Developmental Science最新文献

{"title":"Perception and Cognitive Control in Rationally Inattentive Child Behaviour","authors":"Samuel David Jones,&nbsp;Manon Wyn Jones,&nbsp;Kami Koldewyn,&nbsp;Gert Westermann","doi":"10.1111/desc.13587","DOIUrl":"10.1111/desc.13587","url":null,"abstract":"<p>Astle, Johnson, and Akarca (2024) and Mani (2024) raise important questions about the representativeness of the theory and neural network model presented in Jones et al. (2024). In response, we briefly lay out future research priorities and the implications of a fully developed theory of rational inattention for how we think about, measure, and respond to individual differences in child development.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13587","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592133","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 Development of Picture Comprehension Across Early Environments: Evidence From Urban and Rural Toddlers in Western Kenya","authors":"Rebecca Zhu,&nbsp;Helen O. Pitchik,&nbsp;Tabitha Nduku Kilonzo,&nbsp;Jan Engelmann,&nbsp;Lia C. Fernald,&nbsp;Alison Gopnik","doi":"10.1111/desc.13579","DOIUrl":"10.1111/desc.13579","url":null,"abstract":"<p>Early childhood researchers frequently use learning materials and assessments involving pictures, across different cultures and contexts. However, there is variation in when and how children across cultures and contexts begin to understand and learn from pictures. While children growing up in high-income contexts often have more experience with picture books and other kinds of two-dimensional visual symbols, children growing up in low-income, rural contexts in low- and middle-income countries often have less experience with pictures and other kinds of visual symbols. The current research leverages variation in picture experience within a geographical region to investigate whether previous picture experience is related to toddlers’ (1) performance on a picture-based word learning task, and (2) referential understanding, controlling for maternal education, number of toys, caregiver talk, and caregiver play. One hundred and twenty-eight toddlers in urban and rural western Kenya (<i>n </i>= 64 per area), who had varying amounts of picture experience, participated in a picture-based word learning task. Preregistered analyses with the entire sample showed no relation between picture experience and performance on a picture-based word learning task, or between picture experience and referential understanding. However, exploratory analyses found a positive association between picture experience and performance on the picture-based word learning task in the urban sample, but not the rural sample. We found no association between toddlers’ referential understanding and picture experience, in either sample. We discuss how these results may inform the efficacy of learning materials and the validity of assessments used with children from diverse global backgrounds.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13579","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592135","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 Culture Shapes the Early Development of Essentialist Beliefs","authors":"Yian Xu,&nbsp;Michelle Wang,&nbsp;Kelsey Moty,&nbsp;Marjorie Rhodes","doi":"10.1111/desc.13586","DOIUrl":"10.1111/desc.13586","url":null,"abstract":"<div>\u0000 \u0000 <p>People represent many categories and their features as determined by intrinsic essences. These essentialist beliefs reflect biased views of the world that can hinder scientific reasoning and contribute to social prejudice. To consider the extent to which such essentialist views originate from culturally-situated processes, the present study tested the developmental trajectories of essentialist beliefs among children growing up in the United States and China (<i>N</i> = 531; ages 3–6). Essentialist beliefs emerged across early childhood in both communities, but their instantiation and trajectories varied across cultures. In the sample from the United States (but not from China), essentialist beliefs that categories and their features are fixed-at-birth and inflexible increased across age. On the other hand, in the sample from China, children held stronger beliefs that categories are objective and explanatory and viewed them as more homogenous with age. Children sampled from these two contexts also showed variation in basic explanatory, linguistic, and inferential processes, suggesting that cultural variation in the development of essentialism across childhood might reflect variation in the basic conceptual biases that children rely on to build intuitive theories of the world.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592113","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":"Should I Stay or Should I Go? Children's Persistence in the Context of Diminishing Rewards","authors":"Seokyung Kim,&nbsp;Daniel Berry,&nbsp;Stephanie M. Carlson","doi":"10.1111/desc.13585","DOIUrl":"10.1111/desc.13585","url":null,"abstract":"<p>Persistence on a task is both beneficial and costly, so it is important to understand how children learn to effectively balance between perseverance and seeking alternatives to reach a goal by monitoring their performance and tracking their progress over time (“adaptive persistence”). Typically developing children (<i>N</i> = 136) ages 3–7 years in the Midwest United States were invited to catch pretend fish at 7 ordered ponds with increasing numbers of fish. Unbeknownst to children, however, the probability of catching fish decreased across successive ponds, making it most rational to briefly “explore” new ponds to learn the payoff structure and then to “exploit” the earlier ponds before their chances ended. A latent class analysis of children's choices suggested three distinct patterns: (a) Explorers (55%), who repeatedly explored novel ponds, despite their lower rewards, (b) Exploiters (24%), who rapidly returned to earlier, more lucrative ponds, and (c) Balancers (21%), who began by exploring novel ponds but later returned to exploit the earlier, more lucrative ponds. Older children showed a greater probability of being classified as Exploiters or Balancers over Explorers. Controlling for age, children with higher executive function and metacognition tended to be classified as Balancers or Exploiters rather than Explorers. These findings suggest that self-regulation is a potential target for interventions aiming to support children's effective and fulfilling decisions.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13585","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548379","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":"Screen Time, Nature, and Development: Baseline of the Randomized Controlled Study “Screen-free till 3”","authors":"Silke Schwarz,&nbsp;Hanno Krafft,&nbsp;Tobias Maurer,&nbsp;Silke Lange,&nbsp;Juliane Schemmer,&nbsp;Thomas Fischbach,&nbsp;Anke Emgenbroich,&nbsp;Sean Monks,&nbsp;Michael Hubmann,&nbsp;David Martin","doi":"10.1111/desc.13578","DOIUrl":"10.1111/desc.13578","url":null,"abstract":"<p>In the first years of life, increased screen media use is presumably associated with health consequences and developmental impairments. “Screen-free till 3” is a prospective Germany-wide randomized intervention study, started in May 2022 with a duration of 3 years. In the intervention group, 2581 pediatric practices received stickers, which were systematically placed in the screening booklet of all children, along with advice to parents to keep children free from screens until the age of 3. A volunteer sample of 17,436 parents received an invitation to take part in the preinterventional questionnaire. The outcomes were parents' internet use (CIUS test), parental screen time in the presence of children, time of screen media in the background, and children's development. Four thousand twenty-one parents answered the questionnaire. 16.7% of mothers and 31.0% of fathers reached the CIUS score of an internet-related disorder. Parents whose children use screen media at an early age had significantly higher CIUS values on average (<i>M</i> = 4.07) than the parents of children who do not yet have any screen time (<i>p</i> &lt; 0.001). Combined developmental characteristics show a negative correlation with parental screen time (<i>p</i> &lt; 0.001). Time spent in nature was positively associated with development (<i>p</i> &lt; 0.001). The evaluation of the survey shows that screen media is to a large extent used on a daily basis. The study confirms the assumption that high screen media use by parents is linked to higher screen media use by children and also has a negative impact on child development.</p><p><b>Trial Registration</b>: Number: RKS00032258; https://drks.de/search/en/trial/DRKS00032258</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11618238/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510580","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 Infants Link Nonce Phrases to Scenes With Objects and Predicates","authors":"Angelica Buerkin-Pontrelli,&nbsp;Daniel Swingley","doi":"10.1111/desc.13574","DOIUrl":"10.1111/desc.13574","url":null,"abstract":"<div>\u0000 \u0000 <p>When infants hear sentences containing unfamiliar words, are some language-world links (such as noun–object) more readily formed than others (verb–predicate)? We examined English learning 14–15-month-olds’ capacity for linking referents in scenes with bisyllabic nonce utterances. Each of the two syllables referred either to the object's identity, or the object's motion. Infants heard the syllables in either a Verb–Subject (VS) or Subject–Verb (SV) order. Learning was tested using preferential looking. The results showed that infants learned the nouns and verbs equally well. In addition, in both the VS- and SV-consistent conditions, infants learned the meaning of the utterance-final syllable, but not the utterance-initial one. A follow-up experiment that manipulated the prosodic cues of the test phrases confirmed that infants had decomposed the bisyllabic phrases into two distinct word-units. Thus, any biases potentially favoring noun or verb learning played a smaller role than utterance position did when noun and verb learning were equally supported by context.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477967","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":"Front Cover: Cover Image, Volume 27, Issue 6","authors":"Jianjie Xu,&nbsp;Yutong Zhang,&nbsp;Hui Wang,&nbsp;Mengting Peng,&nbsp;Yuhao Zhu,&nbsp;Xinni Wang,&nbsp;Zhennan Yi,&nbsp;Lu Chen,&nbsp;Zhuo Rachel Han","doi":"10.1111/desc.13583","DOIUrl":"https://doi.org/10.1111/desc.13583","url":null,"abstract":"<p>The cover image is based on the Article <i>A context-dependent perspective to understand the relation between parent–child physiological synchrony and child socioemotional adjustment</i> by Jianjie Xu et al., https://doi.org/10.1111/desc.13506 Image Credit: Shurou Zhang\u0000\u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture><p></p>\u0000 </div>\u0000 </figure></p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13583","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142449192","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":"Speech-Processing Network Formation of Cochlear-Implanted Toddlers With Early Hearing Experiences","authors":"Meiyun Wu,&nbsp;Haotian Liu,&nbsp;Xue Zhao,&nbsp;Li Lu,&nbsp;Yuyang Wang,&nbsp;Chaogang Wei,&nbsp;Yuhe Liu,&nbsp;Yu-Xuan Zhang","doi":"10.1111/desc.13568","DOIUrl":"10.1111/desc.13568","url":null,"abstract":"<p>To reveal the formation process of speech processing with early hearing experiences, we tracked the development of functional connectivity in the auditory and language-related cortical areas of 84 (36 female) congenitally deafened toddlers using repeated functional near-infrared spectroscopy for up to 36 months post cochlear implantation (CI). Upon hearing restoration, the CI children lacked the modular organization of the mature speech-processing network and demonstrated a higher degree of immaturity in temporo-parietal than temporo-frontal connections. The speech-processing network appeared to form rapidly with early CI experiences, with two-thirds of the developing connections following nonlinear trajectories reflecting possibly more than one synaptogenesis-pruning cycle. A few key features of the mature speech-processing network emerged within the first year of CI hearing, including left-hemispheric advantage, differentiation of the dorsal and ventral processing streams, and functional state (speech listening vs. resting) specific patterns of connectivity development. The developmental changes were predictable of future auditory and verbal communication skills of the CI children, with prominent contribution from temporo-parietal connections in the dorsal stream, suggesting a mediating role of speech-processing network formation with early hearing experiences in speech acquisition.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13568","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477969","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":"Unmasking Moral Hypocrisy: How Preschoolers Perceive and Judge Moral Hypocrites","authors":"Katarzyna Myślińska Szarek,&nbsp;Wiesław Baryła","doi":"10.1111/desc.13580","DOIUrl":"10.1111/desc.13580","url":null,"abstract":"<div>\u0000 \u0000 <p>Many previous studies indicate that children are highly sensitive to the immoral behavior of others, preferring prosocial over antisocial characters. Accordingly, children avoid transgressors from a very early age. A special kind of transgressor is the moral hypocrite, who not only acts immorally but also acts in contrast to what they preach. There are very few studies establishing whether children recognize moral hypocrisy and if it impacts their moral judgment. We ran three studies with preschoolers aged 4 to 6 years on whether children recognize moral hypocrisy and how children assess moral hypocrisy. In Studies 2 and 3, we also tested false-signaling theory as an explanation of the more negative assessments of moral hypocrites. In Study 1 (<i>N</i> = 133), we showed that children indeed assess moral hypocrites more negatively than nonhypocritical moral transgressors. In Study 2 (<i>N</i> = 115), we initially demonstrated that the assessment of moral hypocrites results from their inconsistency between words and deeds. Study 3 (<i>N</i> = 159) replicated the results of Studies 1 and 2 and, by excluding an alternative explanation, explained that moral hypocrites are perceived as less moral and liked less due to the false signals that they send.</p>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477970","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":"More Than Just Treats? Effects of Grandparental Support for Children Growing up in Adversity","authors":"Madelon M. E. Riem,&nbsp;Fred Hasselman,&nbsp;Constantina Psyllou,&nbsp;Anne-Laura van Harmelen,&nbsp;Anna Pearce,&nbsp;Helen Minnis,&nbsp;Paul Lodder,&nbsp;Maaike Cima","doi":"10.1111/desc.13577","DOIUrl":"10.1111/desc.13577","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; ABSTRACT&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This study examined whether grandparental support is a protective factor for children's socio-emotional development in the context of adversity. Using longitudinal data from the Millennium Cohort Study, we investigated the effects of grandparental support across development in children with and without adverse childhood experiences (ACEs). Socio-emotional development was assessed with the Strengths and Difficulties Questionnaire when children were aged 3 years (&lt;i&gt;N&lt;/i&gt; = 10,186), 5 years (&lt;i&gt;N&lt;/i&gt; = 10,412) and 7 years (&lt;i&gt;N&lt;/i&gt; = 10,551). Parent-reported grandparental childcare, coresidence and financial help were assessed and parents reported on the occurrence of five ACEs: physical and emotional abuse assessed with the Straus’ Conflict Tactics Scale, parental mental illness assessed with the Kessler scale, domestic violence and parental separation. We found that children with relatively higher levels of ACEs showed more prosocial behaviour and less externalizing problems when they received grandparental care compared to non-grandparental (in)formal care, but only at age 3. By age 7, children with higher levels of ACEs receiving grandparental care showed less prosocial behaviour and more externalizing problems. In addition, grandparental financial support at age 3 was related to more externalizing problems. Post-hoc analyses showed that internalizing and externalizing behaviours at age 5 were related to an increased probability of grandparental childcare at age 7, indicating that children's socio-emotional problems trigger grandparental support. Our findings point to a protective effect of grandparental care on children's socio-emotional development at age 3. Our results highlight the importance of going beyond the nuclear family towards the impact of the wider family network when examining children's socio-emotional development.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Research Highlights&lt;/h3&gt;\u0000 \u0000 &lt;div&gt;\u0000 &lt;ul&gt;\u0000 \u0000 &lt;li&gt;Three-year-old children with high levels of adverse childhood experiences (ACEs) show more prosocial behaviour and less externalizing behaviour when they receive grandparental care.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Grandparental care has therefore protective effects on young children's socio-emotional development in the context of family adversity.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Grandparents respond to children's socio-emotional problems and family adversity by increasing financial support and involvement in care.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;These findings underscore the importance of going beyond the nuclear family towards the impact of the wider family network when examining children's socio-emotional ","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13577","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477968","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}