Developmental Psychology最新文献

{"title":"Children's developing ability to predict novel outcomes from variability information.","authors":"Elizabeth Lapidow, Mariel Goddu, Caren M Walker","doi":"10.1037/dev0002082","DOIUrl":"https://doi.org/10.1037/dev0002082","url":null,"abstract":"<p><p>Making abstract inferences from specific instances is a critical cognitive ability. Here, we examine children's capacity to use these inferences to reason beyond the evidence they observe. In three experiments, participants (<i>N</i> = 161, 46% female, 43% White) observed various colored balls randomly drawn from two opaque boxes and were asked to choose which box was more likely to contain a novel-colored ball. Younger preschoolers (<i>M</i>_age = 40.12 months, Experiment 1) chose the container that produced differently colored balls over one that produced balls of a single color, suggesting they made inferences about second-order characteristics (variability vs. uniformity), and used this to make novel predictions. When presented with more subtle contrasts (low- vs. high-variability, Experiments 2 and 3), older (<i>M</i>_age = 55.53 months), but not younger preschoolers, continued to make adult-like predictions, suggesting that these second-order inferences increase in sophistication during early childhood. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233893","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":"Children are more tolerant of partiality in asking for help than in providing help.","authors":"Richard E Ahl, Melisa Maya Kumar, Katherine McAuliffe","doi":"10.1037/dev0002049","DOIUrl":"https://doi.org/10.1037/dev0002049","url":null,"abstract":"<p><p>As children grow older, they become increasingly critical of group-based partiality in <i>providing</i> help. However, the developmental trajectory of how children evaluate partiality in <i>asking</i> for help is largely unknown. Our study investigates evaluations and expectations of group-based partiality in providing versus asking for help in 5- to 10-year-old children (<i>n</i> = 164; 54.3% girls, 45.7% boys) from the New England region of the United States. In the study, participants learn about two groups of children at a playground and make predictions about their interactions. Because ingroup favoritism in asking for help does not immediately lead to negative outcomes for the outgroup, we predicted different responses regarding biased requests for help compared to biased helping. We find that children generally deem ingroup favoritism more acceptable in asking for help than in providing help. We also see age-related changes: Younger children evaluate ingroup favoritism in asking for help positively, while older children view it neutrally. In contrast, both age groups view ingroup favoritism in providing help negatively. Additionally, children from both age groups expect group-based partiality when responding to requests for help and when asking for it, showing some divergence between what children deem acceptable and what they deem likely to occur. Ingroup bias in asking for help is both accepted and expected and may contribute to the persistence of partiality in cooperation. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233822","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 role of refugee children's host country language in their resilience to resettlement: A longitudinal and within-family study on Syrian children's early adaptation in Canada.","authors":"Steve Songtao Wang, Redab Al-Janaideh, Xi Becky Chen, Johanne Paradis, Adriana Soto-Corominas, Alexandra Gottardo, Irene Vitoroulis, Kathy Georgiades, Jennifer M Jenkins","doi":"10.1037/dev0002072","DOIUrl":"https://doi.org/10.1037/dev0002072","url":null,"abstract":"<p><p>One hundred twenty-six children (between 6 and 13 years) in 71 families who were resettled in Canada, as a result of the Syrian Civil War, were followed up over 3 years, using a sibling comparison, longitudinal design. This design allowed us to test the hypothesis that host country receptive language competence (L2) protects refugee children's mental health in families with limited resources (low parental education, large family size). The sibling comparison design unconfounded within- and between-family processes. Results using multilevel growth curve modeling showed that children's externalizing behavior started high and decreased over the 3 years of study. Receptive L2 was found to protect refugee children from the risks of low parental education and large family size while ruling out the possibility that this protective process occurred between families. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233888","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":"Understanding temporal patterns of metacognitive monitoring and control in 5- to 6-year-olds: A latent class vector-autoregression analysis.","authors":"Florian Jonas Buehler, Niamh Oeri","doi":"10.1037/dev0002071","DOIUrl":"10.1037/dev0002071","url":null,"abstract":"<p><p>Efficient metacognition relies on a fine-tuned interplay between monitoring and control. However, these temporal dynamics between monitoring and control are still poorly understood, which limits our understanding of why some children succeed and other children struggle with metacognition. We assessed metacognitive monitoring, control, and off-task behavior in an unsolvable task in which participants built a wooden snake according to a plan. Participants were <i>N</i> = 123 typically developing 5- to 6-year-olds (<i>M</i>_age = 5.45 years, <i>SD</i> = 0.59, 52% female). We coded monitoring, control, and off-task behavior in 5-s intervals, resulting in a total of 6,150 observations. Based on children's monitoring, control, and off-task behaviors, we ran a latent class vector-autoregression analysis. We identified four latent clusters. The four clusters display distinct behavioral patterns over time, marked by varying levels of monitoring, control, and off-task behaviors. Subsequent analyses showed that younger children showed less stable metacognition than older children. Understanding differences in metacognitive dynamics is particularly important when trying to understand why children have metacognitive difficulties and may have important implications for tailoring interventions to the metacognitive needs of children. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233835","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 ball is in his court. It's up to him\": Parental communication about meritocracy.","authors":"Lauren Kinnard, Rashmita S Mistry, Luke McGuire, Laura Elenbaas","doi":"10.1037/dev0002087","DOIUrl":"https://doi.org/10.1037/dev0002087","url":null,"abstract":"<p><p>Meritocracy-the belief that society rewards individual ability, motivation, and hard work-is foundational to many Western nations but the processes by which meritocratic beliefs are communicated to youth is not well understood. The present study used a master narrative (i.e., dominant cultural stories) framework to explore parents' communication of meritocratic messages. Data came from a larger qualitative study of family social class socialization; the interview protocol was designed to elicit information about parents' perspectives on how their families' current social class standing affects their family life, including how they communicate about social class with their children. The sample comprises parents from the United Kingdom (<i>n</i> = 21) and United States (<i>n</i> = 13) with at least one child between the ages of 5 and 17 (<i>N</i> = 34; <i>M</i>_age = 44.1 years; 50% women; 26% Asian; 26% Black; 9% Latinx; 38% white; 44% working class; 6% lower middle class; 38% middle class; 12% upper middle class). Results indicate that all parents incorporated aspects of meritocracy, adhering to individualist views of economic success. Many also resisted dominant narratives such as materialism. Far less frequent was endorsement of a counter narrative to meritocracy (i.e., structural dimensions of social class). (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233841","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":"Subjective aging and cognitive aging across 15 years in middle-aged and older adults: Disentangling between-person and within-person associations.","authors":"Markus Wettstein, Iris Blotenberg, Paolo Ghisletta, Ulman Lindenberger, Denis Gerstorf, Susanne Wurm","doi":"10.1037/dev0002084","DOIUrl":"https://doi.org/10.1037/dev0002084","url":null,"abstract":"<p><p>Subjective aging predicts various developmental outcomes, including cognitive functioning. However, associations could be bidirectional. We focused on central dimensions of subjective aging (subjective age; self-perceptions of aging related to social losses, physical losses, and ongoing development) and investigated reciprocal longitudinal associations with perceptual-motor speed, both at the between-person level (i.e., Do individuals with more positive subjective aging trajectories exhibit better cognitive performance trajectories?) and within-person level (e.g., Is an individuals' cognitive performance poorer than their typical trajectory on measurement occasions when their subjective aging is less positive than their typical trajectory?). We used data from the German Ageing Survey (<i>n</i> = 15,898; aged 40-95 years; observation period: 2002-2017, up to five occasions; mean number of observations: 2.1; sample sizes between 2002 and 2017: 4,334; 7,668; 4,800; 9,703; 6,551). Using autoregressive latent trajectory models with structured residuals, we controlled for sociodemographic, social, and health-related factors. At the between-person level, higher levels of perceptions related to ongoing development and lower levels of perceptions related to physical and social loss were associated with higher levels of perceptual-motor speed. Linear decline in perceptual-motor speed was less steep for individuals with lower physical loss intercepts and higher ongoing development levels. While there were significant within-person synchronous associations between perceptual-motor speed and subjective aging, we found no reliable cross-lagged associations. All between-person and within-person associations of subjective age with perceptual-motor speed were not statistically significant. Our results imply that there are meaningful between-person and within-person associations between subjective aging and cognitive abilities. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233863","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":"Development and validation of a novel microcoding system for parent and child emotion-related behavior.","authors":"Jennifer A Somers, Francesca R Querdasi, Minella Aghajani, Qiran Cheryl Sun, Sarah Xu, Wenyue Lily Li, Siyan Nussbaum, Kristen A Chu, Naomi Gancz, Emily Towner, Bridget L Callaghan","doi":"10.1037/dev0002070","DOIUrl":"https://doi.org/10.1037/dev0002070","url":null,"abstract":"<p><p>Microcoding systems can facilitate detection of parent-child interaction <i>processes</i>, which cannot be disentangled through self-report or global coding methods. Yet, existing microcoding approaches focus on a relatively narrow range of behavior, particularly for children. The present study aimed to evaluate the reliability and validity of a novel microcoding system for capturing second-by-second changes in parent and child emotion-related behavior. A 6-min videorecorded conflict resolution task was double-coded for 159 parent-child (ages 6-16 years, <i>M</i>_age = 11.17, <i>SD</i>_age = 3.43, 49.1% female; 26.4% White, non-Hispanic; 44.7% early caregiving-related adversity exposed) dyads. Results provided strong evidence of interrater reliability and concurrent validity with respect to global ratings. There was mixed evidence of nomological validity vis-à-vis mental health outcomes. As expected, greater parent depressive symptoms were associated with less parent positive social communication and more child nonautonomous behavior; child attention-deficit/hyperactivity disorder symptoms were associated with more parent off-task behavior. Surprisingly, parent active social engagement, reflecting efforts to socialize emotions or support autonomy, was positively associated with child anxiety (specifically among adolescents); child behaviors were not associated with child mental health. On average, children's positive social communication increased the likelihood of subsequent parent positive communication, and vice versa. Parents were typically more likely to engage in active social engagement behavior immediately following child withdrawal, and children were more likely to withdraw following parent active social engagement. Results offer initial support for the reliability, validity, and utility of our microcoding approach in elucidating bidirectional parent-child dynamics, and warrant replication in additional samples and interaction contexts. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233830","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 co-construction of counterfactual worlds in parent-child reminiscing.","authors":"Angela Nyhout, Emily Veall, Patricia A Ganea","doi":"10.1037/dev0002064","DOIUrl":"https://doi.org/10.1037/dev0002064","url":null,"abstract":"<p><p>Counterfactual thinking plays a central role in human judgment and decision making. Most of what we know about its development comes from studies where children are prompted to reason counterfactually. In which everyday contexts do children first hear and produce counterfactuals? In this study, we explored parent-child reminiscing as a promising context. We propose that children's early counterfactual thinking might be scaffolded by caregivers via a co-construction process, whereby one dyad member offers an antecedent (e.g., \"If we'd remembered an umbrella\") and the other offers a consequent (e.g., \"we wouldn't be wet.\"). Sixty-two parent-child dyads (children aged 3-6 years) discussed positive and negative shared past events and were later prompted to discuss \"what could have happened differently.\" We analyzed conversations for the dynamics of co-constructed counterfactuals and the forms any counterfactuals took, including their structure (additive or subtractive), direction (upward or downward), and controllability (controllable or uncontrollable). While spontaneous counterfactuals arose infrequently, all dyads produced counterfactuals when prompted. Parents frequently introduced counterfactual frames that children could build on, leading to co-construction. Counterfactuals were slightly more common following negative or unexpected events compared with positive and routine ones. Both parents and children predominantly focused on controllable aspects of events, suggesting a shared recognition of which counterfactuals are most useful for behavior change. Our results highlight the role of parent-child conversations in supporting the development of counterfactual reasoning and suggest potential pathways for fostering this skill in early childhood. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214195","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":"Family communication and child behavior problems during the COVID-19 pandemic.","authors":"Renee Lamoreau, Anna Wilson, Allison Pequet, Hilary Skov, Sarah A O Gray","doi":"10.1037/dev0002078","DOIUrl":"10.1037/dev0002078","url":null,"abstract":"<p><p>The COVID-19 pandemic posed challenges for many families, with wide-ranging implications for children's mental health. While much prior research has emphasized the developmental harms associated with the pandemic, this study examines how family communication may serve as a protective factor, buffering the impact of COVID-19-related stress on children's internalizing and externalizing problems. Participants included 144 predominantly Black, low-income, and economically marginalized mother-child dyads who were originally enrolled in a longitudinal study of stress and coping (2015-2019). During the pandemic, 76 mothers completed virtual follow-up surveys between October 2020 and April 2021. Multivariate regression analyses were conducted using Mplus (Muthén & Muthén, 2017). Results indicated that higher levels of family communication were significantly associated with fewer child externalizing behaviors. Consistent with study hypotheses, COVID-19-related stress interacted with family communication to yield a significant moderating effect on children's externalizing behaviors. No significant main or interactive effects were found between family communication and child internalizing problems. The study sample was small, and thus generalizability must be carefully considered. This study supports the future exploration of family communication processes as buffering against other potentially traumatic experiences. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12494161/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214260","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":"Parent personality, child temperament, and digital media: Pathways to language development in early childhood.","authors":"Syakira Wijaya, Sneh Jhaveri, Lynn K Perry, Rachel Barr, Sarah C Kucker","doi":"10.1037/dev0002079","DOIUrl":"10.1037/dev0002079","url":null,"abstract":"<p><p>Over the past decade, children's digital media exposure has increased rapidly, raising concerns about its potential negative impact on language development. While broader family ecology (especially parents) and the context of how media is used are known to matter in shaping children's language development, the roles of parent personality and child temperament in shaping media consumption remain understudied. To address this gap, this study introduces a holistic model examining parent personality, child temperament, and media use as predictors of language development in 2-year-old children, both concurrently and longitudinally. In Study 1, 464 caregivers (<i>n</i>_female = 222) of 17- to 30-month-old monolingual English-speaking children (<i>n</i>_female = 323) were recruited via Cloud Research and Prolific. Caregivers were 76.94% White and had a median education of a 4-year college degree. The study assessed parent personality, child temperament, media use duration, motivations and contexts of media use, and child language outcomes. Study 2 measured a subset of these caregivers (<i>n</i> = 90) 1 year later. Results suggest parent conscientiousness directly impacts children's media use and indirectly impacts vocabulary. The impact of children's negative affect on vocabulary is mediated through their technology use. Educational motivations for using media and presence of joint social context did not moderate media's impact on vocabulary. However, duration of digital media use at 2 years predicted vocabulary 1 year later, regardless of parent personality or child temperament. This study emphasizes the importance of the broader family ecologies, including parent personality and child temperament, as well as longitudinal impacts of media use, calling for more nuanced, context-sensitive guidance over one-size-fits-all recommendations. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12494160/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214185","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}