Developmental Psychology最新文献_第2页

How relations between early reading skills and third-grade mathematics outcomes vary across distribution: A quantile regression approach. 早期阅读能力与三年级数学成绩之间的关系如何因分布而异：量化回归方法。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-12-01 Epub Date: 2024-06-24 DOI: 10.1037/dev0001772

Zhixin Zhu, Astrid P Zuckerman, Jeffrey A Shero, Erik G Willcutt, Lee A Thompson, Stephen A Petrill

{"title":"How relations between early reading skills and third-grade mathematics outcomes vary across distribution: A quantile regression approach.","authors":"Zhixin Zhu, Astrid P Zuckerman, Jeffrey A Shero, Erik G Willcutt, Lee A Thompson, Stephen A Petrill","doi":"10.1037/dev0001772","DOIUrl":"10.1037/dev0001772","url":null,"abstract":"Early reading skills are critical for later academic outcomes, which include mathematics. Yet, these relations may vary by a child's ability level. This study examined how early reading skills relate to different levels of third-grade mathematics. The samples included 105 same-sex twin pairs (210 individuals, 57% female, 43% male) from the ongoing longitudinal Western Reserve Reading and Math Projects, assessed at kindergarten (M = 6.18, SD = 0.44) and third grade (M = 9.07, SD = 0.49). Kindergarten reading measures consisted of the Letter Identification task from the Woodcock Reading Mastery Test-Revised Normative Update, the Deletion subtests from Phonological Awareness Test, and the Letter Naming Fluency task from the Dynamic Indicators of Basic Early Literacy Skills; third-grade math measures included Calculation, Fluency, Applied Problem, and Quantitative Concepts subtests of Woodcock-Johnson III Tests of Achievement. Both linear and quantile regressions were conducted using reading measures as predictors and math measures as the dependent variables. Linear regressions indicated that the Deletion Summary Score was a unique predictor of Applied Problems, and Letter Naming Fluency was a significant and unique predictor of Calculation Fluency and Quantitative Concepts. Quantile regressions provided a more thorough analysis of these relations. It was found that Letter Naming Fluency was significantly associated with Calculation, Calculation Fluency, and Quantitative Concepts at the lower level. The Deletion Summary Score had relatively stable relations with Applied Problems across all levels. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"2385-2395"},"PeriodicalIF":3.1,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447386","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

Does inducing growth-oriented mindsets about math ability in parents enhance children's math mindsets, affect, and achievement? 诱导家长对数学能力的成长型思维，是否能提高孩子的数学思维、情感和成绩？

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-12-01 Epub Date: 2024-06-24 DOI: 10.1037/dev0001768

Carolyn MacDonald, Dajung Diana Oh, Michael M Barger, Andrei Cimpian, Eva M Pomerantz

{"title":"Does inducing growth-oriented mindsets about math ability in parents enhance children's math mindsets, affect, and achievement?","authors":"Carolyn MacDonald, Dajung Diana Oh, Michael M Barger, Andrei Cimpian, Eva M Pomerantz","doi":"10.1037/dev0001768","DOIUrl":"10.1037/dev0001768","url":null,"abstract":"A parent-directed intervention designed to foster growth-oriented mindsets about math was evaluated in a longitudinal randomized-control trial. Parents (N = 615; 61% White, 22% Black; 63% with at least a bachelor's degree) participated in the intervention or an active control condition in which they learned about the Common Core math curriculum. Parents reported on their math mindsets and parenting practices (e.g., autonomy-supportive math homework assistance) over 15-18 months; their young elementary school children's (Mage = 7.17 years; 50% girls) math adjustment (e.g., mindsets and achievement) was also assessed. The intervention (vs. control) led to sustained increases in parents' beliefs that math ability is malleable and math failure is beneficial for learning. The intervention, however, did not improve their math parenting practices or children's math adjustment relative to the control. Instead, there were generally improvements in math parenting practices and children's math adjustment over the course of the study regardless of condition, perhaps because the control condition provided parents with useful information about the Common Core math curriculum. Overall, the findings indicate that although the mindset intervention was effective in instilling stronger growth-oriented mindsets about math in parents, this did not translate into benefits for children's math learning over and above the active control condition. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"2396-2408"},"PeriodicalIF":3.1,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447384","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

Infants' home auditory environment: Background sounds shape language interactions. 婴儿的家庭听觉环境：背景声音影响语言互动

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-12-01 Epub Date: 2024-09-26 DOI: 10.1037/dev0001762

Catalina Suarez-Rivera, Katelyn K Fletcher, Catherine S Tamis-LeMonda

{"title":"Infants' home auditory environment: Background sounds shape language interactions.","authors":"Catalina Suarez-Rivera, Katelyn K Fletcher, Catherine S Tamis-LeMonda","doi":"10.1037/dev0001762","DOIUrl":"10.1037/dev0001762","url":null,"abstract":"Background sounds at home-namely those from television, communication devices, music, appliances, transportation, and construction-can support or impede infant language interactions and learning. Yet real-time connections at home between background sound and infant-caregiver language interactions remain unexamined. We quantified background sounds in the home environment, from 1- to 2-hr video recordings of infant-mother everyday activities (infants aged 8-26 months, 36 female) in two samples: European-American, English-speaking, middle-socioeconomic status (SES) families (N = 36) and Latine, Spanish-speaking, low-SES families (N = 40). From videos, we identified and coded five types of background sound: television/screens, communication devices, music, appliances, and transportation/construction. Exposure to background sounds varied enormously among homes and was stable across a week, with television/screens and music being the most dominant type of background sounds. Infants' vocalizations and mothers' speech to infants were reduced in the presence of background sound (although effect sizes were small), highlighting real-time processes that affect everyday language exchanges. Over the course of a day, infants in homes with high amounts of background sounds may hear and produce less language than infants in homes with less background sounds, highlighting potential cascading influences from environmental features to everyday interactions to language learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"2274-2289"},"PeriodicalIF":3.1,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142337188","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

Beginning reading instruction: Syllables or phonemes? An experimental training study with Arabic-speaking preliterate preschoolers. 初级阅读教学：音节还是音素？以讲阿拉伯语的识字前学龄前儿童为对象的实验培训研究。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-11-21 DOI: 10.1037/dev0001855

Hanadi Abu Ahmad, David L Share

{"title":"Beginning reading instruction: Syllables or phonemes? An experimental training study with Arabic-speaking preliterate preschoolers.","authors":"Hanadi Abu Ahmad, David L Share","doi":"10.1037/dev0001855","DOIUrl":"https://doi.org/10.1037/dev0001855","url":null,"abstract":"This study addressed four research questions: (1) Does teaching using syllables or using phonemes lead to better progress in beginning reading and spelling? (2) Does the effectiveness of syllabic or phonemic instruction depend on children's preferences for these units as predicted by Ziegler and Goswami's (2005) \"availability\" hypothesis? (3) Do children taught via syllabic consonant-vowel (CV) units spontaneously develop insight into the phonemic basis of an alphabetic writing system, and (4) Do individual differences in reading and spelling gains in phoneme-based instruction depend more on working memory, short-term memory, and Rapid Automatized Naming (RAN) owing to the greater number of units that must be rapidly retrieved and processed? To test these hypotheses, 104 preliterate preschool children were taught to read and spell using an unfamiliar script. Across 14 training sessions, children were taught using either whole CV units, phoneme units, or demiphoneme units. Retention and generalization were evaluated during training and 1 week later. Our results showed that CV-based teaching was found to be significantly and substantially more effective in terms of reading accuracy and speed than teaching via phonemes or demiphonemes. Ziegler and Goswami's (2005) availability hypothesis was not supported: All groups learned more easily with CV-based instruction regardless of their preferred phonological unit. In addition, some children taught solely via whole-syllable units showed evidence of spontaneously induced insight into the phonemic basis of alphabetic writing. Finally, working-memory, short-term memory, and Rapid Automatized Naming predicted learning via phonemes but not via CV units. We discuss the implications for beginning reading instruction in different languages and writing systems. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142689292","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 codevelopment of early social and cognitive skills in Ghana. 加纳早期社会和认知技能的发展。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-11-18 DOI: 10.1037/dev0001867

Chen Li, Noelle M Suntheimer, Drew H Bailey, Sharon Wolf

{"title":"The codevelopment of early social and cognitive skills in Ghana.","authors":"Chen Li, Noelle M Suntheimer, Drew H Bailey, Sharon Wolf","doi":"10.1037/dev0001867","DOIUrl":"https://doi.org/10.1037/dev0001867","url":null,"abstract":"Children's early skills are strong predictors of later learning outcomes. Research aiming to disentangle the causal effects of early skills from unmeasured, stable characteristics related to learning throughout development demonstrates that unmeasured confounders explain a large portion of the effects of early skills previously identified. To date, such research has been conducted exclusively in high-income Western countries, where education systems are better funded and overall learning outcomes are much higher than in low- and middle-income countries. The present study examined these issues in Ghana, a lower middle-income country in West Africa, using longitudinal data over 6 years (N = 2,012; 49.7% girls). We first used multilevel regression to estimate the associations of preschoolers' social and cognitive skills on their fourth and fifth grade outcomes. Next, we employed the random intercept cross-lagged-panel model to test whether the estimated effects of preschool on later skills are sensitive to a model that attempts to adjust for stable confounding factors during this developmental period. Our findings indicate interindividual stability in math and literacy, as well as codevelopment of math, literacy, and executive function during early and middle childhood. We contribute evidence on children's skill-building dynamics in a global context, with implications for how to optimize intervention programs and policies aiming to support children's academic achievement and learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649376","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

Conducting parenting research in Chile: Challenges and opportunities. 在智利开展育儿研究：挑战与机遇。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-11-18 DOI: 10.1037/dev0001873

María Inés Susperreguy, Daniela Aldoney, Marigen Narea

{"title":"Conducting parenting research in Chile: Challenges and opportunities.","authors":"María Inés Susperreguy, Daniela Aldoney, Marigen Narea","doi":"10.1037/dev0001873","DOIUrl":"https://doi.org/10.1037/dev0001873","url":null,"abstract":"Most research on parenting and child development has been based on studies conducted in the minority world. Although there have been efforts to diversify samples and methods, a more inclusive knowledge base is needed to understand parenting from a cultural perspective. Yet, studying parenting in majority world countries presents several methodological challenges. In this article, we aim to contribute to the discussion on diversity in human development by reflecting on our experience conducting parenting research in Latin America, particularly in Chile. First, we examine the mainstream conceptualization of \"Latinos\" that informs parenting research. Next, we describe the context in which parenting occurs and is studied in Chile. We then highlight methodological challenges of conducting research in this context. Finally, we propose strategies to address diversity as a crucial component of human development. Our discussion seeks to enhance the understanding of parenting research in the majority world from a cultural lens and promote collaborative research in parenting and child development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649375","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

"I'm always fighting the Coronavirus because it's dangerous to my family": Children's agency, resilience, and role in the family during COVID-19 in Israel. "我一直在与冠状病毒作斗争，因为它对我的家人很危险"：以色列 COVID-19 期间儿童在家庭中的作用、适应力和角色。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-11-14 DOI: 10.1037/dev0001884

Or Perah Midbar Alter, Maya Raphael

{"title":"\"I'm always fighting the Coronavirus because it's dangerous to my family\": Children's agency, resilience, and role in the family during COVID-19 in Israel.","authors":"Or Perah Midbar Alter, Maya Raphael","doi":"10.1037/dev0001884","DOIUrl":"https://doi.org/10.1037/dev0001884","url":null,"abstract":"This study explores the experiences of Israeli children (N = 50) aged 3-6 years from middle to high socioeconomic status on the COVID-19 pandemic from their own perspectives. Following a qualitative-phenomenological paradigm and utilizing a semistructured interview format designed to involve children through a card game, this research seeks to unearth the nuanced dynamics of parent-child communication against the backdrop of Israel's distinctive sociopolitical context, characterized by \"deep securitization\" and some of the strictest COVID-19 restrictions enforced globally. Based on the interviews conducted with children, four main themes emerged: (1) how children were exposed to information; (2) types of information children were exposed to; (3) active mediation versus restrictive mediation; and (4) militant discourse and desire to fight. Incorporating multisystem theory (Masten & Narayan, 2012) to explore the interplay of risk and protective factors, the study situates these within Israel's unique sociopolitical context which engendered expressions of resilience and agency among young children. By highlighting the interrelationships between national security measures and family life, this study contributes to a deeper understanding of the complex factors that affected young children's experiences during the pandemic, highlighting the workings of the transformation of adversity into resilience within contextually specific settings during times of crises. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630802","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 adolescents' ethnic-racial identity in relation to longitudinal growth in perspective taking. 早期青少年的民族-种族认同与透视能力纵向增长的关系。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-11-14 DOI: 10.1037/dev0001861

Nathan A Jorgensen, Kristen A Lindquist, Mitchell J Prinstein, Eva H Telzer

{"title":"Early adolescents' ethnic-racial identity in relation to longitudinal growth in perspective taking.","authors":"Nathan A Jorgensen, Kristen A Lindquist, Mitchell J Prinstein, Eva H Telzer","doi":"10.1037/dev0001861","DOIUrl":"https://doi.org/10.1037/dev0001861","url":null,"abstract":"Adolescents experience significant growth in social cognition, including perspective taking and identity formation. Due to the salience of race and ethnicity in the United States, adolescents' ethnic-racial identity (ERI) may have important implications for their sociocognitive development. The present study tested the association between ERI in early adolescence and subsequent longitudinal growth in perspective taking. Participants included 560 adolescents assessed annually over 4 years, beginning in sixth and seventh grade. Adolescents were from a small, rural community in the southeast United States and were from diverse ethnic-racial backgrounds (primarily Latine, Black/African American, and multiracial). Using linear growth curve modeling, we examined whether initial ERI predicted intercepts and slopes of longitudinal growth in perspective taking across adolescence. Results showed that the development of perspective taking differed based on initial ERI. Perspective taking increased significantly for youth with low and average levels of ERI but remained high and stable for youth at high levels of ERI. This study offers important evidence that Latine, Black, and multiracial youth who explore and find more clarity in their sense of ERI earlier in adolescence also show higher initial levels of perspective taking, which remains high across adolescence. Over time, most youth grow in perspective taking and eventually reach similar levels, but youth high in ERI reach these higher levels earlier than their peers, who had less sense of clarity about their ERI early in adolescence. This is one of the first known studies to directly test the association between ERI and perspective taking, utilizing a diverse, longitudinal sample of adolescents. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630808","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

Modeling longitudinal change patterns of self-regulation from early to middle childhood: Methodological innovations and individual differences. 儿童早期到中期自我调节纵向变化模式建模：方法创新与个体差异。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-11-14 DOI: 10.1037/dev0001881

Margaret O'Brien Caughy, Todd D Little, Youngmin Kim, Dian Yu, Kimberly R M Osborne

{"title":"Modeling longitudinal change patterns of self-regulation from early to middle childhood: Methodological innovations and individual differences.","authors":"Margaret O'Brien Caughy, Todd D Little, Youngmin Kim, Dian Yu, Kimberly R M Osborne","doi":"10.1037/dev0001881","DOIUrl":"10.1037/dev0001881","url":null,"abstract":"Patterns of change in self-regulation from the ages of 2.5 to 12 years were modeled using repeated measures of self-regulation for a sample of 399 African American (n = 180, 45%) and Latinx (n = 219, 55%) children from families experiencing low income. Measures included both direct assessment and parent report. Results confirmed four components of self-regulation: working memory, inhibitory control, complex response inhibition, and set shifting. Furthermore, these components of self-regulation were more differentiated at younger ages but grew increasingly integrated as children developed. During early childhood, Latinx children displayed greater levels of working memory and higher levels of inhibitory control, and African American children displayed greater complex response inhibition and set shifting, but these ethnic differences reversed by early elementary school. By late middle childhood, ethnic differences in self-regulation had virtually disappeared altogether. Few differences by child gender or family poverty status were identified. Recommendations are provided to facilitate the modeling of self-regulation over extended periods of development including (a) utilizing measures that overlap time points, (b) standardizing the measurement scales, and (c) utilizing a flexible latent variable model. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630809","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

A bidirectional association between language development and prosocial behavior in childhood: Evidence from a longitudinal birth cohort in the United Kingdom. 儿童时期语言发展与亲社会行为之间的双向联系：来自英国纵向出生队列的证据。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-11-11 DOI: 10.1037/dev0001875

Dimitris I Tsomokos, Limor Raviv

{"title":"A bidirectional association between language development and prosocial behavior in childhood: Evidence from a longitudinal birth cohort in the United Kingdom.","authors":"Dimitris I Tsomokos, Limor Raviv","doi":"10.1037/dev0001875","DOIUrl":"https://doi.org/10.1037/dev0001875","url":null,"abstract":"This study investigated a developmental cascade between prosocial and linguistic abilities in a large sample (N = 11,051) from the general youth population in the United Kingdom (50% female, 46% living in disadvantaged neighborhoods, 13% non-White). Cross-lagged panel models showed that verbal ability at age 3 predicted prosociality at age 7, which in turn predicted verbal ability at age 11. Latent growth models also showed that gains in prosociality between 3 and 5 years were associated with increased verbal ability between 5 and 11 years and vice versa. Theory of mind and social competence at age 5 mediated the association between early childhood prosociality and late childhood verbal ability. These results remained robust even after controlling for socioeconomic factors, maternal mental health, parenting microclimate in the home environment, and individual characteristics (sex, ethnicity, and special educational needs). The findings suggest that language skills could be boosted through mentalizing activities and prosocial behaviors. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630804","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