Developmental Science最新文献

{"title":"Your feelings are reasonable: Emotional validation promotes persistence among preschoolers","authors":"Jeewon Jeon,&nbsp;Daeun Park","doi":"10.1111/desc.13523","DOIUrl":"10.1111/desc.13523","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Persistence is a critical factor that significantly predicts life outcomes. Although individual differences in persistence emerge early in life, the knowledge of effective strategies for cultivating persistence in young children remains limited. Based on these two studies, we suggest that emotional validation, defined as the acceptance of emotions without judgment, is a beneficial technique for promoting persistence in the wake of frustration. Study 1 examined 150 parents of children aged 4–6 years and found that parents’ tendency to validate their children's emotions was positively associated with children's trait persistence. We conducted a randomized experiment (<i>N </i>= 93, aged 4–6 years) in Study 2 to establish a causal relationship between emotional validation and persistence in preschoolers. Children who received emotional validation feedback (<i>n</i> = 31) exhibited higher levels of persistence than those who received emotional invalidation (<i>n</i> = 31) and no feedback (baseline, <i>n</i> = 31) on a frustrating task. The persistence between the emotional invalidation and no-feedback conditions was not statistically different. This finding highlights the vital role of emotional validation in promoting persistence in children at trait and state levels. In summary, this study offers a compelling strategy for empowering young children with resilience and determination when they encounter challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Parental emotional validation predicts the trait-level persistence of children aged 4−6 years.</li>\u0000 \u0000 <li>Children who received emotion-validation feedback persisted longer on a task than those who received emotion-invalidation feedback or no feedback.</li>\u0000 \u0000 <li>Children in the emotion invalidation condition did not differ from those in the no-feedback condition in terms of persistence.</li>\u0000 \u0000 <li>Future studies are required to investigate the mechanisms underlying emotional validation in promoting task persistence in children.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13523","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140827639","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":"Short-term number sense training recapitulates long-term neurodevelopmental changes from childhood to adolescence","authors":"Yunji Park,&nbsp;Yuan Zhang,&nbsp;Hyesang Chang,&nbsp;Vinod Menon","doi":"10.1111/desc.13524","DOIUrl":"10.1111/desc.13524","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Number sense is fundamental to the development of numerical problem-solving skills. In early childhood, children establish associations between non-symbolic (e.g., a set of dots) and symbolic (e.g., Arabic numerals) representations of quantity. The developmental estrangement theory proposes that the relationship between non-symbolic and symbolic representations of quantity evolves with age, with increased dissociation across development. Consistent with this theory, recent research suggests that cross-format neural representational similarity (NRS) between non-symbolic and symbolic quantities is correlated with arithmetic fluency in children but not in adolescents. However, it is not known if short-term training (STT) can induce similar changes as long-term development. In this study, children aged 7–10 years underwent a theoretically motivated 4-week number sense training. Using multivariate neural pattern analysis, we investigated whether short-term learning could modify the relation between cross-format NRS and arithmetic skills. Our results revealed a significant correlation between cross-format NRS and arithmetic fluency in distributed brain regions, including the parietal and prefrontal cortices, prior to training. However, this association was no longer observed after training, and multivariate predictive models confirmed these findings. Our findings provide evidence that intensive STT during early childhood can promote behavioral improvements and neural plasticity that resemble and recapitulate long-term neurodevelopmental changes that occur from childhood to adolescence. More generally, our study contributes to our understanding of the malleability of number sense and highlights the potential for targeted interventions to shape neurodevelopmental trajectories in early childhood.&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 tested the hypothesis that short-term number sense training induces the dissociation of symbolic numbers from non-symbolic representations of quantity in children.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;We leveraged a theoretically motivated intervention and multivariate pattern analysis to determine training-induced neurocognitive changes in the relation between number sense and arithmetic problem-solving skills.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Neural representational similarity between non-symbolic and symbolic quantity representations was correlated with arithmetic skills before training but not after training.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Short-term training recapitulates long-term neurodevelopmental changes associated with numerical problem-solving from childhood to adolescence.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;/div&gt;\u0000 &lt;/section","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140827497","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 intrinsic reward in adolescent word learning","authors":"Amrita Bains,&nbsp;Annaliese Barber,&nbsp;Tau Nell,&nbsp;Pablo Ripollés,&nbsp;Saloni Krishnan","doi":"10.1111/desc.13513","DOIUrl":"10.1111/desc.13513","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Relatively little work has focused on why we are motivated to learn words. In adults, recent experiments have shown that intrinsic reward signals accompany successful word learning from context. In addition, the experience of reward facilitated long-term memory for words. In adolescence, developmental changes are seen in reward and motivation systems as well as in reading and language systems. Here, in the face of this developmental change, we ask whether adolescents experience reward from word learning, and how the reward and memory benefit seen in adults is modulated by age. We used a naturalistic reading paradigm, which involved extracting novel word meanings from sentence context without the need for explicit feedback. By exploring ratings of enjoyment during the learning phase, as well as recognition memory for words a day later, we assessed whether adolescents show the same reward and learning patterns as adults. We tested 345 children between the ages of 10–18 (<i>N</i> &gt; 84 in each 2-year age-band) using this paradigm. We found evidence for our first prediction: children aged 10–18 report greater enjoyment for successful word learning. However, we did not find evidence for age-related change in this developmental period, or memory benefits. This work gives us greater insight into the process of language acquisition and sets the stage for further investigations of intrinsic reward 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>We constantly learn words from context, even in the absence of explicit rewards or feedback.</li>\u0000 \u0000 <li>In adults, intrinsic reward experienced during word learning is linked to a dopaminergic circuit in the brain, which also fuels enhancements in memory for words.</li>\u0000 \u0000 <li>We find adolescents also report enhanced reward or enjoyment when they successfully learn words from sentence context.</li>\u0000 \u0000 <li>The relationship between reward and learning is maintained between the ages of 10 and 18.</li>\u0000 \u0000 <li>Unlike in adults, we did not observe ensuing memory benefits.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13513","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140827716","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":"Do early musical impairments predict later reading difficulties? A longitudinal study of pre-readers with and without familial risk for dyslexia","authors":"Manon Couvignou,&nbsp;Hugo Peyre,&nbsp;Franck Ramus,&nbsp;Régine Kolinsky","doi":"10.1111/desc.13519","DOIUrl":"10.1111/desc.13519","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>The present longitudinal study investigated the hypothesis that early musical skills (as measured by melodic and rhythmic perception and memory) predict later literacy development via a mediating effect of phonology. We examined 130 French-speaking children, 31 of whom with a familial risk for developmental dyslexia (DD). Their abilities in the three domains were assessed longitudinally with a comprehensive battery of behavioral tests in kindergarten, first grade, and second grade. Using a structural equation modeling approach, we examined potential longitudinal effects from music to literacy via phonology. We then investigated how familial risk for DD may influence these relationships by testing whether atypical music processing is a risk factor for DD. Results showed that children with a familial risk for DD consistently underperformed children without familial risk in music, phonology, and literacy. A small effect of musical ability on literacy via phonology was observed, but may have been induced by differences in stability across domains over time. Furthermore, early musical skills did not add significant predictive power to later literacy difficulties beyond phonological skills and family risk status. These findings are consistent with the idea that certain key auditory skills are shared between music and speech processing, and between DD and congenital amusia. However, they do not support the notion that music perception and memory skills can serve as a reliable early marker of DD, nor as a valuable target for reading remediation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Music, phonology, and literacy skills of 130 children, 31 of whom with a familial risk for dyslexia, were examined longitudinally.</li>\u0000 \u0000 <li>Children with a familial risk for dyslexia consistently underperformed children without familial risk in musical, phonological, and literacy skills.</li>\u0000 \u0000 <li>Structural equation models showed a small effect of musical ability in kindergarten on literacy in second grade, via phonology in first grade.</li>\u0000 \u0000 <li>However, early musical skills did not add significant predictive power to later literacy difficulties beyond phonological skills and family risk status.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140827536","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 cognitive script perspective on how early caregiving experiences inform adolescent peer relationships and loneliness: A 14-year longitudinal study of Chinese families","authors":"Rui Yang,&nbsp;Yufei Gu,&nbsp;Lixian Cui,&nbsp;Xuan Li,&nbsp;Niobe Way,&nbsp;Hirokazu Yoshikawa,&nbsp;Xinyin Chen,&nbsp;Sumie Okazaki,&nbsp;Guangzhen Zhang,&nbsp;Zongbao Liang,&nbsp;Theodore E. A. Waters","doi":"10.1111/desc.13522","DOIUrl":"10.1111/desc.13522","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Leveraging data from a longitudinal study of Chinese families (<i>n </i>= 364), this research aims to understand the role of secure base script knowledge as a cognitive mechanism by which early caregiving experiences inform adolescents’ friendship quality and feelings of loneliness. Results showed that observed maternal sensitivity at 14 and 24 months old was negatively associated with adolescents’ self-reported conflicts with close friends (<i>β</i> = −0.17, <i>p </i>= 0.044) at 15 years old, and this association was partially mediated by their secure base script knowledge assessed at 10 years old. Further, secure base script knowledge moderated the link between adolescents’ friend conflict and feelings of loneliness (<i>β</i> = −0.15, <i>p </i>= 0.037). The results support a cognitive script perspective on the association between early caregiving experiences and later socio-emotional adjustment. Furthermore, this study adds to the developmental literature that has previously focused on more stringent and authoritarian aspects of parenting in Chinese families, thereby contributing to our understanding of how sensitive and supportive parenting practices contribute to socio-emotional development outside of Western contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Maternal sensitivity during infancy and toddlerhood has a long-term association with adolescents’ friendship quality and adolescents' secure base script partially explains the association.</li>\u0000 \u0000 <li>First evidence to demonstrate that the secure base script in attachment relationships mediates the association between early maternal caregiving and socio-emotional development in Chinese adolescents.</li>\u0000 \u0000 <li>Adolescents lacking secure base script knowledge are particularly vulnerable to feelings of loneliness when facing high levels of conflict in close friendships.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140809448","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":"Developmental differences in children and adults’ enforcement of explore versus exploit search strategies in the United States and Turkey","authors":"Hilal H. Şen,&nbsp;Sarah L. Kiefer,&nbsp;Ece Aksu,&nbsp;Kelsey Lucca","doi":"10.1111/desc.13520","DOIUrl":"10.1111/desc.13520","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Across development, as children acquire a deeper understanding of their environment, they explore less and take advantage, or “exploit,” what they already know. Here, we test whether children also enforce exploration-oriented search behaviors onto others. Specifically, we ask whether children are more likely to encourage a search agent to explore versus exploit their environment, and whether this pattern varies across childhood (between 3 and 6 years). We also ask whether this pattern differs between children and adults, and generalizes across two different sociocultural contexts—Turkey and the United States—that differ on dimensions that might relate to children's decisions about exploration (e.g., curiosity-focused educational practices, attitudes toward uncertainty avoidance). Participants (N = 358) watched an agent search for rewards and were asked at various points whether the agent should “stay” (exploit) in their current location, or “go” (explore) to a new location. At all points in the experiment, children enforced exploration significantly more often than adults. Early in the agent's search, children in the US enforced exploration more often than children in Turkey; later in the search, younger children (from both sociocultural contexts) were more likely to continue enforcing exploration compared to older children. These findings highlight that children are not only highly exploratory themselves, but also enforce exploration onto others—underscoring the central role that exploration plays in driving early cognitive development across diverse sociocultural contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>The current study examined developmental and cross-cultural differences in children and adults’ enforcement of explore-exploit search strategies.</li>\u0000 \u0000 <li>Children in the US and Turkey enforced exploration more than adults, who enforced exploitation more often; results were generally consistent across cultures with small differences.</li>\u0000 \u0000 <li>Mirroring developmental changes in children's own search behavior; the tendency to enforce exploration decreased between 3- to 6-years of age.</li>\u0000 \u0000 <li>Findings underscore the central role of an “exploration mindset” in children's early decision-making—even when exploration has no direct benefits to the child themselves.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140657067","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":"Probing the content of affective semantic memory following caregiving-related early adversity","authors":"Anna Vannucci,&nbsp;Andrea Fields,&nbsp;Paul A. Bloom,&nbsp;Nicolas L. Camacho,&nbsp;Tricia Choy,&nbsp;Amaesha Durazi,&nbsp;Syntia Hadis,&nbsp;Chelsea Harmon,&nbsp;Charlotte Heleniak,&nbsp;Michelle VanTieghem,&nbsp;Mary Dozier,&nbsp;Michael P. Milham,&nbsp;Simona Ghetti,&nbsp;Nim Tottenham","doi":"10.1111/desc.13518","DOIUrl":"10.1111/desc.13518","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Cognitive science has demonstrated that we construct knowledge about the world by abstracting patterns from routinely encountered experiences and storing them as semantic memories. This preregistered study tested the hypothesis that caregiving-related early adversities (crEAs) shape affective semantic memories to reflect the content of those adverse interpersonal-affective experiences. We also tested the hypothesis that because affective semantic memories may continue to evolve in response to later-occurring positive experiences, child-perceived attachment security will inform their content. The sample comprised 160 children (ages 6–12 at Visit 1; 87F/73 M), 66% of whom experienced crEAs (&lt;i&gt;n &lt;/i&gt;= 105). At Visit 1, crEA exposure prior to study enrollment was operationalized as parental-reports endorsing a history of crEAs (abuse/neglect, permanent/significant parent-child separation); while child-reports assessed concurrent attachment security. A false memory task was administered online ∼2.5 years later (Visit 2) to probe the content of affective semantic memories–specifically attachment schemas. Results showed that crEA exposure (vs. no exposure) was associated with a higher likelihood of falsely endorsing insecure (vs. secure) schema scenes. Attachment security moderated the association between crEA exposure and insecure schema-based false recognition. Findings suggest that interpersonal-affective semantic schemas include representations of parent-child interactions that may capture the quality of one's own attachment experiences and that these representations shape how children remember attachment-relevant narrative events. Findings are also consistent with the hypothesis that these affective semantic memories can be modified by later experiences. Moving forward, the approach taken in this study provides a means of operationalizing Bowlby's notion of internal working models within a cognitive neuroscience framework.&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;Affective semantic memories representing insecure schema knowledge (&lt;i&gt;child needs&lt;/i&gt; + &lt;i&gt;needs-not-met&lt;/i&gt;) may be more salient, elaborated, and persistent among youths exposed to early caregiving adversity.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;All youths, irrespective of early caregiving adversity exposure, may possess affective semantic memories that represent knowledge of secure schemas (&lt;i&gt;child needs&lt;/i&gt; + &lt;i&gt;needs-met&lt;/i&gt;).&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Establishing secure relationships with parents following early-occurring caregiving adversity may attenuate the expression of insecure semantic memories, suggesting potential malleability.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Affective semantic memories include schem","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140654194","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":"Greater attention to socioeconomic status in developmental research can improve the external validity, generalizability, and replicability of developmental science","authors":"Leher Singh,&nbsp;Sarah J. Rajendra","doi":"10.1111/desc.13521","DOIUrl":"10.1111/desc.13521","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Psychological researchers have been criticized for making broad presumptions about human behavior based on limited sampling. In part, presumptive generalizability is reflected in the limited representation of sociodemographic variation in research reports. In this analysis, we examine time-trends in reporting of a key sociodemographic construct relevant to many aspects of child development—socioeconomic status (SES)—across six mainstream developmental journals (<i>Infancy, Child Development, Developmental Science, Developmental Psychology, Infant and Child Development</i>, and <i>Infant Behavior &amp; Development</i>) between 2016 and 2022. Findings point to limited reporting of SES across developmental journals and across time. Reporting rates varied significantly by region and by topic of development. In terms of specific indicators of SES, there was consistent use of income and caregiver education as SES indicators. The epistemic costs of the lack of integration of socio-economic factors in developmental research are addressed. Pathways to greater integration of SES are proposed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>We analyzed reporting and representation of socioeconomic status in published studies on early child development.</li>\u0000 \u0000 <li>A large proportion of published studies did not report any socio-economic information.</li>\u0000 \u0000 <li>Suggestions for greater attention to socioeconomic status are proposed.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13521","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140658913","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 relationship between attachment representations and minimal intergroup bias in preschool-aged children","authors":"Antonia Misch,&nbsp;Andrea Kramer,&nbsp;Markus Paulus","doi":"10.1111/desc.13514","DOIUrl":"10.1111/desc.13514","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Attachment theory proposes that young children's experiences with their caregivers has a tremendous influence on how children navigate their social relationships. By the end of early childhood, intergroup contexts play an important role in their social life and children build strong ties to their ingroups. Although both domains relate to the same psychological processes—children's affective ties to others—surprisingly very little research has addressed how children's attachment relates to their intergroup attitudes and behavior. In this study, we investigate the link. For that purpose, 5-year-old children (<i>n </i>= 100) first underwent the German Attachment Story Completion Task (GEV-B). Then we allocated children into minimal groups based on T-Shirt color and assessed their intergroup attitudes and intergroup behavior. Results showed that while most children showed a strong and robust ingroup bias in their attitudes and behavior, children with an insecure-ambivalent attachment representation treated in- and outgroup similarly. Overall, this study provides novel perspectives on the relationship between children's attachment representation and their interactions in the social world.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>This study provides novel insights into the relationship between children's attachment security and the development of intergroup bias in a minimal group context</li>\u0000 \u0000 <li>Children with secure, insecure-avoidant and disorganized attachment representation showed a strong intergroup bias in explicit attitudes and behavior</li>\u0000 \u0000 <li>Children with insecure-ambivalent attachment representation displayed no intergroup bias</li>\u0000 \u0000 <li>Insecure-ambivalent attachment representations might be detrimental to the formation of ingroup attachment</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13514","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140668838","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 caregiving quality during infancy to brain activity in early childhood and later executive function","authors":"Mark Wade,&nbsp;Victoria Parker,&nbsp;Alva Tang,&nbsp;Nathan A. Fox,&nbsp;Charles H. Zeanah,&nbsp;Charles A. Nelson","doi":"10.1111/desc.13517","DOIUrl":"10.1111/desc.13517","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>There is no relationship more vital than the one a child shares with their primary caregivers early in development. Yet many children worldwide are raised in settings that lack the warmth, connection, and stimulation provided by a responsive primary caregiver. In this study, we used data from the Bucharest Early Intervention Project (BEIP), a longitudinal study of institutionally-reared and family-reared children, to test how caregiving quality during infancy is associated with average EEG power over the first 3.5 years of life in alpha, beta, and theta frequency bands, and associations with later executive function (EF) at age 8 years. The sample comprised 189 children (129 institutionally-reared; 60 family-reared) who contributed data on observed caregiving quality during infancy (baseline; average age of 22 months), resting EEG power at baseline, 30, and 42 months, and performance-based data on a series of EF tasks at 8 years. Using Bayesian estimation, observed caregiving quality at baseline was marginally linked with higher average alpha and beta power, and lower theta power, from baseline to 42 months. In turn, higher average beta power and lower average theta power were marginally associated with higher EF at 8 years. In indirect effects models, higher caregiving quality at baseline was associated with higher EF at 8 years, with a marginal indirect effect through average theta power from baseline to 42 months. Variation in the quality of the early caregiving environment may be associated with later executive function, which is partially underpinned by individual differences in brain activity during early childhood.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Examined associations between caregiving quality during infancy, brain activity during early childhood, and executive function during mid-childhood in sample of never-institutionalized and institutionally-reared children.</li>\u0000 \u0000 <li>Significant associations between higher quality caregiving during infancy and higher executive function during middle childhood.</li>\u0000 \u0000 <li>Marginal associations between caregiving quality during infancy and brain activity during early childhood.</li>\u0000 \u0000 <li>Marginal associations between brain activity during early childhood and executive function during mid-childhood.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13517","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140668544","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}