Developmental Science最新文献

{"title":"Do early musical impairments predict later reading difficulties? A longitudinal study of pre-readers with and without familial risk for dyslexia","authors":"Manon Couvignou,&nbsp;Hugo Peyre,&nbsp;Franck Ramus,&nbsp;Régine Kolinsky","doi":"10.1111/desc.13519","DOIUrl":"10.1111/desc.13519","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>The present longitudinal study investigated the hypothesis that early musical skills (as measured by melodic and rhythmic perception and memory) predict later literacy development via a mediating effect of phonology. We examined 130 French-speaking children, 31 of whom with a familial risk for developmental dyslexia (DD). Their abilities in the three domains were assessed longitudinally with a comprehensive battery of behavioral tests in kindergarten, first grade, and second grade. Using a structural equation modeling approach, we examined potential longitudinal effects from music to literacy via phonology. We then investigated how familial risk for DD may influence these relationships by testing whether atypical music processing is a risk factor for DD. Results showed that children with a familial risk for DD consistently underperformed children without familial risk in music, phonology, and literacy. A small effect of musical ability on literacy via phonology was observed, but may have been induced by differences in stability across domains over time. Furthermore, early musical skills did not add significant predictive power to later literacy difficulties beyond phonological skills and family risk status. These findings are consistent with the idea that certain key auditory skills are shared between music and speech processing, and between DD and congenital amusia. However, they do not support the notion that music perception and memory skills can serve as a reliable early marker of DD, nor as a valuable target for reading remediation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Music, phonology, and literacy skills of 130 children, 31 of whom with a familial risk for dyslexia, were examined longitudinally.</li>\u0000 \u0000 <li>Children with a familial risk for dyslexia consistently underperformed children without familial risk in musical, phonological, and literacy skills.</li>\u0000 \u0000 <li>Structural equation models showed a small effect of musical ability in kindergarten on literacy in second grade, via phonology in first grade.</li>\u0000 \u0000 <li>However, early musical skills did not add significant predictive power to later literacy difficulties beyond phonological skills and family risk status.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140827536","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 cognitive script perspective on how early caregiving experiences inform adolescent peer relationships and loneliness: A 14-year longitudinal study of Chinese families","authors":"Rui Yang,&nbsp;Yufei Gu,&nbsp;Lixian Cui,&nbsp;Xuan Li,&nbsp;Niobe Way,&nbsp;Hirokazu Yoshikawa,&nbsp;Xinyin Chen,&nbsp;Sumie Okazaki,&nbsp;Guangzhen Zhang,&nbsp;Zongbao Liang,&nbsp;Theodore E. A. Waters","doi":"10.1111/desc.13522","DOIUrl":"10.1111/desc.13522","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Leveraging data from a longitudinal study of Chinese families (<i>n </i>= 364), this research aims to understand the role of secure base script knowledge as a cognitive mechanism by which early caregiving experiences inform adolescents’ friendship quality and feelings of loneliness. Results showed that observed maternal sensitivity at 14 and 24 months old was negatively associated with adolescents’ self-reported conflicts with close friends (<i>β</i> = −0.17, <i>p </i>= 0.044) at 15 years old, and this association was partially mediated by their secure base script knowledge assessed at 10 years old. Further, secure base script knowledge moderated the link between adolescents’ friend conflict and feelings of loneliness (<i>β</i> = −0.15, <i>p </i>= 0.037). The results support a cognitive script perspective on the association between early caregiving experiences and later socio-emotional adjustment. Furthermore, this study adds to the developmental literature that has previously focused on more stringent and authoritarian aspects of parenting in Chinese families, thereby contributing to our understanding of how sensitive and supportive parenting practices contribute to socio-emotional development outside of Western contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Maternal sensitivity during infancy and toddlerhood has a long-term association with adolescents’ friendship quality and adolescents' secure base script partially explains the association.</li>\u0000 \u0000 <li>First evidence to demonstrate that the secure base script in attachment relationships mediates the association between early maternal caregiving and socio-emotional development in Chinese adolescents.</li>\u0000 \u0000 <li>Adolescents lacking secure base script knowledge are particularly vulnerable to feelings of loneliness when facing high levels of conflict in close friendships.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140809448","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":"Developmental differences in children and adults’ enforcement of explore versus exploit search strategies in the United States and Turkey","authors":"Hilal H. Şen,&nbsp;Sarah L. Kiefer,&nbsp;Ece Aksu,&nbsp;Kelsey Lucca","doi":"10.1111/desc.13520","DOIUrl":"10.1111/desc.13520","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Across development, as children acquire a deeper understanding of their environment, they explore less and take advantage, or “exploit,” what they already know. Here, we test whether children also enforce exploration-oriented search behaviors onto others. Specifically, we ask whether children are more likely to encourage a search agent to explore versus exploit their environment, and whether this pattern varies across childhood (between 3 and 6 years). We also ask whether this pattern differs between children and adults, and generalizes across two different sociocultural contexts—Turkey and the United States—that differ on dimensions that might relate to children's decisions about exploration (e.g., curiosity-focused educational practices, attitudes toward uncertainty avoidance). Participants (N = 358) watched an agent search for rewards and were asked at various points whether the agent should “stay” (exploit) in their current location, or “go” (explore) to a new location. At all points in the experiment, children enforced exploration significantly more often than adults. Early in the agent's search, children in the US enforced exploration more often than children in Turkey; later in the search, younger children (from both sociocultural contexts) were more likely to continue enforcing exploration compared to older children. These findings highlight that children are not only highly exploratory themselves, but also enforce exploration onto others—underscoring the central role that exploration plays in driving early cognitive development across diverse sociocultural contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>The current study examined developmental and cross-cultural differences in children and adults’ enforcement of explore-exploit search strategies.</li>\u0000 \u0000 <li>Children in the US and Turkey enforced exploration more than adults, who enforced exploitation more often; results were generally consistent across cultures with small differences.</li>\u0000 \u0000 <li>Mirroring developmental changes in children's own search behavior; the tendency to enforce exploration decreased between 3- to 6-years of age.</li>\u0000 \u0000 <li>Findings underscore the central role of an “exploration mindset” in children's early decision-making—even when exploration has no direct benefits to the child themselves.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140657067","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":"Probing the content of affective semantic memory following caregiving-related early adversity","authors":"Anna Vannucci,&nbsp;Andrea Fields,&nbsp;Paul A. Bloom,&nbsp;Nicolas L. Camacho,&nbsp;Tricia Choy,&nbsp;Amaesha Durazi,&nbsp;Syntia Hadis,&nbsp;Chelsea Harmon,&nbsp;Charlotte Heleniak,&nbsp;Michelle VanTieghem,&nbsp;Mary Dozier,&nbsp;Michael P. Milham,&nbsp;Simona Ghetti,&nbsp;Nim Tottenham","doi":"10.1111/desc.13518","DOIUrl":"10.1111/desc.13518","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Cognitive science has demonstrated that we construct knowledge about the world by abstracting patterns from routinely encountered experiences and storing them as semantic memories. This preregistered study tested the hypothesis that caregiving-related early adversities (crEAs) shape affective semantic memories to reflect the content of those adverse interpersonal-affective experiences. We also tested the hypothesis that because affective semantic memories may continue to evolve in response to later-occurring positive experiences, child-perceived attachment security will inform their content. The sample comprised 160 children (ages 6–12 at Visit 1; 87F/73 M), 66% of whom experienced crEAs (&lt;i&gt;n &lt;/i&gt;= 105). At Visit 1, crEA exposure prior to study enrollment was operationalized as parental-reports endorsing a history of crEAs (abuse/neglect, permanent/significant parent-child separation); while child-reports assessed concurrent attachment security. A false memory task was administered online ∼2.5 years later (Visit 2) to probe the content of affective semantic memories–specifically attachment schemas. Results showed that crEA exposure (vs. no exposure) was associated with a higher likelihood of falsely endorsing insecure (vs. secure) schema scenes. Attachment security moderated the association between crEA exposure and insecure schema-based false recognition. Findings suggest that interpersonal-affective semantic schemas include representations of parent-child interactions that may capture the quality of one's own attachment experiences and that these representations shape how children remember attachment-relevant narrative events. Findings are also consistent with the hypothesis that these affective semantic memories can be modified by later experiences. Moving forward, the approach taken in this study provides a means of operationalizing Bowlby's notion of internal working models within a cognitive neuroscience framework.&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;Affective semantic memories representing insecure schema knowledge (&lt;i&gt;child needs&lt;/i&gt; + &lt;i&gt;needs-not-met&lt;/i&gt;) may be more salient, elaborated, and persistent among youths exposed to early caregiving adversity.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;All youths, irrespective of early caregiving adversity exposure, may possess affective semantic memories that represent knowledge of secure schemas (&lt;i&gt;child needs&lt;/i&gt; + &lt;i&gt;needs-met&lt;/i&gt;).&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Establishing secure relationships with parents following early-occurring caregiving adversity may attenuate the expression of insecure semantic memories, suggesting potential malleability.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Affective semantic memories include schem","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140654194","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":"Greater attention to socioeconomic status in developmental research can improve the external validity, generalizability, and replicability of developmental science","authors":"Leher Singh,&nbsp;Sarah J. Rajendra","doi":"10.1111/desc.13521","DOIUrl":"10.1111/desc.13521","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Psychological researchers have been criticized for making broad presumptions about human behavior based on limited sampling. In part, presumptive generalizability is reflected in the limited representation of sociodemographic variation in research reports. In this analysis, we examine time-trends in reporting of a key sociodemographic construct relevant to many aspects of child development—socioeconomic status (SES)—across six mainstream developmental journals (<i>Infancy, Child Development, Developmental Science, Developmental Psychology, Infant and Child Development</i>, and <i>Infant Behavior &amp; Development</i>) between 2016 and 2022. Findings point to limited reporting of SES across developmental journals and across time. Reporting rates varied significantly by region and by topic of development. In terms of specific indicators of SES, there was consistent use of income and caregiver education as SES indicators. The epistemic costs of the lack of integration of socio-economic factors in developmental research are addressed. Pathways to greater integration of SES are proposed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>We analyzed reporting and representation of socioeconomic status in published studies on early child development.</li>\u0000 \u0000 <li>A large proportion of published studies did not report any socio-economic information.</li>\u0000 \u0000 <li>Suggestions for greater attention to socioeconomic status are proposed.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13521","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140658913","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 relationship between attachment representations and minimal intergroup bias in preschool-aged children","authors":"Antonia Misch,&nbsp;Andrea Kramer,&nbsp;Markus Paulus","doi":"10.1111/desc.13514","DOIUrl":"10.1111/desc.13514","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Attachment theory proposes that young children's experiences with their caregivers has a tremendous influence on how children navigate their social relationships. By the end of early childhood, intergroup contexts play an important role in their social life and children build strong ties to their ingroups. Although both domains relate to the same psychological processes—children's affective ties to others—surprisingly very little research has addressed how children's attachment relates to their intergroup attitudes and behavior. In this study, we investigate the link. For that purpose, 5-year-old children (<i>n </i>= 100) first underwent the German Attachment Story Completion Task (GEV-B). Then we allocated children into minimal groups based on T-Shirt color and assessed their intergroup attitudes and intergroup behavior. Results showed that while most children showed a strong and robust ingroup bias in their attitudes and behavior, children with an insecure-ambivalent attachment representation treated in- and outgroup similarly. Overall, this study provides novel perspectives on the relationship between children's attachment representation and their interactions in the social world.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>This study provides novel insights into the relationship between children's attachment security and the development of intergroup bias in a minimal group context</li>\u0000 \u0000 <li>Children with secure, insecure-avoidant and disorganized attachment representation showed a strong intergroup bias in explicit attitudes and behavior</li>\u0000 \u0000 <li>Children with insecure-ambivalent attachment representation displayed no intergroup bias</li>\u0000 \u0000 <li>Insecure-ambivalent attachment representations might be detrimental to the formation of ingroup attachment</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13514","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140668838","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":"Linking caregiving quality during infancy to brain activity in early childhood and later executive function","authors":"Mark Wade,&nbsp;Victoria Parker,&nbsp;Alva Tang,&nbsp;Nathan A. Fox,&nbsp;Charles H. Zeanah,&nbsp;Charles A. Nelson","doi":"10.1111/desc.13517","DOIUrl":"10.1111/desc.13517","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>There is no relationship more vital than the one a child shares with their primary caregivers early in development. Yet many children worldwide are raised in settings that lack the warmth, connection, and stimulation provided by a responsive primary caregiver. In this study, we used data from the Bucharest Early Intervention Project (BEIP), a longitudinal study of institutionally-reared and family-reared children, to test how caregiving quality during infancy is associated with average EEG power over the first 3.5 years of life in alpha, beta, and theta frequency bands, and associations with later executive function (EF) at age 8 years. The sample comprised 189 children (129 institutionally-reared; 60 family-reared) who contributed data on observed caregiving quality during infancy (baseline; average age of 22 months), resting EEG power at baseline, 30, and 42 months, and performance-based data on a series of EF tasks at 8 years. Using Bayesian estimation, observed caregiving quality at baseline was marginally linked with higher average alpha and beta power, and lower theta power, from baseline to 42 months. In turn, higher average beta power and lower average theta power were marginally associated with higher EF at 8 years. In indirect effects models, higher caregiving quality at baseline was associated with higher EF at 8 years, with a marginal indirect effect through average theta power from baseline to 42 months. Variation in the quality of the early caregiving environment may be associated with later executive function, which is partially underpinned by individual differences in brain activity during early childhood.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Examined associations between caregiving quality during infancy, brain activity during early childhood, and executive function during mid-childhood in sample of never-institutionalized and institutionally-reared children.</li>\u0000 \u0000 <li>Significant associations between higher quality caregiving during infancy and higher executive function during middle childhood.</li>\u0000 \u0000 <li>Marginal associations between caregiving quality during infancy and brain activity during early childhood.</li>\u0000 \u0000 <li>Marginal associations between brain activity during early childhood and executive function during mid-childhood.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13517","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140668544","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":"Is vision necessary for the timely acquisition of language-specific patterns in co-speech gesture and their lack in silent gesture?","authors":"Şeyda Özçalışkan,&nbsp;Ché Lucero,&nbsp;Susan Goldin-Meadow","doi":"10.1111/desc.13507","DOIUrl":"10.1111/desc.13507","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Blind adults display language-specificity in their packaging and ordering of events in speech. These differences affect the representation of events in <i>co-speech gesture</i>–gesturing with speech–but not in <i>silent gesture–</i>gesturing without speech. Here we examine when in development blind children begin to show adult-like patterns in co-speech and silent gesture. We studied speech and gestures produced by 30 blind and 30 sighted children learning Turkish, equally divided into 3 age groups: 5–6, 7–8, 9–10 years. The children were asked to describe three-dimensional spatial event scenes (e.g., running out of a house) first with speech, and then without speech using only their hands. We focused on physical motion events, which, in blind adults, elicit cross-linguistic differences in speech and co-speech gesture, but cross-linguistic similarities in silent gesture. Our results showed an effect of language on gesture when it was accompanied by speech (co-speech gesture), but <i>not</i> when it was used without speech (silent gesture) across both blind and sighted learners. The language-specific co-speech gesture pattern for both packaging and ordering semantic elements was present at the earliest ages we tested the blind and sighted children. The silent gesture pattern appeared later for blind children than sighted children for both packaging and ordering. Our findings highlight gesture as a robust and integral aspect of the language acquisition process at the early ages and provide insight into when language does and does <i>not</i> have an effect on gesture, even in blind children who lack visual access to gesture.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Gestures, when produced with speech (i.e., co-speech gesture), follow language-specific patterns in event representation in both blind and sighted children.</li>\u0000 \u0000 <li>Gestures, when produced without speech (i.e., silent gesture), do not follow the language-specific patterns in event representation in both blind and sighted children.</li>\u0000 \u0000 <li>Language-specific patterns in speech and co-speech gestures are observable at the same time in blind and sighted children.</li>\u0000 \u0000 <li>The cross-linguistic similarities in silent gestures begin slightly later in blind children than in sighted children.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140617847","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":"Reciprocal self-disclosure makes children feel more loved by their parents in the moment: A proof-of-concept experiment","authors":"Eddie Brummelman,&nbsp;Peter A. Bos,&nbsp;Eva de Boer,&nbsp;Barbara Nevicka,&nbsp;Constantine Sedikides","doi":"10.1111/desc.13516","DOIUrl":"10.1111/desc.13516","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Feeling loved by one's parents is critical for children's health and well-being. How can such feelings be fostered? A vital feature of loving interactions is reciprocal self-disclosure, where individuals disclose intimate information about themselves. In a proof-of-concept experiment, we examined whether encouraging reciprocal self-disclosure in parent-child dyads would make children feel more loved during the conversation. Participants were 218 children (ages 8–13, 50% girls, 94% Dutch) and one of their parents (ages 28–56, 62% women, 90% Dutch). Parent-child dyads received a list of 14 questions and took turns asking them each other for 9 min. Dyads were assigned randomly to engage in self-disclosure (questions invoking escalated intimacy) or small talk (questions invoking minimal intimacy). Before and after, children reported how loved they felt by their parent during the conversation. Self-disclosure made children feel more loved during the conversation than did small talk. Compared to small talk, self-disclosure did not instigate conversations that were lengthier or more positive; rather, it instigated conversations that were more emotionally charged (reflecting anger, anxiety, and sadness), social (discussing family and friends), reflective (creating insight), and meaningful (addressing deeply personal topics, including the passing of loved ones). The dyad's gender composition did not significantly moderate these effects. Our research suggests that reciprocal self-disclosure can make children feel more loved in the moment, uncovers linguistic signatures of reciprocal self-disclosure, and offers developmental scientists a tool to examine causal effects of reciprocal self-disclosure in parent-child dyads. Future work should examine long-term effects in everyday 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;How can parents make children feel more loved by them in the moment? We theorize that these feelings can be cultivated through reciprocal self-disclosure.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;In a proof-of-concept experiment, we examined effects of reciprocal self-disclosure versus small talk in 218 parent-child dyads, with children aged 8−13.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Self-disclosure (vs. small talk) made children feel more loved during the conversation. Linguistically, self-disclosure instigated conversations that were more emotionally charged, social, reflective, and meaningful.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;This research provides an experimental method to study self-disclosure in parent-child dyads and suggests that self-disclosure can make children feel more loved in the moment","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13516","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574430","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":"Feeling loved in mixed-gender adolescent romantic relationships in the face of daily stress and support: A dyadic diary study","authors":"Thao Ha,&nbsp;Masumi Iida,&nbsp;Selena I. Quiroz,&nbsp;Olivia Maras,&nbsp;Andrea Savord","doi":"10.1111/desc.13511","DOIUrl":"10.1111/desc.13511","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>A profound developmental experience is the emergence of adolescent romantic relationships and first feelings of love. However, the daily nature of feeling loved in adolescents’ everyday lives is poorly understood. We investigated how daily stress severity was associated with adolescents’ levels of feeling loved and whether romantic partner support moderated these associations. Furthermore, we investigated this for non-interpersonal and interpersonal stressors. <i>N</i> = 97 mixed-gender adolescent romantic couples (age <i>M </i>= 16.38, <i>SD </i>= 1.02) from an ethnically diverse sample (42.2% Hispanic/Latino/a/x, 44.7% White) participated in dyadic diary assessments twice a week for 12 consecutive weeks. Both partners independently completed open-ended questions about a daily stressor, indicating stress severity, perceived partner support, and feeling loved. Daily stressors were coded for non-interpersonal and various types of interpersonal stressors. Results from the dyadic multilevel model showed that days with lower than average support from a romantic partner amplify the adverse effects of stress severity on feeling loved, especially when the partner is involved in the stressor. We discuss the spillover of stress in romantic relationships and the stress-buffering functions of adolescent romantic partner support. Adolescent romantic partners are potentially essential regulators of stress, increasing adolescents’ feelings of love.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Romantic love is central in adolescents’ lives; we showed that adolescents generally feel loved by romantic partners.</li>\u0000 \u0000 <li>Feeling loved fluctuates daily as adolescents feel less loved on stressful days.</li>\u0000 \u0000 <li>However, when adolescents perceive their partner as supportive, there is no association between stress and feeling loved. Partner support is protective for feeling loved.</li>\u0000 \u0000 <li>The current study provides essential insights into when adolescents and why adolescents feel loved.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574807","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}