Developmental Science最新文献

{"title":"Making Machine Learning Accessible for Developmental Science: The Case of Automated Face Detection.","authors":"Teodor Y Nikolov, Julia Yurkovic-Harding, Tamas Foldes, Jessica Bradshaw, Yu-Kun Lai, Hana D'Souza","doi":"10.1111/desc.70148","DOIUrl":"10.1111/desc.70148","url":null,"abstract":"<p><p>The last decade has seen rapid advancements in machine learning, significantly transforming fields like cybersecurity and healthcare. Developmental science has been slower to adopt these technologies. Yet, machine learning holds immense potential to transform this field, enabling scalable and data-driven insights into developmental processes. Broader adoption is currently hindered by challenges in algorithm selection and technical implementation. We address these barriers by focusing on an area that has reached high sophistication from a machine learning perspective while also being of significant interest to developmental scientists: face detection. Face detection is crucial for analysing visual experiences through children's dynamic, first-person views. Automatising this process allows efficient handling of large egocentric datasets, enabling well-powered studies otherwise limited by labour-intensive manual annotation. Here, we systematically evaluated 13 state-of-the-art face detection algorithms (DeepFace library) using data from two increasingly common developmental methodologies involving children under 3 years of age: head-mounted eye-tracking in more structured settings (N = 20; n = 10 4-month-olds, n = 10 8-month-olds) and head-mounted cameras in naturalistic home environments (N = 10 18-29-month-olds). Benchmarking these algorithms against manual annotations revealed that YOLOv11Face (M) and RetinaFace consistently outperformed others in terms of precision and recall, exhibiting strong concordance with manual ratings, lower error, reduced systematic deviation and robust rank-order correlations with manual annotations. To facilitate broader adoption, we introduce an accessible face detection tool (TinyExplorer Detection App), promoting efficiency, scalability, and innovation in developmental science by widening access to machine learning.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":"e70148"},"PeriodicalIF":3.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13095670/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147729882","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":"Cover Image, Volume 29, Issue 3","authors":"Wen Zhou,&nbsp;Brian Hare","doi":"10.1111/desc.70182","DOIUrl":"https://doi.org/10.1111/desc.70182","url":null,"abstract":"<p>The cover image is based on the article <i>The Emergence of Belief Attribution and Dehumanization Are Associated</i> by Wen Zhou and Brian Hare https://doi.org/10.1111/desc.70165.\u0000\u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture><p></p>\u0000 </div>\u0000 </figure></p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70182","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147614992","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":"Structure Inference in Complex Environments Improves From Childhood to Adulthood","authors":"Nora C. Harhen,&nbsp;Rheza Budiono,&nbsp;Catherine A. Hartley,&nbsp;Aaron M. Bornstein","doi":"10.1111/desc.70163","DOIUrl":"10.1111/desc.70163","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Early in development, children can infer latent structure in the world from sparse and ambiguous evidence. Through a process known as structure learning, they extract statistical regularities, construct causal models from those regularities, and use those models to arbitrate between exploiting known options and exploring novel alternatives. In turn, each decision and its outcomes refine the model that produced them. Despite the clear reciprocal relationship between structure learning and decision-making in the real world, developmental research has largely examined these processes separately. To address this gap, we compared how children, adolescents, and adults behaved in a patch-foraging task designed to reveal how structure learning shapes exploratory decisions in a richly structured, dynamic environment. We found that younger participants left patches sooner than adults, enabling them to explore the environment more broadly within the fixed time window of the study. Computational modeling demonstrated that this difference in exploration arose from differences in participants’ causal models of the environments. Younger participants grouped all patches into a single category despite large differences in richness, whereas older participants separated them into distinct categories. Despite differences in representation, participants of all ages used their uncertainty about the environment to guide their decisions. Together, our findings suggest that structure learning undergoes protracted development, but uncertainty-sensitive decision-making emerges earlier and can support adaptive behavior even when representations remain imprecise.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Children and adolescents formed less granular representations of environmental structure than adults.</li>\u0000 \u0000 <li>Despite these imprecise representations, younger participants showed adult-like sensitivity to uncertainty, planning further ahead when more confident in their internal models of the environment.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147500452","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":"Longitudinal Relations Among Theory of Mind, Advanced Theory of Mind, and Executive Function From Ages Four to Seven","authors":"Christopher Osterhaus,&nbsp;Beate Sodian,&nbsp;Özgün Köksal,&nbsp;David M. Sobel","doi":"10.1111/desc.70173","DOIUrl":"10.1111/desc.70173","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>This longitudinal study examined the developmental relations between first-order Theory of Mind (ToM), advanced ToM, and executive function (EF) from ages 4 to 7.5. Two-hundred-three German children were assessed at ages 4, 5.5, and 7.5 on measures of ToM, EF (working memory, inhibition, cognitive flexibility), general cognition, and language. Using regression, structural equation modeling (SEM), and latent class analysis, we investigated whether early ToM and EF predict advanced ToM performance and how the developmental pathways unfold. We found significant concurrent relations between ToM and EF at all time points, as well as a predictive relation from EF at age 4 to advanced ToM at age 7.5. ToM at age 4 also significantly predicted ToM at age 7.5, suggesting early ToM lays a foundation for later conceptual growth. Cross-lagged SEM revealed that EF at age 4—but not at 5.5—predicted advanced ToM, indicating EF may support ToM development at key transition points. Latent class analysis identified four ToM profiles: consistently high performers, late bloomers, partial achievers, and inconsistent performers. Early language skills and later inhibition differentiated these groups; general cognition played a lesser role. These findings support a hybrid account of ToM development: early conceptual understanding is foundational for later competence, but qualitative shifts are required to master more complex ToM forms. EF and language appear as critical supports for ToM development, especially during periods of conceptual change. This study contributes to a more nuanced view of how domain-general and domain-specific processes interact in the development of complex social cognition.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Longitudinal study of Theory of Mind (ToM), advanced ToM, and executive function (EF) from ages 4 to 7.5.</li>\u0000 \u0000 <li>ToM and early EF at age 4 significantly predicted advanced ToM performance at age 7.5, independent of general cognitive ability.</li>\u0000 \u0000 <li>Latent class analysis identified four distinct developmental ToM pathways, including partial achievers and inconsistent performers.</li>\u0000 \u0000 <li>Findings support a hybrid view: early conceptual continuity lays a foundation, but later conceptual change is needed for advanced mental state reasoning.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13003169/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147487877","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":"Toddlers Are Happier Giving to Others Than to Themselves","authors":"Enda Tan,&nbsp;Julia Van de Vondervoort,&nbsp;Jeneesha Dhaliwal,&nbsp;Lara B. Aknin,&nbsp;Jane Kiley Hamlin","doi":"10.1111/desc.70171","DOIUrl":"10.1111/desc.70171","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Humans routinely share valuable resources, even at significant personal cost (e.g., organ donation). What motivates such generosity? This study examined the emotional benefits of sharing in toddlers with the largest and youngest sample to date (<i>N</i> = 134; <i>M_age</i> = 20.50 months, range = 16.57–23.77 months). Replicating prior studies, toddlers displayed greater happiness after giving than receiving. Extending these findings, we demonstrate that sharing resources provided by an experimenter elicited greater happiness than observing the experimenter share, suggesting that actively performing prosocial acts leads to greater reward. Crucially, we ruled out alternative explanations by demonstrating that the emotional benefits of sharing are not attributable in this study to emotional contagion (toddlers’ happiness was unrelated to recipient's enthusiasm) or following an experimenter's instructions (toddlers were happier giving to others than to themselves). These findings provide evidence that sharing is intrinsically rewarding from shortly after it first emerges, which may serve as a proximate mechanism driving cooperation across societies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>We provide evidence that sharing is intrinsically rewarding soon after this behavior emerges in ontogeny.</li>\u0000 \u0000 <li>Toddlers displayed greater happiness after giving than receiving, and actively sharing resources led to more happiness than merely observing sharing.</li>\u0000 \u0000 <li>Giving to others elicited more happiness than giving to oneself, suggesting that sharing is emotionally rewarding due to its prosocial nature.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12994117/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147475942","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":"Remote Text-Supplemented Audiobook Intervention Supports Children's Explicit and Incidental Vocabulary Learning","authors":"Halie A. Olson,&nbsp;Ola Ozernov-Palchik,&nbsp;Xochitl M. Arechiga,&nbsp;John D. E. Gabrieli","doi":"10.1111/desc.70159","DOIUrl":"10.1111/desc.70159","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Vocabulary knowledge is foundational to educational success, but significant gaps exist between students with reading disabilities or those from disadvantaged backgrounds and their peers. These gaps have cascading effects, as children with lower vocabulary knowledge are less likely to acquire new words through independent reading and are less responsive to vocabulary instruction methods like read-alouds and explicit teaching. The effectiveness of explicit instruction relies on individualization, which typically places substantial demands on educators and thereby hinders the adoption of evidence-based methods. A potential solution is using audiobooks supplemented by explicit and individualized remote instruction from paraprofessionals. We conducted a randomized controlled trial (RCT) intervention study in which children listened to text-supplemented audiobooks, either alone or with scaffolded instructional support. Third and fourth-grade students (&lt;i&gt;N&lt;/i&gt; = 314, age: mean (SD) = 9.47(0.57) years) were randomly assigned to one of three conditions (Audiobooks-Only, Audiobooks+Scaffold, or active control) for 8 weeks. Participants in the two audiobook intervention groups showed significant improvements in book-specific vocabulary, while the active control group showed no improvement. The effectiveness of the intervention varied by reading ability and socioeconomic status (SES): poor readers benefited only when audiobooks were paired with one-on-one scaffolding, whereas children from lower-SES backgrounds showed modest, nonsignificant gains from audiobook access alone and did not experience additional benefits from scaffolding. Additionally, the Audiobooks+Scaffold group spent more time listening to recommended audiobooks during the study. These findings suggest that text-supplemented audiobooks, particularly when combined with personalized support, can be a valuable tool for supporting vocabulary development in struggling readers.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Summary&lt;/h3&gt;\u0000 \u0000 &lt;div&gt;\u0000 &lt;ul&gt;\u0000 \u0000 &lt;li&gt;Children successfully learned new vocabulary words by engaging with text-supplemented audiobooks.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Vocabulary gains were largest amongst students who additionally received one-on-one remote scaffolding sessions throughout the intervention period.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Poor readers only benefited when text-supplemented audiobooks were paired with one-on-one instructional support.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Students from lower socioeconomic backgrounds showed smaller, nonsignificant gains from either component, suggesting a need for additional support to achieve comparable vocabulary growth.&lt;/li&gt;\u0000 ","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12995855/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147475948","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":"Canonical Babbling Ratio Development in Infancy: A Systematic Review and Meta-Analysis of Methodological and Ambient Language Influences","authors":"Margaret Cychosz,&nbsp;Helen L. Long","doi":"10.1111/desc.70139","DOIUrl":"10.1111/desc.70139","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Canonical babbling, or the production of adult-like consonant–vowel syllables in infancy, represents a critical milestone in prelinguistic vocal development and predicts later speech and language outcomes. This systematic review and meta-analysis synthesized findings from 42 studies and 1277 infants aged 5–24 months across 16 language environments to examine how methodological and contextual factors influence the most common measure of canonical babbling: the canonical babbling ratio (CBR). Results confirmed a robust, linear increase in CBR with age, reinforcing its role as a consistent developmental marker. Different CBR measures yielded comparable developmental trajectories. Sampling method significantly affected CBR values, with interactive free-play sessions eliciting higher CBRs than naturalistic (LENA) home recordings, particularly in older infants. In contrast, the location of data collection had no effect. Ambient language complexity also shaped CBR: Infants acquiring languages with more complex syllable structures (e.g., English, Dutch) initially exhibited lower CBRs compared to infants acquiring languages with less complex syllable structures (e.g., Mandarin, Spanish). Despite these initial differences, babbling trajectories were predicted to converge by approximately 20 months as infants exposed to languages with more complex syllables demonstrated accelerated CBR growth. Publication bias was detected, with smaller samples more likely to report inflated CBRs. To address this issue, simulation-based analyses are reported to estimate sample size recommendations for improved precision in future research. Together, these results support CBR as a meaningful developmental marker while offering practical guidance for future research directions and continued clinical applications.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Meta-analysis of 42 studies with 1277 infants shows canonical babbling ratio (CBR) increases linearly from 0.12 at 5 months to 0.65 at 24 months across language environments.</li>\u0000 \u0000 <li>Ambient language syllable complexity significantly affects early CBR trajectories, with initial differences converging by 20 months.</li>\u0000 \u0000 <li>Interactive free-play sampling methods where caregivers are instructed to “act as they normally do,” consistently elicits higher CBRs than naturalistic, home-based recordings.</li>\u0000 \u0000 <li>Publication bias revealed smaller studies report inflated CBR values; simulation analyses provide sample size recommendations for reliable measurement.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147469982","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":"When Honesty Meets Modesty: Development of Evaluations on Lying About Achievements","authors":"Shaocong Ma,&nbsp;Eva E. Chen,&nbsp;Michelle Yik","doi":"10.1111/desc.70170","DOIUrl":"10.1111/desc.70170","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Lying about achievements is commonplace in reputation management, yet its social consequences may depend on cultural conventions. The present research examined how Chinese children aged 5–11 years (<i>N</i> = 173, 48% girls, <i>M_age</i>: 8.40 years) and adults (<i>N</i> = 98, 52% women, <i>M_age</i>: 20.76 years) evaluated truth-tellers and lie-tellers who described their achievements in ways that either violated or aligned with the Chinese cultural convention of modesty. When lying violated modesty conventions (Study 1A), both children and adults consistently preferred truth-tellers over lie-tellers in evaluations and behavioral preferences; these preferences were unrelated to individuals’ understanding of modesty. When lying aligned with modesty conventions (Study 1B and Study 2), children and adults overall still preferred truth-tellers over lie-tellers; however, among individuals who correctly identified the lie-teller as more modest than the truth-teller, preferences for truth-tellers were attenuated. Moreover, when lying signaled modesty, children's age was positively associated with preferences for truth-tellers only among those who incorrectly identified which protagonist was more modest, but not among children who correctly identified the lie-teller as more modest. Together, these findings demonstrate that preferences for honesty emerge early and remain stable across development, but are flexibly shaped by modesty conventions and individuals’ understanding of those conventions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Children and adults consistently preferred truth-tellers over lie-tellers when lying violated cultural modesty conventions.</li>\u0000 \u0000 <li>Preferences for honesty remained robust even when lying aligned with modesty conventions, but were attenuated among individuals recognizing modest intent.</li>\u0000 \u0000 <li>Individuals’ understanding of modesty moderated evaluations of honesty, indicating that cultural conventions shape social evaluations beyond simple truth-lie distinctions.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12992668/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147470002","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":"Developmental Diversity in the Effects of Control on Memory","authors":"Zhuolei Ding,&nbsp;Yuling Yan,&nbsp;Shudong Zhang,&nbsp;Libo Zhao,&nbsp;Xun Liu,&nbsp;Mingxia Zhang","doi":"10.1111/desc.70150","DOIUrl":"10.1111/desc.70150","url":null,"abstract":"<div>\u0000 \u0000 <p>Although control over learning is known to enhance memory, its developmental effects have been inconsistently reported, possibly due to differences in the level and type of control examined. To clarify this, the present study tested how three forms of control—high consequential control allowing regulation of study order, frequency, and duration (Experiment 1), partial consequential control allowing regulation of order and frequency (Experiment 2), and perceived control in which participants determined the order without prior knowledge of the study content, unlike in Experiments 1 and 2 (Experiment 3)—influence memory in children and adolescents aged 6–14 (<i>N</i> = 393). Results showed that high consequential control enhanced both immediate and delayed memory, with effects emerging around age 7–8. Partial consequential control failed to yield reliable memory benefits, but showed a marginal trend of age-related improvement during the studied age range. In contrast, perceived control did not benefit immediate memory but enhanced delayed memory, with effects emerging around age 7–8. Cross-experiment comparisons further demonstrated that the degree of consequential control (Experiment 1 vs. Experiment 2) significantly shaped the developmental trajectory of memory benefits. Meanwhile, the type of control (Experiment 1 vs. Experiment 3) significantly affected whether enhancements appeared in immediate or delayed memory. These findings reveal the developmental diversity in how control influences memory and suggest that distinct mechanisms may underlie the effects of different forms of control across development.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147460532","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":"MEG Evidence of Concurrent Bilateral and Hemisphere-Specific Developmental Patterns in Auditory Cortex","authors":"Tiina Parviainen,&nbsp;Pyry Heikkinen,&nbsp;Anni Hänninen,&nbsp;Anna Christina Nobre","doi":"10.1111/desc.70146","DOIUrl":"10.1111/desc.70146","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Children demonstrate remarkably different temporal characteristics, as well as higher interindividual variability, in the cortical auditory responses as compared with adults. The detailed dynamics at the level of underlying current generators are, however, not established. We used magnetoencephalography (MEG) to explore the age-related differences in the cortical currents probed by simple auditory stimuli across age groups in children between 6 and 13.5 years and adults, with a specific focus on the time course of hemispheric differences. Two concurrent but independent changes by age were evident. First, linearly increasing adoption of early transient automatic processing appeared developmentally earlier in the right than in the left hemisphere, replicating previous findings. Second, enhanced reactivity of the cortex, in bilaterally symmetric manner at &gt; 200 ms, was strongest in the mid to late childhood thus developmentally following an inverted u-curve. Our findings support the idea of increased responsiveness of the sensory cortices in a specific developmental stage, that may underlie sensitive periods for perceptual learning. The delayed emergence of transient responses in left hemisphere may reflect its role in attuning to the rich language input during extended period of development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Auditory cortex responses to tones show a shift in emphasis from P50m to N100m.</li>\u0000 \u0000 <li>N100m emerges earlier in development in the right than in the left hemisphere.</li>\u0000 \u0000 <li>Children in mid-childhood show prominent bilateral late reactivity, suggesting a period of heightened sensitivity to stimulation.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 3","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12979710/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147436775","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}