Developmental Science最新文献

{"title":"Sensitivity to psychosocial influences at age 3 predicts mental health in middle childhood","authors":"Cassidy L. McDermott,&nbsp;Katherine Taylor,&nbsp;Sophie D. S. Sharp,&nbsp;David Lydon-Staley,&nbsp;Julia A. Leonard,&nbsp;Allyson P. Mackey","doi":"10.1111/desc.13531","DOIUrl":"10.1111/desc.13531","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Children vary in how sensitive they are to experiences, with consequences for their developmental outcomes. In the current study, we investigated how behavioral sensitivity at age 3 years predicts mental health in middle childhood. Using a novel repeated measures design, we calculated child sensitivity to multiple psychological and social influences: parent praise, parent stress, child mood, and child sleep. We conceptualized sensitivity as the strength and direction of the relationship between psychosocial influences and child behavior, operationalized as toothbrushing time, at age 3 years. When children were 5–7 years old (<i>n</i> = 60), parents reported on children's internalizing and externalizing problems. Children who were more sensitive to their parents’ praise at age 3 had fewer internalizing (<i>r</i> = −0.37, <i>p</i> = 0.016, <i>p_FDR</i> = 0.042) and externalizing (<i>r</i> = −0.35, <i>p</i> = 0.021, <i>p_FDR</i> = 0.042) problems in middle childhood. Higher average parent praise also marginally predicted fewer externalizing problems (<i>r</i> = −0.33, <i>p</i> = 0.006, <i>p_FDR</i> = 0.057). Child sensitivity to mood predicted fewer internalizing (<i>r</i> = −0.32, <i>p</i> = 0.013, <i>p_FDR</i> = 0.042) and externalizing (<i>r</i> = −0.38, <i>p</i> = 0.003, <i>p_FDR</i> = 0.026) problems. By capturing variability in how children respond to daily fluctuations in their environment, we can contribute to the early prediction of mental health problems and improve access to early intervention services for children and families who need them most.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Children differ in how strongly their behavior depends on psychosocial factors including parent praise, child mood, child sleep, and parent stress.</li>\u0000 \u0000 <li>Children who are more sensitive to their parents’ praise at age 3 have fewer internalizing and externalizing problems at age 5–7 years.</li>\u0000 \u0000 <li>Child sensitivity to mood also predicts fewer internalizing and externalizing problems.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13531","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141307185","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":"Distinct mechanisms for online and offline motor skill learning across human development","authors":"Mikkel Malling Beck,&nbsp;Frederikke Toft Kristensen,&nbsp;Gitte Abrahamsen,&nbsp;Meaghan Elizabeth Spedden,&nbsp;Mark Schram Christensen,&nbsp;Jesper Lundbye-Jensen","doi":"10.1111/desc.13536","DOIUrl":"10.1111/desc.13536","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>The human central nervous system (CNS) undergoes tremendous changes from childhood to adulthood and this may affect how individuals at different stages of development learn new skills. Here, we studied motor skill learning in children, adolescents, and young adults to test the prediction that differences in the maturation of different learning mechanisms lead to distinct temporal patterns of motor learning during practice and overnight. We found that overall learning did not differ between children, adolescents, and young adults. However, we demonstrate that adult-like skill learning is characterized by rapid and large improvements in motor performance during practice (i.e., online) that are susceptible to forgetting and decay over time (i.e., offline). On the other hand, child-like learning exhibits slower and less pronounced improvements in performance during practice, but these improvements are robust against forgetting and lead to gains in performance overnight without further practice. The different temporal dynamics of motor skill learning suggest an engagement of distinct learning mechanisms in the human CNS during development. In conclusion, adult-like skill learning mechanisms favor online improvements in motor performance whereas child-like learning mechanisms favors offline behavioral gains.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Many essential motor skills, like walking, talking, and writing, are acquired during childhood, and it is colloquially thought that children learn better than adults.</li>\u0000 \u0000 <li>We investigated dynamics of motor skill learning in children, adolescents, and young adults.</li>\u0000 \u0000 <li>Adults displayed substantial improvements during practice that was susceptible to forgetting over time. Children displayed smaller improvements during practice that were resilient against forgetting.</li>\u0000 \u0000 <li>The distinct age-related characteristics of these processes of acquisition and consolidation suggest that skill learning relies on different mechanisms in the immature and mature central nervous system.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13536","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141312040","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":"Infants’ abilities to segment word forms from spectrally degraded speech in the first year of life","authors":"Irene de la Cruz-Pavía,&nbsp;Monica Hegde,&nbsp;Laurianne Cabrera,&nbsp;Thierry Nazzi","doi":"10.1111/desc.13533","DOIUrl":"10.1111/desc.13533","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Infants begin to segment word forms from fluent speech—a crucial task in lexical processing—between 4 and 7 months of age. Prior work has established that infants rely on a variety of cues available in the speech signal (i.e., prosodic, statistical, acoustic-segmental, and lexical) to accomplish this task. In two experiments with French-learning 6- and 10-month-olds, we use a psychoacoustic approach to examine if and how degradation of the two fundamental acoustic components extracted from speech by the auditory system, namely, temporal (both frequency and amplitude modulation) and spectral information, impact word form segmentation. Infants were familiarized with passages containing target words, in which frequency modulation (FM) information was replaced with pure tones using a vocoder, while amplitude modulation (AM) was preserved in either 8 or 16 spectral bands. Infants were then tested on their recognition of the target versus novel control words. While the 6-month-olds were unable to segment in either condition, the 10-month-olds succeeded, although only in the 16 spectral band condition. These findings suggest that 6-month-olds need FM temporal cues for speech segmentation while 10-month-olds do not, although they need the AM cues to be presented in enough spectral bands (i.e., 16). This developmental change observed in infants’ sensitivity to spectrotemporal cues likely results from an increase in the range of available segmentation procedures, and/or shift from a vowel to a consonant bias in lexical processing between the two ages, as vowels are more affected by our acoustic manipulations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Although segmenting speech into word forms is crucial for lexical acquisition, the acoustic information that infants’ auditory system extracts to process continuous speech remains unknown.</li>\u0000 \u0000 <li>We examined infants’ sensitivity to spectrotemporal cues in speech segmentation using vocoded speech, and revealed a developmental change between 6 and 10 months of age.</li>\u0000 \u0000 <li>We showed that FM information, that is, the fast temporal modulations of speech, is necessary for 6- but not 10-month-old infants to segment word forms.</li>\u0000 \u0000 <li>Moreover, reducing the number of spectral bands impacts 10-month-olds’ segmentation abilities, who succeed when 16 bands are preserved, but fail with 8 bands.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13533","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141297084","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":"Children's gender essentialism and prejudice: Testing causal links via an experimental manipulation","authors":"E. B. Gross,&nbsp;Rachel D. Fine,&nbsp;Selin Gülgöz,&nbsp;Kristina R. Olson,&nbsp;Susan A. Gelman","doi":"10.1111/desc.13532","DOIUrl":"10.1111/desc.13532","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Despite increases in visibility, gender-nonconforming young people continue to be at risk for bullying and discrimination. Prior work has established that gender essentialism in children correlates with prejudice against people who do not conform to gender norms, but to date no causal link has been established. The present study investigated this link more directly by testing whether children's gender essentialism and prejudice against gender nonconformity can be reduced by exposure to anti-essentialist messaging. Children ages 6–10 years of age (&lt;i&gt;N &lt;/i&gt;= 102) in the experimental condition viewed a short video describing similarities between boys and girls and variation within each gender; children in the control condition (&lt;i&gt;N &lt;/i&gt;= 102) viewed a corresponding video describing similarities between two types of climate and variation within each. Children then received measures of gender essentialism and prejudice against gender nonconformity. Finally, to ask whether manipulating children's gender essentialism extends to another domain, we included assessments of racial essentialism and prejudice. We found positive correlations between gender essentialism and prejudice against gender nonconformity; both also correlated negatively with participant age. However, we observed no differences between children in the experimental versus control conditions in overall essentialism or prejudice, indicating that our video was largely ineffective in manipulating essentialism. Accordingly, we were unable to provide evidence of a causal relationship between essentialism and prejudice. We did, however, see a difference between conditions on the discreteness measure, which is most closely linked to the wording in the video. This finding suggests that specific aspects of essentialism in young children may be modifiable.&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;Consistent with prior research, we found that greater gender essentialism was associated with greater prejudice against gender-nonconforming children; both decreased with age.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;We randomly assigned children to view either an anti-essentialist video manipulation or a control video to test if this relation was causal in nature.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The anti-essentialist video did not reduce overall essentialism as compared to the control, so we did not find support for a causal link.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;We observed a reduction in the dimension of essentialism most closely linked to the anti-essentialist video language, suggesting the potential utility of anti-essentialist messaging.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 ","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13532","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141263179","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":"On executive functioning and childcare: The moderating role of parent–child interactions","authors":"Annie Bernier,&nbsp;Sylvana M. Côté,&nbsp;Rose Lapolice Thériault,&nbsp;Gabrielle Leclerc","doi":"10.1111/desc.13534","DOIUrl":"10.1111/desc.13534","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Childcare services are widely used by families and thereby exert an important influence on many young children. Yet, little research has examined whether childcare may impact the development of child executive functioning (EF), one of the pillars of cognitive development in early childhood. Furthermore, despite persisting hypotheses that childcare may be particularly beneficial for children who have less access to optimal developmental resources at home, research has yet to address the possibility that putative associations between childcare and EF may vary as a function of family factors. Among a sample of 180 mostly White middle-class families (91 girls), we examined if childcare participation in infancy was related to two aspects of EF (Delay and Conflict) at 3 years, and whether two aspects of maternal parenting behavior (sensitivity and autonomy support) moderated these associations. The results showed positive associations between participation in group-based childcare and Delay EF specifically among children of relatively less autonomy-supportive mothers. These findings suggest that out-of-home childcare services may play a protective role for children exposed to parenting that is less conducive to their executive development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Little research has considered effects of childcare in infancy on executive functioning (EF).</li>\u0000 \u0000 <li>Long-standing hypothesis that childcare is more beneficial for children exposed to less sensitive and supportive parenting.</li>\u0000 \u0000 <li>We test interactions between maternal parenting and childcare participation in infancy in relation to EF at age 3 years.</li>\u0000 \u0000 <li>We find positive associations between participation in group-based childcare and Delay EF specifically among children of relatively less autonomy-supportive mothers.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13534","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141176682","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":"Beliefs about social mobility in young American children","authors":"Yuchen Tian,&nbsp;Gorana T. González,&nbsp;Tara M. Mandalaywala","doi":"10.1111/desc.13527","DOIUrl":"10.1111/desc.13527","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Although actual experiences of upward social mobility are historically low, many adolescents and adults express a <i>belief</i> in social mobility (e.g., that social status can change). Although a belief in upward mobility (e.g., that status can improve) can be helpful for economically disadvantaged adolescents and adults, a belief in upward social mobility in adults is also associated with greater acceptance of societal inequality. While this belief might have similar benefits or consequences in children, no previous work has examined whether children are even capable of reasoning about social mobility. This is surprising, given that elementary-aged children exhibit sophisticated reasoning about both social status, as well as about the fixedness or malleability of properties and group membership. Across an economically advantaged group of 5- to 12-year-old American children (<i>N</i> = 151, <i>M_age</i> = 8.91, 63% racial majority, 25% racially marginalized; <i>M</i>_{household income}= $133,064), we found evidence that children can reason about social mobility for their own families and for others. Similar to research in adults, children believe that others are more likely to experience upward than downward mobility. However, in contrast to adult's typical beliefs—but in line with economic realities—between 7- and 9-years-old, children become less likely to expect upward mobility for economically disadvantaged, versus advantaged, families. In sum, children are capable of reasoning about social mobility in nuanced ways; future work should explore the implications of these beliefs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Despite harsh economic realities, a belief in upward social mobility and the American Dream is alive and well.</li>\u0000 \u0000 <li>Between 7 and 9 years of age, economically advantaged, American children begin to expect economically disadvantaged families to experience less upward mobility than economically advantaged families.</li>\u0000 \u0000 <li>Children's beliefs about social mobility better accord with reality than adults’ do.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141082761","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":"Comparison of speech and music input in North American infants’ home environment over the first 2 years of life","authors":"Lindsay Hippe,&nbsp;Victoria Hennessy,&nbsp;Naja Ferjan Ramirez,&nbsp;T. Christina Zhao","doi":"10.1111/desc.13528","DOIUrl":"10.1111/desc.13528","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Infants are immersed in a world of sounds from the moment their auditory system becomes functional, and experience with the auditory world shapes how their brain processes sounds in their environment. Across cultures, speech and music are two dominant auditory signals in infants’ daily lives. Decades of research have repeatedly shown that both quantity and quality of speech input play critical roles in infant language development. Less is known about the music input infants receive in their environment. This study is the first to compare music input to speech input across infancy by analyzing a longitudinal dataset of daylong audio recordings collected in English-learning infants’ home environments, at 6, 10, 14, 18, and 24 months of age. Using a crowdsourcing approach, 643 naïve listeners annotated 12,000 short snippets (10 s) randomly sampled from the recordings using Zooniverse, an online citizen-science platform. Results show that infants overall receive significantly more speech input than music input and the gap widens as the infants get older. At every age point, infants were exposed to more music from an electronic device than an in-person source; this pattern was reversed for speech. The percentage of input intended for infants remained the same over time for music while that percentage significantly increased for speech. We propose possible explanations for the limited music input compared to speech input observed in the present (North American) dataset and discuss future directions. We also discuss the opportunities and caveats in using a crowdsourcing approach to analyze large audio datasets. A video abstract of this article can be viewed at https://youtu.be/lFj_sEaBMN4</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>This study is the first to compare music input to speech input in infants’ natural home environment across infancy.</li>\u0000 \u0000 <li>We utilized a crowdsourcing approach to annotate a longitudinal dataset of daylong audio recordings collected in North American home environments.</li>\u0000 \u0000 <li>Our main results show that infants overall receive significantly more speech input than music input. This gap widens as the infants get older.</li>\u0000 \u0000 <li>Our results also showed that the music input was largely from electronic devices and not intended for the infants, a pattern opposite to speech input.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141072019","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":"Mapping skills between symbols and quantities in preschoolers: The role of finger patterns","authors":"Josetxu Orrantia,&nbsp;David Muñez,&nbsp;Rosario Sánchez,&nbsp;Laura Matilla","doi":"10.1111/desc.13529","DOIUrl":"10.1111/desc.13529","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Mapping skills between different codes to represent numerical information, such as number symbols (i.e., verbal number words and written digits) and non-symbolic quantities, are important in the development of the concept of number. The aim of the current study is to investigate children's mapping skills by incorporating another numerical code that emerges at early stages in development, finger patterns. Specifically, the study investigates (i) the order in which mapping skills develop and the association with young children's understanding of cardinality; and (ii) whether finger patterns are processed similarly to symbolic codes or rather as non-symbolic quantities. Preschool children (3-year-olds, <i>N</i> = 113, M_age = 40.8 months, SD_age = 3.6 months; 4-year-olds, <i>N</i> = 103, M_age = 52.9 months, SD_age = 3.4 months) both cardinality knowers and subset-knowers, were presented with twelve tasks that assessed the mappings between number words, Arabic digits, finger patterns, and quantities. The results showed that children's ability to map symbolic numbers precedes the understanding that such symbols reflect quantities, and that children recognize finger patterns above their cardinality knowledge, suggesting that finger patterns are symbolic in essence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Children are more accurate in mapping between finger patterns and symbols (number words and Arabic digits) than in mapping finger patterns and quantities, indicating that fingers are processed holistically as symbolic codes.</li>\u0000 \u0000 <li>Children can map finger patterns to symbols above their corresponding cardinality level even in subset-knowers.</li>\u0000 \u0000 <li>Finger patterns may play a role in the process by which children learn to map symbols to quantities.</li>\u0000 \u0000 <li>Fingers patterns’ use in the classroom context may be an adequate instructional and diagnostic tool.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140923496","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 challenge to the expected: Lack of longitudinal associations between the early caregiving environment, executive functions in toddlerhood, and self-regulation at 6 years","authors":"Lilja K. Jónsdóttir,&nbsp;Tommie Forslund,&nbsp;Matilda A. Frick,&nbsp;Andreas Frick,&nbsp;Emma J. Heeman,&nbsp;Karin C. Brocki","doi":"10.1111/desc.13526","DOIUrl":"10.1111/desc.13526","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Previous research and theory indicate an importance of the quality of the early caregiving environment in the development of self-regulation. However, it is unclear how attachment security and maternal sensitivity, two related but distinct aspects of the early caregiving environment, may differentially predict self-regulation at school start and whether a distinction between hot and cool executive function is informative in characterizing such predictions through mediation. In a 5-year longitudinal study (<i>n</i> = 108), we examined these associations using measures of maternal sensitivity and attachment security at 10–12 months, executive function at 4 years, and self-regulation at 6 years. Surprisingly, and despite methodological rigor, we found few significant bivariate associations between the study variables. We found no credible evidence of a longitudinal association between maternal sensitivity or attachment security in infancy and self-regulation at 6 years, or between executive function at 4 years and self-regulation at 6 years. The lack of bivariate longitudinal associations precluded us from building mediation models as intended. We discuss our null findings in terms of their potential theoretical implications, as well as how measurement type, reliability, and validity, may play a key role in determining longitudinal associations between early caregiving factors and later self-regulation and related abilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>The early caregiving environment has been implicated in the development of later self-regulation, which includes more basic skills, such as hot and cool executive functions (EF).</li>\u0000 \u0000 <li>In a 5-year longitudinal study, with a sample of 108 children, we rigorously measured aspects of early caregiving, EF, and self-regulation.</li>\u0000 \u0000 <li>We found no significant longitudinal associations between early caregiving and self-regulation at 6 years, nor between EF at 4 years and self-regulation at 6 years.</li>\u0000 \u0000 <li>These null results highlight the complexity of modeling self-regulation development and raise critical questions about general methodological conventions within self-regulation development research.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13526","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140856552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How does social contingency facilitate vocabulary development?","authors":"Elena Luchkina,&nbsp;Fei Xu","doi":"10.1111/desc.13525","DOIUrl":"10.1111/desc.13525","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Previous research shows that infants of parents who are more likely to engage in socially contingent interactions with them tend to have larger vocabularies. An open question is <i>how</i> social contingency facilitates vocabulary growth. One possibility is that parents who speak in response to their infants more often produce larger <i>amount of language input</i>, which accelerates vocabulary growth. Another possibility is that the <i>simplicity of contingent language input</i> is especially suitable to support early word learning. A third possibility is that more evidence of the communicative nature of language, achieved through <i>frequent contingent responses</i>, helps infants build a link between their own words or vocalizations and others’ behaviors. This link may lead to a better understanding of the communicative nature of language and further language advances, including vocabulary growth. To distinguish between these hypotheses, we analyzed the relations between parent–infant interactions when infants were 9 months and their vocabulary size at 12 months, using a naturalistic corpus. Our findings show that the frequency of parents’ verbal contingent responses predicts receptive vocabulary size at 12 months and this predictive relation is unlikely to be due to the amount of language input or the simplicity of language within socially contingent interactions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Infants of parents who respond to their vocalizations more often during the first year of life tend to have larger vocabularies in the second year.</li>\u0000 \u0000 <li>It is an open question what drives the predictive relation between parents’ responsiveness and infants’ vocabulary; we tested three hypotheses that offer competing explanations.</li>\u0000 \u0000 <li>More responsive parents might provide (1) more language input, (2) simpler language input, (3) more evidence of the communicative nature of language (via frequent responses).</li>\u0000 \u0000 <li>We find support for the third hypothesis; the frequency of parents’ responses predicts infants’ vocabularies above and beyond the amount and simplicity of language input.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140860931","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}