Developmental Science最新文献

{"title":"Infant sensitivity to social contingency moderates the predictive link between early maternal reciprocity and infants' emerging social behavior","authors":"Yael Paz, Tahl I. Frenkel","doi":"10.1111/desc.13563","DOIUrl":"10.1111/desc.13563","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>The scientific study of love underscores the importance of dyadic reciprocity in laying the foundation for infants’ social development. While research establishes links between early reciprocity and children's social capacities, some infants appear to benefit from reciprocity more than others. A central feature of reciprocity is its contingent structure, that is, the extent to which maternal behaviors are temporally associated with and contingent upon infants’ dynamically changing cues. As such, infants’ sensitivity to social contingencies may define the extent to which an infant benefits from maternal reciprocity. The current study examined the role of infants’ sensitivity to social contingency (SC) in moderating associations between early maternal reciprocity and subsequent infants’ social behavior. The study followed 157 children (47% females), across the first year of life (4, 10, and 12 months) and at preschool age (48 months). Infants' SC at 4 and 10 months moderated the link between early maternal reciprocity and infants' prosocial behavior observed at 12 months. SC at 10 months moderated the link between early reciprocity and reported peer problems at 48 months. Maternal reciprocity predicted more helping behavior in infancy and fewer peer problems at preschool, but only for infants who displayed high SC. Findings highlight the contingent nature of reciprocal mother-infant interactions revealing that an infant's sensitivity to breaks in social-contingency moderates the developmental benefit of reciprocity. Future research is necessary to directly test the underlying mechanisms of these processes and better understand the individual characteristics of infants’ sensitivity to social contingency and its’ role in typical and atypical development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Individual differences in infants’ sensitivity to breaks in social contingencies may moderate the extent to which infants benefit from contingent reciprocal maternal behavior (i.e., maternal reciprocity).</li>\u0000 \u0000 <li>Maternal reciprocity predicted more helping behavior in infancy and fewer peer problems at preschool, but only for infants who displayed high sensitivity to breaks in social contingency.</li>\u0000 \u0000 <li>Findings highlight the contingent nature of reciprocal mother-infant interactions revealing that infants’ sensitivity to breaks in social-contingency moderates the developmental benefit of reciprocity.</li>\u0000 \u0000 <li>Findings emphasize the need to develop measurement methods and direct empirical attention to the important yet understudied individual characteristi","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13563","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142218313","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":"Twenty-four-month effortful control predicts emerging autism characteristics","authors":"Roisin C. Perry, Mark H. Johnson, Tony Charman, Greg Pascoe, Andrew Tolmie, Michael S. C. Thomas, Iroise Dumontheil, Emily J. H. Jones, The BASIS Team","doi":"10.1111/desc.13560","DOIUrl":"10.1111/desc.13560","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Longitudinal research can assess how diverging development of multiple cognitive skills during infancy, as well as familial background, are related to the emergence of neurodevelopmental conditions. Sensorimotor and effortful control difficulties are seen in infants later diagnosed with autism; this study explored the relationships between these skills and autism characteristics in 340 infants (240 with elevated familial autism likelihood) assessed at 4–7, 8–10, 12–15, 24, and 36 months. We tested: (1) the relationship between parent-reported effortful control (Rothbart's temperament questionnaires) and sensorimotor skills (Mullen Scales of Early Learning), using random intercept cross-lagged panel modelling; (2) whether household income and maternal education predicted stable individual differences in cognition; (3) sensorimotor and effortful control skills as individual and interactive predictors of parent-reported autism characteristics (Social Responsiveness Scale) at 3 years, using multiple regression; and (4) moderation of interactions by familial likelihood. Sensorimotor skills were longitudinally associated with effortful control at the subsequent measurement point from 12–15 months. Socioeconomic status indicators did not predict stable between-infant differences in sensorimotor or effortful control skills. Effortful control skills were longitudinally related to 3-year autism characteristics from the first year of life, with evidence for an interaction with sensorimotor skills at 24 months. Effects of effortful control increased with age and were particularly important for infants with family histories of autism. Results are discussed in relation to different theoretical frameworks: Developmental Cascades and Anterior Modifiers in the Emergence of Neurodevelopmental Disorders. We suggest a role for 24-month effortful control in explaining the emergent autism phenotype.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Sensorimotor skills longitudinally predicted effortful control from 12–15 months onward but effortful control did not longitudinally predict sensorimotor skills during infancy.</li>\u0000 \u0000 <li>Measures of effortful control skills taken before the age of 1 predicted continuous variation in autism characteristics at 36 months, with associations increasing in strength with age.</li>\u0000 \u0000 <li>Effortful control (measured at 12–15 and 24 months) was a stronger predictor of 36-month autism characteristics in infants with elevated familial likelihood for autism.</li>\u0000 \u0000 <li>The relationship between 24-month sensorimotor skills and 36-month autism charact","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13560","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142141370","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":"English-learning infants developing sensitivity to vowel phonotactic cues to word segmentation","authors":"Hironori Katsuda,&nbsp;Megha Sundara","doi":"10.1111/desc.13564","DOIUrl":"10.1111/desc.13564","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Previous research has shown that when domain-general transitional probability (TP) cues to word segmentation are in conflict with language-specific stress cues, English-learning 5- and 7-month-olds rely on TP, whereas 9-month-olds rely on stress. In two artificial languages, we evaluated English-learning infants’ sensitivity to TP cues to word segmentation vis-a-vis language-specific vowel phonotactic (VP) cues—English words do not end in lax vowels. These cues were either consistent or conflicting. When these cues were in conflict, 10-month-olds relied on the VP cues, whereas 5-month-olds relied on TP. These findings align with statistical bootstrapping accounts, where infants initially use domain-general distributional information for word segmentation, and subsequently discover language-specific patterns based on segmented words.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Research indicates that when transitional probability (TP) conflicts with stress cues for word segmentation, English-learning 9-month-olds rely on stress, whereas younger infants rely on TP.</li>\u0000 \u0000 <li>In two artificial languages, we evaluated English-learning infants’ sensitivity to TP versus vowel phonotactic (VP) cues for word segmentation.</li>\u0000 \u0000 <li>When these cues conflicted, 10-month-olds relied on VPs, whereas 5-month-olds relied on TP.</li>\u0000 \u0000 <li>These findings align with statistical bootstrapping accounts, where infants first utilize domain-general distributional information for word segmentation, and then identify language-specific patterns from segmented words.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142134224","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":"Olfactory facilitation of visual categorization in the 4-month-old brain depends on visual demand","authors":"Anna Kiseleva,&nbsp;Diane Rekow,&nbsp;Benoist Schaal,&nbsp;Arnaud Leleu","doi":"10.1111/desc.13562","DOIUrl":"10.1111/desc.13562","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>To navigate their environment, infants rely on intersensory facilitation when unisensory perceptual demand is high, a principle known as inverse effectiveness. Given that this principle was mainly documented in the context of audiovisual stimulations, here we aim to determine whether it applies to olfactory-to-visual facilitation. We build on previous evidence that the mother's body odor facilitates face categorization in the 4-month-old brain, and investigate whether this effect depends on visual demand. Scalp electroencephalogram (EEG) was recorded in two groups of 4-month-old infants while they watched 6-Hz streams of visual stimuli with faces displayed every 6th stimulus to tag a face-selective response at 1 Hz. We used variable natural stimuli in one group (<i>Nat</i> Group), while stimuli were simplified in the other group (<i>Simp</i> Group) to reduce perceptual categorization demand. During visual stimulation, infants were alternatively exposed to their mother's versus a baseline odor. For both groups, we found an occipito-temporal face-selective response, but with a larger amplitude for the simplified stimuli, reflecting less demanding visual categorization. Importantly, the mother's body odor enhances the response to natural, but not to simplified, face stimuli, indicating that maternal odor improves face categorization when it is most demanding for the 4-month-old brain. Overall, this study demonstrates that the inverse effectiveness of intersensory facilitation applies to the sense of smell during early perceptual development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Intersensory facilitation is a function of unisensory perceptual demand in infants (inverse effectiveness).</li>\u0000 \u0000 <li>This inverse relation between multisensory and unisensory perception has been mainly documented using audiovisual stimulations.</li>\u0000 \u0000 <li>Here we show that olfactory-to-visual facilitation depends on visual demand in 4-month-old infants.</li>\u0000 \u0000 <li>The inverse effectiveness of intersensory facilitation during early perceptual development applies to the sense of smell.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13562","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142074249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The interplay of dopaminergic genotype and parent–child relationship in relation to intra-individual response time variability in preschoolers: A replication study","authors":"Yuewen Zhang,&nbsp;Zhenhong Wang","doi":"10.1111/desc.13561","DOIUrl":"10.1111/desc.13561","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Intra-individual response time variability (IIRTV) during cognitive performance is increasingly recognized as an important indicator of attentional control (AC) and related brain region function. However, what determinants contribute to preschoolers’ IIRTV received little attention. The present study explored the interaction of dopaminergic polygenic composite score (DPCS) and the parent–child relationship in relation to preschoolers’ IIRTV. In the initial sample, 452 preschoolers (&lt;i&gt;M&lt;/i&gt; age = 5.17, &lt;i&gt;SD &lt;/i&gt;= 0.92) participated in the study. The modified Flanker task was used to evaluate children's IIRTV and their parents were requested to complete the Parent–Child Relationship Scale to assess the parent–child relationship (closeness/conflict). DNA data were extracted from children's saliva samples, and a DPCS was created by the number of &lt;i&gt;COMT&lt;/i&gt;, &lt;i&gt;DAT1&lt;/i&gt;, and &lt;i&gt;DRD2&lt;/i&gt; alleles associated with lower dopamine levels. Results showed that DPCS significantly interacted with the parent–child closeness to impact preschoolers’ IIRTV. Specifically, preschoolers with higher DPCS exhibited lower IIRTV under higher levels of the parent–child closeness, and greater IIRTV under lower levels of the parent–child closeness compared to those with lower DPCS, which supported the differential susceptibility theory (DST). A direct replication attempt with 280 preschoolers (&lt;i&gt;M&lt;/i&gt; age = 4.80, &lt;i&gt;SD&lt;/i&gt; = 0.86) was conducted to investigate whether the results were in accordance with our exploratory outcomes. The interactive effect of DPCS and the parent–child closeness on IIRTV was confirmed. Additionally, the significant interactive effect of DPCS and the parent–child conflict on IIRTV was found in the replication study. The findings indicate that preschoolers’ IIRTV, as an indicator of AC and related brain region function, is influenced by the interactions of dopaminergic genotypes and the parent–child relationship.&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;We investigated the Gene × Environment mechanism to underline the intra-individual response time variability as an indicator of attentional control (AC) in Chinese preschoolers.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Dopaminergic polygenic composite score (&lt;i&gt;COMT, DAT1&lt;/i&gt;, and &lt;i&gt;DRD2&lt;/i&gt;) interacted with the parent–child relationship to predict preschoolers’ intra-individual reaction time variability.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;A direct replication attempt has been conducted, and the results were in accordance with our exploratory outcomes, which increased the credibility of the present findings.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The findings highlight the importance of considering precursors, including polygenic and environme","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142005594","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":"A dyadic investigation of shy children's behavioral and affective responses to delivering a speech","authors":"Raha Hassan,&nbsp;Louis A. Schmidt","doi":"10.1111/desc.13558","DOIUrl":"10.1111/desc.13558","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Shyness is typically associated with avoidant social behavior and restricted affect in new social situations. However, we know considerably less about how one child's shyness influences another child's behavior and affect in new social situations. Children's shyness was parent-reported when children were age 3 (<i>N </i>= 105, 52 girls, <i>M</i>_age<i>= </i>3.50 years), and children were tested approximately 1 year later (<i>M</i>_age= 4.76 years) in same-gender dyads where they were asked to give an impromptu speech about their most recent birthday in front of an experimenter and the other member of the dyad. We examined whether children's shyness and speech order influenced their own and their social partner's observed behavior and affect during the speech. Regardless of speech order, children's own shyness was positively associated with their own avoidant social behavior and gaze aversion. Regardless of shyness, children who gave their speech second averted their gaze more than children who gave their speech first. We also found that children who gave their speech second displayed less positive affect if their social partner who they watched give the speech first was shyer. We speculate that some 4-year-old children may be sensitive to the avoidant behaviors of their shy peers and, in turn, respond with less animation when it is their turn to participate in the same activity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>We examined whether preschool children's shyness and speech order influenced their own and their social partner's observed behavior and affect during a dyadic speech task</li>\u0000 \u0000 <li>Children's own shyness was positively associated with their own avoidant social behavior and gaze aversion</li>\u0000 \u0000 <li>Children who gave their speech second averted their gaze more than children who gave their speech first.</li>\u0000 \u0000 <li>Children who gave their speech second displayed less positive affect if their social partner who they watched give a speech first was shyer</li>\u0000 \u0000 <li>These findings suggest that preschool-aged children are sensitive to learning about their environment indirectly through social observation</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142001073","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":"The role of formal schooling in the development of children's reading and arithmetic white matter networks","authors":"Floor Vandecruys,&nbsp;Maaike Vandermosten,&nbsp;Bert De Smedt","doi":"10.1111/desc.13557","DOIUrl":"10.1111/desc.13557","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Children's white matter development is driven by experience, yet it remains poorly understood how it is shaped by attending formal education. A small number of studies compared children before and after the start of formal schooling to understand this, yet they do not allow to separate maturational effects from schooling-related effects. A clever way to (quasi-)experimentally address this issue is the longitudinal school cut-off design, which compares children who are similar in age but differ in schooling (because they are born right before or after the cut-off date for school entry). We used for the first time such a longitudinal school cut-off design to experimentally investigate the effect of schooling on children's white matter networks. We compared “young” first graders (schooling group, <i>n</i> = 34; <i>M</i>_age = 68 months; 20 girls) and “old” preschoolers (non-schooling group, <i>n</i> = 33; <i>M</i>_age = 66 months; 18 girls) that were similar in age but differed in the amount of formal instruction they received. Our study revealed that changes in fractional anisotropy and mean diffusivity in five a priori selected white matter tracts during the transition from preschool to primary school were predominantly driven by age-related maturation. We did not find specific schooling effects on white matter, despite their strong presence for early reading and early arithmetic skills. The present study is the first to disentangle the effects of age-related maturation and schooling on white matter within a longitudinal cohort of 5-year-old preschoolers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>White matter tracts that have been associated with reading and arithmetic may be susceptible to experience-dependent neuroplasticity when children learn to read and calculate.</li>\u0000 \u0000 <li>This longitudinal study used the school cut-off design to isolate schooling-induced from coinciding maturational influences on children's white matter development.</li>\u0000 \u0000 <li>White matter changes during the transition from preschool to primary school are predominantly driven by age-related maturation and not by schooling effects.</li>\u0000 \u0000 <li>Strong effects of schooling on behavior were shown for early reading and early arithmetic, but not for verbal ability and spatial ability.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141917861","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":"Event-related potentials of familiar monosyllabic words with unexpected lexical tones: A picture-word study of Mandarin-speaking preschoolers with and without a history of late talking","authors":"Hsin-Hui Lu,&nbsp;Hong-Hsiang Liu,&nbsp;Feng-Ming Tsao","doi":"10.1111/desc.13553","DOIUrl":"10.1111/desc.13553","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>This study examined how Mandarin-speaking preschoolers with and without a history of late talking (LT) process familiar monosyllabic words with unexpected lexical tones, focusing on both phonological and semantic violations. This study initially enrolled 64 Mandarin-speaking toddlers: 31 with a history of LT (mean age: 27.67 months) and 33 without a history of LT (non-LT) (mean age: 27.85 months). Event-related potentials were recorded at the age of 4 years during a picture-word mismatch task (LT mean age: 51.36 months; non-LT mean age: 51.20 months); in this task, the participants were presented with auditory words either matching (Tone 3) or mismatching with images in terms of their lexical tones; the mismatches encompassed acoustically dissimilar (Tone 1) and similar (Tone 2) mismatches. A significant difference in the phonological mapping negativity (PMN) responses to Tones 1 and 3 was observed only in the non-LT group. However, differences in the N400 responses to Tones 1 and 3 remained consistent across both groups. In addition, greater differences in the PMN responses between Tones 1 and 3 were associated with higher language proficiency during the preschool period. The PMN response serves as an indicator of neural correlates in lexical tone processing, reflecting challenges encountered by preschoolers with a history of LT when processing the lexical tones of familiar words. Furthermore, the PMN response was correlated with concurrent language abilities. These findings indicate the importance of early tonal perception development for Mandarin speakers with a history of LT.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Preschoolers with a history of late talking (LT), similar to preschoolers without such a history, can establish word expectations and detect the lexical tone violation in real time. However, those with a history of LT require additional time to process acoustic cues and differentiate between word semantics based on lexical tone information.</li>\u0000 \u0000 <li>The phonological mapping negativity response serves as an indicator of neural correlates in lexical tone processing, reflecting challenges encountered by preschoolers with a history of LT when processing the lexical tones of familiar words.</li>\u0000 \u0000 <li>The present findings indicate the importance of early intervention for Mandarin speakers with a history of LT, with an emphasis on lexical tone processing from toddlerhood.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903263","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":"Neural evidence of core foundations and conceptual change in preschool numeracy","authors":"Chi-Chuan Chen,&nbsp;Ilaria Berteletti,&nbsp;Daniel C. Hyde","doi":"10.1111/desc.13556","DOIUrl":"10.1111/desc.13556","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Symbolic numeracy first emerges as children learn the meanings of number words and how to use them to precisely count sets of objects. This development starts before children enter school and forms a foundation for lifelong mathematics achievement. Despite its importance, exactly how children acquire this basic knowledge is unclear. Here we test competing theories of early number learning by measuring event-related brain potentials during a novel number word-quantity comparison task in 3–4-year-old preschool children (<i>N</i> = 128). We find several qualitative differences in neural processing of number by conceptual stage of development. Specifically, we find differences in early attention-related parietal electrophysiology (N1), suggesting that less conceptually advanced children process arrays as individual objects and more advanced children distribute attention over the entire set. Subsequently, we find that only more conceptually advanced children show later-going frontal (N2) sensitivity to the numerical-distance relationship between the number word and visual quantity. The nature of this response suggested that exact rather than approximate numerical meanings were being associated with number words over frontal sites. No evidence of numerical distance effects was observed over posterior scalp sites. Together these results suggest that children may engage parallel individuation of objects to learn the meanings of the first few number words, but, ultimately, create new exact cardinal value representations for number words that cannot be defined in terms of core, nonverbal number systems. More broadly, these results document an interaction between attentional and general cognitive mechanisms in cognitive development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Conceptual development in numeracy is associated with a shift in attention from objects to sets.</li>\u0000 \u0000 <li>Children acquire meanings of the first few number words through associations with parallel attentional individuation of objects.</li>\u0000 \u0000 <li>Understanding of cardinality is associated with attentional processing of sets rather than individuals.</li>\u0000 \u0000 <li>Brain signatures suggest children attribute exact rather than approximate numerical meanings to the first few number words.</li>\u0000 \u0000 <li>Number-quantity relationship processing for the first few number words is evident in frontal but not parietal scalp electrophysiology of young children.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13556","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141894657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A vision for a diverse, inclusive, equitable, and representative developmental science","authors":"Leher Singh","doi":"10.1111/desc.13548","DOIUrl":"10.1111/desc.13548","url":null,"abstract":"&lt;p&gt;The fundamental goals of a well-ordered science are to describe, predict, and explain. Developmental scientists seek to apply these basic goals to the study of change over time. Developmental scientists have made momentous strides in understanding sources, mechanisms, and drivers of age-related change. Since its inception, &lt;i&gt;Developmental Science&lt;/i&gt; has prioritized cross-cutting research with a focus on developmental mechanisms, contributing to 15 years of exceptionally high-impact and transformative research.&lt;/p&gt;&lt;p&gt;As our field advances, like many domains of Psychology, developmental science confronts fundamental questions about the generalizability of our empirical record. Our ability to address these critical questions significantly impacts our utility and credibility as a discipline. Essential to a generalizable science of human development is diversification of samples, populations, environments, and epistemologies that define our research endeavors. In recent years, there have been several calls for greater participant diversity given that developmental research has traditionally drawn disproportionately from geographically and socioculturally narrow samples (e.g., Nielsen et al., &lt;span&gt;2017&lt;/span&gt;; Singh, Cristia et al., &lt;span&gt;2023&lt;/span&gt;). Findings from nonrepresentative slices of the global population have often been advanced as universal even though much of the world is entirely absent from our empirical record (Henrich et al., &lt;span&gt;2010&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;Efforts to diversify samples and to broaden scientific approaches have transformed our knowledge of even the most basic of developmental processes. For example, it was commonly believed that infants developed the capacity for independent locomotion in a fixed developmental sequence, reified in universal guidelines for early motor development published by the World Health Organization. However, these assumptions have been challenged by studying infants from understudied physical and social ecologies. Developmental scientists conducted studies in Tajikistan, where infants have different affordances for independent locomotion than infants in the United States (U.S). Tajik infants are bound supine in a &lt;i&gt;gahvora&lt;/i&gt; cradle for significant amounts of time (Karasik et al., &lt;span&gt;2023&lt;/span&gt;). Confinement of movement at a stage of active motor exploration is contraindicated by public health advice offered in the US to caregivers (Centers for Disease Control and Prevention, &lt;span&gt;2024&lt;/span&gt;). Thus, by US cultural norms, Tajik infants might be expected to lag behind U.S. infants. Indeed, Tajik infants, when assessed using U.S. norms, appear to do so. However, unlike U.S. infants, as early as 3 years of age, Tajik infants climb high ladders, sit perched on high ledges, and manipulate sharp tools, demonstrating a different set of motor abilities that do not surface on any U.S. motor assessment tool (Karasik et al., &lt;span&gt;2019&lt;/span&gt;). Importantly, long-term motor outcomes do not differ betwe","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13548","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141876404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}