Developmental Science最新文献

{"title":"Correction to “Visualizing the Invisible Tie: Linking Parent–Child Neural Synchrony to Parents’ and Children's Attachment Representations”","authors":"","doi":"10.1111/desc.70003","DOIUrl":"https://doi.org/10.1111/desc.70003","url":null,"abstract":"<p>Nguyen, T., Kungl, M. T., Hoehl, S., White, L. O., &amp; Vrtička, P. (2024). “Visualizing the invisible tie: Linking parent–child neural synchrony to parents’ and children's attachment representations.” <i>Developmental Science</i> 27, e13504. https://doi.org/10.1111/desc.13504</p><p>There is an error in the data pertaining to the measure of children's attachment representations derived from the Picture Story Stem Battery (PSSB) because PSSB coherence values from 23 children were wrongly assigned to children's IDs. In the new analyses based on the corrected PSSB coherence values, the authors could not replicate the originally reported finding that dyads comprising daughters with secure attachment representations showed higher INS in right temporo-parietal regions—that is, the corrected results no longer revealed significant (interaction) effect, <i>p </i>&gt; 0.091. All other results remained unchanged—that is, the authors confirmed their originally reported findings of no significant associations between children's PSSB coherence, behavioral synchrony, and children's biological sex, <i>p </i>&gt; 0.305. The updated findings require corrections for Section 5.3 in the discussion. Additionally, all affected descriptive statistics and results in the Supplemental Materials have been corrected. Here are the corrections:</p><p>The third point in the Research Highlights is:</p><p>Dyads including daughters with secure attachment representations showed higher INS in right temporo-parietal regions.</p><p>It should have been:</p><p>Attachment representations in children were not associated with INS of parent-child dyads</p><p>The fourth point in the Research Highlights is:</p><p>INS is a <b>promising</b> correlate to probe the neurobiological underpinnings of attachment representations in the context of parent-child interactions, especially within the mutual prediction framework.</p><p>It should have been:</p><p>INS is a <b>potential</b> correlate to probe the neurobiological underpinnings of attachment representations in the context of parent-child interactions, especially within the mutual prediction framework.</p><p>In Section 4.5, the sentence:</p><p>The model outputs showed <b>a</b> significant interaction effect of ROI, children's biological sex, and PSSB coherence, <b>𝛸²(3) = 12.58, <i>p</i> = 0.006</b>.</p><p>Should have been:</p><p>The model outputs showed <b>no</b> significant fixed and interaction effects of ROI, children's biological sex, and PSSB coherence, <b><i>p </i>&gt; 0.091</b>.</p><p>In Section 4.6, the sentence:</p><p>However, none of these relations were significant, <b><i>p</i> &gt; 0.803</b>.</p><p>Should have been:</p><p>However, none of these relations were significant, <b><i>p </i>&gt; 0.305</b>.</p><p>Section 5.3 should have been:</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143554249","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":"Do Young Children Use Verbal Disfluency as a Cue to Their Own Confidence?","authors":"Eloise West,&nbsp;Carolyn Baer,&nbsp;Lisa Yu,&nbsp;Darko Odic","doi":"10.1111/desc.13617","DOIUrl":"https://doi.org/10.1111/desc.13617","url":null,"abstract":"<p>Metacognitive reasoning is central to decision-making. For every decision, we can also judge our trust in that decision, or our level of <i>confidence</i>. The mechanisms and representations underlying reasoning about confidence remain debated. We test whether children rely on <i>processing fluency</i> to infer their own confidence: do decisions that come quickly and easily lead to high confidence, while decisions that are slow and effortful result in low confidence? Using children's verbal disfluency—fillers (e.g., “umm,” “uhh”), hedges (e.g., “I think,” “maybe”), and pauses in speech—as an observable index of processing fluency, we assess whether children's reports of confidence are a read-out of their verbal disfluency. Five-to-eight-year-olds answered semantic questions about animals and performed perceptual comparisons, then reported their confidence in their answers in a two-alternative forced-choice confidence judgment task. Verbal disfluency predicted both answer accuracy and children's reports of confidence: children produced more fillers, more hedges, and longer speech onsets during incorrect trials and during low confidence trials. But we also found a dissociation between fluency and confidence. When examining trials where accuracy and confidence diverge (i.e., correct but low confidence or incorrect but high confidence trials), we observe no reliable relationship between confidence and fillers and hedges, and children take <i>longer</i> to begin answering on high confidence trials. We conclude that—in 5–8-year-old-children—fluency is a reliable tracker of <i>accuracy</i> but not confidence, and that fluency is only predictive of metacognitive judgments in children when confidence and accuracy are aligned.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13617","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143554345","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 Nature of Love Revisited: How Social Bonds Shape Development","authors":"Peter A. Bos,&nbsp;Madelon M. E. Riem,&nbsp;Eddie Brummelman","doi":"10.1111/desc.70005","DOIUrl":"https://doi.org/10.1111/desc.70005","url":null,"abstract":"","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143554694","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":"Impact of Deafness on the Lateralized Brain Responses to Letters and Digits: A Fast Periodic Visual Stimulation Exploratory Study in Deaf and Hearing Children","authors":"Virginie Crollen,&nbsp;Margot Buyle,&nbsp;Christine Schiltz,&nbsp;Aliette Lochy","doi":"10.1111/desc.70001","DOIUrl":"https://doi.org/10.1111/desc.70001","url":null,"abstract":"<div>\u0000 \u0000 <p>Numbers and letters are culturally created symbols that acquire meaning through extensive training, significantly influencing brain function. The distinct hemispheric specialization of cortical regions for these categories has been hypothesized to relate to the co-activated brain networks: the left language regions for letters, and the right intra-parietal sulcus for numbers. However, the potential influence of deafness and sign language on hemispheric specialization for letters and numbers remains unclear. The present study aims to explore this issue by using a FPVS-EEG approach with an oddball paradigm. Deaf and hearing children aged 8–13 were exposed to rapid streams of visual stimuli (6 Hz), with a deviant category introduced periodically (every 5 items; at 1.2 Hz) and eliciting a neural response in the frequency domain if discriminated from the base category. Here, digits are served as base stimuli and letters as oddball stimuli, and vice-versa. Our results suggest disparities in hemispheric lateralization for letters between deaf and hearing children, while neural responses to digits did not significantly vary between the two groups. Both groups exhibited right-lateralized responses to digits, which were stronger compared to responses to letters. Importantly, in deaf children, the neural response to letters was stronger in the right hemisphere, whereas hearing children displayed a bilateral response with a nonsignificant trend toward left lateralization. The important implications of these exploratory results, suggesting an early impact of sensory deprivation and/or sign language on the organization of the brain, are discussed.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143533284","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":"Perceptual Novelty Drives Early Exploration in a Bottom-Up Manner","authors":"Mengcun Gao,&nbsp;Vladimir M. Sloutsky","doi":"10.1111/desc.70002","DOIUrl":"https://doi.org/10.1111/desc.70002","url":null,"abstract":"<p>Children are more likely than adults to explore new options, but is this due to a top-down epistemic-uncertainty-driven process or a bottom-up novelty-driven process? Given immature cognitive control, children may choose a new option because they are more susceptible to the automatic attraction of perceptual novelty and have difficulty disengaging from it. This hypothesis is difficult to test because perceptual novelty is intertwined with epistemic uncertainty. To address this problem, we designed a new n-armed bandit task to fully decouple novelty and epistemic uncertainty. By having adults and 4- to 6-year-olds perform the task, we found that perceptual novelty predominated 4-year-olds’ (but not adults’ or older children's) decisions even when it had no epistemic uncertainty and had the lowest reward value. Additionally, 4-year-olds showed such a novelty preference only when the option's novelty was directly observable, but not when it could only be anticipated, providing new evidence that perceptual novelty alone can drive elevated exploration in early development in a bottom-up manner.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143533285","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":"RETRACTION: An Intricate Relationship Between Executive Function and Second-Language Ability in a Cohort of Uyghur-Chinese Bilingual Children","authors":"","doi":"10.1111/desc.70000","DOIUrl":"https://doi.org/10.1111/desc.70000","url":null,"abstract":"<p><b>Retraction</b>: J. Chen, S.C. Kwok, and Y. Song, “An Intricate Relationship Between Executive Function and Second-Language Ability in a Cohort of Uyghur-Chinese Bilingual Children,” <i>Developmental Science</i> 26, no. 2 (2023): e13312, https://doi.org/10.1111/desc.13312.</p><p>The above article, published online on 19 August 2022 in Wiley Online Library (wileyonlinelibrary.com), has been retracted by agreement between the authors; the journal Editor-in-Chief, Heather Bortfeld; and John Wiley &amp; Sons Ltd. The retraction has been agreed at the request of the authors, due to the lack of proper authorization to publish the data found within.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143431404","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":"Oscillatory But Not Aperiodic Frontal Brain Activity Predicts the Development of Executive Control From Infancy to Toddlerhood","authors":"Josué Rico-Picó,&nbsp;M. del Carmen Garcia-de-Soria Bazan,&nbsp;Ángela Conejero,&nbsp;Sebastián Moyano,&nbsp;Ángela Hoyo,&nbsp;María de los Ángeles Ballesteros-Duperón,&nbsp;Karla Holmboe,&nbsp;M. Rosario Rueda","doi":"10.1111/desc.13613","DOIUrl":"https://doi.org/10.1111/desc.13613","url":null,"abstract":"<p>Executive control (EC) emerges in the first year of life, with the ability to inhibit prepotent responses (inhibitory control [IC]) and to flexibly readapt (cognitive flexibility [CF]) steadily improving. Simultaneously, electrophysiological brain activity undergoes profound reconfiguration, which has been linked to individual variability in EC. However, most studies exploring this relationship have used relative/absolute power and tasks that combine different executive processes. In addition, brain activity conflates aperiodic and oscillatory activity, which hinders the interpretation of the relationship between power and cognition. In the current study, we used the <i>Early Childhood Inhibitory Touchscreen Task</i> (ECITT) to examine the development of EC skills from 9 to 16 months in a longitudinal sample, and related performance of the task to resting-state EEG (rs-EEG) power, separating oscillatory and aperiodic activity. Our results showed improvement in IC but not in CF with age. In addition, alpha and theta oscillatory activity were concurrent (9-mo.) and longitudinal predictors of CF in toddlerhood, whereas the aperiodic exponent of the EEG signal did not contribute to EC. These findings demonstrate the relevance of oscillatory brain activity for cognitive development and provide an early brain marker for the early development of EC.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13613","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143370099","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 Status of Vernier Acuity Following Late Sight Onset","authors":"Lukas Vogelsang,&nbsp;Priti Gupta,&nbsp;Marin Vogelsang,&nbsp;Pragya Shah,&nbsp;Kashish Tiwari,&nbsp;Dhun Verma,&nbsp;Mrinalini Yadav,&nbsp;Sruti Raja,&nbsp;Suma Ganesh,&nbsp;Pawan Sinha","doi":"10.1111/desc.13616","DOIUrl":"10.1111/desc.13616","url":null,"abstract":"<div>\u0000 \u0000 <p>We possess a remarkably acute ability to detect even small misalignments between extended line segments. This “vernier acuity” significantly exceeds our “resolution acuity”—the ability to resolve closely separated stimuli—and is generally considered a “hyperacuity,” since the detectable misalignments are markedly finer than the diameter of single retinal cones. Vernier acuity has, thus, often been proposed to reflect spatial organization and multi-unit cortical processing, rendering it an important index of visual function. Notably, vernier acuity exhibits a characteristic developmental signature: it is inferior to resolution acuity early in life but eventually exceeds it by up to one order of magnitude. However, vernier acuity may be disproportionately sensitive to developmental disruptions. Here, we examined the resilience of acquiring this visual proficiency to early-onset, prolonged deprivation by longitudinally tracking vernier and resolution acuities in children with dense congenital cataracts who gained sight late in life as part of Project Prakash. Our data reveal marked longitudinal improvements in both acuity measures and also demonstrate that, like the normally-sighted, late-sighted individuals’ vernier acuity exceeds their resolution acuity, thereby rendering it a hyperacuity. However, the extent of this hyperacuity is weaker than observed in normally-sighted controls, pointing to partial limitations in postsurgical skill acquisition. Despite these constraints, our findings point to the feasibility of forming some integrative circuits in the visual system even when inputs are severely compromised, and to the availability of some residual plasticity late in childhood, with implications for the rehabilitation prospects of children following treatment for congenital cataracts.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143190938","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":"Learning by Example: Does Positive Nonverbal Behavior Reduce Children's Racial Bias?","authors":"Antonya M. Gonzalez,&nbsp;Allison L. Skinner,&nbsp;Andrew Scott Baron","doi":"10.1111/desc.13614","DOIUrl":"10.1111/desc.13614","url":null,"abstract":"<div>\u0000 \u0000 <p>Nonverbal behavior is a ubiquitous, everyday cue that is often used as a basis for social evaluation. Numerous studies indicate that children are sensitive to these signals and form evaluative judgments after viewing positive or negative nonverbal cues directed toward a target. Furthermore, they generalize these judgments to other members of a targets’ social group, indicating that nonverbal behavior displays can influence intergroup bias. However, no studies thus far have directly examined whether exposure to positive nonverbal behavior cues can reduce children's implicit and explicit racial bias. In the current study, we exposed White and Asian children ages 9–11 to positive nonverbal behavior displayed by a White expresser toward a Black target, drawn from children's television shows. Children demonstrated a pro-White/anti-Black bias implicitly, but explicitly preferred Black over White characters. Additionally, children judged Black characters from the clips and novel Black characters positively. We found that there was no difference in implicit or explicit racial bias between children who viewed positive nonverbal behavior demonstrated by a White expresser to a Black target as compared to children who were only exposed to a Black target (and no nonverbal cues) or unrelated video clips. Future research examining the influence of positive nonverbal behavior on children's racial bias should consider using more overt or prolonged demonstrations of positive nonverbal behavior or increasing children's familiarity with the characters presented.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143190937","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":"Do Children's Brains Function Differently During Book Reading and Screen Time? A fNIRS Study","authors":"Meredith Pecukonis,&nbsp;Meryem Yücel,&nbsp;Henry Lee,&nbsp;Cory Knox,&nbsp;David A. Boas,&nbsp;Helen Tager-Flusberg","doi":"10.1111/desc.13615","DOIUrl":"10.1111/desc.13615","url":null,"abstract":"<div>\u0000 \u0000 <p>Previous research suggests that book reading and screen time have contrasting effects on language and brain development. However, few studies have explicitly investigated whether children's brains function differently <i>during</i> these two activities. The present study used functional near-infrared spectroscopy (fNIRS) to measure brain response in 28 typically developing preschool-aged children (36–72 months old) during two conditions—a book reading condition, in which children listened to a story read by a live experimenter while viewing words and pictures in a book, and a screen time condition, in which children listened to a story that was played via an audio recording while viewing words and pictures on a screen. Analyses revealed significant activation in the right temporal parietal junction (TPJ) during the book reading condition only. Across regions of interest (ROIs), including the inferior and middle frontal gyrus (IMFG), the superior and middle temporal gyrus (SMTG), and the TPJ, brain response during the book reading condition was greater in right-lateralized ROIs than left-lateralized ROIs, while brain response during the screen time condition was similar across left and right ROIs. Findings suggest that the lateralization of preschool-aged children's brain function within these ROIs differs during book reading and screen time, which provides a possible neurobiological explanation for why book reading and screen time impact language development in such different ways. Findings provide important insights into how children's brains function during different types of activities (dyadic vs. solitary) and when using different types of media (print vs. digital).</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143067712","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}