Developmental Psychology最新文献

{"title":"The impact of mnemonic prediction errors on episodic memory: A lifespan study.","authors":"Sophie Nolden, Gözem Turan, Oded Bein, Lila Davachi, Yee Lee Shing","doi":"10.1037/dev0001966","DOIUrl":"https://doi.org/10.1037/dev0001966","url":null,"abstract":"<p><p>Memory-derived predictions help us to anticipate incoming sensory evidence. A mismatch between prediction and evidence leads to a prediction error (PE). Previous research suggested that PEs enhance memory of the surprising events. Here, we systematically investigated the effect of PE on episodic memory in children (10-12 years old), younger adults (18-30 years old), and older adults (66-70 years old). Participants learned visual object pairs over 2 days. On Day 3, new objects were shown among the pairs, either after the first item of a pair (violation items), that is, instead of the second item, or between pairs (nonviolation items), that is, when no specific predictions were possible. Our results did not reveal a significant boosting effect of PE on memory in any of the age groups. In contrast, in children, violations resulted in lower memory specificity compared with nonviolations. Older adults showed lower memory specificity than the other age groups across violations and nonviolations. We conclude that the beneficial effect of PE on episodic memory may be less consistent than theoretically postulated and may not always be observed in experimental settings involving statistical learning and item-specific violations, and that children's memory specificity may even suffer from PE. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095736","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":"Sociometric likeability and perceived likeability: Relations with academic performance and psychological problems in Chinese children and adolescents.","authors":"Xinyin Chen, Mengting Liu, Dan Li, Junsheng Liu, Guomin Jin","doi":"10.1037/dev0001981","DOIUrl":"https://doi.org/10.1037/dev0001981","url":null,"abstract":"<p><p>Researchers have been interested in the role of social reputation in shaping individual behaviors and adjustment. Whereas the significance of academic reputation has been demonstrated for students' performance, the role of reputation remains unclear in the socioemotional domain. This 2-year longitudinal study focused on perceived likeability to capture the reputational aspect of peer likeability and examined its relations with school performance and psychological problems in comparison with those for sociometric likeability. Participants included students (<i>N</i> = 4,850; 2,395 boys), initially in fourth and seventh grades (<i>M</i>_age = 10 and 13 years), in China. Data were obtained from multiple sources including peer assessments, teacher ratings, self-reports, and school records. Among the results, perceived likeability predicted later academic performance more robustly than sociometric likeability. Whereas sociometric likeability negatively predicted later psychological problems in elementary school students, perceived likeability negatively predicted later psychological problems in middle school students. The results indicate distinct patterns of contributions of sociometric likeability and perceived likeability to adjustment and the role of social reputation in strengthening the function of peer likeability, particularly in middle school students. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144039404","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":"Why is constructive interparental conflict beneficial for children's mental health? The role of effortful control and positive affect.","authors":"Patrick T Davies, Vanessa T Cao, Alexandria A Baker, Melissa L Sturge-Apple","doi":"10.1037/dev0001990","DOIUrl":"10.1037/dev0001990","url":null,"abstract":"<p><p>[Correction Notice: An Erratum for this article was reported online in <i>Developmental Psychology</i> on Jun 16 2025 (see record 2026-29795-001). The title was originally published as \"Why Is Constructive Interparental Conflict Beneficial for Children's Mental Health? The Role of Effortful Conflict and Positive Affect.\"\"Effortful Conflict\" was corrected to \"Effortful Control.\" All versions of this article have been corrected.] This article examined children's positive affect and effortful control as mediators of associations between their exposure to constructive interparental conflict (IPC) and their social, emotional, and behavioral adjustment. Study 1 participants consisted of 243 mothers and their partners and preschool children (<i>M</i>_age = 4.60 years; 56% female; 54% Black or multiracial; 16% Latinx). Study 2 participants were 238 mothers, their partners, and their preschool children (<i>M</i>_age = 4.38 years; 52% female; 28% Black or multiracial; 16% Latinx). Both studies utilized multimethod, multi-informant assessment batteries within a longitudinal design. Findings from the two-wave design in Study 1 supported the hypothesis that children's effortful control at Wave 1 was a mediator of the associations between Wave 1 constructive IPC and their greater social competence and lower externalizing symptoms at Wave 2 after controlling for Wave 1 child functioning. The more rigorous three-wave design of Study 2 produced a comparable pattern of findings. Lagged, autoregressive tests of mediational paths indicated that Wave 1 constructive IPC was a significant predictor of children's effortful control at Wave 2. Effortful control, in turn, predicted children's greater social competence and lower externalizing symptoms at Wave 3. Although children's positive affect was not a mediator in either study due to its negligible associations with constructive IPC, positive affect predicted lower levels of internalizing symptoms across both studies. Results were consistent across studies with and without the inclusion of several covariates. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143990993","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":"Maximizing learning: Lesson-related wall decorations support learning while unrelated decorations do not hinder it.","authors":"Paula Ríos-López, Elena Selezneva, Annette Schmitt, Jörn Borke, Nicole Wetzel","doi":"10.1037/dev0001963","DOIUrl":"https://doi.org/10.1037/dev0001963","url":null,"abstract":"<p><p>During a lesson, children must pay attention to relevant information while they also have to ignore distractors. This study investigated attention in 36 neurotypical children (<i>M</i> = 8.5 years; 19 female, 17 male; 36 White) during the lesson with lesson-related decorations, with unrelated decorations, and with empty walls. Overt attention was recorded via eye-tracking glasses. Postlesson learning was measured directly after the lesson and 1 week later. Children looked more to the lesson-related compared with lesson-unrelated decorations, and more to the teacher when decorations were unrelated. Lesson learning was best with lesson-related decorations. Bayesian statistics confirmed similar learning scores between lesson-unrelated decorations and empty walls. This pattern of results was also observed a week later. Results indicate that successful attention control, which includes the ability to flexibly attend to lesson-relevant information in the learning environment, can boost learning in a classroom-like room. Irrelevant information did not impair learning in middle childhood. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144039223","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 within- and between-person effects of school discrimination on U.S. Latino/a adolescents' prosocial behaviors.","authors":"Roushanac Partovi, Gustavo Carlo, Rebecca M B White, Kathleen M Roche, Todd D Little","doi":"10.1037/dev0001989","DOIUrl":"https://doi.org/10.1037/dev0001989","url":null,"abstract":"<p><p>Following a school-based community sample of U.S. Latino/a adolescents surveyed at seven time points from eighth to 11th grade, we examined within- and between-person effects of school adult discrimination on adolescent engagement in emotional, dire, and compliant forms of prosocial behaviors across semester and school transitions. Participants were 547 U.S. Latino/a adolescents (<i>M</i>_age = 13.70 years; 45% boys; 90% U.S. born) in suburban Atlanta, Georgia, a new immigrant destination. We conducted analyses using random-intercept cross-lagged panel models. Within-person effects across all time points indicated that, when an adolescent's report of discrimination at one time point exceeded their average discrimination score across all time points, the adolescent reported fewer dire prosocial behaviors at a subsequent time point. Additionally, from the fall of eighth grade through the spring of ninth grade, adolescents who reported greater school adult discrimination compared with their own cross-time averages reported lower engagement in emotional prosocial behaviors at subsequent time points. Importantly, tests of indirect effects demonstrated that discrimination experienced before and after the transition to high school had lasting spillover effects on emotional and dire prosocial behaviors later in high school. Between-person effects indicated that adolescents with higher average scores for discrimination across all time points engaged in fewer compliant and emotional prosocial behaviors, on average. The findings highlight that discrimination from adults at school may contribute to declines in Latino/a adolescent prosocial behaviors but in unique ways depending upon the form of prosocial behavior and school transitions. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143988459","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":"Psychological needs and well-being through the eyes of vocational students in Aruba, Dutch Caribbean.","authors":"Maria-Liz R Proveyer Llopiz, Saskia D M van Schaik, Sara Harkness, Charles M Super, Eddie J P G Denessen","doi":"10.1037/dev0001971","DOIUrl":"https://doi.org/10.1037/dev0001971","url":null,"abstract":"<p><p>Well-being has been thoroughly studied worldwide mostly using questionnaires. Still, it is unclear what well-being means in specific contexts, as studies found that both well-being and underlying psychological needs may vary across cultures. In Aruba, concerns were raised regarding youth well-being. Therefore, this project used a mixed-method approach to explore the development of young people's well-being in Aruba. By taking a culture and human development approach, this project aims to conceptualize the concept and measurement of well-being in context. Students (<i>n</i> = 422) from three vocational schools in Aruba responded to a questionnaire based on the Self Determination Theory. Their age ranged from 16 to 25 years old, 52.7% were female, 43.9% male and 3.4% identified themselves as other. A total of 193 participants identified themselves as Aruban (43.7%), 130 as Aruban mixed with another culture (29.4%) and 118 as non-Aruban (26.7%). A total of 33 students from the larger sample participated in semistructured interviews. Results show moderate rates of satisfaction on the psychological needs questionnaire. Interviews with a subset of the research participants provide a more nuanced understanding of their psychological needs and reveal other needs as well. Cluster analysis shows three subgroups within the interview sample. One group was a less motivated group, the second group had a challenging home environment, and the third group showed high signs of ambition. The discussion focuses on the importance of using mixed methods and considering the cultural context when exploring concepts such as well-being in majority world countries. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144046540","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's mental health and mother-child elaborative reminiscing during the COVID-19 pandemic: Insights from Estonian and German middle-class families.","authors":"Pirko Tõugu, Lisa Schröder, Tiia Tulviste","doi":"10.1037/dev0001975","DOIUrl":"https://doi.org/10.1037/dev0001975","url":null,"abstract":"<p><p>The purpose of the present study was to examine the effect of elaborative reminiscing on children's mental health during the pandemic. In 2020, 43 Estonian and German highly educated middle-class parents were asked to audio record reminiscing conversations with their children and to report their own and their children's mental health using the Center for Epidemiologic Studies Depression Scale and Strengths and Difficulties Questionnaire, respectively. The participating children (57% girls) were, on average, 49 months old. Data on children's mental health were also gathered 3 years later. The results showed no links between maternal reminiscing style, maternal mental health, and children's mental health during the pandemic. However, maternal elaborative reminiscing (β = -.33; <i>p</i> = .01), maternal mental health (β = .34; <i>p</i> = .01), and children's mental health during the pandemic (β = .47; <i>p</i> < .001) independently predicted children's mental health 3 years later. Thus, our data suggest that elaborative reminiscing may have a protective effect in adverse situations, with elaborative discussions serving as one possible mechanism to help children cope. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144035200","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":"Through their eyes: Understanding the immediate and cumulative impact of vicarious discrimination on adolescents' socioemotional and cognitive-affective reactions.","authors":"Mei-Ki Chan, Aprile D Benner","doi":"10.1037/dev0001979","DOIUrl":"https://doi.org/10.1037/dev0001979","url":null,"abstract":"<p><p>To understand adolescents' daily experiences and reactions to vicarious discrimination as well as the role of parent and friend support in these dynamics, this study used a 14-day daily diary research design to examine the daily experiences of vicarious discrimination on adolescents' emotional (i.e., depressed, anxious, angry, positive moods) and cognitive-affective reactions (i.e., perceived safety stress, trouble fitting in with peers). Participants (<i>N</i> = 145) included 10th- and 11th-grade students in the southern United States from a larger longitudinal study (13% Asian American, 9% bi/multiracial, 10% other races/ethnicities, 9% Black, 31% Latino/a/x, and 28% White adolescents; 58% female). Results showed that repeated exposure to vicarious discrimination targeting parents, friends, and via media was associated with individual differences in increased negative mood and cognitive-affective reactions. Although parent and friend support were observed to buffer the adverse influences of vicarious discrimination on daily responses, an exacerbating effect of parent and friend support was also observed. Specifically, daily vicarious discrimination directed at parents was associated with increased same-day negative mood and social misfit, but only when adolescents perceived high levels of parent support. Similarly, vicarious discrimination targeting friends was linked to heightened same-day anxiety when friend support was perceived as high. These findings highlight the nuanced role of social support in coping with vicarious discrimination and the need to support adolescents in managing vicarious discrimination and inform theoretical understanding of how vicarious discrimination affects adolescents' daily lives. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144006889","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":"Can I afford one more candy? How motivational contexts shape adaptive cognitive control in children.","authors":"Lisa Toffoli, Margherita Calderan, Fiorella Del Popolo Cristaldi, Gian Marco Duma, Antonio Calcagnì, Massimiliano Pastore, Vincenza Tarantino, Giovanni Mento","doi":"10.1037/dev0001976","DOIUrl":"10.1037/dev0001976","url":null,"abstract":"<p><p>Recent findings suggest that preschoolers are capable of adapting cognitive control (CC) through bottom-up associative learning. However, it is not clear how motivational contextual triggers may influence this ability. This study investigated adaptive CC in a \"hot\" experimental context administering a modified version of the Balloon Analogue Risk Task to 170 children (83 F; 4-7 years). Specifically, a proportion manipulation induced different risky attitudes based on item-specific features (i.e., the balloon color). Overall, children were capable of inferring environmental regularities embedded in the context to optimize their performance. Regarding their ability to exploit and update these regularities for flexible CC adaptation, results suggest that reversal learning is ambiguous at the block level-overshadowed by a general increase in risk-taking-but tentatively present at the sub-block level, with asymmetric effects. Indeed, children seem to successfully adapt CC when going from a low to a high advantageous context but not vice versa. Moreover, different adaptive CC profiles were predictive of daily behavioral difficulties revealed by parental questionnaires. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144053207","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":"Within-person imbalance of reward sensitivity and executive functioning across adolescent development: A longitudinal examination of the dual systems model from childhood to adulthood.","authors":"Vanessa Lozano Wun, Samuel D Klein, Paul F Collins, Monica Luciana","doi":"10.1037/dev0001969","DOIUrl":"https://doi.org/10.1037/dev0001969","url":null,"abstract":"<p><p>The dual systems model of adolescent development asserts that the neurobiological systems underlying reward/motivational processes and cognitive control mature at different rates, resulting in an \"imbalance\" during adolescence whereby adolescents are biased toward rewards but unable to exert sufficient executive control in risk-taking contexts. While a hypothesized imbalance between these systems is central to the dual systems model, few studies have investigated longitudinal trajectories within and between each system with age. Therefore, this validation study assessed the developmental trajectories of the reward and control systems, and directly quantified within-person differences between these systems using an accelerated longitudinal design, including up to five biennial assessments per participant. The sample included 166 predominately White individuals from middle-class to upper-middle-class backgrounds, aged 9-29 years, of which 54% were female at birth. Results indicate that both self-reported reward sensitivity and laboratory-based executive functions increase rapidly during early adolescence and plateau by early adulthood. Findings provide evidence for a unique period of developmental imbalance with heightened reward sensitivity relative to executive control present in early adolescence and imply that most adolescents demonstrate top-down regulatory control over incentive-reward motivation by mid-to-late adolescence. However, some individuals deviate from this mean-level trend, suggesting that individual differences in neurodevelopment must be considered as important determinants of decision-making in later adolescence. Further research into how developmental differences between reward and control systems relate to decision-making processes, including risk-taking tendencies, is an important future direction for this research. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144004761","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}