Developmental Science最新文献_第4页

Impact of Deafness on the Lateralized Brain Responses to Letters and Digits: A Fast Periodic Visual Stimulation Exploratory Study in Deaf and Hearing Children 耳聋对侧化脑对字母和数字反应的影响：聋儿和听力健全儿童快速周期性视觉刺激的探索性研究

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-03-03 DOI: 10.1111/desc.70001

Virginie Crollen, Margot Buyle, Christine Schiltz, Aliette Lochy

{"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, Margot Buyle, Christine Schiltz, 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}

引用次数: 0

Perceptual Novelty Drives Early Exploration in a Bottom-Up Manner 感知新颖性以自下而上的方式驱动早期探索

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-03-03 DOI: 10.1111/desc.70002

Mengcun Gao, Vladimir M. Sloutsky

引用次数: 0

RETRACTION: An Intricate Relationship Between Executive Function and Second-Language Ability in a Cohort of Uyghur-Chinese Bilingual Children 回放：维汉双语儿童群体的执行功能与第二语言能力之间的复杂关系

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-02-17 DOI: 10.1111/desc.70000

引用次数: 0

Oscillatory But Not Aperiodic Frontal Brain Activity Predicts the Development of Executive Control From Infancy to Toddlerhood 振荡而非非周期性额叶脑活动预测婴儿期到幼儿期执行控制的发展

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-02-09 DOI: 10.1111/desc.13613

Josué Rico-Picó, M. del Carmen Garcia-de-Soria Bazan, Ángela Conejero, Sebastián Moyano, Ángela Hoyo, María de los Ángeles Ballesteros-Duperón, Karla Holmboe, M. Rosario Rueda

{"title":"Oscillatory But Not Aperiodic Frontal Brain Activity Predicts the Development of Executive Control From Infancy to Toddlerhood","authors":"Josué Rico-Picó, M. del Carmen Garcia-de-Soria Bazan, Ángela Conejero, Sebastián Moyano, Ángela Hoyo, María de los Ángeles Ballesteros-Duperón, Karla Holmboe, 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}

引用次数: 0

The Status of Vernier Acuity Following Late Sight Onset 晚期视力丧失后的视力状况

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-02-05 DOI: 10.1111/desc.13616

Lukas Vogelsang, Priti Gupta, Marin Vogelsang, Pragya Shah, Kashish Tiwari, Dhun Verma, Mrinalini Yadav, Sruti Raja, Suma Ganesh, Pawan Sinha

{"title":"The Status of Vernier Acuity Following Late Sight Onset","authors":"Lukas Vogelsang, Priti Gupta, Marin Vogelsang, Pragya Shah, Kashish Tiwari, Dhun Verma, Mrinalini Yadav, Sruti Raja, Suma Ganesh, 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}

引用次数: 0

Learning by Example: Does Positive Nonverbal Behavior Reduce Children's Racial Bias? 以身作则：积极的非语言行为能减少儿童的种族偏见吗？

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-02-05 DOI: 10.1111/desc.13614

Antonya M. Gonzalez, Allison L. Skinner, Andrew Scott Baron

{"title":"Learning by Example: Does Positive Nonverbal Behavior Reduce Children's Racial Bias?","authors":"Antonya M. Gonzalez, Allison L. Skinner, 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}

引用次数: 0

Do Children's Brains Function Differently During Book Reading and Screen Time? A fNIRS Study 儿童在阅读和看电视时大脑的功能不同吗？近红外光谱研究。

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-01-30 DOI: 10.1111/desc.13615

Meredith Pecukonis, Meryem Yücel, Henry Lee, Cory Knox, David A. Boas, Helen Tager-Flusberg

{"title":"Do Children's Brains Function Differently During Book Reading and Screen Time? A fNIRS Study","authors":"Meredith Pecukonis, Meryem Yücel, Henry Lee, Cory Knox, David A. Boas, 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}

引用次数: 0

Every Face Has a Name: Individuation Training Reduces Implicit Racial Bias 每个面孔都有一个名字：个性化训练减少隐性种族偏见。

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-01-29 DOI: 10.1111/desc.13612

Miao Qian, Yihan Pang, Genyue Fu

引用次数: 0

Examining Baseline Relations Between Parent–Child Interactions and STEM Engagement and Learning 研究亲子互动与STEM参与和学习之间的基线关系。

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-01-20 DOI: 10.1111/desc.13611

Skyler Gin, Heyang Yin, C. Malik Boykin, David M. Sobel

{"title":"Examining Baseline Relations Between Parent–Child Interactions and STEM Engagement and Learning","authors":"Skyler Gin, Heyang Yin, C. Malik Boykin, David M. Sobel","doi":"10.1111/desc.13611","DOIUrl":"10.1111/desc.13611","url":null,"abstract":"<div>\u0000 \u0000 <p>Several studies suggest that children's learning and engagement with the content of play activities is affected by the ways parents and children interact. In particular, when parents are overly directive and set more goals during play with their children, their children tend to play less or are less engaged by subsequent challenges with the activity on their own. A concern, however, is that this directed interaction style is only compared with other styles of parent–child interaction, not with a baseline measure of engagement or learning. The present study incorporates such a baseline measure, comparing it with previously-collected data on children's engagement and learning in a set of circuit-building challenges. Regarding engagement, children were less engaged by the challenges when their parents were more directed during a free play setting (tested in Sobel et al. 2021) than when children had no prior experience playing with the circuit components. Regarding learning, children were better able to complete the circuit challenges and provided more causal explanations for how the completed challenges worked when they had experience playing with the circuit blocks with their parent. Overall, these data suggest that parent–child interaction during a STEM activity relates to both children's engagement and performance on challenges related to that activity.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014315","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}

引用次数: 0

Phonological Feature Abstraction Before 6 Months: Amodal Recognition of Place of Articulation Across Multiple Consonants 6个月前语音特征提取：跨多个辅音发音位置的情态识别。

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-01-14 DOI: 10.1111/desc.13605

Eylem Altuntas, Catherine T. Best, Marina Kalashnikova, Antonia Götz, Denis Burnham

{"title":"Phonological Feature Abstraction Before 6 Months: Amodal Recognition of Place of Articulation Across Multiple Consonants","authors":"Eylem Altuntas, Catherine T. Best, Marina Kalashnikova, Antonia Götz, Denis Burnham","doi":"10.1111/desc.13605","DOIUrl":"10.1111/desc.13605","url":null,"abstract":"<p>The classical view is that perceptual attunement to the native language, which emerges by 6–10 months, developmentally precedes phonological feature abstraction abilities. That assumption is challenged by findings from adults adopted into a new language environment at 3–5 months that imply they had already formed phonological feature abstractions about their birth language prior to 6 months. As phonological feature abstraction had not been directly tested in infants, we examined 4–6-month-olds’ amodal abstraction of the labial versus coronal place of articulation distinction between consonants. In the training phase, infants heard a series of labial non-words paired with an animal image and a series of coronal non-words (multisyllabic) paired with another image. At test, they viewed a silent video of a talker producing coronal and labial words, paired with either the familiarised image or the contrary image. The infants looked significantly longer on matching trials than mismatching trials, suggesting amodal abstraction of this consonantal place of articulation distinction by 4–6 months. These findings provide direct evidence for the inference from the adoptee findings that phonological feature abstraction emerges prior to perceptual attunement.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11733024/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985041","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}

引用次数: 0