Developmental Science最新文献

{"title":"Neural evidence of core foundations and conceptual change in preschool numeracy","authors":"Chi-Chuan Chen,&nbsp;Ilaria Berteletti,&nbsp;Daniel C. Hyde","doi":"10.1111/desc.13556","DOIUrl":"10.1111/desc.13556","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Symbolic numeracy first emerges as children learn the meanings of number words and how to use them to precisely count sets of objects. This development starts before children enter school and forms a foundation for lifelong mathematics achievement. Despite its importance, exactly how children acquire this basic knowledge is unclear. Here we test competing theories of early number learning by measuring event-related brain potentials during a novel number word-quantity comparison task in 3–4-year-old preschool children (<i>N</i> = 128). We find several qualitative differences in neural processing of number by conceptual stage of development. Specifically, we find differences in early attention-related parietal electrophysiology (N1), suggesting that less conceptually advanced children process arrays as individual objects and more advanced children distribute attention over the entire set. Subsequently, we find that only more conceptually advanced children show later-going frontal (N2) sensitivity to the numerical-distance relationship between the number word and visual quantity. The nature of this response suggested that exact rather than approximate numerical meanings were being associated with number words over frontal sites. No evidence of numerical distance effects was observed over posterior scalp sites. Together these results suggest that children may engage parallel individuation of objects to learn the meanings of the first few number words, but, ultimately, create new exact cardinal value representations for number words that cannot be defined in terms of core, nonverbal number systems. More broadly, these results document an interaction between attentional and general cognitive mechanisms in cognitive development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Conceptual development in numeracy is associated with a shift in attention from objects to sets.</li>\u0000 \u0000 <li>Children acquire meanings of the first few number words through associations with parallel attentional individuation of objects.</li>\u0000 \u0000 <li>Understanding of cardinality is associated with attentional processing of sets rather than individuals.</li>\u0000 \u0000 <li>Brain signatures suggest children attribute exact rather than approximate numerical meanings to the first few number words.</li>\u0000 \u0000 <li>Number-quantity relationship processing for the first few number words is evident in frontal but not parietal scalp electrophysiology of young children.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13556","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141894657","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":"A vision for a diverse, inclusive, equitable, and representative developmental science","authors":"Leher Singh","doi":"10.1111/desc.13548","DOIUrl":"10.1111/desc.13548","url":null,"abstract":"&lt;p&gt;The fundamental goals of a well-ordered science are to describe, predict, and explain. Developmental scientists seek to apply these basic goals to the study of change over time. Developmental scientists have made momentous strides in understanding sources, mechanisms, and drivers of age-related change. Since its inception, &lt;i&gt;Developmental Science&lt;/i&gt; has prioritized cross-cutting research with a focus on developmental mechanisms, contributing to 15 years of exceptionally high-impact and transformative research.&lt;/p&gt;&lt;p&gt;As our field advances, like many domains of Psychology, developmental science confronts fundamental questions about the generalizability of our empirical record. Our ability to address these critical questions significantly impacts our utility and credibility as a discipline. Essential to a generalizable science of human development is diversification of samples, populations, environments, and epistemologies that define our research endeavors. In recent years, there have been several calls for greater participant diversity given that developmental research has traditionally drawn disproportionately from geographically and socioculturally narrow samples (e.g., Nielsen et al., &lt;span&gt;2017&lt;/span&gt;; Singh, Cristia et al., &lt;span&gt;2023&lt;/span&gt;). Findings from nonrepresentative slices of the global population have often been advanced as universal even though much of the world is entirely absent from our empirical record (Henrich et al., &lt;span&gt;2010&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;Efforts to diversify samples and to broaden scientific approaches have transformed our knowledge of even the most basic of developmental processes. For example, it was commonly believed that infants developed the capacity for independent locomotion in a fixed developmental sequence, reified in universal guidelines for early motor development published by the World Health Organization. However, these assumptions have been challenged by studying infants from understudied physical and social ecologies. Developmental scientists conducted studies in Tajikistan, where infants have different affordances for independent locomotion than infants in the United States (U.S). Tajik infants are bound supine in a &lt;i&gt;gahvora&lt;/i&gt; cradle for significant amounts of time (Karasik et al., &lt;span&gt;2023&lt;/span&gt;). Confinement of movement at a stage of active motor exploration is contraindicated by public health advice offered in the US to caregivers (Centers for Disease Control and Prevention, &lt;span&gt;2024&lt;/span&gt;). Thus, by US cultural norms, Tajik infants might be expected to lag behind U.S. infants. Indeed, Tajik infants, when assessed using U.S. norms, appear to do so. However, unlike U.S. infants, as early as 3 years of age, Tajik infants climb high ladders, sit perched on high ledges, and manipulate sharp tools, demonstrating a different set of motor abilities that do not surface on any U.S. motor assessment tool (Karasik et al., &lt;span&gt;2019&lt;/span&gt;). Importantly, long-term motor outcomes do not differ betwe","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13548","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141876404","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":"Towards a global developmental science","authors":"Leher Singh,&nbsp;Heather Bortfeld","doi":"10.1111/desc.13555","DOIUrl":"10.1111/desc.13555","url":null,"abstract":"","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141793811","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":"Food insecurity and adolescent impulsivity: The mediating role of functional connectivity in the context of family flexibility","authors":"Ava Reck,&nbsp;Lawrence H. Sweet,&nbsp;Charles Geier,&nbsp;Steven M. Kogan,&nbsp;Zehua Cui,&nbsp;Assaf Oshri","doi":"10.1111/desc.13554","DOIUrl":"10.1111/desc.13554","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Adolescent food insecurity is a salient adversity hypothesized to affect neural systems associated with increased impulsive behavior. Family environments shape how adverse experiences influence development. In this study, hypotheses were tested regarding the conjoint effects of food insecurity and family flexibility on impulsivity via alterations in connectivity between regions within the salience and central executive networks. Such alterations are reflected in resting-state functional connectivity (rsFC) metrics between the anterior insula (AI) and the middle frontal gyrus (MFG). Hypotheses were tested in a longitudinal moderated mediation model with two waves of data from 142 adolescents (Time 1 [T1] <i>M_age</i> = 12.89, SD = 0.85; Time 2 <i>[T2] M_age</i> = 15.01, SD = 1.07). Data on past-year household food insecurity, family flexibility, and rsFC were obtained at T1. Impulsivity was self-reported by the adolescent at T1 and T2. Findings revealed that high T1 left-to-left rsFC between the AI and MFG was associated with increased impulsivity at T2. The interaction of family flexibility and food insecurity was associated with AI and MFG rsFC. In the context of low family flexibility, food insecurity was linked to high levels of AI and MFG rsFC. Conversely, in the context of optimal family flexibility, food insecurity was associated with low levels of AI and MFG rsFC. Conditional indirect analysis suggests that the links among food insecurity, rsFC, and impulsive behavior depend on family flexibility.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Adolescent food insecurity was associated with anterior insula and middle frontal gyrus connectivity only at certain levels of family flexibility.</li>\u0000 \u0000 <li>High family flexibility attenuated the link between food insecurity and neural connectivity, while low levels of family flexibility increased this risk.</li>\u0000 \u0000 <li>High left anterior insula and left middle frontal gyrus connectivity was associated with increased impulsivity 1 year later.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13554","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761778","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":"Limited evidence of test-retest reliability in infant-directed speech preference in a large preregistered infant experiment","authors":"Melanie S. Schreiner,&nbsp;Martin Zettersten,&nbsp;Christina Bergmann,&nbsp;Michael C. Frank,&nbsp;Tom Fritzsche,&nbsp;Nayeli Gonzalez-Gomez,&nbsp;Kiley Hamlin,&nbsp;Natalia Kartushina,&nbsp;Danielle J. Kellier,&nbsp;Nivedita Mani,&nbsp;Julien Mayor,&nbsp;Jenny Saffran,&nbsp;Mohinish Shukla,&nbsp;Priya Silverstein,&nbsp;Melanie Soderstrom,&nbsp;Matthias Lippold","doi":"10.1111/desc.13551","DOIUrl":"10.1111/desc.13551","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Test-retest reliability—establishing that measurements remain consistent across multiple testing sessions—is critical to measuring, understanding, and predicting individual differences in infant language development. However, previous attempts to establish measurement reliability in infant speech perception tasks are limited, and reliability of frequently used infant measures is largely unknown. The current study investigated the test-retest reliability of infants’ preference for infant-directed speech over adult-directed speech in a large sample (<i>N </i>= 158) in the context of the ManyBabies1 collaborative research project. Labs were asked to bring in participating infants for a second appointment retesting infants on their preference for infant-directed speech. This approach allowed us to estimate test-retest reliability across three different methods used to investigate preferential listening in infancy: the head-turn preference procedure, central fixation, and eye-tracking. Overall, we found no consistent evidence of test-retest reliability in measures of infants’ speech preference (overall <i>r</i> = 0.09, 95% CI [−0.06,0.25]). While increasing the number of trials that infants needed to contribute for inclusion in the analysis revealed a numeric growth in test-retest reliability, it also considerably reduced the study's effective sample size. Therefore, future research on infant development should take into account that not all experimental measures may be appropriate for assessing individual differences between infants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>We assessed test-retest reliability of infants’ preference for infant-directed over adult-directed speech in a large pre-registered sample (<i>N </i>= 158).</li>\u0000 \u0000 <li>There was no consistent evidence of test-retest reliability in measures of infants’ speech preference.</li>\u0000 \u0000 <li>Applying stricter criteria for the inclusion of participants may lead to higher test-retest reliability, but at the cost of substantial decreases in sample size.</li>\u0000 \u0000 <li>Developmental research relying on stable individual differences should consider the underlying reliability of its measures.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13551","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141735360","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":"Parental expressions of love in Chinese American immigrant families: Implications for children's attachment security","authors":"Aya Inamori Williams,&nbsp;Chang Liu,&nbsp;Qing Zhou,&nbsp;Jinli Wu,&nbsp;Lionel Meng,&nbsp;Xue Fang Deng,&nbsp;Stephen H. Chen","doi":"10.1111/desc.13549","DOIUrl":"10.1111/desc.13549","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Harlow's seminal work on the nature of attachment focused on the importance of warm, responsive, and loving relationships in children's healthy development. While the need for love and care is arguably universal, the ways in which these emotions are expressed can vary across cultural contexts. We examined how Chinese American parents’ expressions of love were associated with children's attachment security. A total of 110 Chinese American immigrant parent–child dyads (children 7–11 years old, 49% girls) participated in 3-min conversations in which parents were instructed to communicate love and care. Proposition-level analyses in speech (total 8825 propositions) identified three types of affection: training (<i>guan</i> and <i>chiao shun</i>); relational affection (<i>qin</i>); and validation (acceptance and encouragement of child's own expression of emotion, thoughts, and behaviors). Higher training was observed in parents with lower American orientation and lower income. Higher relational affection was observed in parents with lower income. Higher validation was observed in parents with higher income. Using path analyses, training and validation were found to be positively associated with children's attachment security beyond parenting styles. Effects of parents’ relational affection were moderated by children's American orientation. Results demonstrate how immigrant parents draw on multiple cultural scripts to express love and care. These findings expand traditional concepts of parental love in immigrant families and illustrate how bicultural expressions of love can shape attachment security in middle childhood. A video abstract of this article\u0000can be viewed at https://youtu.be/HqUfIDxkFsE</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Analyses of parent-child discussions identified three parental affection styles (i.e., training, relational affection, and validation) as expressions of love and care in Chinese American immigrant families.</li>\u0000 \u0000 <li>Training and validation were positively associated with children's attachment security.</li>\u0000 \u0000 <li>Relational affection was associated with lower attachment security for children with higher American cultural orientation, suggesting the effects of parent–child expressions of love are shaped by acculturation.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141635024","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":"Encoding colors and tones into working memory concurrently: A developmental investigation","authors":"Nelson Cowan,&nbsp;Dominic Guitard","doi":"10.1111/desc.13552","DOIUrl":"10.1111/desc.13552","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Working memory serves as a means to accumulate information and reorganize it. Researchers have long assumed that the natural organization of information is one stream at a time. This logic leads to the expectation that, when two different series of stimuli are to be remembered, performance should be superior if the series are presented one before the other in succession, rather than concurrently. Moreover, different accounts of attentional limits lead to different expectations for the change in the ability to encode two sets across age groups in childhood. Testing children from first grade (6–7 years) to adulthood, we presented sequences of colored objects and tones in succession or concurrently (with one color accompanying an unrelated tone) and found that performance was equally good no matter which presentation method was used. The results for both presentation methods closely matched the intricate pattern of development observed by Cowan et al. (2018), who used successive presentation only. We found marked developmental improvement in the ability to retain materials in each modality without an increasing cost of attention-sharing between modalities. Humans at least from the elementary school years through young adulthood thus display an ability to accommodate and organize two concurrent streams of information.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Memory for stimuli from multiple modalities is relevant to school performance and learning; here we investigate how attention is shared between remembering colors and tones.</li>\u0000 \u0000 <li>Participants received four colors and/or four tones for subsequent recognition on a trial, with dual modalities presented successively (0.5 s per stimulus) or concurrently (0.5 s per pair).</li>\u0000 \u0000 <li>Successive versus concurrent presentation had little effect on recognition, and the marked increase in memory performance with age did not come from dividing attention during encoding or maintenance.</li>\u0000 \u0000 <li>Children as young as first grade thus can encode and organize for later recognition colors and concurrently-presented, but unrelated, tones.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141635023","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":"Adolescent boys’ aggressive responses to perceived threats to their gender typicality","authors":"Adam Stanaland,&nbsp;Sarah Gaither,&nbsp;Anna Gassman-Pines,&nbsp;Daniela Galvez-Cepeda,&nbsp;Andrei Cimpian","doi":"10.1111/desc.13544","DOIUrl":"10.1111/desc.13544","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>When adult men are made to feel gender-atypical, they often lash out with aggression, particularly when they are pressured (vs. autonomously motivated) to be gender-typical. Here, we examined the development of this phenomenon. Specifically, we provided a first experimental test of whether threatening adolescent boys’ perceived gender typicality elicits aggression as a function of their pressured (vs. autonomous) motivation to be gender-typical. We also investigated whether this causal link emerges as a function of boys’ chronological age versus pubertal development. Participants were a geographically diverse sample of 207 adolescent US boys (ages 10–14; 23.2% boys of color) and one of their parents. Boys played a “game” and received randomly-assigned feedback that their score was atypical versus typical of their gender. For boys in mid-to-late puberty (but not before), feedback that they are gender-atypical predicted an aggressive reaction, particularly among boys whose motivation to be gender-typical was pressured (vs. autonomous). Next, we explored which aspects of boys’ social environments predicted their pressured motivation to be gender-typical. Boys’ pressured motivation was positively correlated with their perceptions that their parents and peers would be “upset” if they deviated from gender norms, as well as with their parents’ endorsement of so-called hegemonic beliefs about masculinity (i.e., that men should hold power over women). Parents with these beliefs resided in more conservative areas, had less formal education, and had lower incomes. Our results inform theorizing on gender identity development and lay the foundation for mitigating the harmful effects of gender typicality threat among adult men.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Similar to young adult men, adolescent boys in mid-to-late puberty (but not before) responded with aggression to perceived threats to their gender typicality.</li>\u0000 \u0000 <li>Aggression was heightened among boys whose motivation to be gender-typical was pressured (i.e., driven by social expectations) rather than autonomous.</li>\u0000 \u0000 <li>Which boys showed pressured motivation? Those whose parents endorsed hegemonic beliefs about masculinity (e.g., that men should have more power than people of other genders).</li>\u0000 \u0000 <li>Hegemonic beliefs about masculinity were strongest among parents who resided in more conservative US counties, had less formal education, and had lower incomes.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141617425","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":"Neural oscillations suggest periodicity encoding during auditory beat processing in the premature brain","authors":"Mohammadreza Edalati,&nbsp;Fabrice Wallois,&nbsp;Ghida Ghostine,&nbsp;Guy Kongolo,&nbsp;Laurel J. Trainor,&nbsp;Sahar Moghimi","doi":"10.1111/desc.13550","DOIUrl":"10.1111/desc.13550","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>When exposed to rhythmic patterns with temporal regularity, adults exhibit an inherent ability to extract and anticipate an underlying sequence of regularly spaced beats, which is internally constructed, as beats are experienced even when no events occur at beat positions (e.g., in the case of rests). Perception of rhythm and synchronization to periodicity is indispensable for development of cognitive functions, social interaction, and adaptive behavior. We evaluated neural oscillatory activity in premature newborns (<i>n</i> = 19, mean age, 32 ± 2.59 weeks gestational age) during exposure to an auditory rhythmic sequence, aiming to identify early traces of periodicity encoding and rhythm processing through entrainment of neural oscillations at this stage of neurodevelopment. The rhythmic sequence elicited a systematic modulation of alpha power, synchronized to expected beat locations coinciding with both tones and rests, and independent of whether the beat was preceded by tone or rest. In addition, the periodic alpha-band fluctuations reached maximal power slightly before the corresponding beat onset times. Together, our results show neural encoding of periodicity in the premature brain involving neural oscillations in the alpha range that are much faster than the beat tempo, through alignment of alpha power to the beat tempo, consistent with observations in adults on predictive processing of temporal regularities in auditory rhythms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>\u0000 <p>In response to the presented rhythmic pattern, systematic modulations of alpha power showed that the premature brain extracted the temporal regularity of the underlying beat.</p>\u0000 </li>\u0000 \u0000 <li>\u0000 <p>In contrast to evoked potentials, which are greatly reduced when there is no sounds event, the modulation of alpha power occurred for beats coinciding with both tones and rests in a predictive way.</p>\u0000 </li>\u0000 \u0000 <li>\u0000 <p>The findings provide the first evidence for the neural coding of periodicity in auditory rhythm perception before the age of term.</p>\u0000 </li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13550","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141621233","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 effects of family, culture and sex on linguistic development across 20 languages","authors":"Paul Ibbotson,&nbsp;William J. Browne","doi":"10.1111/desc.13547","DOIUrl":"10.1111/desc.13547","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Languages vary in their complexity; caregivers vary in the way they structure their communicative interactions with children; and boys and girls can differ in their language skills. Using a multilevel modelling approach, we explored how these factors influence the path of language acquisition for young children growing up around the world (mean age 2-years 9-months; 56 girls). Across 43 different sites, we analysed 103 mother–child pairs who spoke 3,170,633 utterances, 16,209,659 morphemes, divided across 20 different languages: Afrikaans, Catalan, Cantonese, Danish, Dutch, English, Farsi, French, German, Hebrew, Icelandic, Irish, Italian, Japanese, Mandarin, Norwegian, Portuguese, Spanish, Swedish and Turkish. Using mean length of utterance (MLU) as a measure of language complexity and developmental skill, we found that variation in children's MLU was significantly explained by (a) between-language differences; namely the rate of child MLU growth was attuned to the complexity of their mother tongue, and (b) between-mother differences; namely mothers who used higher MLUs tended to have children with higher MLUs, regardless of which language they were learning and especially in the very young (&lt;2.5 years-old). Controlling for family and language environment, we found no evidence of MLU sex differences in child speech nor in the speech addressed to boys and girls. By modelling language as a multilevel structure with cross-cultural variation, we were able to disentangle those factors that make children's pathway to language different and those that make it alike.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>The speech of 103 mother–child pairs from 20 different languages showed large variation in the path of early language development.</li>\u0000 \u0000 <li>Language, family, but not the sex of the child, accounted for a significant proportion of individual differences in child speech, especially in the very young.</li>\u0000 \u0000 <li>The rate at which children learned language was attuned to the complexity of their mother tongue, with steeper trajectories for more complex language.</li>\u0000 \u0000 <li>Results demonstrate the relative influence of culture, family, and sex in shaping the path of language acquisition for different children.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13547","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141591772","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}