Developmental Science最新文献

{"title":"Caregivers Use Joint Attention to Support Sign Language Acquisition in Deaf Children","authors":"Jennifer Sander,&nbsp;Caroline F. Rowland,&nbsp;Amy M. Lieberman","doi":"10.1111/desc.70034","DOIUrl":"https://doi.org/10.1111/desc.70034","url":null,"abstract":"<p>Children's ability to share attention with another social partner (joint attention) plays an important role in language development. However, our understanding of the role of joint attention comes mainly from children learning spoken languages, which gives a very narrow, speech-centric impression of the role of joint attention. This study broadens the scope by examining how deaf children learning a sign language achieve joint attention with their caregivers during natural social interaction, and how caregivers provide word learning opportunities. We analyzed naturalistic play sessions of 54 caregiver-child dyads using American Sign Language (ASL), and identified joint attention that surrounded caregivers’ labeling of either familiar or novel objects using a comprehensive multimodal coding scheme. We observed that dyads using ASL establish joint attention using linguistic, visual, and tactile cues, and that most naming events took place in the context of a successful joint attention episode. Key characteristics of these joint attention episodes were significantly correlated with the children's expressive vocabulary size, mirroring the patterns observed for spoken language acquisition. We also found that sign familiarity as well as the order of mention of object labels affected the timing of naming events within joint attention. Our results suggest that caregivers using ASL are highly sensitive to their child's visual attention in interactions and modulate joint attention differently when providing familiar versus novel object labels. These joint attentional episodes facilitate word learning in sign language, just as they do in spoken language interactions.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144171670","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's Number Judgments Are Influenced by Connectedness","authors":"Sam Clarke,&nbsp;Chuyan Qu,&nbsp;Francesca Luzzi,&nbsp;Elizabeth Brannon","doi":"10.1111/desc.70032","DOIUrl":"https://doi.org/10.1111/desc.70032","url":null,"abstract":"<div>\u0000 \u0000 <p>Visual illusions provide a means of investigating the rules and principles through which approximate number representations are formed. Here, we investigated the developmental trajectory of an important numerical illusion—<i>the connectedness illusion</i>, wherein connecting pairs of items with thin lines reduces perceived number without altering continuous attributes of the collections. We found that children as young as 5 years of age showed susceptibility to the illusion and that the magnitude of the effect increased into adulthood. Moreover, individuals with greater numerical acuity exhibited stronger connectedness illusions after controlling for age. Overall, these results suggest the approximate number system expects to enumerate over bounded wholes and doing so is a signature of its optimal functioning.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144140789","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":"Atypical Beta Oscillatory Dynamics Are Related to Poor Procedural Learning in Children With Developmental Coordination Disorder","authors":"Jarrad A. G. Lum,&nbsp;Kaila M. Hamilton,&nbsp;Li-Ann Leow,&nbsp;Welber Marinovic,&nbsp;Ian Fuelscher,&nbsp;Pamela Barhoun,&nbsp;Talitha C. Ford,&nbsp;Aron T. Hill,&nbsp;Samaneh Nahravani,&nbsp;Melissa Kirkovski,&nbsp;Peter G. Enticott,&nbsp;Christian Hyde","doi":"10.1111/desc.70031","DOIUrl":"https://doi.org/10.1111/desc.70031","url":null,"abstract":"<p>Procedural learning difficulties are commonly reported in children with developmental coordination disorder (DCD), yet the neural basis of this impairment remains unclear. This study addressed this gap by examining the correlation between cortical oscillatory activity and procedural learning of a sequence of finger movements in children with and without DCD. Participants were 19 children with DCD and 38 typically developing (TD) children, with a mean age of 10 years and 3 months. Children completed the Serial Reaction Time task, a standard measure of procedural learning, during which they unintentionally learned a sequence of finger movements. Electroencephalography (EEG) was continuously recorded as they performed the task. Behavioural analyses indicated poorer procedural learning in the DCD group compared to the TD group. EEG analyses revealed that beta activity over motor areas and theta/alpha activity over occipital areas were sensitive to procedural learning effects. Group differences were observed only in beta activity, with the DCD group showing reduced beta modulation relative to TD children. No significant group differences were found for theta or alpha activity. This study provides new evidence demonstrating an association between poor procedural learning and atypical beta oscillatory dynamics in DCD.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144108710","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 Use the Relative Confidence of People With Conflicting Perspectives to Form Their Own Beliefs","authors":"Carolyn Baer,&nbsp;Jan M. Engelmann,&nbsp;Celeste Kidd","doi":"10.1111/desc.70027","DOIUrl":"https://doi.org/10.1111/desc.70027","url":null,"abstract":"<p>We provide evidence that children sensibly integrate the judgments of different people who disagree according to their confidence. We asked children (ages 5–10 years, <i>N</i> = 92) to make judgments about what happened during unobserved events by relying on two informants who sometimes disagreed. Children integrated the reports of informants and formed novel beliefs endorsed by neither party by 8 years old when the informants reported equal confidence—for example, they selected a monster with six spots when one informant reported seeing one with four spots and another reported seeing one with eight. Unequal confidence across the informants biased children toward the judgment of the more confident party. That children can integrate social confidence judgments with conflicting information—considering and weighing the relative confidence of others to make up their own minds about what is most likely—represents a previously unappreciated mechanism of learning that is crucial to children's development as independent social agents. It allows children to become independent thinkers who can form beliefs that build on the knowledge of others without relying on identical belief adoption of one social agent over another.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144100664","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":"Putting the Social in Emotions: The Effect of Audience Presence on Pride and Embarrassment Across Ontogeny","authors":"Christopher Riddell,&nbsp;Milica Nikolić,&nbsp;Mariska E. Kret","doi":"10.1111/desc.70024","DOIUrl":"https://doi.org/10.1111/desc.70024","url":null,"abstract":"<p>We care about others’ opinions of us and regulate our emotions to make positive impressions. This form of impression management may change during ontogeny as children become increasingly sensitive to others. To examine whether self-conscious emotions are influenced by audience presence across the lifespan, we induced embarrassment and pride in <i>n</i> = 71 3.5–5-year-old children, <i>n</i> = 71 8–10-year-old children, and <i>n</i> = 73 adults, either in the presence of an audience or alone. We measured nonverbal expressions of emotion, physiological arousal, and self-reported emotional experiences. All participants reported more embarrassment and blushed more while watching their singing performance in the presence of others. However, participants’ pride was not contingent on audience presence and differed across age, with adults showing the most nonverbal expressions of pride. These results elucidate how social environments shape how we feel and express emotions across development.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144085056","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's Neural Processing of the Misfortunes and Fortunes of Prosocial and Antisocial Individuals","authors":"Yiyi Wang,&nbsp;Tongye Lei,&nbsp;Wanze Xie,&nbsp;Yanjie Su","doi":"10.1111/desc.70030","DOIUrl":"https://doi.org/10.1111/desc.70030","url":null,"abstract":"<div>\u0000 \u0000 <p>Behavioral studies have found that children are less likely to share the feelings of antisocial individuals than those of prosocial individuals. However, the underlying neural mechanism remains unclear. To address this gap, the current study utilized electroencephalogram (EEG) to examine the neural responses of 4- to 12-year-old children to the misfortunes and fortunes of prosocial and antisocial individuals (<i>N</i> = 73). When observing the experiences of prosocial individuals, children exhibited a greater amplitude of parietal P3, an indicator of top-down allocated attention, to misfortunes compared to fortunes. This difference disappeared when observing the experiences of antisocial individuals. Additionally, children displayed stronger mu suppression, indicating neural mirroring, toward prosocial individuals than antisocial individuals while observing their experiences. The current findings suggest that children allocate more attention resources to the experiences, especially misfortunes, of prosocial individuals than antisocial individuals. These findings deepened our understanding of how children react to others’ experiences based on others’ moral behaviors from a neural perspective.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144074278","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":"Correction to “Infants’ Social Evaluation of Helpers and Hinderers: A Large-Scale, Multi-Lab, Coordinated Replication Study”","authors":"","doi":"10.1111/desc.70029","DOIUrl":"https://doi.org/10.1111/desc.70029","url":null,"abstract":"<p>Lucca, K., F. Yuen, Y. Wang, et al. 2025, “Infants’ Social Evaluation of Helpers and Hinderers: A Large-Scale, Multi-Lab, Coordinated Replication Study.” <i>Developmental Science</i> 28: e13581. https://doi.org/10.1111/desc.13581</p><p>Results were reported using an uncentered predictor for condition (social = 1, nonsocial = 0). This reflected a simple effect of habituation status within the nonsocial condition rather than a main effect across conditions. The sentence in section 3.3 (Exploratory Analyses on Infants’ Choices) published as:</p><p>There was a main effect of habituation status, such that infants who habituated were more likely to choose the Helper/Push-Up character (53.29% chose the Helper/Push-Up character) than infants who did not habituate (49.21%; <i>b</i> = 0.70, SE = 0.32, 95% CI [0.09, 1.33]).</p><p>Should instead read:</p><p>When condition was centered (social = 0.5, nonsocial = −0.5), there was no main effect of habituation status, <i>b</i> = 0.20, SE = 0.23, 95% CI [−0.25, 0.63], BF₀₁ = 1.73.</p><p>This correction clarifies the statistical approach and all reported analyses remain accurate. No study conclusions are altered.</p><p>We apologize for the error.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143944508","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":"Exploring Unexpected Bilingualism in Autism: Enhanced Sensitivity to Non-Adjacent Dependencies","authors":"Charlotte Dumont,&nbsp;Marie Belenger,&nbsp;Arnaud Destrebecqz,&nbsp;Mikhail Kissine","doi":"10.1111/desc.70026","DOIUrl":"https://doi.org/10.1111/desc.70026","url":null,"abstract":"<div>\u0000 \u0000 <p>Statistical learning refers to the ability to detect regularities from sensory input, including speech. Statistical learning plays a key role in language acquisition, particularly for complex structures, such as nonadjacent dependencies, that are ubiquitous in natural language syntax. This study investigates nonadjacent dependency learning in autistic children who acquire English through screen exposure, a phenomenon known as Unexpected Bilingualism (UB). Unlike their non-autistic peers, autistic-UB children acquire foreign languages with little interactional support. We hypothesize that this intensive experience with linguistic input should be associated in autistic-UB children with enhanced sensitivity to nonadjacent dependencies. An artificial language learning experiment confirmed that both non-autistic and autistic children with close to typical language ranges can learn non-adjacent dependencies from passive exposure to unfamiliar linguistic input. Crucially, autistic-UB exhibited significantly faster learning as compared to their autistic and non-autistic peers. This study documents that UB in autism is associated with distinct cognitive abilities.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143939508","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":"Estimating Age-Related Change in Infants' Linguistic and Cognitive Development Using (Meta-)Meta-Analysis","authors":"Anjie Cao,&nbsp;Molly Lewis,&nbsp;Sho Tsuji,&nbsp;Christina Bergmann,&nbsp;Alejandrina Cristia,&nbsp;Michael C. Frank","doi":"10.1111/desc.70028","DOIUrl":"https://doi.org/10.1111/desc.70028","url":null,"abstract":"<div>\u0000 \u0000 <p>Developmental psychology focuses on how psychological constructs change with age. In cognitive development research, however, the specifics of this emergence is often underspecified. Researchers often provisionally assume linear growth by including chronological age as a predictor in regression models. In this work, we aim to evaluate this assumption by examining the functional form of age trajectories across 25 phenomena in early linguistic and cognitive development by combining the results of multiple meta-analyses in Metalab, an open database. Surprisingly, for most meta-analyses, the effect size for the phenomenon did not change meaningfully across age. We investigated four possible hypotheses explaining this pattern: (1) age-related selection bias against younger infants; (2) methodological adaptation for older infants; (3) change in only a subset of conditions; and (4) positive growth only after infancy. None of these explained the lack of age-related growth in most datasets. Our work challenges the assumption of linear growth in early cognitive development and suggests the importance of uniform measurement across children of different ages.</p></div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143939507","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":"Preschoolers Selectively Attend to Speech That They Can Learn More From","authors":"Ruthe Foushee,&nbsp;Mahesh Srinivasan,&nbsp;Fei Xu","doi":"10.1111/desc.70014","DOIUrl":"https://doi.org/10.1111/desc.70014","url":null,"abstract":"<p>We introduce a novel method to test a classic idea in developmental science that children's attention to a stimulus is driven by how much they can learn from it. Preschoolers (4–6 years, <span></span><math>\u0000 <semantics>\u0000 <mrow>\u0000 <mi>M</mi>\u0000 <mo>=</mo>\u0000 <mn>4.6</mn>\u0000 </mrow>\u0000 <annotation>${it M}=4.6$</annotation>\u0000 </semantics></math>) watched a video where a distracting animation accompanied static, page-by-page illustrations of a storybook. The audio narration for each storybook page was looped so that children could listen to it up to six times in total. However, the narration automatically ended if the child looked at the distractor for an extended period of time, indicating their loss of attention to the story, and triggering the next page. The complexity of the narration was manipulated between-subjects: The <span>Simple</span> narration largely contained words that should be familiar to preschoolers, while the <span>Complex</span> narration contained many rare, late-acquired words. Children's learning was measured via post-tests of their plot comprehension and ability to generalize the embedded rare words. Consistent with the hypothesis that children's attention was driven at least partly by their ability to learn from the speech, we observed a significant interaction between narration complexity and age in predicting children's probability of continuing listening on each page, and the proportion of their visual attention that they devoted to the story illustration, over the animated distractor. That is, while younger children were more likely to continue listening to the <span>Simple</span> speech, older children became increasingly likely to sustain attention to the <span>Complex</span> speech. Our results provide evidence that young children may actively direct their attention toward linguistic input that is most appropriate for their current level of cognitive and linguistic development, which may provide the best learning opportunities.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143939510","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}