Developmental Science最新文献

{"title":"Variation in gaze following across the life span: A process-level perspective","authors":"Julia Christin Prein,&nbsp;Luke Maurits,&nbsp;Annika Werwach,&nbsp;Daniel B. M. Haun,&nbsp;Manuel Bohn","doi":"10.1111/desc.13546","DOIUrl":"10.1111/desc.13546","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Following eye gaze is fundamental for many social-cognitive abilities, for example, when judging what another agent can or cannot know. While the emergence of gaze following has been thoroughly studied on a group level, we know little about (a) the developmental trajectory beyond infancy and (b) the sources of individual differences. In Study 1, we examined gaze following across the lifespan (<i>N</i> = 478 3- to 19-year-olds from Leipzig, Germany; and <i>N</i> = 240 20- to 80-year-old international, remotely tested adults). We found a steep performance improvement during preschool years, in which children became more precise in locating the attentional focus of an agent. Precision levels then stayed comparably stable throughout adulthood with a minor decline toward old age. In Study 2, we formalized the process of gaze following in a computational cognitive model that allowed us to conceptualize individual differences in a psychologically meaningful way (<i>N</i> = 60 3- to 5-year-olds, 50 adults). According to our model, participants estimate pupil angles with varying levels of precision based on observing the pupil location within the agent's eyes. In Study 3, we empirically tested how gaze following relates to vector following in non-social settings and perspective-taking abilities (<i>N</i> = 102 4- to 5-year-olds). We found that gaze following is associated with both of these abilities but less so with other Theory of Mind tasks. This work illustrates how the combination of reliable measurement instruments and formal theoretical models allows us to explore the in(ter)dependence of core social-cognitive processes in greater detail.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Gaze following develops beyond infancy. The highest precision levels in localizing attentional foci are reached in young adulthood with a slight decrease towards old age.</li>\u0000 \u0000 <li>We present a computational model that describes gaze following as a process of estimating pupil angles and the corresponding gaze vectors.</li>\u0000 \u0000 <li>The model explains individual differences and recovers signature patterns in the data. To estimate the relation between gaze- and vector following, we designed a non-social vector following task.</li>\u0000 \u0000 <li>We found substantial correlations between gaze following and vector following, as well as Level 2 perspective-taking. Other Theory of Mind tasks did not correlate.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13546","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560004","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":"Linking acoustic variability in the infants' input to their early word production","authors":"Federica Bulgarelli,&nbsp;Elika Bergelson","doi":"10.1111/desc.13545","DOIUrl":"10.1111/desc.13545","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Exposure to talker variability shapes how learning unfolds in the lab, and occurs in the everyday speech infants hear in daily life. Here, we asked whether aspects of talker variability in speech input are also linked to the onset of word production. We further asked whether these effects were redundant with effects of speech register (i.e., whether speech input was adult- vs. child-directed). To do so, we first extracted a set of highly common nouns from a longitudinal corpus of home recordings from North-American English-learning infants. We then used the acoustic variability in how these tokens were said to predict when the children first produced these same nouns. We found that in addition to frequency, variability in how words sound in 6–17 month's input predicted when children first said these words. Furthermore, while the proportion of child-directed speech also predicted the month of first production, it did so alongside measurements of acoustic variability in children's real-world input. Together, these results add to a growing body of literature suggesting that variability in how words sound in the input is linked to learning both in the lab and in daily life.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Talker variability shapes learning in the lab and exists in everyday speech; we asked whether it predicts word learning in the real world.</li>\u0000 \u0000 <li>Acoustic measurements of early words in infants' input (and their frequency) predicted when infants first said those same words.</li>\u0000 \u0000 <li>Speech register also predicted when infants said words, alongside effects of talker variability.</li>\u0000 \u0000 <li>Our results provide a deeper understanding of how sources of variability inherent to children's input connect to their learning and development.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560003","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":"Gradually increasing context-sensitivity shapes the development of children's verb marking: A corpus study","authors":"Hannah Sawyer,&nbsp;Colin Bannard,&nbsp;Julian Pine","doi":"10.1111/desc.13543","DOIUrl":"10.1111/desc.13543","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>There is substantial evidence that children's apparent omission of grammatical morphemes in utterances such as “She play tennis” and “Mummy eating” is in fact errors of commission in which contextually licensed unmarked forms encountered in the input are reproduced in a context-blind fashion. So how do children stop making such errors? In this study, we test the assumption that children's ability to recover from error is related to their developing sensitivity to longer-range dependencies. We use a pre-registered corpus analysis to explore the predictive value of different cues with regards to children's verb-marking errors and observe a developmental pattern consistent with this account. We look at context-independent cues (the identity of the specific verb being used) and at the relative value of context-dependent cues (the identity of the specific subject+verb sequence being used). We find that the only consistent effect across a group of 2- to 3-year-olds and a group of 3- to 4-year-olds is the relative frequency of unmarked forms of <i>specific</i> subject+verb sequences being used. The relative frequency of unmarked forms of the verb alone is predictive only in the younger age group. This is consistent with an account in which children recover from making errors by becoming progressively more sensitive to context, at first the immediately preceding lexical contexts (e.g., the subject that precedes the verb) and eventually more distant grammatical markers (e.g., the fronted auxiliary that precedes the subject in questions).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>We provide a corpus analysis investigating input effects on young children's verb-marking errors (e.g., Mummy go) across development (between 2 and 4 years of age).</li>\u0000 \u0000 <li>We find evidence that these apparent errors of omission are in fact input-driven errors of commission that persist into the third year of life.</li>\u0000 \u0000 <li>We compare the relative effect on error rates of context-independent (e.g., verb) and context-dependent (e.g., subject+verb sequence) cues across developmental time.</li>\u0000 \u0000 <li>Our findings support the proposal that children recover from making verb-marking errors by becoming progressively more sensitive to preceding context.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13543","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141499294","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":"Eye of the beholder: Neural synchrony of dynamically changing relations between parent praise and child affect","authors":"Ying Li,&nbsp;Talia Q. Halleck,&nbsp;Laura Evans,&nbsp;Paras Bhagwat Bassuk,&nbsp;Leiana de la Paz,&nbsp;Ö. Ece Demir-Lira","doi":"10.1111/desc.13541","DOIUrl":"10.1111/desc.13541","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>In this study, we aimed to determine the role of parental praise and child affect in the neural processes underlying parent-child interactions, utilizing functional near-infrared spectroscopy (fNIRS) hyperscanning. We characterized the dynamic changes in interpersonal neural synchrony (INS) between parents and children (4–6 years old, <i>n</i> = 40 dyads) during a cognitively challenging task. We then examined how changes in parent-child INS are influenced by parental feedback and child affect. Parent-child INS showed a quadratic change over time, indicating a decelerated decline during the interaction period. The relationship of parental praise, in the form of positive feedback, to change in INS was contingent upon the child's positive affect during the task. The highest levels of INS were observed when praise was present and child affect was positive. The left temporo-parietal regions of the child and the right dorsolateral prefrontal and right temporo-parietal regions of the parent demonstrated the strongest INS. The dynamic change in INS during the interaction was associated with children's independent performance on a standardized test of visuospatial processing. This research, leveraging fNIRS hyperscanning, elucidates the neural dynamics underlying the interaction between parent praise and child positive affect, thereby contributing to our broader understanding of parent-child dynamics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>\u0000 <p>The level of interpersonal neural synchrony between parents and children dynamically varies during a cognitively challenging (tangram) task.</p>\u0000 </li>\u0000 \u0000 <li>\u0000 <p>The left temporo-parietal regions of the child and the right dorsolateral prefrontal and right temporo-parietal regions of the parent demonstrate the strongest parent-child neural synchrony.</p>\u0000 </li>\u0000 \u0000 <li>\u0000 <p>The relationship between parental praise (positive feedback) and parent-child neural synchrony is contingent upon child positive affect during the task.</p>\u0000 </li>\u0000 \u0000 <li>\u0000 <p>Change in parent-child neural synchrony relates to children's performance on an independent visuospatial processing measure.</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":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13541","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141493966","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":"Weaker number sense accounts for impaired numerosity perception in dyscalculia: Behavioral and computational evidence","authors":"Serena Dolfi,&nbsp;Gisella Decarli,&nbsp;Maristella Lunardon,&nbsp;Michele De Filippo De Grazia,&nbsp;Silvia Gerola,&nbsp;Silvia Lanfranchi,&nbsp;Giuseppe Cossu,&nbsp;Francesco Sella,&nbsp;Alberto Testolin,&nbsp;Marco Zorzi","doi":"10.1111/desc.13538","DOIUrl":"10.1111/desc.13538","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Impaired numerosity perception in developmental dyscalculia (low “number acuity”) has been interpreted as evidence of reduced representational precision in the neurocognitive system supporting non-symbolic number sense. However, recent studies suggest that poor numerosity judgments might stem from stronger interference from non-numerical visual information, in line with alternative accounts that highlight impairments in executive functions and visuospatial abilities in the etiology of dyscalculia. To resolve this debate, we used a psychophysical method designed to disentangle the contribution of numerical and non-numerical features to explicit numerosity judgments in a dot comparison task and we assessed the relative saliency of numerosity in a spontaneous categorization task. Children with dyscalculia were compared to control children with average mathematical skills matched for age, IQ, and visuospatial memory. In the comparison task, the lower accuracy of dyscalculics compared to controls was linked to weaker encoding of numerosity, but not to the strength of non-numerical biases. Similarly, in the spontaneous categorization task, children with dyscalculia showed a weaker number-based categorization compared to the control group, with no evidence of a stronger influence of non-numerical information on category choice. Simulations with a neurocomputational model of numerosity perception showed that the reduction of representational resources affected the progressive refinement of number acuity, with little effect on non-numerical bias in numerosity judgments. Together, these results suggest that impaired numerosity perception in dyscalculia cannot be explained by increased interference from non-numerical visual cues, thereby supporting the hypothesis of a core number sense deficit.&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;A strongly debated issue is whether impaired numerosity perception in dyscalculia stems from a deficit in number sense or from poor executive and visuospatial functions.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Dyscalculic children show reduced precision in visual numerosity judgments and weaker number-based spontaneous categorization, but no increasing reliance on continuous visual properties.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Simulations with deep neural networks demonstrate that reduced neural/computational resources affect the developmental trajectory of number acuity and account for impaired numerosity judgments.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Our findings show that weaker number acuity in developmental dyscalculia is not necessarily related to increased interference from non-numerical visual cues.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13538","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141471690","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":"Similarity or stereotypes? An investigation of how exemplar gender guides children's math learning","authors":"Anne E. Riggs,&nbsp;Antonya Marie Gonzalez","doi":"10.1111/desc.13542","DOIUrl":"10.1111/desc.13542","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>How does the representation of boy and girl exemplars in curricular materials affect students’ learning? We tested two competing hypotheses about the impact of gender exemplar on learning: First, in line with Social Learning Theory, children might exhibit a same-gender bias such that they prefer to learn from exemplars that match their gender (H1). Second, consistent with research on children's stereotypes about gender and math (e.g., associating boys with math competence), children might prefer to learn from exemplars who match their stereotypes about who is good at math (H2). We tested these hypotheses with children in middle school (<i>N</i> = 166), a time of development in which stereotypes are well-engrained, but before gender differences in math achievement appear. Children viewed two distinct math strategies, each presented by a boy or girl exemplar. We then examined which strategy children employed on a subsequent math test as well as their perceived similarity to the exemplars and their awareness or endorsement of gender-math stereotypes. Children did not preferentially learn from same-gender exemplars. However, children with stereotypes associating boys with math were more likely to learn the more difficult strategy when it was presented by a boy exemplar than children who did not associate boys with math. The results of this study provide valuable insight into how children's stereotypes impact their real-world learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>How does the representation of boy and girl exemplars in children's curricular materials affect their learning?</li>\u0000 \u0000 <li>Past research demonstrates that children prefer to learn from same-gender exemplars, but also hold a stereotype that boys are better at math.</li>\u0000 \u0000 <li>In the current study, we test whether children preferentially adopt a math strategy presented by a boy or girl exemplar.</li>\u0000 \u0000 <li>Children who held the belief that boys are better at math were more likely to learn a difficult strategy from boy exemplars than children who did not endorse this stereotype.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141459987","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 correlates of preschoolers’ passive-viewing false belief: Insights into continuity and change and the function of right temporoparietal activity in theory of mind development","authors":"Lindsay C. Bowman,&nbsp;Amanda C. Brandone","doi":"10.1111/desc.13530","DOIUrl":"10.1111/desc.13530","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Behavioral research demonstrates a critical transition in preschooler's mental-state understanding (i.e., theory of mind; ToM), revealed most starkly in performance on tasks about a character's false belief (e.g., about an object's location). Questions remain regarding the neural and cognitive processes differentiating children who pass versus fail behavioral false-belief tasks and the extent to which there is continuity versus change in the ToM neural network. To address these questions, we analyzed event-related spectral power in the electroencephalogram (EEG) to investigate how preschoolers’ neural activity during passive viewing of false-belief scenarios related to their explicit behavioral ToM performance. We found that neural activity during passive viewing of false-belief events (6–9 Hz EEG ‘alpha’ suppression in right temporoparietal [RTP] electrodes) strongly related to children's explicit ToM. However, children's RTP alpha suppression differed depending on their explicit behavioral ToM performance: Children who did better on a broad battery of standard ToM tasks and who passed explicit behavioral false-belief tasks showed greater RTP alpha suppression when the character's belief first became false (during the ‘location-change’ event); whereas children who did worse on the ToM battery and who failed explicit behavioral false-belief tasks showed greater RTP alpha suppression only later when they could evaluate the character's behavior in the context of prior events (during the ‘active-search’ event). Findings shed light on what differentiates preschoolers who pass versus fail explicit false-belief tasks and raise questions about how to interpret existing neuroscience data from ToM tasks across infancy to adulthood.&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;Preschool children's neural activity (EEG 6–9 Hz suppression in right temporoparietal [RTP] electrodes) during passive-viewing of false-belief events was related to their explicit behavioral theory-of-mind performance.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Children who did better on a theory-of-mind (ToM) battery and passed explicit false-belief tasks showed greater RTP alpha suppression when the character's belief first became false.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Children who performed worse on the ToM battery and failed explicit false-belief tasks showed greater RTP alpha suppression later when observing the character's search behavior.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Findings reveal change in preschoolers’ ToM neural correlates and suggest that the presence of RTP activity does not necessarily indicate ‘mature’ theory of mind.&lt;/li&gt;\u0000 &lt;/","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13530","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141503880","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":"Longitudinal links from attachment with mothers and fathers to adolescent substance use: Internalizing and externalizing pathways","authors":"Claudia Clinchard,&nbsp;Kirby Deater-Deckard,&nbsp;Brooks Casas,&nbsp;Jungmeen Kim-Spoon","doi":"10.1111/desc.13539","DOIUrl":"10.1111/desc.13539","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>The present study examined whether internalizing and externalizing symptoms may mediate the association between adolescent–mother and adolescent–father attachment and substance use. The sample included 167 adolescents (47% girls) who were assessed at five time points with approximately 1 year between each assessment, beginning in middle adolescence (<i>M</i>_age= 14.07) and ending in the transition to young adulthood (<i>M</i>_age= 18.39). The adolescents reported their perceived attachment with both their mother and father during middle adolescence (Times 1 and 2), their internalizing and externalizing symptoms during late adolescence (Times 3 and 4), and their alcohol use during the transition to young adulthood (Time 5). The results showed that less secure adolescent–father attachment, but not adolescent–mother attachment, was predictive of heightened externalizing and internalizing symptoms. In turn, heightened externalizing symptoms were predictive of heightened alcohol use. Despite the nonsignificant direct association between adolescent–father attachment and alcohol use, less secure adolescent–father attachment was indirectly predictive of greater alcohol use, mediated through heightened externalizing symptoms. The findings highlight the importance of close and trusting father–adolescent relationships in the development of psychopathology and substance use behaviors. The developmental cascade from a less secure adolescent–father attachment to greater externalizing symptoms and heightened substance use, as well as implications for prevention and intervention of young adult substance use, are discussed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>The differential pathways from adolescent–mother and adolescent–father attachment to substance use during the transition to young adulthood are not well known.</li>\u0000 \u0000 <li>Longitudinal data were used to test whether internalizing and externalizing symptoms may mediate the association between adolescent–mother and adolescent–father attachment and substance use.</li>\u0000 \u0000 <li>Less secure adolescent–father attachment predicted heightened internalizing and externalizing symptoms, and less secure adolescent–father attachment predicted greater alcohol use, mediated through heightened externalizing symptoms.</li>\u0000 \u0000 <li>The findings suggest that addressing insecure attachment with fathers during adolescence may reduce unhealthy substance use during the transition to young adulthood.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13539","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141503879","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":"High consistency of cheating and honesty in early childhood","authors":"Yi Zheng,&nbsp;Kang Lee,&nbsp;Li Zhao","doi":"10.1111/desc.13540","DOIUrl":"10.1111/desc.13540","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Three preregistered studies examined whether 5-year-old children cheat consistently or remain honest across multiple math tests. We observed high consistency in both honesty and cheating. All children who cheated on the first test continued cheating on subsequent tests, with shorter cheating latencies over time. In contrast, 77% of initially honest children maintained honesty despite repeated failure to complete the tests successfully. A brief integrity intervention helped initially honest children remain honest but failed to dissuade initially cheating children from cheating. These findings demonstrate that cheating emerges early and persists strongly in young children, underscoring the importance of early prevention efforts. They also suggest that bolstering honesty from the start may be more effective than attempting to remedy cheating after it has occurred.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Our research examines whether 5-year-old children, once they have started cheating, will continue to do so consistently.</li>\u0000 \u0000 <li>We also investigate whether 5-year-old children who are initially honest will continue to be honest subsequently.</li>\u0000 \u0000 <li>We discovered high consistency in both honesty and cheating among 5-year-old children.</li>\u0000 \u0000 <li>Almost all the children who initially cheated continued this behavior, while those who were honest stayed honest.</li>\u0000 \u0000 <li>A brief integrity-boosting intervention successfully helped 5-year-old children maintain their honesty. However, the same intervention failed to deter cheaters from cheating again.</li>\u0000 \u0000 <li>These findings underscore the importance of implementing integrity intervention as early as possible, potentially before children have had their first experience of cheating.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141427930","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":"Individual differences in internalizing symptoms in late childhood: A variance decomposition into cortical thickness, genetic and environmental differences","authors":"Anneli D. Tandberg,&nbsp;Andreas Dahl,&nbsp;Linn B. Norbom,&nbsp;Lars T. Westlye,&nbsp;Eivind Ystrom,&nbsp;Christian K. Tamnes,&nbsp;Espen M. Eilertsen","doi":"10.1111/desc.13537","DOIUrl":"10.1111/desc.13537","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>The brain undergoes extensive development during late childhood and early adolescence. Cortical thinning is a prominent feature of this development, and some researchers have suggested that differences in cortical thickness may be related to internalizing symptoms, which typically increase during the same period. However, research has yielded inconclusive results. We utilized a new method that estimates the combined effect of individual differences in vertex-wise cortical thickness on internalizing symptoms. This approach allows for many small effects to be distributed across the cortex and avoids the necessity of correcting for multiple tests. Using a sample of 8763 children aged 8.9 to 11.1 from the ABCD study, we decomposed the total variation in caregiver-reported internalizing symptoms into differences in cortical thickness, additive genetics, and shared family environmental factors and unique environmental factors. Our results indicated that individual differences in cortical thickness accounted for less than 0.5% of the variation in internalizing symptoms. In contrast, the analysis revealed a substantial effect of additive genetics and family environmental factors on the different components of internalizing symptoms, ranging from 06% to 48% and from 0% to 34%, respectively. Overall, while this study found a minimal association between cortical thickness and internalizing symptoms, additive genetics, and familial environmental factors appear to be of importance for describing differences in internalizing symptoms in late childhood.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>We utilized a new method for modelling the total contribution of vertex-wise individual differences in cortical thickness to internalizing symptoms in late childhood.</li>\u0000 \u0000 <li>The total contribution of individual differences in cortical thickness accounted for &lt;0.5% of the variance in internalizing symptoms.</li>\u0000 \u0000 <li>Additive genetics and shared family environmental variation accounted for 17% and 34% of the variance in internalizing symptoms, respectively.</li>\u0000 \u0000 <li>Our results suggest that cortical thickness is not an important indicator for internalizing symptoms in childhood, whereas genetic and environmental differences have a substantial impact.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13537","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141318588","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}