Developmental Psychology最新文献_第3页

Anticipating disagreement enhances source memory in English- and Turkish-speaking preschool children. 预料到不一致可以增强英语和土耳其语学龄前儿童的来源记忆。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-10-01 Epub Date: 2025-06-16 DOI: 10.1037/dev0001996

Carolyn Baer, Antonia Frederike Langenhoff, Dilara Keşşafoğlu, Winuss Mohtezebsade, Celeste Kidd, Aylin C Küntay, Jan Engelmann, Bahar Köymen

{"title":"Anticipating disagreement enhances source memory in English- and Turkish-speaking preschool children.","authors":"Carolyn Baer, Antonia Frederike Langenhoff, Dilara Keşşafoğlu, Winuss Mohtezebsade, Celeste Kidd, Aylin C Küntay, Jan Engelmann, Bahar Köymen","doi":"10.1037/dev0001996","DOIUrl":"10.1037/dev0001996","url":null,"abstract":"Metacognitive abilities like source memory are useful for justifying our beliefs to others. Do they arise because of this need? Here, we test whether circumstances that require source reporting enhance source memory. We test this in circumstances in which children anticipate a disagreement and when children speak a language with obligatory linguistic evidential marking of source (Turkish). We asked 160 English- and Turkish-speaking 3- and 4-year-olds to recall how they knew something and what they knew when communicating with an agreeing or disagreeing interlocutor. Four-year-old English speakers and 3- and 4-year-old Turkish speakers correctly recalled firsthand sources (seeing the object themselves) better than secondhand sources (hearing about it from the experimenter) when they expected their interlocutor to disagree. Disagreement did not affect memory for perceptual features, suggesting its influence is specific to source memory. Together, these results highlight the importance of social and linguistic influences on metacognition, though with some important qualifications about the types of sources relevant for justifying one's beliefs. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1954-1962"},"PeriodicalIF":3.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144310619","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

Children's strategic memory development: The delayed role of kindergarten teachers' instructional language. 幼儿策略记忆发展：幼儿园教师教学语言的延迟作用。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-10-01 Epub Date: 2025-03-20 DOI: 10.1037/dev0001951

Jennifer L Coffman, Amber E Westover, Olivia K Cook, Patrick J Curran, Peter A Ornstein

{"title":"Children's strategic memory development: The delayed role of kindergarten teachers' instructional language.","authors":"Jennifer L Coffman, Amber E Westover, Olivia K Cook, Patrick J Curran, Peter A Ornstein","doi":"10.1037/dev0001951","DOIUrl":"10.1037/dev0001951","url":null,"abstract":"During elementary school, children demonstrate significant growth in an array of cognitive skills, including their ability to use deliberate strategies for remembering. Despite a rich literature documenting age-related changes in these skills (Schneider & Ornstein, 2019), much remains to be learned about contextual factors that support the development of strategic memory. Data from a longitudinal investigation were used to examine the role of kindergarten teachers' instructional language in the growth of children's abilities related to the use of meaning-based sorting in the service of memory goals. A sample of 76 kindergarteners from 10 classrooms was followed across 2 school years. Kindergarten teachers were observed for their use of cognitive processing language (CPL; Ornstein & Coffman, 2020) while they taught mathematics and language arts lessons. CPL is thought to help children process information deeply, reflect on their own cognition, and acquire strategies for remembering. The participating teachers were characterized as being higher or lower in the use of CPL, and multilevel models were used to examine children's growth in sorting across kindergarten and first grade. Despite similar baseline performance, children exposed to higher levels of CPL engaged in more strategic sorting at the end of first grade than peers exposed to less CPL in kindergarten. Moreover, children in high-CPL classrooms demonstrated faster rates of change in sorting than children in low-CPL classrooms, controlling for working memory skills and parental education. These findings highlight links between the instructional language to which children are exposed in kindergarten and their growth in organizational sorting. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1941-1953"},"PeriodicalIF":3.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671384","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

Improving generalizability of developmental research through increased use of homogeneous convenience samples: A Monte Carlo simulation. 通过增加使用同质方便样本来提高发展研究的普遍性：蒙特卡罗模拟。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-10-01 Epub Date: 2025-01-09 DOI: 10.1037/dev0001890

Justin Jager, Yan Xia, Diane L Putnick, Marc H Bornstein

{"title":"Improving generalizability of developmental research through increased use of homogeneous convenience samples: A Monte Carlo simulation.","authors":"Justin Jager, Yan Xia, Diane L Putnick, Marc H Bornstein","doi":"10.1037/dev0001890","DOIUrl":"10.1037/dev0001890","url":null,"abstract":"Due to its heavy reliance on convenience samples (CSs), developmental science has a generalizability problem that clouds its broader applicability and frustrates replicability. The surest solution to this problem is to make better use, where feasible, of probability samples, which afford clear generalizability. Because CSs that are homogeneous on one or more sociodemographic factor may afford a clearer generalizability than heterogeneous CSs, the use of homogeneous CSs instead of heterogeneous CSs may also help mitigate this generalizability problem. In this article, we argue why homogeneous CSs afford clearer generalizability, and we formally test this argument via Monte Carlo simulations. For illustration, our simulations focused on sampling bias in the sociodemographic factors of ethnicity and socioeconomic status and on the outcome of adolescent academic achievement. Monte Carlo simulations indicated that homogeneous CSs (particularly those homogeneous on multiple sociodemographic factors) reliably produce estimates that are appreciably less biased than heterogeneous CSs. Sensitivity analyses indicated that these reductions in estimate bias generalize to estimates of means and estimates of association (e.g., correlations) although reductions in estimate bias were more muted for associations. The increased employment of homogeneous CSs (particularly those homogeneous on multiple sociodemographic factors) instead of heterogeneous CSs would appreciably improve the generalizability of developmental research. Broader implications for replicability and the study of minoritized populations, considerations for application, and suggestions for sampling best practices are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1991-2007"},"PeriodicalIF":3.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12238301/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142956733","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

Profiles of children's social behaviors and peer victimization in early elementary school: Sex differences and stability over time. 小学早期儿童社会行为与同伴伤害：性别差异与稳定性。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-10-01 Epub Date: 2025-07-17 DOI: 10.1037/dev0002011

Sophie Chaput-Langlois, Sophie Parent, Natalie Castellanos-Ryan, Richard E Tremblay, Jean R Séguin

{"title":"Profiles of children's social behaviors and peer victimization in early elementary school: Sex differences and stability over time.","authors":"Sophie Chaput-Langlois, Sophie Parent, Natalie Castellanos-Ryan, Richard E Tremblay, Jean R Séguin","doi":"10.1037/dev0002011","DOIUrl":"10.1037/dev0002011","url":null,"abstract":"Research suggests that younger children engage in fewer peer victimization roles compared to their older peers (e.g., aggressor, victim, defender). Still, the development of these roles throughout early elementary school remains unclear. Additionally, aggression and social behaviors evolve differently in boys and girls, yet sex differences in these roles are not well understood. This study examined children's profiles of involvement in physical and relational aggression, prosocial behaviors, and peer victimization in kindergarten and first and second grades by using latent profile analyses and testing profile similarity across sex and school years. Then, it examined the stability of profile membership from kindergarten to second grade before testing how early socioeconomic status predicted profile membership. The sample included 1,757 children of various sociodemographic backgrounds, mostly White, from a longitudinal birth study in Canada. Boys' profiles aligned with a four-role typology that remained consistent from kindergarten to second grade: prosocial, normative, moderately aggressive-victimized (AV), and highly AV profiles. In kindergarten, girls' typology also included four profiles: prosocial, normative, relationally aggressive, and AV. By first grade, a fifth profile emerged: victimized girls. Profile membership for both boys and girls was generally very stable over time, and low socioeconomic status predicted higher odds of belonging to any AV profiles compared to prosocial ones. These findings underscore both developmental similarities and distinctions in boys' and girls' social behaviors and experiences in early elementary school and the precocity of stable membership in at-risk profiles. They highlight socioeconomic status as an early risk factor that could inform prevention research. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1825-1848"},"PeriodicalIF":3.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144650919","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 impact of mnemonic prediction errors on episodic memory: A lifespan study. 助记预测误差对情景记忆的影响：一项寿命研究。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-10-01 Epub Date: 2025-05-19 DOI: 10.1037/dev0001966

Sophie Nolden, Gözem Turan, Oded Bein, Lila Davachi, Yee Lee Shing

{"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":"10.1037/dev0001966","url":null,"abstract":"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).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1927-1940"},"PeriodicalIF":3.1,"publicationDate":"2025-10-01","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}

引用次数: 0

Children's understanding of abstract and real-world social groups. 儿童对抽象和现实社会群体的理解。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-10-01 Epub Date: 2025-07-10 DOI: 10.1037/dev0002022

Lisa Chalik, Yarrow Dunham

{"title":"Children's understanding of abstract and real-world social groups.","authors":"Lisa Chalik, Yarrow Dunham","doi":"10.1037/dev0002022","DOIUrl":"10.1037/dev0002022","url":null,"abstract":"The present work explores how two intuitive theories inform young children's inferences about social groups. In three studies (N = 821), we tested whether 3- to 7-year-old children view novel (Studies 1 and 3), gender (Studies 2 and 3), and racial (Studies 2 and 3) groups as (a) marking individuals who are fundamentally similar to one another and (b) marking patterns of social relationships and interactions. We found evidence for both of these sets of beliefs. Children predicted that ingroup members would be more similar to one another than outgroup members for all of the groups tested. Children also predicted that novel group members would be friends with one another, would be nice to one another, and would avoid harming one another, and predictions regarding gender and racial groups increasingly followed patterns similar to predictions about novel groups across development. We also found preliminary evidence that individual differences among children inform the ways in which children develop their expectations of intergroup interaction. These findings suggest that children combine their abstract knowledge with their understanding of groups in the real-world to navigate the complex social world that they inhabit. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1809-1824"},"PeriodicalIF":3.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144610004","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

Erratum to "At what age can children initiate and execute a mutually beneficial exchange?" by Fong et al. (2025). Fong等人（2025）的“儿童在什么年龄可以发起并执行互利的交流？”的勘误。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-10-01 Epub Date: 2025-08-07 DOI: 10.1037/dev0002063

{"title":"Erratum to \"At what age can children initiate and execute a mutually beneficial exchange?\" by Fong et al. (2025).","authors":"","doi":"10.1037/dev0002063","DOIUrl":"10.1037/dev0002063","url":null,"abstract":"Reports an error in \"At what age can children initiate and execute a mutually beneficial exchange\" by Frankie T. K. Fong, Kelly Kirkland, Ee Liz Puah and Daisung Jang (Developmental Psychology, 2025[Feb], Vol 61[2], 269-278; see record 2025-15658-001). The article had the incorrect open access license listed in the author note due to a processing error. The correct open access license for the article is CC BY 4.0; https://creativecommons.org/licenses/by/4.0. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2025-15658-001). Using a novel exchange paradigm, we demonstrate that Australian preschool children from middle to high socioeconomic backgrounds may be capable of executing a mutually beneficial exchange. In Study 1, 3- to 5-year-old children completed a tower building task, in which they were given an opportunity to make trading choices via preset options that could allow both them and a puppet to succeed. A majority of children across age groups selected the efficient trade option over other alternatives. In Study 2, we modified the task to have less structure. With no preset options, 5-year-old children initiated an efficient exchange to a greater extent than younger children. A different task that relied on distributing desirable versus less desirable rewards (stickers) revealed a complementary pattern. The two studies shed light on the onset and developmental trajectory of a prerequisite skill for negotiation: children's capacity to initiate and execute a mutually beneficial deal, varying across different task contexts. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1903"},"PeriodicalIF":3.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800657","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

Within-group variability in communication style among caregivers and its relation to the language abilities of Wolof-learning toddlers in Senegal. 照顾者之间沟通风格的群体内变异及其与塞内加尔学习狼语幼儿语言能力的关系。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-10-01 Epub Date: 2025-06-16 DOI: 10.1037/dev0001985

Yatma Diop, Lori E Skibbe, Virginia A Marchman, Ann M Weber, Ryan P Bowles, Anne Fernald

{"title":"Within-group variability in communication style among caregivers and its relation to the language abilities of Wolof-learning toddlers in Senegal.","authors":"Yatma Diop, Lori E Skibbe, Virginia A Marchman, Ann M Weber, Ryan P Bowles, Anne Fernald","doi":"10.1037/dev0001985","DOIUrl":"10.1037/dev0001985","url":null,"abstract":"Studies of caregiver-child interactions in Western societies show that face-to-face communication, including verbal engagement and gaze, support child language outcomes. Ethnographic studies in agrarian non-Western communities, including in Africa, show that these face-to-face behaviors with children occur infrequently, with parents relying more on nonverbal and physical communication. However, observed cross-cultural differences in parenting styles often overlook important within-group variabilities in caregiver-child interactions, leading to the assumption that caregivers in particular cultural groups uniformly use similar parenting styles. This study examines interindividual variability in parenting in rural Senegal and how this variability relates to children's language outcomes. Results yielded two clusters of caregivers: Caregivers in Cluster 1 had lower education levels and showed moderately high scores for face-to-face communication and some nonverbal communication. In contrast, caregivers in Cluster 2 had higher education levels and significantly higher scores in face-to-face communication, combined with lower scores in nonverbal communication. Physical touch scores were similar across clusters. Children of caregivers who used more face-to-face behaviors, including gaze and verbal engagement, had higher vocabulary and language milestones than children of caregivers who used less face-to-face behaviors. Correlational analysis indicated that the differences in child language outcomes were related to the frequency of mutual gaze, conversational turn-taking and verbal object stimulation. This suggests that face-to-face behaviors may be less frequent in non-Western cultures compared to Western cultures but can also support language skills in African settings. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1904-1915"},"PeriodicalIF":3.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144310551","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

Parenting stress, family conflict, and children's behavior problems: The protective role of self-regulation. 父母压力、家庭冲突与儿童行为问题：自我调节的保护作用。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-09-29 DOI: 10.1037/dev0002088

Rahmet Akpolat, Francisco Palermo, Sarah E Killoren

{"title":"Parenting stress, family conflict, and children's behavior problems: The protective role of self-regulation.","authors":"Rahmet Akpolat, Francisco Palermo, Sarah E Killoren","doi":"10.1037/dev0002088","DOIUrl":"https://doi.org/10.1037/dev0002088","url":null,"abstract":"Parenting stress is associated with behavior problems in childhood; however, the mechanisms through which it operates and the factors that weaken its negative effects are not well understood. This study examined the associations between maternal parenting stress during children's toddlerhood and their internalizing and externalizing behavior problems approximately 9 years later, in fifth grade. It also examined the extent to which family conflict mediated those associations and whether children's self-regulation abilities mitigated the negative effects of parenting stress and family conflict. The participants were 2,977 low-income mothers and children (51% boys, 37% European American, 35% African American, and 24% Hispanic) from the Early Head Start Research and Evaluation Project. Data were gathered across four time points: when children were 14 and 36 months of age, before kindergarten entry, when children were about 5 years old, and in fifth grade, when children were about 10 years old. Family conflict mediated the associations between maternal parenting stress and children's internalizing and externalizing behaviors. However, the mediated associations varied by children's self-regulation; the links weakened as children's self-regulation abilities increased. The findings highlight the family processes by which maternal parenting stress may be associated with children's internalizing and externalizing behavior outcomes and how self-regulation abilities may reduce the negative impact of parenting stress and family conflict on children's behavior outcomes. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193528","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 domain-specific working memory and emotion regulation in the mathematics anxiety-performance relation among upper elementary students. 特定领域工作记忆和情绪调节在小学生数学焦虑-成绩关系中的作用。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-09-08 DOI: 10.1037/dev0002081

Peng Peng, Chi Ma

{"title":"The role of domain-specific working memory and emotion regulation in the mathematics anxiety-performance relation among upper elementary students.","authors":"Peng Peng, Chi Ma","doi":"10.1037/dev0002081","DOIUrl":"https://doi.org/10.1037/dev0002081","url":null,"abstract":"This study examined the role of domain-specific working memory and emotion regulation in the relation between mathematics anxiety and mathematics performance among 264 upper elementary students (Grades 3-5). Participants completed measures of mathematics testing and learning anxiety, verbal and numerical working memory, cognitive reappraisal, expressive suppression, general anxiety, mathematics self-efficacy, and calculation. Results showed that verbal working memory, but not numerical working memory, mediated the relation between mathematics testing anxiety and calculation. Higher verbal working memory exacerbated the negative effects of both mathematics testing and learning anxiety on calculation. Higher cognitive reappraisal exacerbated the negative effects of mathematics testing anxiety on calculation. These findings suggest that mathematics anxiety hinders calculation not by disrupting numerical processing but through verbal rumination and verbal information processing, especially in children with strong verbal working memory. For children who are still developing emotion regulation and foundational mathematics, cognitive reappraisal, a typically adaptive emotion regulation strategy, may paradoxically increase cognitive load, intensifying the adverse effects of mathematics anxiety during testing. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145024487","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