Developmental Psychology最新文献

{"title":"Sleeping through the ages: Developmental trajectories of actigraphy-derived sleep-wake patterns across adolescence and emerging adulthood.","authors":"Morgan J Thompson, Zeynep Su Altinoz, Alexandra D Ehrhardt, J Benjamin Hinnant, Stephen A Erath, Joseph A Buckhalt, Mona El-Sheikh","doi":"10.1037/dev0002170","DOIUrl":"10.1037/dev0002170","url":null,"abstract":"<p><p>Sleep is a fundamental domain of development and has important implications for other key aspects of adaptation. Little is known about normative changes in sleep across adolescence and emerging adulthood and whether the change is linear or nonlinear. We examined growth trajectories of sleep across 9 years of development and individual differences in trajectories according to participants' race/ethnicity and sex assigned at birth. During each wave, we measured four key actigraphy-derived sleep parameters over 1 week, including duration (number of minutes spent asleep), efficiency (percentage of time scored as sleep), midpoint (preferences for morningness-eveningness), and consistency/variability in duration (night-to-night fluctuations in duration over 1 week). Participants (<i>N</i> = 295, 53% female, 69% European American/White, 30% African American/Black, and 1% biracial) from diverse socioeconomic backgrounds completed five waves of data (<i>M</i>_ages at each wave: 15, 16, 17, 22, and 24). We observed a cubic trajectory for sleep duration whereby sleep duration declined across adolescence, increased into emerging adulthood, and declined again from 22 to 24. Consistency/variability in sleep duration also exhibited a cubic trajectory. Nightly fluctuations in sleep duration decreased from 15 to 16, increased from 16 to 22, and decreased again from 22 to 24. We found a quadratic trajectory for sleep midpoint, indicating a progressively greater preference for eveningness. Sleep efficiency exhibited linear growth and improved over time. Differences in trajectories for sleep duration and sleep efficiency emerged based on participants' race and sex. Findings indicated significant changes in the developmental trajectories of four sleep parameters across adolescence and emerging adulthood and underscore the importance of nonlinear assessments. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"2393-2411"},"PeriodicalIF":2.7,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12974240/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147391431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From prosociality to reciprocity: A developmental shift in children's friendship concept.","authors":"Rongzhi Liu, Jan M Engelmann, Fei Xu","doi":"10.1037/dev0002147","DOIUrl":"10.1037/dev0002147","url":null,"abstract":"<p><p>Friendships are fundamental to children's social and cognitive development. Previous research has shown that children understand the importance of various aspects of friendship, including prosocial behaviors. However, it is an open question whether children believe that prosocial behaviors should be reciprocated between friends. Across two experiments with 4- to 8-year-old participants (total <i>N</i> = 236), we examined how children weighed the importance of reciprocity and prosociality in friendship formation. Children were asked to predict which of two pairs-one in which both individuals provided prosocial behaviors (the reciprocal pair) and one in which only one individual provided prosocial behaviors (the nonreciprocal pair)-would become better friends. We found that younger children consistently favored the nonreciprocal pair, but with age, children became more likely to choose the reciprocal pair. By age 7, children reliably preferred the reciprocal pair, suggesting that they recognize the importance of reciprocity above and beyond prosociality in friendship formation. These findings shed new light on the theoretical debate on the role of reciprocity in friendship, and suggest that reciprocity may be an important component of children's mature concept of friendship. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"2128-2136"},"PeriodicalIF":2.7,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146087608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modeling cooperation: Gendered parenting and its impact on children's reciprocal actions.","authors":"Avi Benozio","doi":"10.1037/dev0002161","DOIUrl":"10.1037/dev0002161","url":null,"abstract":"<p><p>Reciprocity emerges early in development, yet its bidirectional dynamics within parent-child dyads remain underexplored. Here, we examined how children's presence and gender shape parents' reciprocal behavior toward third parties, and in turn, how parental modeling shapes their 4-year olds' reciprocal responses toward others. In a two-phase experiment, 179 Israeli parents (<i>M</i>_age = 38, <i>SD</i> = 5.6) interacted with an adult partner who behaved either cooperatively or selfishly, and in the presence or absence of their child (son or daughter). Subsequently, 174 children (<i>M</i>_age = 4.58, <i>SD</i> = 0.78) responded to a peer partner's similar actions. Parents reciprocated cooperation at high rates regardless of their child's presence or gender (87%), but reciprocated selfishness more with sons present (72%) than with daughters (45%). In turn, children reciprocated selfishness at high rates regardless of their parent's behavior (92%), but aligned with their parent's behavior when interacting with cooperative partners. Together, the findings highlight the context and gender specificity of reciprocity among parents and children: Parents retaliate in kind more when accompanied by sons, whereas children align with their parents only when facing cooperative partners. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"2295-2306"},"PeriodicalIF":2.7,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147391351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Thematic analysis of parent-child conversations about gender nonconformity.","authors":"Anne E Riggs, Charlotte Curry, Alice Curtis","doi":"10.1037/dev0002180","DOIUrl":"10.1037/dev0002180","url":null,"abstract":"<p><p>Gender-nonconforming (GNC) youth challenge the cultural assumption of the gender binary and are at risk for social rejection and negative appraisals from their peers. Parent-child conversations are a critical socialization context in which gender-related attitudes are formed. How do parents discuss gender nonconformity with their children, and what tactics do they use to support or challenge children's attitudes toward their GNC peers? To address this question, we employed a thematic analysis of conversations between a relatively homogenous sample of 30 dyads of parents (83% mothers; predominantly upper middle class and moderately liberal) and children (87% White, 18 girls, child <i>M</i>_age = 7.2 years, <i>SD</i> = 9.4 months) living in a progressive city in the United States. We asked dyads to discuss vignettes of GNC exemplars engaged in a variety of activities. Our analysis revealed four themes of conversational content and strategies used during the task, each of which represented varying levels of knowledge and experience with gender nonconformity. These themes included the following: conversations centered around the gender binary, including use of gender stereotypes and negative reactions to the exemplars; emphasizing the individual psychological motivations of exemplars and expressing gender-egalitarian attitudes; scaffolding children's perspective-taking through personalized examples and rhetorical questions; and acknowledging the reality of gender norms in the social world and deeply discussing the meaning of gender identity. Together these findings provide important insight into parents' role in socializing children's understanding of gender nonconformity and suggest pathways for facilitating inclusive attitudes toward GNC youth. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"2187-2199"},"PeriodicalIF":2.7,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147692853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Longitudinal associations between parental negative control and children's deceptive behavior: The mediating role of children's dysfunctional attitudes.","authors":"Liwen Yu, Xiao Pan Ding, Ryan Y Hong","doi":"10.1037/dev0002117","DOIUrl":"10.1037/dev0002117","url":null,"abstract":"<p><p>Children begin to engage in deception at an early age, but such behavior becomes problematic during middle childhood. Although some cross-sectional studies have identified a link between parental negative control and children's problematic deception, the developmental pathways remain unclear. Children's dysfunctional attitudes, characterized by maladaptive beliefs about achievement and approval, may play a mediating role between parental negative control and children's deceptive behavior. This study employed a three-wave longitudinal design to examine the influence of parental negative control on parental assessment of children's deceptive behavior during middle childhood and to explore the mediating role of dysfunctional attitudes in this relationship. A sample of 302 Singaporean families (42% with female children) participated. Primary caregivers reported their use of parental negative control (including harsh parental punishment, discipline, and ignoring) and their children's frequency of deceptive behavior at ages 7, 8, and 9. Additionally, children self-reported their dysfunctional attitudes at ages 8 and 9. The results revealed that harsh parental punishment at ages 7 and 8 predicted parental assessment of children's deceptive behavior 1 year later. Children's deceptive behavior at age 8 also predicted harsh parental punishment at age 9. Furthermore, children's dysfunctional attitudes at age 9 mediated the effect of parental negative control at age 8 on parental assessment of children's deceptive behavior at age 9. These findings suggest that children's maladaptive social information processing might play a critical role in the development of problematic deception, potentially as a coping mechanism in reaction to harsh parental punishment. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"2360-2373"},"PeriodicalIF":2.7,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145744821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Falling in line: Children's gender conformity after feedback signaling gender atypicality.","authors":"Adam Stanaland, Andrea C Vial, Andrei Cimpian","doi":"10.1037/dev0002166","DOIUrl":"10.1037/dev0002166","url":null,"abstract":"<p><p>Gender conformity powerfully shapes children's development, yet little experimental work has investigated the antecedents of this conformity. Here, we experimentally tested whether and how threats to children's felt <i>gender typicality</i>-the extent to which they feel typical of their gender group-elicit conformity and whether these effects vary by age and gender. We randomly assigned 147 children ages 5-10 years (70 girls; 79 racial/ethnic minority) to receive feedback suggesting their performance was gender-atypical (threat) or gender-typical (affirmation) on a pair of \"gender knowledge games.\" We then assessed a broad battery of self-report and behavioral measures, which revealed three distinct responses to gender typicality threat: increases in evaluative concern (i.e., worrying about social judgment), typicality-enhancing behaviors (i.e., actively demonstrating gender-typical qualities), and atypicality-avoiding behaviors (i.e., distancing from gender-atypical qualities). Although gender typicality threat heightened children's evaluative concern regardless of their gender or age, only younger girls and older boys enhanced their gender typicality under threat. Moreover, gender typicality threat prompted boys but not girls to engage in atypicality avoidance. These results suggest that although children generally recognize the consequences of gender atypicality, boys become increasingly motivated to demonstrate their masculinity with age, whereas girls become less concerned with proving their femininity. Boys also uniquely learn that avoiding femininity is crucial to performing masculinity, whereas girls may not learn a corresponding masculinity-avoidance norm. These findings inform gender development theory as well as efforts to mitigate the consequences of children's everyday typicality threat experiences (e.g., teasing, bullying). (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"2171-2186"},"PeriodicalIF":2.7,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147327717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The growing influence of the parental monitoring-peer affiliation pathway in early adolescence.","authors":"Jenny Meyer, Katherine E Jennings, Daniela G Juarez, Rhiannon L Smith, Jonas G Miller","doi":"10.1037/dev0002238","DOIUrl":"10.1037/dev0002238","url":null,"abstract":"<p><p>Adolescence is often characterized as a period of decreasing parental influence as youth spend more time with peers. However, parents continue to play a role in managing peer affiliations, which has implications for adolescent adjustment. In the Adolescent Brain Cognitive Development study (<i>N</i> = 10,949 at 2-year follow-up [ages 10-13 years], <i>N</i> = 4,747 at 4-year follow-up [ages 12-15 years]; 52% female and 52% non-Hispanic White at baseline), we examined whether peer affiliations mediate associations between parental monitoring and youth adjustment, and explored whether these pathways become more or less influential across early adolescence. Youth reported on parental monitoring, peer affiliations, prosocial behavior, psychopathology, and impulsivity. At both timepoints, greater parental monitoring was indirectly associated with more prosocial behavior and less internalizing symptoms, externalizing symptoms, and impulsivity via fewer rule-breaking peer affiliations and more positive peer affiliations. Although parental monitoring declined and rule-breaking peer affiliations increased over time, indirect effects through rule-breaking peer affiliations were stronger at the second than first timepoint. Indirect effects through positive peer affiliations, and direct effects of parental monitoring and peer affiliations, remained stable. These findings suggest that early adolescence may be a period when parental monitoring becomes increasingly important for peer affiliations and positive youth adjustment. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"2386-2392"},"PeriodicalIF":2.7,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148320018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the links between gender-(a)typical career aspirations and educational choices: Heterogeneous developmental pathways.","authors":"Jeffrey M DeVries, Fani Lauermann","doi":"10.1037/dev0002015","DOIUrl":"10.1037/dev0002015","url":null,"abstract":"<p><p>Developmental psychologists often focus on specific male- or female-dominated job categories (e.g., sciences, technology, engineering, and mathematics or math-intensive jobs) to understand the causes of persistent gender-typical educational and career choices. However, the proportion of men and women can vary substantially within the same category (e.g., biology vs. physics). Accordingly, this study examined heterogeneous developmental trajectories of adolescents' career preferences using data from a representative sample of German academic-track 9th-12th-grade students (<i>N</i> = 4,759, 56% female). We linked adolescents' career preferences with census data on the proportion of women in each preferred occupation. Fifty-two percent of the participants aspired to a gender-segregated career by 12th grade. Growth mixture analyses revealed five distinct developmental patterns: stable preferences for <i>male-dominated</i> (21%, <i>n</i> = 920), <i>female-dominated</i> (22%, <i>n</i> = 983), or <i>gender-neutral</i> careers (48%, <i>n</i> = 2,276), and shifts from <i>male-to-female-dominated</i> (6%, <i>n</i> = 280) or <i>neutral-to-male-dominated</i> (6%, <i>n</i> = 300) career aspirations. These patterns predicted differences in mean level and growth of subject-specific academic beliefs, the gender ratios of subsequent choices of advanced math or language arts classes, and more gender-typical university majors. Aspiring to <i>male-dominated</i> careers related to positive academic development in the math domain; aspiring to <i>female-dominated</i> careers related to positive development in the verbal domain. Boys aspiring to <i>neutral or female-dominated</i> careers experienced more positive development in the verbal domain than girls. Highly performing girls in math tended to change to <i>male-dominated</i> careers later in school, but highly performing boys in math were on a <i>stable-male</i> trajectory throughout high school. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"2152-2170"},"PeriodicalIF":2.7,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Chinese grandmothers and mothers share books with toddlers and relations with toddlers' verbal contributions.","authors":"Antje von Suchodoletz, Diana Leyva, Lixin Ren, Yeqing Li, Zhen Zhang, Duo Yu, Florrie Fei-Yin Ng","doi":"10.1037/dev0001997","DOIUrl":"10.1037/dev0001997","url":null,"abstract":"<p><p>Grandmothers play a vital role as caregivers of young children, especially in the majority world, yet studies of caregiver-child book-sharing have typically focused on mothers. This study examines intergenerational differences between grandmothers and mothers in book-sharing styles and goals, and the relations of book-sharing styles with toddlers' verbal contributions during book-sharing. Participants included 70 families (59 grandmothers, 65 mothers) with toddlers (<i>M</i>_age = 23.49 months; <i>SD</i> = 2.22; 47% girls) in urban China. Grandmother-toddler and mother-toddler dyads were video-recorded during a book-sharing activity after which caregivers were interviewed about their book-sharing goals. Transcripts of the book-sharing activity were coded for the number and type of utterances from caregivers and toddlers. Cluster analyses yielded similar book-sharing styles for grandmothers and mothers: a <i>follower</i> style (maintains the flow of conversation) and a <i>storyteller-follower</i> style (maintains the flow and adds information about the book story). Grandmothers prioritized the goal of learning words and characters, while mothers emphasized the goal of learning to read. Book-sharing styles and goals were associated among mothers, but not among grandmothers. Mothers who adopted a <i>follower</i> style were more likely to prioritize the goal of learning to read. Additionally, only mothers' book-sharing style (not grandmothers') was associated with toddlers' verbal contributions. Toddlers of mothers adopting a <i>follower</i> style produced more unelicited narrative provisions, while those of mothers adopting a <i>storyteller-follower</i> style made more narrative conversational comments. Findings highlight both intergenerational similarities and differences in how Chinese caregivers support children's language during book-sharing, offering insights into how sociocultural changes shape caregiver-child interactions. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"2246-2261"},"PeriodicalIF":2.7,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prenatal readiness for fatherhood, paternal engagement, and child social-emotional competence.","authors":"Alp Aytuglu, Clare R Thomas, Cullin J Howard, Yating Huang, Jonique Y Freeman, Kalsea J Koss, Niyantri Ravindran, Geoffrey L Brown","doi":"10.1037/dev0002010","DOIUrl":"10.1037/dev0002010","url":null,"abstract":"<p><p>The present study utilized a person-centered approach to identify profiles of prenatal readiness for parenthood among a sample of 126 unmarried Black American fathers living in the southeastern United States. Further, prenatal readiness for fatherhood profiles were examined as predictors of distal outcomes of both paternal engagement in early infancy and socioemotional competence in toddlerhood. Expectant fathers reported prenatally on a series of intrapersonal, relational, and contextual variables indicative of their preparation for fatherhood. Fathers also reported on their paternal engagement in early infancy when children were 3-6 months of age. Mothers reported on children's socioemotional competence when they were approximately 12-18 months old. A latent profile analysis revealed three distinct readiness for fatherhood profiles defined as high readiness, mixed readiness, and low readiness based on expectant Black American fathers' prenatal parenting self-efficacy, desire for children, beliefs about the paternal role, interparental relationship quality, caregiving sensitivity in the family of origin, and economic distress. Results indicated that children of fathers in the high readiness profile showed more optimal socioemotional competence compared to children whose fathers were in the low and mixed readiness profiles. Indirect effects from profile membership to socioemotional competence via paternal engagement were not supported, but fathers in the low readiness profile did engage in less caregiving with their children relative to fathers in other profiles. Although mediating mechanisms remain unclear, findings suggest heterogeneity in unmarried Black American fathers' patterns of readiness for parenting in the prenatal period, with implications for children's early socioemotional development. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"2269-2281"},"PeriodicalIF":2.7,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12252252/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144610014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}