Developmental Psychology最新文献

{"title":"Early home numeracy activities and children's third-grade symbolic and nonsymbolic math skills: A 5-year longitudinal study.","authors":"Xiao Zhang, Xinzhuo Zou, Bi Ying Hu, Zhijing Wang","doi":"10.1037/dev0001934","DOIUrl":"10.1037/dev0001934","url":null,"abstract":"<p><p>Based on a representative sample of 196 Chinese children (101 girls; ages 5-9) and their parents, this study examined the longitudinal relations of early home numeracy activities, measured in preschool in 2015, with children's math skills in third grade in 2019. The results showed that the frequency of number book activities predicted children's third-grade nonsymbolic math skills and that the frequency of number application activities was predictive of third-grade symbolic math skills. More importantly, these relations persisted even after controlling for preschool number skills, the other types of numeracy activities, parenting styles, and demographic variables. The findings highlight the potential role of enhancing early number book and application activities at home in engendering long-lasting effects on children's math development. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1166-1179"},"PeriodicalIF":3.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469639","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":"Directional associations in reading and arithmetic fluency development across grades 1 to 9: A random intercept cross-lagged panel model.","authors":"Maria Psyridou, Asko Tolvanen, Tuire Koponen, Kaisa Aunola, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Minna Torppa","doi":"10.1037/dev0001944","DOIUrl":"10.1037/dev0001944","url":null,"abstract":"<p><p>This study explores the directionality of the associations between silent reading fluency and arithmetic fluency development from Grade 1 through Grade 9 (ages 7 to 16) in a large Finnish sample of 2,518 participants. Participants' silent reading and arithmetic fluency skills were assessed at seven time points across Grades 1, 2, 3, 4, 6, 7, and 9. A random intercept cross-lagged panel model was employed to distinguish between between-person and within-person associations. The model revealed a strong positive correlation between reading and arithmetic fluency at the between-person level, suggesting that individuals proficient in one domain typically excel in the other as well. At the within-person level, significant developmental associations emerged predominantly during the early acquisition phase (Grades 1-3). Between Grades 1 and 2, we identified positive bidirectional effects between reading and arithmetic fluency, indicating that variations in one skill predict variations in the other at a subsequent time point. From Grades 2 to 3, a positive unidirectional path from reading to arithmetic was identified, suggesting that variations in silent reading fluency predict subsequent variations in arithmetic fluency. After Grade 3, no significant cross-lagged paths were identified. These findings highlight the dynamic interplay between reading and arithmetic fluency at different stages of development and that factors influencing time-specific changes in reading and math are more similar during the early phases of schooling and skill development than in later stages. The early bidirectional relationship suggests that fostering reading skills may support arithmetic development and vice versa, particularly in early grades. This suggests that it may be useful to target both domains in the early interventions with children having problems in reading or math to enhance overall academic performance. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1196-1209"},"PeriodicalIF":3.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543738","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":"Recruiting spatial-numerical representations to increase arithmetic fluency in low-income students.","authors":"Marina Vasilyeva, Elida V Laski, Beth Casey, Spyros Konstantopoulos, Linxi Lu, Jiwon Ban, Sophia Betar, Hyun Young Cho, Muanjing Wang","doi":"10.1037/dev0001921","DOIUrl":"10.1037/dev0001921","url":null,"abstract":"<p><p>This study examined the effects of training involving spatial versus nonspatial representations of numerical magnitude for promoting arithmetic fluency. The key goal was to advance theoretical understanding of the relation between spatial and math learning, while simultaneously laying the groundwork for the development of future educational interventions. Toward this goal, the study tested the hypothesis that the use of spatial representations during training facilitates arithmetic fluency via improvements in numerical magnitude knowledge. Participants (first graders from low-income racially/ethnically diverse backgrounds, <i>N</i> = 205) were randomly assigned to one of four experimental conditions: spatial-continuous, spatial-discrete, nonspatial-verbal cues, and nonspatial-no verbal cues. All conditions involved eight 30-min training sessions, in which children received instruction on addition/subtraction problems with totals within 10. The key difference between conditions was the type of materials utilized during training-specifically, the type of magnitude cues they contained. The results showed that children's arithmetic skills increased from pre- to posttest in all conditions and that the increase was significantly larger in the spatial, compared to nonspatial, conditions. However, there was no effect of condition on numerical magnitude knowledge, which leaves open the question about the underlying mechanism. The findings demonstrating a causal relation between spatial and mathematical domains have both theoretical significance and practical implications for the choice of instructional materials. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1152-1165"},"PeriodicalIF":3.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081692","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":"Is there an association between frequency of home mathematical activities (HMA) and children's mathematical outcomes? Data harmonization and secondary analyses of U.K.-based data sets.","authors":"Benjamin W Hunt, Abbie Cahoon, Emma Blakey, Ella James-Brabham, Danielle Matthews, Victoria Simms","doi":"10.1037/dev0001987","DOIUrl":"https://doi.org/10.1037/dev0001987","url":null,"abstract":"<p><p>Early mathematical skills lay an important foundation for later academic success. Substantial variation in mathematical skills can be observed in young children, and these differences have been related to family socioeconomic circumstances (SEC). The type and frequency with which parents engage in home mathematical activities (HMAs) with their children have been suggested as a key mechanism explaining inequalities in early mathematical skills; they may also be a potential target to narrow attainment gaps. However, evidence for the relation between HMAs and mathematical skills, and whether there is an SEC gradient in HMA engagement, remains mixed. In the present preregistered study, we conducted harmonization and latent profile analyses on nine U.K.-based data sets, containing <i>n</i> = 969 dyads: mean child age = 46.83 (<i>SD</i> = 5.41) months; child age range = 35-69 months. These analyses identified three profiles based on the frequency of engaging in HMAs (i.e., low, intermediate, high). Children in the high HMA category had significantly higher mathematical skills than those in the intermediate and low categories. While SEC correlated with mathematical skills, no SEC differences were found in engagement with HMAs. This suggests that families that engage in a higher frequency of HMAs have children that tend to have higher mathematical skills, but SEC does not predict engagement with HMAs. We discuss the implications of these findings for narrowing early attainment gaps and how to best measure and capture the home mathematical learning environment. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144128780","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":"Construction of a Taiwanese (Han and Indigenous) version of Positive Youth Development Scale-Short and Very Short Forms.","authors":"Pei-Jung Yang, Pei-Chiang Lee, Meredith McGinley","doi":"10.1037/dev0001988","DOIUrl":"https://doi.org/10.1037/dev0001988","url":null,"abstract":"<p><p>This study investigated the construction of shortened Five Cs measures of positive youth development (PYD) for middle adolescents in the Taiwanese context. Based on a three-cohort sequential design, a total of 855 adolescents (55.6% Han and 44.4% Indigenous; mean ages were 12.98, 13.92, and 14.83, respectively, for the seventh-, eighth-, and ninth-grade data) were included. Respective Positive Youth Development-Short Form (PYD-SF) and Positive Youth Development-Very Short Form (PYD-VSF) Five Cs measures were constructed specifically for Han and Indigenous Taiwanese adolescents. The Five Cs bifactor structure was evident and appeared to be generally similar across grades for the PYD-SF during middle adolescence, whereas a Four Cs (Confidence, Connection, Character, Caring) structure emerged for the PYD-VSF for both Han and Indigenous groups. The exclusion of Competence in the VSF structure particularly highlights the specific scholastic context in Taiwan. The general PYD factor was associated with greater chances of helping behaviors and community involvement and fewer depressive symptoms for both groups in PYD-SF and PYD-VSF, supporting the validity of these forms and the use of the general PYD factor as an indicator for positive development for youth in the Majority World. Despite the limitations discussed, we believe our results may serve as an exemplar for the optimization of the measurement of PYD in today's diverse youth. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144128489","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":"Racial socialization as critical action? Connecting Black and White parents' critical consciousness to their anti-racist socialization.","authors":"Brandon D Dull, Leoandra Onnie Rogers","doi":"10.1037/dev0001984","DOIUrl":"https://doi.org/10.1037/dev0001984","url":null,"abstract":"<p><p>Parents' critical consciousness has been theorized to facilitate race conversations that center on how social structures, policies, and historical factors perpetuate inequities, but few studies have investigated this link empirically. The current analysis examines the associations between Black and white parents' critical consciousness and their anti-racist socialization amid the 2020 Black Lives Matter movement. Participants were 725 parents (344 Black, 381 white, <i>M</i>_age = 38.08, <i>SD</i> = 7.00) of 8- to 11-year-old children who completed an online survey between October 2020 and January 2021, following the murder of George Floyd. Using latent profile analysis, the results show how Black and white parents' critical consciousness profiles are differentially related to <i>whether</i> and <i>how</i> they discussed Black Lives Matter with their children. Overall, both Black and white parents with higher levels of critical consciousness were more likely to engage in anti-racist socialization that countered dominant white supremacist and anti-Black ideologies, though fewer white parents did so than Black parents. The article discusses the implications of the findings for fostering critical racial socialization practices and offers a (re)conceptualization of racial socialization <i>as a form of</i> critical action for parents. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144128873","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":"Do children value intellectual humility over intellectual arrogance?","authors":"Shauna M Bowes, Kylee Novick, Stella F Lourenco, Arber Tasimi","doi":"10.1037/dev0001991","DOIUrl":"https://doi.org/10.1037/dev0001991","url":null,"abstract":"<p><p>When making social judgments, children prefer confidence over uncertainty. At the same time, they also value calibration and accuracy. How, then, do children reason about calibrated uncertainty, or intellectual humility, versus unwarranted confidence, or <i>intellectual arrogance</i>? Here we examined whether 4- to 11-year-olds evaluated intellectually humble individuals as more likable, more knowledgeable, nicer, and smarter than intellectually arrogant individuals. Across two studies involving 229 children (Study 1: <i>N</i> = 111, 59% White, 39% girls; Study 2: <i>N</i> = 118, 66% White, 49% girls), we found that children, by the age of 5.5 years, preferred an intellectually humble over an intellectually arrogant individual, with this preference strengthening over development. Moreover, children preferred intellectual humility over intellectual arrogance both when an intellectually humble individual appeared to be accurate (Study 1) and when it was unclear whether they were accurate (Study 2). Altogether, these findings indicate that children do not prioritize unwarranted confidence more than calibrated uncertainty in their social judgments. We conclude by highlighting pressing directions for future research surrounding what makes children prefer intellectual humility and why. (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":"144095734","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 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":"Why is constructive interparental conflict beneficial for children's mental health? The role of effortful conflict and positive affect.","authors":"Patrick T Davies, Vanessa T Cao, Alexandria A Baker, Melissa L Sturge-Apple","doi":"10.1037/dev0001990","DOIUrl":"https://doi.org/10.1037/dev0001990","url":null,"abstract":"<p><p>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":"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}