Developmental Psychology最新文献_第10页

Children's recognition of causal system categories across superficially distinct events. 儿童对表面上不同事件的因果系统类别的识别。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-07-08 DOI: 10.1037/dev0001769

Alexandra Rett, Jamie Amemiya, Brendan Hwang, Micah Goldwater, Caren M Walker

{"title":"Children's recognition of causal system categories across superficially distinct events.","authors":"Alexandra Rett, Jamie Amemiya, Brendan Hwang, Micah Goldwater, Caren M Walker","doi":"10.1037/dev0001769","DOIUrl":"https://doi.org/10.1037/dev0001769","url":null,"abstract":"A deep understanding of any phenomenon requires knowing how its causal elements are related to one another. Here, we examine whether children treat causal structure as a metric for assessing similarity across superficially distinct events. In two experiments, we presented 156 4-7-year-olds (approximately 55% of participants identified as White, 29% as multiracial, and 12% as Asian) with three-variable narratives in which story events unfold according to a causal chain or a common effect structure. We then asked children to make judgments about which stories are the most similar. In Experiment 1, we presented all events in the context of simple, illustrated stories. In Experiment 2, we removed all low-level linguistic cues that may have supported children's similarity judgments in Experiment 1 and used animated videos to support understanding of the causal elements in each story. Results indicated a gradual shift between 4 and 7 years in children's use of causal structure as a metric of similarity between narratives: While we found that children as young as five were capable of correctly representing the causal structure of each story individually, only 6- and 7-year-olds relied on shared causal structure across stories when making similarity judgments. We discuss these findings in light of children's developing causal and abstract reasoning and propose directions for future work. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560073","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

Sexual revictimization by peers in school and organized activity contexts among adolescents: A 3-year longitudinal study. 青少年在学校和有组织活动中受到同伴的性侵害：一项为期三年的纵向研究。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-07-08 DOI: 10.1037/dev0001744

Darun Jaf, Kristina Holmqvist Gattario, Susanna Geidne, Carolina Lunde, Therése Skoog

{"title":"Sexual revictimization by peers in school and organized activity contexts among adolescents: A 3-year longitudinal study.","authors":"Darun Jaf, Kristina Holmqvist Gattario, Susanna Geidne, Carolina Lunde, Therése Skoog","doi":"10.1037/dev0001744","DOIUrl":"https://doi.org/10.1037/dev0001744","url":null,"abstract":"Based on sexual revictimization theory, this study investigates the role of individual characteristics (e.g., depression and subjective well-being) and contextual factors (school and organized activities) in the development of sexual harassment revictimization among Swedish Grade 7 (46% girls; Mage = 14.09) adolescents who were followed over 3 consecutive years. The analytic sample comprises adolescents in the school context (T1 N = 678, T2 N = 563, and T3 N = 471) and in organized free-time activity contexts (T1 n = 443, T2 n = 400, and T3 n = 356). Our findings suggest that adolescents with experiences of sexual harassment victimization in Grade 7 were at an increased risk of being sexually revictimized the following 2 years across the two distinct developmental contexts. Further, our results reveal that adolescents are more sexually harassed by their peers in organized activity contexts both concurrently and over time if they were victims of sexual harassment in the school context and the other way around. The findings underscore the need for sexual harassment prevention interventions to consider different developmental contexts simultaneously and to focus on the history of adolescents' experiences of victimization. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560080","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 reciprocal relationships between moral disengagement and antisocial behavior from ages 16 to 23. 16 至 23 岁期间道德脱离与反社会行为之间的相互关系。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-07-08 DOI: 10.1037/dev0001801

Frances R Chen, Amanda L Sutton

{"title":"The reciprocal relationships between moral disengagement and antisocial behavior from ages 16 to 23.","authors":"Frances R Chen, Amanda L Sutton","doi":"10.1037/dev0001801","DOIUrl":"https://doi.org/10.1037/dev0001801","url":null,"abstract":"Moral disengagement (MD) has been consistently associated with antisocial behavior (ASB) in prior research. Limited research tested the directionality of the bivariate relationship, and most studies focused only on the direction of MD predicting ASB, even though ASB could also influence MD based on the literature on attribution and behavioral influence on attitude. Moreover, the few studies testing reciprocal associations rarely controlled for stable individual differences and did not explicitly examine the age effect to allow for a clear developmental inference. We analyzed age-based self-report antisocial behavior and moral disengagement data across ages 16-23 from 1,349 juvenile offenders (86.43% male; 20.31% White, 41.29% Black, 33.65% Hispanic) in the Pathways to Desistance Project using a random intercept cross-lagged panel model. Controlling for stable individual differences in MD and ASB and their associations along with the autoregressive effects, there was a reciprocal relationship between MD and ASB from ages 16 to 18. However, from ages 19 to 21, only ASB significantly predicted MD in the following year. There was no significant cross-lagged effect from ages 21 to 23. Our findings highlight the dynamic relationship between MD and ASB from ages 16 to 23. Youth between 16 and 18 years old may be more pliable to change with treatment/intervention due to the two-way traffic of cognition and behavior, but we also caution against treatment efforts with a heavy focus on proactive criminal thinking involving moral disengagement to reduce offending behavior beyond age 18. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560085","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

Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades. 转学时间：小学各年级持续螺旋式内容扫盲干预的长期效果。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-07-01 Epub Date: 2024-02-26 DOI: 10.1037/dev0001710

James S Kim, Joshua B Gilbert, Jackie Eunjung Relyea, Patrick Rich, Ethan Scherer, Mary A Burkhauser, Johanna N Tvedt

{"title":"Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades.","authors":"James S Kim, Joshua B Gilbert, Jackie Eunjung Relyea, Patrick Rich, Ethan Scherer, Mary A Burkhauser, Johanna N Tvedt","doi":"10.1037/dev0001710","DOIUrl":"10.1037/dev0001710","url":null,"abstract":"We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past events like dinosaur mass extinctions), and Grade 3 (scientific investigation of living systems). A total of 30 elementary schools (N = 2,870 students) were randomized to a treatment or control condition. In the treatment condition (i.e., full spiral curriculum), students participated in content literacy lessons from Grades 1 to 3 during the school year and wide reading of thematically related informational texts in the summer following Grades 1 and 2. In the control condition (i.e., partial spiral curriculum), students participated in lessons in only Grade 3. The Grade 3 lessons for both conditions were implemented online during the COVID-19 pandemic school year. Results reveal that treatment students outperformed control students on science vocabulary knowledge across all three grades. Furthermore, intent-to-treat analyses revealed positive transfer effects on Grade 3 science reading (ES = .14), domain-general reading comprehension (ES = .11), and mathematics achievement (ES = .12). Treatment impacts were sustained at 14-month follow-up on Grade 4 reading comprehension (ES = .12) and mathematics achievement (ES = .16). Findings indicate that a content literacy intervention that spirals topics and vocabulary across grades can improve students' long-term academic achievement outcomes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139974086","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

Type of bilingualism, task domain, and attention demands impact children's cognitive performance. 双语类型、任务领域和注意力要求会影响儿童的认知表现。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-07-01 Epub Date: 2024-02-26 DOI: 10.1037/dev0001680

Danika Wagner, Sadek Hefni Shorbagi, Leora Goldreich, Ellen Bialystok

{"title":"Type of bilingualism, task domain, and attention demands impact children's cognitive performance.","authors":"Danika Wagner, Sadek Hefni Shorbagi, Leora Goldreich, Ellen Bialystok","doi":"10.1037/dev0001680","DOIUrl":"10.1037/dev0001680","url":null,"abstract":"The present study investigated the relation between continuous measures of two qualitatively different types of bilingual experience and outcome measures that varied in domain (verbal or nonverbal) and processing demands (degree of conflict). Participants were 195 English-speaking children, 7 years old, who were enrolled in French immersion programs. Children were assessed for their degree of \"home bilingualism,\" reflecting language use patterns at home, and \"school bilingualism,\" reflecting progress in learning French. None of the children spoke French at home. Participants completed verbal fluency, n-back, and global-local tasks, with conditions within tasks varying in degree of attentional processing required. Type of bilingual experience affected verbal and nonverbal tasks differently. Home bilingualism was positively associated with performance on attentionally demanding conditions of the n-back and global-local tasks, the two nonverbal tasks, whereas school bilingualism was positively associated with performance on English verbal fluency, the linguistic task. In both cases, results were modulated by the degree of bilingual experience. These results underline the importance of specifying the type and degree of bilingual experience and the details of the outcome tasks to understand the impact of bilingualism on children's development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139974087","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 role of affiliation in the development of collaborative partner choice. 隶属关系在合作伙伴选择发展中的作用。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-07-01 Epub Date: 2024-03-28 DOI: 10.1037/dev0001739

John Corbit, Hayley MacDougall, Stephanie Hartlin, Chris Moore

{"title":"The role of affiliation in the development of collaborative partner choice.","authors":"John Corbit, Hayley MacDougall, Stephanie Hartlin, Chris Moore","doi":"10.1037/dev0001739","DOIUrl":"10.1037/dev0001739","url":null,"abstract":"Collaboration is an early emerging component of successful cooperative relations that produces a cascade of positive social preferences between collaborators. Concurrently, robust preferences for affiliated others may restrict these benefits to in-group peers. We investigated how in-group affiliation (based on minimal group markers) and interpersonal affiliation (based on shared preferences) influence children's collaborative partner choice. We asked whether children prefer to collaborate with affiliated peers and if highlighting interpersonal affiliation with out-group members reduce in-group bias in partner choice. In Study 1, we assigned children (4-9 years, N = 124, 62 female, two nonbinary) to either a group or interpersonal affiliation condition and gave them a choice of collaborating with either an affiliated (in-group or same preference) or unaffiliated (out-group or different preference) peer. While children preferred affiliated peers in both conditions, interpersonal affiliation had a greater influence than group affiliation on collaborative partner choice among younger participants. With age, the difference between children's preference for affiliated peers in the interpersonal and group affiliation condition declined until they were similar in middle childhood. In Study 2, we assessed whether shared preferences would override in-group bias when these factors were directly contrasted. Children (4-9 years, N = 62, 33 female) chose between an in-group/different preference or out-group/same preferences peer. Younger children preferred the out-group/same preference peer, a preference that diminished with age to chance levels in middle childhood. These findings suggest that affiliation is an important determinant of collaborative partner choice and that shared preferences can override in-group bias in children's collaborative partner choice. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140307342","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

Supplemental Material for The Legacy of Harsh Parenting: Enduring and Sleeper Effects on Trajectories of Externalizing and Internalizing Symptoms 苛刻养育的遗产》补充材料：外化和内化症状轨迹的持久效应和睡眠效应

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-07-01 DOI: 10.1037/dev0001754.supp

引用次数: 0

Supplemental Material for Vowel Harmony Preferences in Infants Growing up in Multilingual Ghana (Africa) 多语言加纳（非洲）成长婴儿的元音和谐偏好补充材料

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-07-01 DOI: 10.1037/dev0001776.supp

引用次数: 0

Mealtime conversations between parents and their 2-year-old children in five cultural contexts. 五种文化背景下父母与两岁孩子的进餐对话。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-07-01 Epub Date: 2024-02-26 DOI: 10.1037/dev0001688

Manuel Bohn, Wilson Filipe da Silva Vieira, Marta Giner Torréns, Joscha Kärtner, Shoji Itakura, Lília Cavalcante, Daniel Haun, Moritz Köster, Patricia Kanngiesser

引用次数: 0

The nonmeek inherit the earth: Children generalize dominance, but not submissiveness. 不温顺的人继承了大地：孩子们习惯于支配，而不是顺从。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-07-01 Epub Date: 2024-02-29 DOI: 10.1037/dev0001696

Hannah Hok, Katie Vasquez, Anam Barakzai, Alex Shaw

{"title":"The nonmeek inherit the earth: Children generalize dominance, but not submissiveness.","authors":"Hannah Hok, Katie Vasquez, Anam Barakzai, Alex Shaw","doi":"10.1037/dev0001696","DOIUrl":"10.1037/dev0001696","url":null,"abstract":"Children and even infants have clear intuitions about power early in development; they can infer who is dominant and subordinate from observing a single interaction. However, it is unclear what children infer about each individual's status from these interactions-do they think dominants and subordinates will maintain their status when interacting with novel partners? In three experiments, we investigate this question. Children (4- to 10-year-olds, N = 365) heard stories about a dominant and subordinate agent and predicted the dominant or subordinate agent's behavior with a novel agent. In all studies, we found that 7- to 10-year-olds generalized dominance, thinking the dominant would again be dominant or \"in charge,\" both for social power (e.g., granting permission) in Study 1 and physical dominance (e.g., a fistfight) in Studies 2 and 3. Furthermore, although they believed dominant agents would win dominance contests (fistfights), they did not believe they would win contests unrelated to dominance (math contests). Younger children did not generalize social power (Study 1) but did generalize physical dominance (Studies 2 and 3). However, even for physical dominance, their generalizations were less selective (i.e., they believed the dominant would win fistfights and math contests). Notably, neither age group generalized an agent's submissiveness in any of the studies-they did not believe a subordinate agent would again be subordinate when paired with a novel partner. We discuss how these results extend past work on children's developing intuitions about dominance and prompt deeper questions about the inferences children draw from dominance interactions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139997878","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