Developmental Science最新文献

{"title":"Assessing the Psychometric Properties of the Child Behaviour Checklist in the ABCD Study.","authors":"Kane Pavlovich, Toby Constable, Alex Fornito, Jeggan Tiego","doi":"10.1111/desc.70216","DOIUrl":"10.1111/desc.70216","url":null,"abstract":"<p><p>The Child Behaviour Checklist (CBCL) is a widely used measure of psychopathology in developmental research and serves as the primary measure in the landmark Adolescent Brain Cognitive Development study (N = 11,861; 8-11 years). However, its psychometric properties in this sample have not been assessed in detail. Analyses using a multi-method framework (CFA, B-CFA, FMM, IRT, ESEM) indicate that a commonly used bifactor structure of the CBCL does not fit the data and instead the scale can be adequately described as unidimensional. Moreover, seven of eight subscales demonstrate insufficient construct validity and are not valid indicators of any higher-order models. All exhibit poor measurement precision below the mean of the latent traits, and item-level exploratory methods produce unstable factors with weak discriminant validity. These findings suggest caution in using the CBCL for dimensional measurement in this dataset and highlight the need for measures explicitly developed and validated for dimensional psychopathology in population-scale research. SUMMARY: The CBCL is a widely used measure of child and adolescent psychopathology, but its psychometric properties in the ABCD study cohort remain unclear. Using a multi-method approach we show that the CBCL is unidimensional and is not well represented by the commonly used bifactor model. CBCL subscales demonstrate insufficient construct validity and demonstrate poor measurement precision across the latent trait continuum. In combination, our findings caution against the use of the CBCL for dimensional measurement of developmental psychopathology in the ABCD study cohort.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70216"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13158641/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147869982","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":"Navigating Knowledge: Effects of State Curiosity on Children's Word Learning and Information Seeking.","authors":"Anna Caunt, Shaun Dordoy, Rana Abu-Zhaya, Alastair D Smith","doi":"10.1111/desc.70226","DOIUrl":"10.1111/desc.70226","url":null,"abstract":"<p><p>Early learning takes place within complex, multimodal environments where curiosity plays a critical role in guiding exploratory behaviors and supporting cognitive development. While trait curiosity shapes children's early learning experiences, state curiosity is context-dependent fostering early learning, in-part, through information seeking behaviors. Here, we explore whether state-induced curiosity can influence exploratory behaviors and facilitate word-learning within a multimodal search task that mirrors real-world learning environments. Children (2.5- to 4-year-olds) will be introduced to novel objects and labels via a storybook. After exposure to each novel object, participants will locate the target object (i.e., a sticker depicting the novel object), hidden within one of ten boxes uniformly distributed across a real-world space. Unbeknownst to participants, the target will only be hidden within a single hemispace. In the \"High-Curiosity\" condition, the storybook should elicit greater curiosity, whereas the \"Low-Curiosity\" condition will present novel words in a context that should invoke lower levels of curiosity. Following the search task, participants will complete a forced-choice word learning task. Findings will provide insights into whether and how curiosity facilitates word learning in rich, multimodal contexts and how this relationship can be impacted by children's explorative strategies, including their sensitivity to environmental statistics. SUMMARY: Curiosity drives early development, but the extent to which it facilitates learning within a multimodal environment remains underexplored. The study examines how high versus low induced curiosity states influence toddlers' exploratory behavior, including search efficiency and adaptation to spatial probability cues. The study assesses whether higher state-induced curiosity leads to stronger retention and recognition of novel word-object mappings compared to the lower curiosity condition. The study examines how curiosity-driven search strategies relate to novel word learning and whether learning is moderated by how children choose to search for information.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70226"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13185476/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developmental Change in Structure Learning Reflects a Shift From Recency-Based to Relational Prediction.","authors":"Kate Nussenbaum, Ari E Kahn, Alice Zhang, Nathaniel D Daw, Catherine A Hartley","doi":"10.1111/desc.70227","DOIUrl":"10.1111/desc.70227","url":null,"abstract":"<p><p>Children are adept statistical learners, capable of parsing streams of structured input into meaningful units, but the cognitive processes they engage during learning may differ from those of adults. To date, however, it is unclear how learners of different ages predict upcoming experience when navigating environments with complex structure, as well as how changes in predictive learning mechanisms influence structured knowledge acquisition. To address this question, we tested 106 children, adolescents, and adults, ages 8-22 years, on a predictive learning task, in which they experienced sequences of stimuli with a higher-order temporal structure. After an initial learning phase, participants' explicit knowledge of the relations between stimuli was probed via two additional task measures. We used a recently introduced computational model to characterize participants' response times during learning, and found that all participants relied on simple, recency-based prediction, anticipating that they would encounter stimuli they recently encountered in the past. With increasing age, however, participants demonstrated greater evidence of additionally relying on a more sophisticated learning mechanism, which captured a predictive representation of the conditional relations between stimuli. Though predictive learning changed with age, we found only weak evidence that these changes related to the acquisition of explicit knowledge of the environment. Our results suggest that the learning mechanisms through which people parse continuous streams of experience change with age, influencing their predictions about upcoming events. SUMMARY: Children, adolescents, and adults all learn to segment continuous streams of structured perceptual input, but they may do so via different learning processes. We examined how the learning mechanisms that enable people to predict upcoming experiences change and relate to structured knowledge acquisition across development. Computational modeling revealed that in a graph-learning task, younger participants relied on simple, recency-based prediction, while older participants tracked temporal relations between stimuli. The extent to which participants engaged in this sophisticated form of predictive learning only weakly related to their knowledge of the task's structure.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70227"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148151796","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":"Adolescents and Adults Use Different Facial Movements and Vocal Cues to Express Emotions.","authors":"Daniel R Nault, Sarah M C Robichaud, Michele Morningstar","doi":"10.1111/desc.70234","DOIUrl":"10.1111/desc.70234","url":null,"abstract":"<p><p>Current understanding of how facial and vocal cues can communicate emotional intent is based on patterns observed in adults, with surprisingly little known about age-related differences in nonverbal expression. Do adolescents and adults use different nonverbal cues to express emotions? This cross-sectional laboratory study revealed age-related differences in how early adolescents (ages 10-11; N = 64), mid-adolescents (ages 12-15; N = 54), and emerging adults (ages 18-25; N = 50) use facial movements and vocal cues to intentionally convey emotions. Adolescents showed lessened use of facial movements linked to prototypical expressions of happiness and fear, and less differentiated facial movements to convey distinct emotions. Early adolescents also spoke louder (particularly to express happiness), slower, and with higher harmonicity than mid-adolescents and emerging adults when expressing emotions. Findings suggest that our understanding of facial and vocal cues involved in emotional expression may not generalize to adolescents, and that nonverbal communication patterns may mature into adult-like forms during adolescence. SUMMARY: Findings from this study indicate that adolescents and emerging adults use different patterns of facial movements and vocal cues to purposefully communicate their emotional intent. The ability to convey emotional intent using nonverbal cues may mature into adult-like forms during adolescence.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70234"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13284451/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148297072","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":"Developing Context-Appropriate Emotions: Longitudinal Changes in Emotion Reactivity and Emotion Regulation From 6 to 12 Months.","authors":"Zeynep M Suata, Katie Daubney, Kasia Kostyrka-Allchorne, Sam V Wass, Edmund Sonuga-Barke","doi":"10.1111/desc.70212","DOIUrl":"10.1111/desc.70212","url":null,"abstract":"<p><p>Theories of emotion development propose that negative affect decreases over time as attention control and emotion regulation improve. Yet, research on infancy suggests that the first year of life can be characterised by a different developmental pattern: increased negative affect as infants age. Implementing an emotion-eliciting task, we measured infants' observed emotion reactivity and regulation, and physiological arousal (heart rate) during the challenge (toy retraction) and recovery (toy play) conditions at age 6 months (n = 82, 43 boys) and age 12 months (n = 68, 36 boys) continuously on a second-by-second basis. We first measured mean intensity of reactivity, regulation, and arousal by calculating within-person averages. Then, we measured three temporal dynamics: estimates of variability by calculating variance, lability by calculating root mean square of successive differences, and persistence of changes by calculating autocorrelation. Intensity, variability, and lability in negative reactivity increased from 6 to 12 months with no change in persistence, indicating a larger and quicker negative reaction to toy retraction with age. Regulatory strategy use increased from 6 to 12 months during challenge, whereas during recovery, it reduced and became more stable. Heart rate decreased from challenge to recovery at 12 months but not at 6 months. We then examined how the temporal associations between reactivity, regulation and arousal change over time. Cross-correlation analyses revealed stronger temporal associations between reactivity, regulation, and heart rate at 12 months, suggesting increased coherence between behavioural and physiological responses with age. We discuss these developmental changes in emotion dynamics and behaviour-physiology associations in the context of functionalist perspectives on emotion. SUMMARY: This study employs momentary recordings of emotional expressions, regulatory behaviours, and physiological arousal, focusing on two key aspects: within-task context and temporal dynamics. As they grow, infants show stronger negative reactions and greater regulatory efforts during stress but calmer reactions and reduced use of regulation once stressor ends. Temporal associations between emotional behaviours and physiology (heart rate) increased from 6 to 12 months, suggesting stronger emotional coherence with age in infancy. Together, these patterns may reflect improved emotional flexibility, with older infants showing more context-appropriate emotion responses.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70212"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13144710/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844717","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":"Beyond What Is Said: Generic Language in Parent-Child Conversations and Children's Racial Bias.","authors":"Tobias C Britton, Sophie H Arnold, Michael T Rizzo, Jonah Brenner, Aislyn Gordon, Marjorie Rhodes","doi":"10.1111/desc.70223","DOIUrl":"10.1111/desc.70223","url":null,"abstract":"<p><p>Growing up in the United States means developing within a context shaped by structural racism. There is, however, substantial variation in how families talk (or do not talk) about it. The present study examined naturalistic parent-child conversations about social inequality and race. Conversations were collected remotely from 124 children (ages 4-8; 16% Asian, 20% Black, 13% multiracial, 14% Latine, 35% white, 2% unspecified; 57% female, 42% male, 1% other) and their parents from across the United States. When explicitly prompted to discuss race, families from different racial backgrounds addressed similar topics, including antiracist messages, social disparities, and fairness. However, they differed in how these messages were expressed: Black families used more specific (vs. generic) references to race, whereas non-Black families of color used more generic (vs. specific) references (with white families falling in between). Importantly, the form of these messages-but not their content-predicted white children's anti-Black racial biases. These findings suggest that how families reference race may be an important and overlooked contributor to the development of racial bias. SUMMARY: Naturalistic conversations about race and inequality were collected from 124 parent-child dyads; children aged 4-8 years old. Families who used more generic (vs. specific) references to race had children with more anti-Black attitudes. Results highlight the importance of parent-child conversations about race in preventing the formation of racial biases during early childhood.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70223"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148044303","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":"Decoding Preschool Social Dynamics: Automated Tracking of Spatial and Temporal Patterns to Investigate Social Interactions and Relationships in Peer Groups.","authors":"Gabriela Markova, Jozsef Arato, Ruzena Ceral, Maximilian Hofbauer, Cliodhna Quigley, Lisa Horn","doi":"10.1111/desc.70241","DOIUrl":"10.1111/desc.70241","url":null,"abstract":"<p><p>In this study, we applied machine learning tools to automatically track the positions of preschool children in a natural free play setting and derived spatial and temporal features from these data to identify social interactions between them. We observed a sample of 20 preschool children (10 female, 10 male; M ± SD = 3.95 ± 0.82 years) in groups of three children each. Friendship among children was assessed, and friend dyads were paired either with a mutual friend (n = 12 groups) or with a mutually disliked peer (n = 11 groups). We used a ceiling-mounted camera to record 10-min free play sessions of the 23 groups and used an automated keypoint tracking software to extract children's locations over time from the videos. From this data, we derived the following measures for each dyad within the group: distance, social orientation, and paired correlations of children's position and speed. Additionally, a human rater coded all occurrences of social interactions in the videos. Automated measures reliably predicted the occurrence of children's social interactions, validating our choice of spatial and temporal features. Friend dyads were closer, oriented more toward each other, and showed higher position and speed correlations than non-friends. Social orientation and speed correlation varied over time, and speed correlation increased in mixed-group contexts, especially among friends. These findings highlight the value of tracking-based approaches for detecting both fine-grained interactive behavior and affiliative ties, offering key insights into the spatial dynamics of young children's peer interactions.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70241"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13278523/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148279233","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":"Moment-to-Moment Coordination of Parent-Infant Visual Attention: An Actor-Partner Interdependence Framework Within Dynamic Structural Equation Modeling.","authors":"Erim Kızıldere, Katharine Graf Estes, Mijke Rhemtulla, Lisa M Oakes","doi":"10.1111/desc.70210","DOIUrl":"10.1111/desc.70210","url":null,"abstract":"<p><p>Coordination of caregivers' (N = 50, five fathers and 45 mothers) and 9-month-old infants' (15 girls, 34 boys, one not reported) gaze during naturalistic play with a puzzle and activity board was examined using the Actor-Partner Interdependence Model within a Dynamic Structural Equation Modeling framework. This approach allows for the simultaneous estimation of each partner's effect on their own subsequent looking and on their partner's subsequent looking. Analysis of gaze data from head-mounted eye trackers worn by North American, middle-class, racially and ethnically diverse caregivers and infants (21 infants and 25 parents were White and not Hispanic; the remaining identified as Asian, Black, Multiracial, or another race, and/or as Hispanic) revealed that infants' and caregivers' looks at a moment was related both to their own subsequent looks and to their partners' subsequent looks. Moreover, infants' looks to their parents' faces more strongly predicted parents' subsequent looks to their infants' faces than the reverse, suggesting that mutual gaze was primarily driven by infants' attention. In contrast, there was no difference in infants' or parents' influence on their partners' looking at objects, indicating that joint attention emerged through mutual coordination. Furthermore, there was a stronger effect of gaze on subsequent gaze for infants than for parents, suggesting that infants' attention was more sustained and less flexible than that of their caregivers. This work highlights the co-constructed nature of the moment-to-moment coordination of attention between caregivers and infants. SUMMARY: We applied the Actor-Partner Interdependence Model within Dynamic Structural Equation Modeling to capture second-by-second coordination of attention between caregivers and their 9-month-old infants. We replicated in two naturalistic play settings that infants rarely look at parents' faces and look more towards objects than caregivers. We demonstrated that parents and infants influence each other's subsequent in-the-moment attention during episodes of mutual gaze and joint attention. Mutual gaze was primarily infant-driven, whereas object-focused joint attention was reciprocal between partners; infants also showed \"stickier\" attention than caregivers.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70210"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844725","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":"Childhood Material Hardship Linked to Adolescent Neurocognition: A Computational Modeling Approach.","authors":"Yue Linda Zhang, Alexander S Weigard, Felicia A Hardi, Sunghyun H Hong, Edward Huntley, Colter Mitchell, Luke W Hyde, Christopher S Monk","doi":"10.1111/desc.70213","DOIUrl":"10.1111/desc.70213","url":null,"abstract":"<p><p>Childhood material hardship, including insecurity in housing, utilities, food, and medical care, is a critical factor influencing cognitive functioning and mental health outcomes. However, past research on material hardship is limited by cross-sectional data and reliance on conventional behavioral measures of cognitive functioning that suffer from poor reliability and lack of specificity. To address these gaps, this study used a well-validated computational model of cognition to examine individuals' drift rate, which is hypothesized to be driven by the efficiency of evidence accumulation (EEA) for decision-relevant information, a key process that supports higher-order cognitive functioning. Here, we examined how material hardship during childhood was associated with adolescent drift rate, and whether drift rate was linked with attention difficulties. 187 adolescents recruited from the Future of Families and Child Wellbeing Study were included in the analyses. Adolescents exposed to greater material hardship showed lower drift rate, suggesting less effective processing. Growth curve modeling revealed that initial exposure to material hardship, but not changes across childhood, was associated with drift rate in adolescence. Lower drift rate was also associated with concurrent attentional problems and served as a significant indirect pathway linking material hardship to adolescent attention. This is the first longitudinal study that examined the associations among childhood material hardship exposure, adolescent drift rate, and attentional difficulties. Our results suggest that challenges to essential living conditions in childhood may impact cognitive processes underlying goal-directed behavior in adolescents. These findings highlight the application of computational models to reveal specific cognitive processes impacted by adversity. SUMMARY: Existing research on material hardship and cognitive functioning is limited by reliance on cross-sectional task-based performance, resulting in inconsistent findings. We applied the diffusion-decision model to decompose trial-wise performance into underlying cognitive processes, including drift rate, a key evidence accumulation process underlying goal-directed behavior. Greater cumulative childhood material hardship, beyond exposure to other adversity, is associated with lower drift rate, which is linked with greater attentional problems in adolescents. Findings were specific to drift rate, not average response time or accuracy, emphasizing the value of computational methods in capturing cognitive changes associated with material hardship.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70213"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13144713/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Toddlers' Active Gaze Behavior Supports Self-Supervised Object Learning.","authors":"Zhengyang Yu, Arthur Aubret, Marcel C Raabe, Jane Yang, Chen Yu, Jochen Triesch","doi":"10.1111/desc.70231","DOIUrl":"10.1111/desc.70231","url":null,"abstract":"<p><p>Toddlers learn to recognize objects from different viewpoints with almost no supervision. During this learning, they execute frequent eye and head movements that shape their visual experience. It is presently unclear if and how these behaviors contribute to toddlers' emerging object recognition abilities. To answer this question, we here combine head-mounted eye tracking during dyadic play with unsupervised machine learning. We approximate toddlers' central visual field experience by cropping image regions from a head-mounted camera centered on the current gaze location estimated via eye tracking. This visual stream feeds a neural network model, which uses a biologically plausible unsupervised learning objective. Our experiments demonstrate that a few minutes of such first-person experience suffice to learn strong object representations permitting invariant object recognition. Importantly, by simulating alternative gaze behaviors we show that toddlers' eye movement patterns play a crucial role in this. Our analysis also reveals that the limited size of the central visual field where visual acuity is high plays an important role for successful learning. Together, this highlights the benefits of temporally structured visual experience arising from toddlers' natural interactions with objects. SUMMARY: We combine recordings of toddlers' first-person central visual field experience with biologically inspired self-supervised learning algorithms to model toddlers' development of invariant object recognition. Just a few minutes of toddlers' central visual field experience captured with head-mounted eye tracking suffice to learn strong object representations. Simulated alternative gaze behaviors produce weaker representations, demonstrating the importance of toddlers' active gaze strategies for learning. Our results emphasize the importance of toddlers' eye movements for learning object representations.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70231"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13270257/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148260235","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}