Developmental Science最新文献

{"title":"Is vision necessary for the timely acquisition of language-specific patterns in co-speech gesture and their lack in silent gesture?","authors":"Şeyda Özçalışkan,&nbsp;Ché Lucero,&nbsp;Susan Goldin-Meadow","doi":"10.1111/desc.13507","DOIUrl":"10.1111/desc.13507","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Blind adults display language-specificity in their packaging and ordering of events in speech. These differences affect the representation of events in <i>co-speech gesture</i>–gesturing with speech–but not in <i>silent gesture–</i>gesturing without speech. Here we examine when in development blind children begin to show adult-like patterns in co-speech and silent gesture. We studied speech and gestures produced by 30 blind and 30 sighted children learning Turkish, equally divided into 3 age groups: 5–6, 7–8, 9–10 years. The children were asked to describe three-dimensional spatial event scenes (e.g., running out of a house) first with speech, and then without speech using only their hands. We focused on physical motion events, which, in blind adults, elicit cross-linguistic differences in speech and co-speech gesture, but cross-linguistic similarities in silent gesture. Our results showed an effect of language on gesture when it was accompanied by speech (co-speech gesture), but <i>not</i> when it was used without speech (silent gesture) across both blind and sighted learners. The language-specific co-speech gesture pattern for both packaging and ordering semantic elements was present at the earliest ages we tested the blind and sighted children. The silent gesture pattern appeared later for blind children than sighted children for both packaging and ordering. Our findings highlight gesture as a robust and integral aspect of the language acquisition process at the early ages and provide insight into when language does and does <i>not</i> have an effect on gesture, even in blind children who lack visual access to gesture.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Gestures, when produced with speech (i.e., co-speech gesture), follow language-specific patterns in event representation in both blind and sighted children.</li>\u0000 \u0000 <li>Gestures, when produced without speech (i.e., silent gesture), do not follow the language-specific patterns in event representation in both blind and sighted children.</li>\u0000 \u0000 <li>Language-specific patterns in speech and co-speech gestures are observable at the same time in blind and sighted children.</li>\u0000 \u0000 <li>The cross-linguistic similarities in silent gestures begin slightly later in blind children than in sighted children.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140617847","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":"Reciprocal self-disclosure makes children feel more loved by their parents in the moment: A proof-of-concept experiment","authors":"Eddie Brummelman,&nbsp;Peter A. Bos,&nbsp;Eva de Boer,&nbsp;Barbara Nevicka,&nbsp;Constantine Sedikides","doi":"10.1111/desc.13516","DOIUrl":"10.1111/desc.13516","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Feeling loved by one's parents is critical for children's health and well-being. How can such feelings be fostered? A vital feature of loving interactions is reciprocal self-disclosure, where individuals disclose intimate information about themselves. In a proof-of-concept experiment, we examined whether encouraging reciprocal self-disclosure in parent-child dyads would make children feel more loved during the conversation. Participants were 218 children (ages 8–13, 50% girls, 94% Dutch) and one of their parents (ages 28–56, 62% women, 90% Dutch). Parent-child dyads received a list of 14 questions and took turns asking them each other for 9 min. Dyads were assigned randomly to engage in self-disclosure (questions invoking escalated intimacy) or small talk (questions invoking minimal intimacy). Before and after, children reported how loved they felt by their parent during the conversation. Self-disclosure made children feel more loved during the conversation than did small talk. Compared to small talk, self-disclosure did not instigate conversations that were lengthier or more positive; rather, it instigated conversations that were more emotionally charged (reflecting anger, anxiety, and sadness), social (discussing family and friends), reflective (creating insight), and meaningful (addressing deeply personal topics, including the passing of loved ones). The dyad's gender composition did not significantly moderate these effects. Our research suggests that reciprocal self-disclosure can make children feel more loved in the moment, uncovers linguistic signatures of reciprocal self-disclosure, and offers developmental scientists a tool to examine causal effects of reciprocal self-disclosure in parent-child dyads. Future work should examine long-term effects in everyday parent-child interactions.&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;How can parents make children feel more loved by them in the moment? We theorize that these feelings can be cultivated through reciprocal self-disclosure.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;In a proof-of-concept experiment, we examined effects of reciprocal self-disclosure versus small talk in 218 parent-child dyads, with children aged 8−13.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Self-disclosure (vs. small talk) made children feel more loved during the conversation. Linguistically, self-disclosure instigated conversations that were more emotionally charged, social, reflective, and meaningful.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;This research provides an experimental method to study self-disclosure in parent-child dyads and suggests that self-disclosure can make children feel more loved in the moment","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13516","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574430","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":"Feeling loved in mixed-gender adolescent romantic relationships in the face of daily stress and support: A dyadic diary study","authors":"Thao Ha,&nbsp;Masumi Iida,&nbsp;Selena I. Quiroz,&nbsp;Olivia Maras,&nbsp;Andrea Savord","doi":"10.1111/desc.13511","DOIUrl":"10.1111/desc.13511","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>A profound developmental experience is the emergence of adolescent romantic relationships and first feelings of love. However, the daily nature of feeling loved in adolescents’ everyday lives is poorly understood. We investigated how daily stress severity was associated with adolescents’ levels of feeling loved and whether romantic partner support moderated these associations. Furthermore, we investigated this for non-interpersonal and interpersonal stressors. <i>N</i> = 97 mixed-gender adolescent romantic couples (age <i>M </i>= 16.38, <i>SD </i>= 1.02) from an ethnically diverse sample (42.2% Hispanic/Latino/a/x, 44.7% White) participated in dyadic diary assessments twice a week for 12 consecutive weeks. Both partners independently completed open-ended questions about a daily stressor, indicating stress severity, perceived partner support, and feeling loved. Daily stressors were coded for non-interpersonal and various types of interpersonal stressors. Results from the dyadic multilevel model showed that days with lower than average support from a romantic partner amplify the adverse effects of stress severity on feeling loved, especially when the partner is involved in the stressor. We discuss the spillover of stress in romantic relationships and the stress-buffering functions of adolescent romantic partner support. Adolescent romantic partners are potentially essential regulators of stress, increasing adolescents’ feelings of love.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Romantic love is central in adolescents’ lives; we showed that adolescents generally feel loved by romantic partners.</li>\u0000 \u0000 <li>Feeling loved fluctuates daily as adolescents feel less loved on stressful days.</li>\u0000 \u0000 <li>However, when adolescents perceive their partner as supportive, there is no association between stress and feeling loved. Partner support is protective for feeling loved.</li>\u0000 \u0000 <li>The current study provides essential insights into when adolescents and why adolescents feel loved.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 6","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574807","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":"Infant-directed communication: Examining the many dimensions of everyday caregiver-infant interactions","authors":"Jessica E. Kosie,&nbsp;Casey Lew-Williams","doi":"10.1111/desc.13515","DOIUrl":"10.1111/desc.13515","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Everyday caregiver-infant interactions are dynamic and multidimensional. However, existing research underestimates the dimensionality of infants’ experiences, often focusing on one or two communicative signals (e.g., speech alone, or speech and gesture together). Here, we introduce “infant-directed communication” (IDC): the suite of communicative signals from caregivers to infants including speech, action, gesture, emotion, and touch. We recorded 10 min of at-home play between 44 caregivers and their 18- to 24-month-old infants from predominantly white, middle-class, English-speaking families in the United States. Interactions were coded for five dimensions of IDC as well as infants’ gestures and vocalizations. Most caregivers used all five dimensions of IDC throughout the interaction, and these dimensions frequently overlapped. For example, over 60% of the speech that infants heard was accompanied by one or more non-verbal communicative cues. However, we saw marked variation across caregivers in their use of IDC, likely reflecting tailored communication to the behaviors and abilities of their infant. Moreover, caregivers systematically increased the dimensionality of IDC, using more overlapping cues in response to infant gestures and vocalizations, and more IDC with infants who had smaller vocabularies. Understanding how and when caregivers use all five signals—together and separately—in interactions with infants has the potential to redefine how developmental scientists conceive of infants’ communicative environments, and enhance our understanding of the relations between caregiver input and early learning.&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;Infants’ everyday interactions with caregivers are dynamic and multimodal, but existing research has underestimated the multidimensionality (i.e., the diversity of simultaneously occurring communicative cues) inherent in infant-directed communication.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Over 60% of the speech that infants encounter during at-home, free play interactions overlap with one or more of a variety of non-speech communicative cues.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The multidimensionality of caregivers’ communicative cues increases in response to infants’ gestures and vocalizations, providing new information about how infants’ own behaviors shape their input.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;These findings emphasize the importance of understanding how caregivers use a diverse set of communicative behaviors—both separately and together—during everyday interactions with infants.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;/div&gt;\u0000 &lt;/section&gt;\u0000 ","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13515","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574805","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":"Preschoolers benefit from sentential context in familiar- and unfamiliar-accented speech","authors":"Naz Deniz Atik,&nbsp;Alexander LaTourrette,&nbsp;Sandra R. Waxman","doi":"10.1111/desc.13508","DOIUrl":"10.1111/desc.13508","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>To learn the meaning of a new word, or to recognize the meaning of a known one, both children and adults benefit from surrounding words, or the sentential context. Most of the evidence from children is based on their accuracy and efficiency when listening to speech in their familiar native accent: they successfully use the words they know to identify other words’ referents. Here, we assess how accurately and efficiently 4-year-old children use sentential context to identify referents of known and novel nouns in unfamiliar-accented speech, as compared to familiar-accented speech. In a looking-while-listening task, children showed considerable success in processing unfamiliar-accented speech. Children robustly mapped known nouns produced in an unfamiliar accent to their target referents rather than novel competitors, and they used informative surrounding verbs (e.g., “You can <i>eat</i> the dax”) to identify the referents of both known and novel nouns—although there was a processing cost for unfamiliar-accented speech in some cases. This demonstrates that 4-year-olds successfully and rapidly process unfamiliar-accented speech by recruiting the same strategies available to them in familiar-accented speech, revealing impressive flexibility in word recognition and word learning across diverse linguistic environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>We examined 4-year-old children's accuracy and processing efficiency in comprehending known and novel nouns embedded in sentences produced in familiar-accented or unfamiliar-accented speech.</li>\u0000 \u0000 <li>Children showed limited processing costs for unfamiliar-accented speech and mapped known words to their referents even when these were produced in unfamiliar-accented speech.</li>\u0000 \u0000 <li>Children used known verbs to predict the referents of upcoming nouns in both familiar- and unfamiliar-accented speech, but processing costs were evident for unfamiliar-accented speech.</li>\u0000 \u0000 <li>Thus, the strategies that support children's word comprehension and word learning in familiar-accented speech are available to them in unfamiliar accents as well.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13508","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574905","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":"When is a word in good company for learning?","authors":"Layla Unger,&nbsp;Tyler Chang,&nbsp;Olivera Savic,&nbsp;Benjamin K. Bergen,&nbsp;Vladimir M. Sloutsky","doi":"10.1111/desc.13510","DOIUrl":"10.1111/desc.13510","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Although identifying the referents of single words is often cited as a key challenge for getting word learning off the ground, it overlooks the fact that young learners consistently encounter words in the context of other words. How does this company help or hinder word learning? Prior investigations into early word learning from children's real-world language input have yielded conflicting results, with some influential findings suggesting an advantage for words that keep a diverse company of other words, and others suggesting the opposite. Here, we sought to triangulate the source of this conflict, comparing different measures of diversity and approaches to controlling for correlated effects of word frequency across multiple languages. The results were striking: while different diversity measures on their own yielded conflicting results, once nonlinear relationships with word frequency were controlled, we found convergent evidence that contextual consistency supports early word learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>The words children learn occur in a sea of other words. The company words keep ranges from highly variable to highly consistent and circumscribed.</li>\u0000 \u0000 <li>Prior findings conflict over whether variability versus consistency helps early word learning.</li>\u0000 \u0000 <li>Accounting for correlated effects of word frequency resolved the conflict across multiple languages.</li>\u0000 \u0000 <li>Results reveal convergent evidence that consistency helps early word learning.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 5","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13510","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574739","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 role of self-referential and social processing in the relationship between pubertal status and difficulties in mental health and emotion regulation in adolescent girls in the UK","authors":"Saz P. Ahmed,&nbsp;Blanca Piera Pi-Sunyer,&nbsp;Madeleine E. Moses-Payne,&nbsp;Anne-Lise Goddings,&nbsp;Lydia G. Speyer,&nbsp;Willem Kuyken,&nbsp;Tim Dalgleish,&nbsp;Sarah-Jayne Blakemore","doi":"10.1111/desc.13503","DOIUrl":"10.1111/desc.13503","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Adolescence is marked by the onset of puberty, which is associated with an increase in mental health difficulties, particularly in girls. Social and self-referential processes also develop during this period: adolescents become more aware of others’ perspectives, and judgements about themselves become less favourable. In the current study, data from 119 girls (from London, UK) aged 9–16 years were collected at two-time points (between 2019 and 2021) to investigate the relationship between puberty and difficulties in mental health and emotion regulation, as well as the role of self-referential and social processing in this relationship. Structural equation modelling showed that advanced pubertal status predicted greater mental health and emotion regulation difficulties, including depression and anxiety, rumination and overall difficulties in emotion regulation, and in mental health and behaviour. Advanced pubertal status also predicted greater perspective-taking abilities and negative self-schemas. Exploratory analyses showed that negative self-schemas mediated the relationships between puberty and rumination, overall emotion regulation difficulties, and depression (although these effects were small and would not survive correction for multiple comparisons). The results suggest that advanced pubertal status is associated with higher mental health and emotion regulation problems during adolescence and that negative self-schemas may play a role in this association.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>This study investigates the relationship between puberty, mental health, emotion regulation difficulties, and social and self-referential processing in girls aged 9–16 years.</li>\u0000 \u0000 <li>Advanced pubertal status was associated with worse mental health and greater emotion regulation difficulties, better perspective-taking abilities and negative self-schemas.</li>\u0000 \u0000 <li>Negative self-schemas may play a role in the relationships between advanced pubertal status and depression, and advanced pubertal status and emotion regulation difficulties, including rumination.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 4","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13503","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574983","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 relation between number line performance and mathematics outcomes: Two meta-analyses","authors":"Zehra E. Ünal,&nbsp;Züleyha Terzi,&nbsp;Beyzanur Yalvaç,&nbsp;David C. Geary","doi":"10.1111/desc.13509","DOIUrl":"10.1111/desc.13509","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Understanding the magnitudes represented by numerals is a core component of early mathematical development and is often assessed by accuracy in situating numerals and fractions on a number line. Performance on these measures is consistently related to performance in other mathematics domains, but the strength of these relations may be overestimated because general cognitive ability has not been fully controlled in prior studies. The first of two meta-analyses (162 studies, 33,101 participants) confirmed a relation between performance on whole number (<i>r</i> = 0.33) and fractions number (<i>r</i> = 0.41) lines and overall mathematics performance. These relations were generally consistent across content domains (e.g., algebra and computation) and other moderators. The second (71 studies, 14,543 participants) used meta-analytic structural equation modeling to confirm these relations while controlling general cognitive ability (defined by IQ and working memory measures) and, in one analysis, general mathematics competence. The relation between number line performance and general mathematics competence remained significant but reduced (<i>β</i> = 0.13). Controlling general cognitive ability, whole number line performance consistently predicted competence with fractions but not performance on numeracy or computations measures. The results suggest an understanding of the magnitudes represented by whole numbers might be particularly important for students’ fractions learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Two meta-analyses examined the link between the number line and mathematics performance.</li>\u0000 \u0000 <li>The first revealed significant relations across domains (e.g., algebra and computation).</li>\u0000 \u0000 <li>The second controlled for general cognitive ability and resulted in reduced but still significant relations.</li>\u0000 \u0000 <li>The relation between number line and fractions performance was stronger than relations to other domains.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 4","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574988","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":"Cognitive outcome and its neural correlates after cardiorespiratory arrest in childhood","authors":"Sharon Geva,&nbsp;Aparna Hoskote,&nbsp;Maneet Saini,&nbsp;Christopher A. Clark,&nbsp;Tina Banks,&nbsp;W. K. Kling Chong,&nbsp;Torsten Baldeweg,&nbsp;Michelle de Haan,&nbsp;Faraneh Vargha-Khadem","doi":"10.1111/desc.13501","DOIUrl":"10.1111/desc.13501","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Hypoxia-ischaemia (HI) can result in structural brain abnormalities, which in turn can lead to behavioural deficits in various cognitive and motor domains, in both adult and paediatric populations. Cardiorespiratory arrest (CA) is a major cause of hypoxia-ischaemia in adults, but it is relatively rare in infants and children. While the effects of adult CA on brain and cognition have been widely studied, to date, there are no studies examining the neurodevelopmental outcome of children who suffered CA early in life. Here, we studied the long-term outcome of 28 children who suffered early CA (i.e., before age 16). They were compared to a group of control participants (<i>n</i> = 28) matched for age, sex and socio-economic status. The patient group had impairments in the domains of memory, language and academic attainment (measured using standardised tests). Individual scores within the impaired range were most commonly found within the memory domain (79%), followed by academic attainment (50%), and language (36%). The patient group also had reduced whole brain grey matter volume, and reduced volume and fractional anisotropy of the white matter. In addition, lower performance on memory tests was correlated with bilaterally reduced volume of the hippocampi, thalami, and striatum, while lower attainment scores were correlated with bilateral reduction of fractional anisotropy in the superior cerebellar peduncle, the main output tract of the cerebellum. We conclude that patients who suffered early CA are at risk of developing specific cognitive deficits associated with structural brain abnormalities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Our data shed light on the long-term outcome and associated neural mechanisms after paediatric hypoxia-ischaemia as a result of cardiorespiratory arrest.</li>\u0000 \u0000 <li>Patients had impaired scores on memory, language and academic attainment.</li>\u0000 \u0000 <li>Memory impairments were associated with smaller hippocampi, thalami, and striatum.</li>\u0000 \u0000 <li>Lower academic attainment correlated with reduced fractional anisotropy of the superior cerebellar peduncle.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 4","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13501","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140337310","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":"Rational inattention: A new theory of neurodivergent information seeking","authors":"Samuel David Jones,&nbsp;Manon Wyn Jones,&nbsp;Kami Koldewyn,&nbsp;Gert Westermann","doi":"10.1111/desc.13492","DOIUrl":"10.1111/desc.13492","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This paper presents &lt;i&gt;rational inattention&lt;/i&gt; as a new, transdiagnostic theory of information seeking in neurodevelopmental conditions that have uneven cognitive and socio-emotional profiles, including developmental language disorder (DLD), dyslexia, dyscalculia and autism. Rational inattention holds that the optimal solution to minimizing epistemic uncertainty is to avoid imprecise information sources. The key theoretical contribution of this report is to endogenize imprecision, making it a function of the primary neurocognitive difficulties that have been invoked to explain neurodivergent phenotypes, including deficits in auditory perception, working memory, procedural learning and the social brain network. We argue that disengagement with information sources with low endogenous precision (e.g. speech in DLD, orthography-phonology mappings in dyslexia, numeric stimuli in dyscalculia and social signals in autism) constitutes resource-rational behaviour. We demonstrate the strength of this account in a series of computational simulations. In experiment 1, we simulate information seeking in artificial agents mimicking an array of neurodivergent phenotypes, which optimally explore a complex learning environment containing speech, text, numeric stimuli and social cues. In experiment 2, we simulate optimal information seeking in a cross-modal dual-task paradigm and qualitatively replicate empirical data from children with and without DLD. Across experiments, simulated agents’ only aim was to maximally reduce epistemic uncertainty, with no difference in reward across information sources. We show that rational inattention emerges naturally in specific neurodivergent phenotypes as a function of low endogenous precision. For instance, an agent mimicking the DLD phenotype disengages with speech (and preferentially engages with alternative precise information sources) because endogenous imprecision renders speech not conducive to information gain. Because engagement is necessary for learning, simulation demonstrates how optimal information seeking may paradoxically contribute negatively to an already delayed learning trajectory in neurodivergent children.&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 present the first comprehensive theory of information seeking in neurodivergent children to date, centred on the notion of rational inattention.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;We demonstrate the strength of this account in a series of computational simulations involving artificial agents mimicking specific neurodivergent phenotypes that optimally explore a complex learning environment containing speech, text, numeric stimuli, and social cues.&lt;/li&gt;\u0000 ","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"27 4","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13492","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140327285","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}