp;Duncan E. Astle","doi":"10.1111/desc.13490","DOIUrl":"10.1111/desc.13490","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>The widely acknowledged detrimental impact of early adversity on child development has driven efforts to understand the underlying mechanisms that may mediate these effects within the developing brain. Recent efforts have begun to move beyond associating adversity with the morphology of individual brain regions towards determining if and how adversity might shape their interconnectivity. However, whether adversity effects a global shift in the organisation of whole-brain networks remains unclear. In this study, we assessed this possibility using parental questionnaire and diffusion imaging data from The Avon Longitudinal Study of Parents and Children (ALSPAC, <i>N</i> = 913), a prospective longitudinal study spanning more than 20 years. We tested whether a wide range of adversities—including experiences of abuse, domestic violence, physical and emotional cruelty, poverty, neglect, and parental separation—measured by questionnaire within the first seven years of life were significantly associated with the tractography-derived connectome in young adulthood. We tested this across multiple measures of organisation and using a computational model that simulated the wiring economy of the brain. We found no significant relationships between early exposure to any form of adversity and the global organisation of the structural connectome in young adulthood. We did detect local differences in the medial prefrontal cortex, as well as an association between weaker brain wiring constraints and greater externalising behaviour in adolescence. Our results indicate that further efforts are necessary to delimit the magnitude and functional implications of adversity-related differences in connectomic organization.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Diverse prospective measures of the early-life environment do not predict the organisation of the DTI tractography-derived connectome in young adulthood</li>\u0000 \u0000 <li>Wiring economy of the connectome is weakly associated with externalising in adolescence, but not internalising or cognitive ability</li>\u0000 \u0000 <li>Further work is needed to establish the scope and significance of global adversity-related differences in the structural connectome</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 4","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13490","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140144344","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}