Developmental Psychology最新文献

Longitudinal development of theory of mind in adolescence and its associations with fiction reading experience. 青少年心理理论的纵向发展及其与小说阅读经验的关系。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-06-01 Epub Date: 2025-04-07 DOI: 10.1037/dev0001965

Sanne W van der Kleij, Rory T Devine, Laura R Shapiro, Jessie Ricketts, Ian Apperly

{"title":"Longitudinal development of theory of mind in adolescence and its associations with fiction reading experience.","authors":"Sanne W van der Kleij, Rory T Devine, Laura R Shapiro, Jessie Ricketts, Ian Apperly","doi":"10.1037/dev0001965","DOIUrl":"10.1037/dev0001965","url":null,"abstract":"The high occurrence of social content in children's fiction may provide opportunities for practicing and refining emerging understanding of others' thoughts, feelings, and desires, referred to as \"theory of mind\" (ToM). The aim of the present study was to test this potential developmental benefit by longitudinally examining ToM development in middle childhood and adolescence, as well as examining associations between children's reading experience and ToM. Reading experience and ToM were assessed in 234 children at five time points between ages 12.5 and 16 (56% girls). Of this sample, 16% of children were eligible for free school meals, and 9% spoke English as additional language. To examine longitudinal associations between ToM and reading experience, we tested development and stability over time and tested cross-lagged associations between these constructs. Results showed that there was meaningful improvement in ToM in this age range, but no significant variance in growth trajectories. Our data also showed rank-order stability in individual differences in ToM, suggesting that variation in theory-of-mind performance is genuine. There were bidirectional associations between ToM and reading experience, but these effects disappeared after controlling for verbal ability, gender, and parent education. Future research should include more direct tests of potential underlying mechanisms of the benefits of narrative exposure for our understanding of others. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1126-1135"},"PeriodicalIF":3.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143803454","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}

引用次数: 0

Do complement clauses with first- or third-person perspective support false-belief reasoning? A training study with English-speaking 3-year-olds. 第一人称或第三人称视角的补语从句是否支持虚假信念推理？一项针对 3 岁英语儿童的训练研究。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-06-01 Epub Date: 2024-10-17 DOI: 10.1037/dev0001808

Ditte Boeg Thomsen, Birsu Kandemirci, Anna Theakston, Silke Brandt

{"title":"Do complement clauses with first- or third-person perspective support false-belief reasoning? A training study with English-speaking 3-year-olds.","authors":"Ditte Boeg Thomsen, Birsu Kandemirci, Anna Theakston, Silke Brandt","doi":"10.1037/dev0001808","DOIUrl":"10.1037/dev0001808","url":null,"abstract":"To investigate whether acquisition of the perspective-marking grammar of complement-clause constructions supports progression in children's false-belief reasoning, we conducted a training study with 76 English-speaking 3-year-olds from the North-West of England (age range: 3;0-3;10 years, 50% female, 80% White). Children were randomly assigned to one of three maximally comparable training conditions, and in a 4-week eight-session program, all children participated in the same training activities with mental-state contrasts. Depending on condition, activities were mediated linguistically with either simple clauses, first-person complements, or third-person complements. The study addressed critical confounds in previous training studies by avoiding the use of complement clauses in false-belief tests and controlling individual differences in memory, executive functioning, general language, and pretest proficiency with complement clauses. The results yielded strong support for the hypothesis of a causal influence of complement-clause exposure on false-belief progression, as children trained with first-person complements advanced significantly more in false-belief reasoning from pretest to posttest than children trained with simple clauses. Examining the roles of first- and third-person complements, a direct comparison between progression in the two complement-clause conditions showed no significant difference, but only children trained with first-person complements progressed significantly more than children in the control condition trained with simple clauses. Follow-up analyses suggested that first- and third-person complements each support false-belief progression at different stages of development. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1044-1062"},"PeriodicalIF":3.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142478040","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}

引用次数: 0

Probability errors in children's judgements about the likelihood of social characteristics. 儿童对社会特征可能性判断的概率错误。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-06-01 Epub Date: 2024-08-22 DOI: 10.1037/dev0001815

Dean A Marshall, Elizabeth Meins

{"title":"Probability errors in children's judgements about the likelihood of social characteristics.","authors":"Dean A Marshall, Elizabeth Meins","doi":"10.1037/dev0001815","DOIUrl":"10.1037/dev0001815","url":null,"abstract":"The studies reported here investigated mechanisms underlying children's tendency to commit the conjunction fallacy (judging that a conjunction of two events is more likely than one of the events in isolation) when judging people's characteristics. Study 1 investigated these errors in 4- and 5-year-olds (N = 58) using a newly developed social judgement task in which children judged whether a conjunction or one of its elements would apply to a protagonist. Children made conjunction fallacy errors at chance level. Study 2 (N = 71) replicated these findings using an adapted version of the task, in which children separately judged the likelihood of the conjunction and each of its events. Study 3 investigated age-related changes in conjunction fallacy errors in a sample of 148 children aged 4 to 11 years old and 130 adults. This study also investigated how providing background information on the protagonist influenced error rate. Unlike younger children, 10- and 11-year-olds committed the conjunction fallacy at chance level in the absence of background information, but providing information consistent with the likely component of the conjunction significantly increased their error rate. Adults' error rate also significantly increased after the introduction of background information. Across all three studies, conjunction fallacy errors were unrelated to cognitive and social-cognitive abilities, such as verbal ability, theory of mind, and inhibitory control (Studies 1 and 2), and prejudice and hindsight bias (Study 3). These findings suggest that it is only in the second decade of life that children use social information to inform their judgements about people and that social decision-making errors are not determined by core aspects of cognitive and social-cognitive development. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1063-1077"},"PeriodicalIF":3.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019182","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}

引用次数: 0

The development of cardinal extension: From counting to exact equality. 基数扩展的发展：从计数到精确相等。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-06-01 Epub Date: 2025-01-20 DOI: 10.1037/dev0001922

Khuyen N Le, Rose M Schneider, David Barner

{"title":"The development of cardinal extension: From counting to exact equality.","authors":"Khuyen N Le, Rose M Schneider, David Barner","doi":"10.1037/dev0001922","DOIUrl":"10.1037/dev0001922","url":null,"abstract":"Numerate adults know that when two sets are equal, they should be labeled by the same number word. We explored the development of this principle-sometimes called \"cardinal extension\"-and how it relates to children's other numerical abilities. Experiment 1 revealed that 2- to 5-year-old children who could accurately count large sets often inferred that two equal sets should be labeled with the same number word, unlike children who could not accurately count large sets. However, not all counters made this inference, suggesting that learning to construct and label large sets may be a necessary but not sufficient step in learning how numbers represent exact quantities. Experiment 2 found that children who extended labels to equal sets were not actually sensitive to exact equality and that they often assigned two sets the same label when they were approximately equal, but differed by just one item (violating one-to-one correspondence). These results suggest a gradual, stagelike, process in which children learn to accurately count, learn to extend labels to perceptually similar sets, and then eventually restrict cardinal extension to sets that are exactly equal. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1180-1195"},"PeriodicalIF":3.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014361","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}

引用次数: 0

Children's and adults' beliefs about the impact of emotional intensity on cognitive performance. 儿童和成人关于情绪强度对认知表现影响的看法。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-06-01 Epub Date: 2024-12-05 DOI: 10.1037/dev0001880

Luis De la Viña, Brandon W Goulding, Samuel Ronfard

{"title":"Children's and adults' beliefs about the impact of emotional intensity on cognitive performance.","authors":"Luis De la Viña, Brandon W Goulding, Samuel Ronfard","doi":"10.1037/dev0001880","DOIUrl":"10.1037/dev0001880","url":null,"abstract":"In popular culture, positive emotions are often portrayed as performance enhancing (e.g., \"happy students learn better\"). However, the relationship between emotions and performance is not always straightforward. For instance, when positive emotions become too intense, they can harm cognitive performance. Do people's lay theories of emotions capture this complex relationship between emotions and performance? If so, how early in development do children grasp this nuanced relationship? In three preregistered experiments, we explored children's and adults' beliefs about the impact of different emotional states on attention in school. In Study 1a, we found that 5- to 7-year-old Canadian children (N = 90) and North American adults (N = 55) strongly predicted that happy characters would be better at paying attention in school compared to sad characters, but only adults predicted better attention for a mildly happy character compared to a very happy one. Study 1b (N = 60) shows that adults' intuitions about intense positive emotions as suboptimal for attentional tasks apply equally to child and adult characters. In Study 2, we found that children (N = 80) perceive that the effect of intensity depends on the emotion's valence-it compounds the adverse effects of sadness and amplifies the benefits of happiness. Conversely, adults (N = 80) believe strong emotions, regardless of their valence, are not ideal for paying attention in school. Together, our findings show a developing appreciation of the impact of emotional intensity on cognitive performance-an important aspect of children's emotion understanding with likely implications for self-regulated learning. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1078-1096"},"PeriodicalIF":3.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142786563","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}

引用次数: 0

The development of the self-other distinction in perceptions of social influence. 社会影响认知中自我与他人区别的发展。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-06-01 Epub Date: 2024-10-31 DOI: 10.1037/dev0001832

Sohee Ahn, Gail D Heyman

引用次数: 0

The development of processing nested structures in language and action and false-belief understanding in preschool children. 学龄前儿童语言动作加工嵌套结构的发展与错误信念理解。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-06-01 Epub Date: 2025-04-10 DOI: 10.1037/dev0001960

Saskia Melzel, Markus Paulus

{"title":"The development of processing nested structures in language and action and false-belief understanding in preschool children.","authors":"Saskia Melzel, Markus Paulus","doi":"10.1037/dev0001960","DOIUrl":"10.1037/dev0001960","url":null,"abstract":"Influential theories have proposed that processing nested structures constitutes an important characteristic of human cognition among various domains. It might represent an important cognitive capacity in human development. We assessed the development of nested structure processing (NSP) in 3- to 6-year-old German children (N = 130) across two domains, language and action. We explored (1) whether NSP development is related across the domains, (2) to which extent it relates to general cognitive functions such as inhibitory control (IC) and working memory (WM), and (3) whether NSP in action and language relates to the early development of false-belief understanding (FBU). NSP in the action and language domain was correlated even when controlling for IC, yet the correlation was not significant anymore when controlling for WM or age. Furthermore, NSP in action related to FBU even when controlling for WM, IC, and age. Overall, the results point to the development of a domain-general NSP capacity during preschool years. They suggest that WM constitutes an essential basis for NSP. Furthermore, our results support cognitive theories proposing that NSP plays a role in the early development of explicit FBU. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1019-1032"},"PeriodicalIF":3.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143992520","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}

引用次数: 0

Development of arithmetic across the lifespan: A registered report. 整个生命周期中算术的发展：一份注册报告。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-06-01 Epub Date: 2025-04-07 DOI: 10.1037/dev0001566

Mine Avcil, Christina Artemenko

{"title":"Development of arithmetic across the lifespan: A registered report.","authors":"Mine Avcil, Christina Artemenko","doi":"10.1037/dev0001566","DOIUrl":"10.1037/dev0001566","url":null,"abstract":"Arithmetic skills are needed at any age. In everyday life, children to older adults calculate and deal with numbers. The processes underlying arithmetic seem to change with age. From childhood to younger adulthood, children get better in domain-specific numerical skills such as place-value processing. From younger to older adulthood, domain-general cognitive skills such as working memory decline. These skills are needed for complex arithmetic such as addition with carrying and subtraction with borrowing. This study investigates how the domain-specific (number magnitude, place-value processing) and domain-general (working memory, processing speed, inhibition) processes of arithmetic change across the lifespan. Thereby, arithmetic effects (carry and borrow effects), numerical effects (distance and compatibility effects), and cognitive skills were assessed in children, younger and older adolescents, and younger, middle-aged and older adults. The results showed that numerical and arithmetic skills improve from childhood to young adulthood and remain relatively stable throughout adulthood, even though domain-general processes, particularly working memory and processing speed, decline with age. While number magnitude and place-value processing both develop until adulthood, number magnitude processing shows deficits during aging, whereas place-value processing remains intact even in old age. The carry effect shifts from a categorical all-or-none decision (whether or not a carry operation is needed) to a more continuous magnitude process in adulthood, reflecting increasing reliance on domain-specific skills. In contrast, the borrow effect remains largely categorical across all age groups, depending on general cognitive processes. These results provide critical insights into how arithmetic skills change over the lifespan, relying on both domain-specific and domain-general processes. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1136-1151"},"PeriodicalIF":3.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143803538","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}

引用次数: 0

Theory of mind and text comprehension across the lifespan: A meta-analysis. 思维理论与跨生命周期的文字理解：荟萃分析。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-06-01 Epub Date: 2024-11-07 DOI: 10.1037/dev0001869

Virginia Tompkins, Derek E Montgomery, Rebecca A Dore, Bridget Kiger Lee

{"title":"Theory of mind and text comprehension across the lifespan: A meta-analysis.","authors":"Virginia Tompkins, Derek E Montgomery, Rebecca A Dore, Bridget Kiger Lee","doi":"10.1037/dev0001869","DOIUrl":"10.1037/dev0001869","url":null,"abstract":"Researchers argue that theory of mind (ToM) abilities are needed for text (listening or reading) comprehension. Although many studies have supported this claim, findings are mixed and researchers have disagreed on how fundamental this relation is-for example, whether ToM and text comprehension are related merely because of shared variance with verbal and executive function skills. To address these issues more definitively, we conducted a meta-analysis examining ToM and text comprehension, which included 47 independent samples with 5,123 participants ranging in age from 3 to 70 years of age (M = 10.53 years). We found a statistically significant association (r = .33) between ToM and text comprehension across 157 effect sizes. This relation did not differ based on whether data were cross-sectional or longitudinal, the age of participants, or most characteristics of the ToM or comprehension tasks (e.g., the degree to which they were narrative or inferential). However, the effect size was stronger in some languages and for listening comprehension rather than reading comprehension tasks. In longitudinal designs, the effect size did not differ depending on whether ToM was assessed before text comprehension or the reverse. Finally, we conducted meta-analyses controlling for verbal and/or executive function abilities and found that the relation between ToM and text comprehension was significant when controlling for each as well as both abilities (r = .22-.32). The current findings provide the strongest evidence to date that there is a fundamental relation between ToM and text comprehension. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1112-1125"},"PeriodicalIF":3.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142606467","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}

引用次数: 0

Children's beliefs about Black and White men's and women's scientific knowledge: An intersectional approach. 儿童对黑人和白人男性和女性科学知识的看法：交叉方法。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-06-01 Epub Date: 2024-11-07 DOI: 10.1037/dev0001854

Khushboo S Patel, Judith H Danovitch, Nicholaus S Noles

{"title":"Children's beliefs about Black and White men's and women's scientific knowledge: An intersectional approach.","authors":"Khushboo S Patel, Judith H Danovitch, Nicholaus S Noles","doi":"10.1037/dev0001854","DOIUrl":"10.1037/dev0001854","url":null,"abstract":"Children are sensitive to other's knowledge and social characteristics when seeking out information, but little is known about how adults' gender and race interact to influence children's beliefs about adults' knowledge. In two studies, 5-8-year-olds (N = 257; 127 girls; 130 boys; 73% White) saw photos of Black and White men and women and rated each adults' science knowledge. In Study 1, children then viewed four adult faces together (one from each gender and race) and chose who knew the most and second-most about the answer to a scientific question. In Study 2, the selection task was modified so that children saw two faces from different categories and chose one, and children were then asked to identify one of four individuals as a scientist. In both studies, children also chose which of four individuals they would want to learn about science from. Children gave similar knowledge ratings to men and women and to Black and White individuals when they rated one adult at a time. However, when children selected the most knowledgeable adult, they showed an ingroup gender-based preference whose strength varied with child age. In both studies, children also showed an ingroup gender-based learning preference, but showed no preferences based on adult race. Children referred to adults' appearance most often when justifying their learning preference and which individual they believed to be a scientist. Together, these findings suggest that, for primarily White American children, a potential adult informant's gender may be more salient than race when evaluating science knowledge. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1097-1111"},"PeriodicalIF":3.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142605573","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}

引用次数: 0