Developmental Science最新文献

{"title":"Correction to “Navigating Knowledge: Effects of State Curiosity on Children's Word Learning and Information Seeking”","authors":"","doi":"10.1111/desc.70252","DOIUrl":"10.1111/desc.70252","url":null,"abstract":"<p>Caunt, A., S. Dordoy, R. Abu-Zhaya, and A. D. Smith. 2026. “Navigating Knowledge: Effects of State Curiosity on Children's Word Learning and Information Seeking.” Developmental Science 29, no. 4: e70226. https://doi.org/10.1111/desc.70226.</p><p>This was published as a <b>Registered Report</b>. It should have been published as <b>Registered Report Stage 1</b>.</p><p>The last author's name was published as Alastair Smith. It should have been published as Alastair <b>D</b>. Smith.</p><p>In section 2, the OSF link was published as https://osf.io/5bmhk/overview?view_only=dc3d7975debb4c2bbfa6060d428f373a. It should have been published as https://osf.io/5bmhk/overview.</p><p>The legend for Figure 1 was published as:</p><p>FIGURE 1 | <b>The experimental environment</b>. Virtual render of the planned experimental set up. (a) A view from the outside of the experimental setup; (b) view of the experimental setup; and (c) a top down, to-scale schematic of the search array. The green circle represents the location each participant will begin their search and the accompanying arrows indicate the location where encompassing curtains will be separated to allow access to the search array. Each blue/yellow rectangle represents a search location (i.e., box). Two camera symbols represent the approximate location of the cameras filming the experimental session.</p><p>The legend should have been published as:</p><p>FIGURE 1 | Virtual render of the planned experimental set up. (a) A view from the outside of the experimental setup; (b) view of the experimental setup; and (c) a top down, to-scale schematic of the search array. The green circle represents the location each participant will begin their search and the accompanying arrows indicate the location where encompassing curtains will be separated to allow access to the search array. Each blue/yellow rectangle represents a search location (i.e., box). Two camera symbols represent the approximate location of the cameras filming the experimental session.</p><p>In Section 2.3, the sentence was published as:</p><p>Parents will complete the Early Child Curiosity Questionnaire (ECCQ; Altmann et al. 2024), a 25-item parental report measure designed to assess individual differences in children's trait curiosity. Responses are provided on a 7-point likert scale (i.e., 1 = Strongly disagree; 7 = Strongly agree), and differentiate between <b>three factors</b>: Novelty (e.g., “My child regularly seeks out new experiences”), Investigative (e.g., “My child usually inspects objects from all angles and sides”), and Interactive (e.g., “My child typically seeks clarification for things they do not understand,” e.g., how something works) <b>curiosity</b>.</p><p>The sentence should have been published as:</p><p>Parents will complete the Early Child Curiosity Questionnaire (ECCQ; Altmann et al. 2024), a 25-item parental report measure designed to assess individual differences in children's trait curiosity. Responses are provided on a ","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 5","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70252","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148398846","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":"Correction to “ManyNumbers 3: A Multi-Lab Study of Demographic Correlates of Early Number Knowledge”","authors":"","doi":"10.1111/desc.70255","DOIUrl":"10.1111/desc.70255","url":null,"abstract":"<p>Yu, Y., R. A. Abreu-Mendoza, I. Boni, et al. (2026). ManyNumbers 3: A Multi-Lab Study of Demographic Correlates of Early Number Knowledge. <i>Developmental Science</i>, <i>29</i>, no. 3: e70184. https://doi.org/10.1111/desc.70184</p><p>The originally published version of this article was published as a <b>Registered Report</b>. It should have been published as <b>Registered Report Stage 1</b>.</p><p>The authors were incorrectly ordered by affiliations. Authors should appear in the following order: the corresponding author, the ManyNumbers Leadership Team, the Extended Network, and the senior author. Within each group, authors should be listed alphabetically. The correct order of authors is as follows:</p><p>Yanfei Yu, Roberto A. Abreu-Mendoza, Isabelle Boni, Sara Cordes, Lisa Feigenson, Elizabeth A. Gunderson, Daniel C. Hyde, Véronique Izard, Melissa Kibbe, Melissa Libertus, Jessica Sullivan, Kristy vanMarle, Yesenia Arevalo-Jaimes, Jennifer Asmuth, Daniel B. Berch, Ty W. Boyer, David Braithwaite, Elizabeth Brannon, Caitlin Brez, Krista Byers-Heinlein, Kennedy Casey, Keting Chen, Susan Wagner Cook, Pamela E. Davis-Kean, Ece Demir-Lira, Mary DePascale, Tania Dhaliwal, Leslie Amarachi Duru, Allison Eisenberg, Roman Feiman, Zoey Fiber, Molly Flaherty, Deborah Foucault, Michael C. Frank, Margaret Friend, Emily Fyfe, Dominic J. Gibson, Morgan Harris, Josie Hartford, Mikka Hoffman, Grace Huang, Alycia M. Hund, Michelle A. Hurst, Natalie Hutchins, Jamie Jirout, Suji Jung, Karina Kling, Susan C. Levine, Casey Lew-Williams, Megan Lorenz, Anna Lu, Michelle Luna, Urvi Maheshwari, Amanda Martino, Percival Matthews, Nicholas Mattox, Rahma Mbarki, Nicole M. McNeil, Miguel Mejia, Stephanie E. Miller, Amy Miyahara, Alexa Mogan, Camille Msall, Lauren J. Myers, Bhuvana Narasimhan, John Opfer, Chineme Jane Otuonye, Joonkoo Park, Sangmi Park, Shannon Pruden, Geetha Ramani, Andy Ribner, Lindsey Richland, Bethany Rittle-Johnson, Ella Rose, Nicole R. Scalise, Anna Shusterman, Jesse Snedeker, Firat Soylu, Elizabeth Spelke, Aimee Stahl, Clarissa Thompson, Katharine Tillman, Jennifer Wagner, Jinjing (Jenny) Wang, Yiqiao Wang, Joanna Weaver, Eric Wilkey, Abenaa Yamoah, Steven Yu, Yujia Zhang, David Barner</p><p>The online version of this article has been corrected accordingly.</p><p>We apologize for the errors.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 5","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70255","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148398866","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 Longitudinal Role of Mother–Child Synchrony in Predicting Functional Connectivity in Early Childhood","authors":"Chao Liu,&nbsp;Xi Liang,&nbsp;Xiaoxu Meng,&nbsp;Chaomin Gou,&nbsp;Shan Lu,&nbsp;Nanhua Cheng,&nbsp;Chunming Lu,&nbsp;Zhengyan Wang","doi":"10.1111/desc.70246","DOIUrl":"10.1111/desc.70246","url":null,"abstract":"<div>\u0000 \u0000 <p>Early childhood is a sensitive period for brain development, during which sustained caregiving experiences may shape neural systems that support emotion regulation and social cognition. In a longitudinal study of <i>N</i> = 133 mother–child dyads, we examined whether children's attachment-related behavioral patterns at age 3 were associated with functional connectivity during the viewing of attachment-related video clips. We further tested whether mother–child behavioral synchrony observed at ages 1 and 3 predicted children's functional connectivity. Neural activity was measured using functional near-infrared spectroscopy (fNIRS), targeting the prefrontal cortex (PFC), and temporoparietal junction (TPJ). Attachment-related behaviors were assessed through a structured observational procedure and rated using the Brief Attachment Screening Questionnaire (BASQ), and mother–child synchrony was coded using the Dyadic Interaction Coding (DIC) system. Children in the BASQ-derived insecure group exhibited greater intra-hemispheric connectivity, whereas those in secure group showed stronger inter-hemispheric connectivity. Mother–child synchrony at ages 1 and 3 did not independently predict later neural connectivity. Instead, mother–child synchrony at age 3 moderated the association between synchrony at age 1 and connectivity at age 3: synchrony at age 1 predicted reduced intra-hemispheric MTG connectivity only when synchrony at age 3 was high. These findings suggest that sustained mother–child synchrony may contribute to the functional organization of neural systems supporting attachment-related processing.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 5","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148392231","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":"You Are Always on My Mind: Neural Synchrony Between Mothers and Their 2-Year-Olds During Collaborative Play","authors":"Rebecca Terry,&nbsp;Victoria St Clair,&nbsp;Paola Pinti,&nbsp;Denis Mareschal","doi":"10.1111/desc.70245","DOIUrl":"10.1111/desc.70245","url":null,"abstract":"<p>Working with others is an essential skill for everyday life. Interpersonal neural synchrony (INS) has been suggested as a potential neurobiological correlate of collaboration between parents and school-aged children. This study investigated whether interpersonal neural synchrony (measured using Wavelet Transform Coherence) is also a correlate of collaboration in young children, whose collaborative skills are still emerging. Data were collected from <i>N</i> = 20 mother-child dyads with children aged 24–36 months old (mean age 30.15 months) using an fNIRS hyperscanning paradigm. Mothers and their children built Lego Duplo structures collaboratively and individually (separated by a curtain). Dyads showed neural coherence in different regions of the brain when building together and separately, possibly reflecting continued representations of their partner's actions, even when they could not see them. Greater neural coherence was found between the children's left prefrontal cortex (PFC) and the mothers’ right temporoparietal junction (TPJ) while working collaboratively. However, during the Individual condition, coherence was significantly greater between the children's right PFC and the mothers’ left TPJ. Furthermore, dyads were more likely to show overall greater neural coherence during the Individual than in the Collaboration condition if a second researcher was present in the testing session. This study demonstrates how INS can help us understand how mothers and children jointly engage in collaborative tasks. It also suggests a potential influence of others on mother-child INS, which has not yet been explored.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 5","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70245","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148392312","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":"Distinct Temporal Stages of Infant Brain Processing Associate With Early Versus Later Autism Diagnosis","authors":"Tessel Bazelmans,&nbsp;Tony Charman,&nbsp;Mark H. Johnson,&nbsp;Emily J. H. Jones,&nbsp;the BASIS Team","doi":"10.1111/desc.70244","DOIUrl":"10.1111/desc.70244","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>The expression of autism traits sufficient to meet criteria for a diagnosis can occur early (by 3 years) or later (from mid-childhood onwards). It remains unknown whether variation in age of onset is due to clinical recognition or reflects distinct biological pathways. One way of addressing this question is by investigating biological differences very early in development associated with a later age of diagnosis. We use a prospective family history design to look at event-related potentials to faces, one of the most robust biomarkers in autism. A sample of 102 infants (aged 6–10 months, 54% female) with an older autistic sibling had an EEG recorded whilst viewing faces (faces vs. noise; gaze toward vs. away). Autism diagnostic assessments were conducted at 3 years and again in mid-childhood (aged 6–12 years), resulting in early diagnosed (at age 3; <i>N</i> = 22), later diagnosed (at mid-childhood; <i>N</i> = 21), and no autism in early or mid-childhood (<i>N</i> = 59) groups. We found that while early-stage visual processing (P100) does not associate with autism outcome, speed of structural face-versus-noise processing (N290) is slower in early-onset autism only, and semantic processing (P400) is altered in both early- and later-onset autism. Thus, temporal stages of face processing in infancy differentially associate with age of autism onset such that an earlier age of diagnosis is associated with earlier stage deviation within the event-related waveform. Early and later onset autism may represent different subtypes, challenging the view of one etiological pathway and that variation in diagnostic age is solely due to clinical ascertainment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Summary</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Temporal stages of face processing in infancy differentially associate with age of autism onset.</li>\u0000 \u0000 <li>N290 is slower in early-onset autism, indicating an earlier stage neural deviation.</li>\u0000 \u0000 <li>The later occurring P400 is altered in both early- and later-onset autism.</li>\u0000 \u0000 <li>Early and later-onset autism may represent distinct biological subtypes.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 5","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70244","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148399077","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":"Preschoolers' Early Sentence Comprehension: Comparing Bilingual and Monolingual Children and the Role of Executive Function and Vocabulary Development.","authors":"Noorin Rodenhurst, Katherine Messenger","doi":"10.1111/desc.70232","DOIUrl":"10.1111/desc.70232","url":null,"abstract":"<p><p>Previous research into children's comprehension of syntactic structures has investigated early awareness of transitive and intransitive structures amongst monolingual children but research into bilingual children's understanding of the same sentence structures is lacking. This study compared 46 3-5-year-old bilingual children who spoke English and an additional language with 64 monolingual, English-speaking children, in their ability to associate transitive sentences with a causal scene, and intransitive sentences with a non-causal scene. In contrast to previous studies, the current study used still images instead of videos to create eight trials per structure, increasing the number of trials and testing structure as a within-participants manipulation. Children's vocabulary and executive function skills were also tested to observe interactions with the sentence comprehension task. Both groups showed the same overall pattern of effects, though the monolingual children were reliably more likely to match the causal scene to a transitive than bilingual children: Older children associated the transitive trials with causal scenes more than the intransitive trials, whereas 3-year-olds tended to associate both the transitive and intransitive sentences with causal scenes. Executive function performance did not differ between bilingual and monolingual children and was not related to sentence interpretation, but monolingual children had higher English vocabulary scores and children with greater vocabularies were better able to distinguish causal scenes as a match for transitive sentences. The results suggest that differences in comprehension of syntactic structures are more likely to be related to age and language ability, rather than differences in the number of languages spoken. SUMMARY: Bilingual and monolingual children showed similar patterns in their ability to comprehend transitive and intransitive sentences, though monolinguals more reliably associated transitives with causal scenes. 4- and 5-year-olds were better at associating transitives with causal scenes and intransitives with either causal or non-causal, whereas 3-year-olds associated both sentences with causal scenes. Age was a better predictor of differences in interpreting transitivity than the number of languages children speak. No executive function differences between bilinguals and monolinguals were found, monolinguals had larger English verb vocabularies; vocabulary was related positively to causal scene/transitive associations.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70232"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13255524/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148220085","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":"Newborns' Language Discrimination May Not Reflect Sensitivity to Speech Rhythm: Evidence From Computational Modeling.","authors":"Ruolan Leslie Famularo, Ali Aboelata, Thomas Schatz, Naomi H Feldman","doi":"10.1111/desc.70220","DOIUrl":"10.1111/desc.70220","url":null,"abstract":"<p><p>Human newborns are able to discriminate between certain languages but not others. This ability has long been attributed to sensitivity to rhythm-the temporal regularities in speech of different languages. Here, we demonstrate through a series of computational simulations that this discrimination behavior can be achieved using no temporal information at all. Our results raise the possibility that early language discrimination may be independent of speech rhythm, and call for theoretical reconsideration of how infants learn suprasegmental information in the first few months of their lives. SUMMARY: We simulate newborn language discrimination with machine learning models on naturalistic speech stimuli. Models can discriminate between languages just like newborns, even when rhythmic information is removed. This means that infants' behavior could rely on their ability to perceive global properties of speech, rather than rhythm. Our results challenge theories of how newborns perceive speech, and how that shapes later language.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70220"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13155068/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844733","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":"Infants and Mobiles: Developing an Understanding of Cause and Effect.","authors":"Xia Xu, Jochen Triesch","doi":"10.1111/desc.70211","DOIUrl":"10.1111/desc.70211","url":null,"abstract":"<p><p>In the mobile conjugate reinforcement paradigm, an infant's leg is connected to a mobile via a string, allowing the infant to move the mobile via moving their leg. Over a few minutes, infants exhibit an increase in the frequency of movement of the connected leg. This behavior is sometimes interpreted as an indication that infants experience the efficacy of causal control. However, some researchers have argued that an underlying causal model is not necessary and that a simple reinforcement model that favors mobile movements can explain this behavioral pattern. Interestingly, after the mobile is disconnected from the leg, some infants transiently show an even higher frequency of movement, a phenomenon known as the extinction burst, that is hard to reconcile with a simple reinforcement learning model alone. In this study, we propose different computational models and study to what extent they are capable of capturing infants' behavior. In particular, we construct an active-learning causal model that is capable of discovering the underlying cause-effect relationship on the fly without the need to specify either the cause or the effect in advance. We also propose an active-learning mechanism based on expectation violation, that can be combined with the proposed causal model and a number of alternative models, including a naïve reinforcement model, to give rise to an extinction burst. Overall, our work sheds light on possible learning mechanisms giving rise to infant's developing understanding of cause and effect relationships. SUMMARY: A causality-driven model is proposed that successfully simulates infant behavior in the mobile paradigm. The causal model actively discovers the underlying causal mechanism, while alternative models fail under specific simulated conditions. An active-learning mechanism based on expectation violation is introduced that unifies causal learning and hypothesis-testing within a single, coherent framework. We show that this mechanism successfully models the extinction burst and demonstrates robustness across different experimental settings.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70211"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13172668/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147934535","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":"How Uncertainty Affects Children's Exploration and Exploitation in Statistical Learning.","authors":"Shelley Xiuli Tong, Puyuan Zhang, Mei Zhou, Johannes C Ziegler","doi":"10.1111/desc.70235","DOIUrl":"10.1111/desc.70235","url":null,"abstract":"<p><p>Environmental input is inherently uncertain at both global and local levels. Depending on the level of uncertainty, cognitive systems dynamically adapt by shifting attention between exploiting learned regularities and exploring less predictable alternatives. While these dynamics are well documented in adults, how local and global uncertainty jointly influences children's exploration-exploitation strategies during statistical learning remains unclear. Combining eye-tracking with a probabilistic cueing task, this study quantified local and global uncertainty on a trial-by-trial basis to examine their effects on children's attentional preferences for cues differing in predictive value. Overall, 158 children aged 4 to 13 years passively viewed cue-target sequences in which target shapes were predicted by cues with high- and low-transitional probabilities. Results showed that under high global uncertainty, high local uncertainty biased attention toward high-predictive cues, indicating uncertainty-exploitation, whereas low local uncertainty biased attention toward low-predictive cues, suggesting certainty-exploration. Conversely, under low global uncertainty, attentional strategies reversed, shifting toward certainty-exploitation and uncertainty-exploration. These patterns were amplified in older children but attenuated in younger ones. These findings support a developmental dynamic model of exploration-exploitation in which children's attention strategies are jointly regulated by local and global uncertainty and undergo systematic change across childhood. SUMMARY: How local and global uncertainty jointly shapes the development of children's exploration-exploitation behavior during statistical learning across different ages remains poorly understood. Using eye-tracking in a probabilistic learning task, we showed that 4-13-year-olds adapt their information sampling and choices in response to overarching and trial-by-trial uncertainty. Under high global uncertainty, children relied on local uncertainty for exploitation and exploration; under low global uncertainty, they favored certainty-driven exploitation and uncertainty-driven exploration. These uncertainty-regulated strategies were amplified in older children but attenuated in younger children.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70235"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13260883/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148228773","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":"Educating Early Adolescents for a Sustainable Future With Digital Civic Learning: Moral Self-Concept as a Developmental Catalyst Linking Civic Competencies and Civic Purpose.","authors":"Saetbyul Kim, Tzu-Jung Lin, Michael Glassman, Eric Anderman","doi":"10.1111/desc.70203","DOIUrl":"10.1111/desc.70203","url":null,"abstract":"<p><p>Education for sustainable development (ESD) is increasingly recognized as a developmental imperative in a world facing ecological, social, and political challenges. While many approaches to ESD emphasize knowledge and competencies, emerging research suggests that sustainable action in youth requires the integration of cognitive, emotional, and identity-based developmental processes. We propose that Digital Civic Learning (DCL) serves as a developmentally appropriate educational approach that can scaffold this process in early adolescence. Using a sample of 149 4th and 5th graders in Mid-Western United States, we examined how civic competencies, namely civic knowledge, skills, and dispositions, relate to civic purpose and further investigated the mediating role of moral self-concept. Our findings underscore the importance of nurturing moral self-concept so that enhanced civic competencies translate into a form of civic purpose. SUMMARY: Conceptual innovation: It introduces Digital Civic Learning as a design-based, developmentally aligned model that integrates civic learning with sustainable development goals, aiming for transformative impact in education. Methodological advancement: It develops and applies a novel civic competencies coding scheme tailored for a nuanced analysis of students' civic knowledge, skills, and dispositions. Theoretical contribution: It positions moral self-concept as a developmental link connecting civic learning with a sustainability-oriented civic purpose in early adolescence, a critical period for identity formation. Empirical rigor: It employs performance-based assessments to evaluate students' civic competencies demonstrated in authentic digital classroom settings, emphasizing real-world application of civic reasoning within sustainability education.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70203"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13150473/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844743","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}