Developmental Psychology最新文献_第10页

Bidirectional associations between executive function and social behavior across childhood: A registered report using a nationally representative sample. 童年时期执行功能和社会行为之间的双向关联：一份使用全国代表性样本的注册报告。

IF 2.7 2区心理学

Developmental Psychology Pub Date : 2026-07-23 DOI: 10.1037/dev0002009

Blake Glatley, Andrew D Ribner, Sammy F Ahmed

{"title":"Bidirectional associations between executive function and social behavior across childhood: A registered report using a nationally representative sample.","authors":"Blake Glatley, Andrew D Ribner, Sammy F Ahmed","doi":"10.1037/dev0002009","DOIUrl":"https://doi.org/10.1037/dev0002009","url":null,"abstract":"Executive function (EF) refers to a set of cognitive skills involved in deliberate, goal-oriented behavior. Although research has established links between children's EF and aspects of their social skills, it remains unclear how EF skills are related to specific social behaviors, such as prosociality and social aggression. Additionally, the codevelopment of EF and social behavior during childhood is less understood. Therefore, the current registered report aimed to examine bidirectional associations between two EF skills-working memory and cognitive flexibility-and children's prosocial behavior and social aggression using the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (N = 18,174). Based on Sameroff's transactional model of human development, we expected that EF and social behavior would be bidirectionally related from third to fifth grade (8-11 years old). We hypothesized that both working memory and cognitive flexibility would be positively associated with later prosocial behavior and negatively associated with later social aggression. Furthermore, we hypothesized that prosocial behavior would be positively associated with later EF skills and that social aggression would be negatively associated with later EF skills. Our results indicated that, at the between-person level, EF skills were positively associated with prosocial behavior and only working memory was negatively associated with social aggression. At the within-person level, we found no bidirectional associations between EF skills and social behaviors. However, we observed a small number of concurrent correlations between EF skills and social behaviors, along with a limited set of cross-lagged associations. Findings are discussed in the context of children's social development. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580690","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 prejudiced mind predicts children's understanding of and responses to discrimination by authorities. 偏见心理理论预测了儿童对权威歧视的理解和反应。

IF 2.7 2区心理学

Developmental Psychology Pub Date : 2026-07-23 DOI: 10.1037/dev0002254

Tim Wei-Ting Chao, Tiffany Williams, Junyi Mei, Michael T Rizzo

{"title":"Theory of prejudiced mind predicts children's understanding of and responses to discrimination by authorities.","authors":"Tim Wei-Ting Chao, Tiffany Williams, Junyi Mei, Michael T Rizzo","doi":"10.1037/dev0002254","DOIUrl":"https://doi.org/10.1037/dev0002254","url":null,"abstract":"Children's ability to recognize, evaluate, and respond to discrimination is a critical component of their social and moral development that undergoes significant development throughout early and middle childhood. The present study identified and tested a novel developmental mechanism underlying this development: theory of prejudiced mind (ToPM)-defined as the ability to recognize when people have mental states about social groups (e.g., biased attitudes, stereotypes, and prejudicial feelings) that differ from one's own. Children (N = 155; 3-8 years old; 81 girls, 74 boys; 13.5% Asian, 17.4% Black, 14.2% Hispanic/Latine, 44.5% White, 7.1% multiracial, and 3.3% did not specify) completed a series of modified theory of mind tasks that were specifically designed to assess children's understanding that other people can hold biases (ToPM Diverse Social Preferences), false beliefs (ToPM False Beliefs About Social Groups), and prejudicial feelings (ToPM Hidden Prejudices) about groups, using a novel groups paradigm. We then examined how children's performance on these tasks predicted their evaluation and responses to discrimination in a separate task using a different set of novel groups. We found that, when separately controlling for age and traditional theory of mind performance, children with more advanced ToPM capacities were more likely to recognize discrimination, attribute the discrimination to the discriminator (instead of the marginalized group), and judge the discrimination as unfair. Thus, these findings suggest that children's ability to identify others' mental states about social groups (ToPM) plays a crucial role in helping them recognize, evaluate, and respond to the discrimination they witness in their daily lives. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580753","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 in-group-favoring math stereotypes among adolescents across gender and race/ethnicity: Teacher influence and motivational consequences. 跨性别和种族/民族的青少年群体内偏爱数学刻板印象的发展：教师影响和动机后果。

IF 2.7 2区心理学

Developmental Psychology Pub Date : 2026-07-23 DOI: 10.1037/dev0002240

Hyewon Lee, Glona Lee-Poon, Jacquelynne S Eccles, Sandra D Simpkins

{"title":"The development of in-group-favoring math stereotypes among adolescents across gender and race/ethnicity: Teacher influence and motivational consequences.","authors":"Hyewon Lee, Glona Lee-Poon, Jacquelynne S Eccles, Sandra D Simpkins","doi":"10.1037/dev0002240","DOIUrl":"10.1037/dev0002240","url":null,"abstract":"The developmental processes underlying in-group-favoring math stereotypes (i.e., beliefs that favor one's own gender over another gender in math ability) and their associated motivational benefits in adolescence remain understudied. Guided by developmental intergroup theory and situated expectancy-value theory, the present study examined (a) the reciprocal relations between in-group-favoring math stereotypes and perceived math teacher support; (b) their associations with math motivational outcomes (i.e., math expectancies, math identity, and math grade point average); and (c) gender differences in these associations among adolescents within each of four largest racial/ethnic groups in the United States (i.e., Asian, Black, Latine, and White). Using the High School Longitudinal Study of 2009 (N = 18,419; Mage = 14.53, SD = 0.63 in nineth grade), we found that Asian and White girls' female-favoring math stereotypes and their perceived math teacher support reinforced one another from early to late adolescence, but not among other groups. In-group-favoring math stereotypes positively predicted math motivational beliefs among boys across all racial/ethnic groups, but only among Black and White girls. These stereotypes indirectly predicted math grade point average (GPA) via motivational beliefs only for White adolescents. Findings suggest that gender differences in the development of in-group-favoring math stereotypes and the benefits of stereotype lift are not the same across race/ethnicity. Rather, gender norms that vary across different racial/ethnic groups may shape who develops and benefits from in-group-favoring math stereotypes, underscoring the need to consider intersectionality to better capture motivational processes in real-world contexts. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580750","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

Phonological representation in English-learning infants' word comprehension. 语音表征在英语学习婴儿词汇理解中的作用。

IF 2.7 2区心理学

Developmental Psychology Pub Date : 2026-07-23 DOI: 10.1037/dev0002245

Caroline Beech, Daniel Swingley

{"title":"Phonological representation in English-learning infants' word comprehension.","authors":"Caroline Beech, Daniel Swingley","doi":"10.1037/dev0002245","DOIUrl":"10.1037/dev0002245","url":null,"abstract":"Infants begin understanding words within their first year, but few studies have investigated how accurately infants this young represent words' phonological forms during comprehension. This study tested English-learning infants aged 6-8, 9-11, and 12-14 months in an internet-based language-guided-looking task probing recognition of correct pronunciations and initial-consonant mispronunciations of words (n = 97; 48% female; 80% White, 10% Black, 5% multiracial, 4% Asian; Mage = 10.4 months; tested 2021-2023). The two older groups recognized correct pronunciations. Mispronunciation reduced target fixation in 9- to 11-month olds, an effect that was nonsignificant (p = .057) when including all items but significant for items with balanced salience (odds ratio = 1.51). Twelve- to 14-month olds consistently fixated targets less when hearing mispronunciations (odds ratio = 1.59). These findings set a lower bound on how vague early word representations could be and are consistent with phonologically accurate encoding of at least some words before the first birthday. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13419549/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580790","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}

引用次数: 0

Exploring the social origins of attention and executive functions: A cultural perspective from parent-infant interactions. 从亲子互动的文化视角探讨注意力和执行功能的社会起源。

IF 2.7 2区心理学

Developmental Psychology Pub Date : 2026-07-23 DOI: 10.1037/dev0002239

Ran Wei, Trevor Bissert, Krittika Paul, Olivia Dubrule, Eileen F Sullivan, Talat Shama, Shahria Hafiz Kakon, Fahmida Tofail, Rashidul Haque, Charles A Nelson

{"title":"Exploring the social origins of attention and executive functions: A cultural perspective from parent-infant interactions.","authors":"Ran Wei, Trevor Bissert, Krittika Paul, Olivia Dubrule, Eileen F Sullivan, Talat Shama, Shahria Hafiz Kakon, Fahmida Tofail, Rashidul Haque, Charles A Nelson","doi":"10.1037/dev0002239","DOIUrl":"https://doi.org/10.1037/dev0002239","url":null,"abstract":"Attention regulation is foundational to early development and underpins the emergence of executive function. The present study draws on the Learning by Observing and Pitching In framework to investigate how Bangladeshi parents in a resource-constrained urban community scaffold infants' attention and emerging executive function. To contextualize Bangladeshi parent-infant interactions, we included a descriptive comparison with families of mid-socioeconomic status from Boston, United States. We coded parent-infant interactions at 12 months along two dimensions of parental scaffolding (modality: elicitation of verbal or nonverbal attentional engagement; shared engagement: following or redirecting) and characterized infants' joint-attention initiation and response. Within the Bangladeshi cohort, infants' attention orienting was assessed using a disengagement eye-tracking paradigm, and working memory and inhibition at 24 months were measured using the Spin-the-Pots and Glitter Wand tasks. The findings indicate that Bangladeshi parents elicited more nonverbal engagement and redirected more often than U.S. parents and Bangladeshi infants more often initiated joint attention nonverbally and less often verbally than U.S. infants. Within the Bangladeshi cohort, parental elicitation of nonverbal engagement positively related to 12-month attention orienting. Parental following at 12 months positively predicted 24-month working memory, and parental redirecting positively predicted 24-month inhibition. These findings extend the Learning by Observing and Pitching In framework to a developmental period and cultural context in which it has not previously been examined and underscore that the developmental implications of scaffolding practices depend on the cultural ecology in which they unfold. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580759","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

Associations between prekindergarten instructional activities and the development of executive function skills. 学前教育活动与执行功能技能发展的关系。

IF 2.7 2区心理学

Developmental Psychology Pub Date : 2026-07-23 DOI: 10.1037/dev0002228

Kimberly Turner Nesbitt, Dale Clark Farran

{"title":"Associations between prekindergarten instructional activities and the development of executive function skills.","authors":"Kimberly Turner Nesbitt, Dale Clark Farran","doi":"10.1037/dev0002228","DOIUrl":"10.1037/dev0002228","url":null,"abstract":"Early childhood provides the foundation for subsequent learning and development in the early grades. One foundational set of skills involves executive function, those learning-related competencies developing between 3 and 6 years that help children persist, pay attention, and monitor their learning. An increasing number of young children experience formal education prior to kindergarten as more states fund prekindergarten (Pre-K) programs housed in the public schools. This study aimed to understand specific aspects of Pre-K classrooms that contribute to the development of children's executive function skills. We examined aspects of the classroom organization as well as specific experiences children had within major activities of the day. Further, the study tested whether responses to these classroom factors varied by children's executive function skills. Using a behavioral count system, we observed 1,103 children (Mage 54.5 months) for a full day at the beginning, middle, and end of the school year in 80 public school Pre-K classrooms where the primary enrollment criterion was eligibility for free or reduced-price lunch. A battery of direct assessments measured executive function skills at the beginning and end of Pre-K. Results suggest that children who participate with higher levels of involvement in goal-directed and social tasks made larger executive function gains, and these interactions are especially true for children who enter Pre-K with lower executive function skills. When teachers created more engaging teacher-led activities, with opportunities for social interactions, all children's executive function skills benefited, especially those with lower entering skills. Implications for Pre-K instruction are provided. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580571","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

Building bridges: A mixed methods study of parent-facilitated peer networks and social behaviors among Chinese and Korean American immigrant children. 建立桥梁：父母促进的同伴网络和华裔和韩裔美国移民儿童社会行为的混合方法研究。

IF 2.7 2区心理学

Developmental Psychology Pub Date : 2026-07-23 DOI: 10.1037/dev0002250

Yao Sun, Charissa S L Cheah, Hyun Su Cho, You Jung Seo, Craig H Hart, Shuyan Sun

{"title":"Building bridges: A mixed methods study of parent-facilitated peer networks and social behaviors among Chinese and Korean American immigrant children.","authors":"Yao Sun, Charissa S L Cheah, Hyun Su Cho, You Jung Seo, Craig H Hart, Shuyan Sun","doi":"10.1037/dev0002250","DOIUrl":"10.1037/dev0002250","url":null,"abstract":"This mixed methods study is the first to investigate how nonschool peer networks are structured and facilitated in Asian American immigrant families. Using data from 212 Chinese American and 169 Korean American mothers of preschool-aged children, quantitative analyses revealed patterns in peer network characteristics across groups. Chinese families facilitated peer connections through extracurricular activities and neighborhood-based contacts more often than Korean families, whereas Korean families relied on church- and kin-based networks more frequently than Chinese families. Longitudinal multigroup regression analyses further showed that specific parent-facilitated peer network features, such as peer age composition and children's roles as hosts, predicted children's sociability in school 6 months later. Thematic analysis of open-ended responses identified six themes reflecting mothers' motivations and barriers in facilitating early peer contacts. Mothers in both groups emphasized the importance of peer interactions for children's social skill development and family closeness; while Chinese mothers highlighted children's happiness and enjoyment more often than Korean mothers, Korean mothers emphasized moral development and appropriate social conduct more frequently than Chinese mothers. By integrating longitudinal quantitative analyses with qualitative insights and comparing two major Asian American subgroups, this study extended developmental theories of socialization into nonschool peer contexts and underscored the importance of culturally responsive family- and community-based efforts to support immigrant children's social development. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580782","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

Two paths in persistence: Course and career motivations develop distinctly and relate to different precursors to career pursuit in college physics. 坚持的两条路径：课程动机和职业动机发展明显，并与大学物理职业追求的不同前驱有关。

IF 2.7 2区心理学

Developmental Psychology Pub Date : 2026-07-23 DOI: 10.1037/dev0002243

Emily Q Rosenzweig, Patrick N Beymer, Katherine Muenks, Trevor T Tuma

{"title":"Two paths in persistence: Course and career motivations develop distinctly and relate to different precursors to career pursuit in college physics.","authors":"Emily Q Rosenzweig, Patrick N Beymer, Katherine Muenks, Trevor T Tuma","doi":"10.1037/dev0002243","DOIUrl":"10.1037/dev0002243","url":null,"abstract":"In trying to motivate college students toward career paths in science, technology, engineering, and mathematics (STEM), many scholars and policy-makers focus on promoting students' course- or field-related motivation. However, STEM fields each contain dozens of careers, the nuances of which are not often discussed during STEM coursework itself. Further, many students change career plans while remaining highly motivated for studying particular STEM courses or fields. In order to understand career plan development, it may be important to understand the development of college students' career-specific motivation and how career motivational beliefs uniquely relate to STEM participation. The present study examined the development of course and career-related motivation, side by side across one semester, in a group of 738 college physics students. Results showed that (a) course and career motivation were empirically distinct, (b) course and career motivation developed mostly separately from one another across one semester of college, (c) course motivation was more strongly associated with students' final physics grades, whereas career motivation was more strongly associated with career satisfaction and certainty, and (d) there were unique gender differences in career motivation compared to course motivation. Together, findings suggest that course motivation and career motivation likely develop along separate, though interrelated, pathways during college, each of which uniquely contributes to different aspects of STEM career persistence (foundational knowledge and skills, vs. career-specific exploration). In order to foster STEM participation and equity, scholars and educators should complement course-focused motivational supports with supports for career motivational development across college. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580834","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

Older but not younger preschoolers use efficiency to evaluate how well goals are completed. 年龄较大但年龄较小的学龄前儿童用效率来评估目标的完成程度。

IF 2.7 2区心理学

Developmental Psychology Pub Date : 2026-07-23 DOI: 10.1037/dev0002247

Claudia G Sehl, Nikki Tokat, Stephanie Denison, Ori Friedman

{"title":"Older but not younger preschoolers use efficiency to evaluate how well goals are completed.","authors":"Claudia G Sehl, Nikki Tokat, Stephanie Denison, Ori Friedman","doi":"10.1037/dev0002247","DOIUrl":"10.1037/dev0002247","url":null,"abstract":"Instrumental rationality dictates that goals should be completed efficiently rather than inefficiently. Here, we examined how young children come to use efficiency to evaluate how well goals are completed. Across a series of experiments, we showed children aged 3-7 (total N = 618; 48% female and 52% male; tested in a predominantly White region) scenarios where pairs of agents approached objects using paths that varied in length and efficiency, and then asked children which agent did a better job. In Experiments 1A and 1B, children aged 3 and 4 evaluated the agents using path length, but not efficiency. In Experiments 2A, 2B, and 3, children used path length to assess which agent did a better job from around age 4. But children only used efficiency from age 5 or later. These findings suggest that children's explicit judgments are not guided by the norm for efficiency, and Experiment 4 provides evidence that this late development is not an artifact of methodological problems. This developmental pattern might arise from limits in children's ability to make counterfactual judgments about what agents could have done. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580756","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

Early intuitions of wealth and distress: How children perceive psychological pain in relation to wealth status. 财富和痛苦的早期直觉：儿童如何感知与财富状况有关的心理痛苦。

IF 2.7 2区心理学

Developmental Psychology Pub Date : 2026-07-23 DOI: 10.1037/dev0002237

Vanessa Lazaro, Lin Bian

{"title":"Early intuitions of wealth and distress: How children perceive psychological pain in relation to wealth status.","authors":"Vanessa Lazaro, Lin Bian","doi":"10.1037/dev0002237","DOIUrl":"10.1037/dev0002237","url":null,"abstract":"Worldwide, children from less affluent backgrounds suffer from more stressful life events and greater distress compared with those from wealthier backgrounds. Despite these stark disparities, how a sufferer's wealth status influences perceptions of their distress is an understudied yet important question. The present research explored early intuitions regarding the connection between wealth and psychological pain in 4- to 9-year-old children. In Study 1 (N = 122), children saw two gender-matched White children who varied in their wealth status but experienced identical stressful events. Children perceived the low-wealth individuals as more distressed than their affluent counterparts, and this tendency increased as children grew older. Study 2 (N = 120, preregistered) extended this to judgments of Black individuals' psychological pain. Children's tendency to attribute greater distress to the less wealthy was predicted by their belief that the less wealthy have less control over their lives. Study 3 (N = 144, preregistered) provided a causal test of this mechanism. Information about an individual's control in life rendered their wealth status irrelevant, such that children perceived the less wealthy as experiencing more distress only when the less wealthy had lower control in life. Across all three studies, children's wealth-based pain perceptions prompted greater sympathy and increased support for individuals with less wealth compared with those with more wealth. These findings advance our understanding of the early beliefs children hold about wealth status and psychological pain, revealing its development, underlying mechanism, and potential impact on subsequent social support. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580837","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