Developmental Psychology最新文献_第3页

Prevalence and characteristics of infants' prosocial helping strategies between 11 and 20 months of age. 11 到 20 个月大婴儿亲社会帮助策略的普遍性和特点。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-02-01 Epub Date: 2024-08-12 DOI: 10.1037/dev0001760

Meghan Rose Donohue, Laura Hennefield, Cynthia E Rogers, Deanna M Barch, Joan Luby

{"title":"Prevalence and characteristics of infants' prosocial helping strategies between 11 and 20 months of age.","authors":"Meghan Rose Donohue, Laura Hennefield, Cynthia E Rogers, Deanna M Barch, Joan Luby","doi":"10.1037/dev0001760","DOIUrl":"10.1037/dev0001760","url":null,"abstract":"Although limited research suggests that infants can behave prosocially even before their first birthdays, the prevalence and characteristics of early prosocial behaviors remain unexplored. Indeed, very few studies of prosocial development have included 12-month-old infants or examined how prosociality changes across the second year, and none has assessed individual differences in prosocial strategy use. This study investigated prosocial helping behaviors in a racially and socioeconomically diverse sample of 220 11- to 20-month-olds living in the United States (45.5% female; 61% Black; 67.2% low socioeconomic status). At 12 months (n = 153), > 80% of infants helped an experimenter retrieve out-of-reach items. Modest increases in helping were observed across the second year of life. Individual differences in specific helping strategies were also detected. Infants who helped more by handing an item to an experimenter on one task (rather than placing the item in a target location) also helped more by handing on another task; similar patterns were found with placing. Moreover, the type of strategy was associated with age and sex: older infants and male infants used more placing. The high rates of helping by 12 months of age and the use of individual helping strategies demonstrate that infants have robust prosocial abilities beyond those previously documented. These findings contribute critical information about the typical development of prosocial behaviors in the largest and most racially and socioeconomically diverse sample of infants to date. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"215-227"},"PeriodicalIF":3.1,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11781951/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141972039","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

How peer relationships influence adolescents' reasoning about theft-based moral transgressions. 同伴关系如何影响青少年对基于偷窃的道德过失的推理。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-02-01 Epub Date: 2024-11-07 DOI: 10.1037/dev0001863

Laura K Soter, Martha K Berg, Ethan Kross, Susan A Gelman

{"title":"How peer relationships influence adolescents' reasoning about theft-based moral transgressions.","authors":"Laura K Soter, Martha K Berg, Ethan Kross, Susan A Gelman","doi":"10.1037/dev0001863","DOIUrl":"10.1037/dev0001863","url":null,"abstract":"Two studies (Ntotal = 1,153) investigated how adolescents reason about whether to report a transgression committed by a close friend versus distant classmate. In Study 1, sixth-ninth graders (Mage = 12.36 years, SDage = 1.14 years; 55% girls, 44% boys; 2% Asian, 63% Black, 13% Latino, 7% multiracial, 7% White; low-income urban schools) were less willing to report close friends than distant classmates, for both high- and low-severity thefts. In Study 2, seventh-eighth graders (Mage = 12.87 years, SDage = 0.07 years; 48% girls, 45% boys; 2% Asian, 2% Black, 3% Latino, 85% White, 2% multiracial; 29% free/reduced lunch) said they both actually would and morally should report close others less than distant others, but relationship affected \"would\" judgments more than \"should\" ones. In their explanations, participants most often appealed to practical outcomes, morality, and relationship to the transgressor-but frequency of these varied based on relationship to the transgressor and judgment type. These studies provide evidence that relational closeness influences both how adolescents reason about peers' transgressions and what they think is morally right to do-and that their reasoning involves both practical and moral considerations. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"366-382"},"PeriodicalIF":3.1,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142606173","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 child's history of early stance toward parental socialization as a context for emerging moral self: A cascade from infancy to toddlerhood to preschool age. 儿童早期对父母社会化立场的历史是道德自我形成的背景：从婴儿期到幼儿期再到学龄前期的层层递进。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-02-01 Epub Date: 2024-11-11 DOI: 10.1037/dev0001891

Juyoung Kim, Grazyna Kochanska

{"title":"The child's history of early stance toward parental socialization as a context for emerging moral self: A cascade from infancy to toddlerhood to preschool age.","authors":"Juyoung Kim, Grazyna Kochanska","doi":"10.1037/dev0001891","DOIUrl":"10.1037/dev0001891","url":null,"abstract":"As interest in early morality has grown, researchers have increasingly focused on young children's moral self, but recent studies have targeted mostly its structure and associations with behavior rather than its developmental origins. Addressing this gap, we followed children, mothers, and fathers in U.S. Midwest from late infancy (16 months old, N = 194, 93 girls, 101 boys), to toddlerhood (3 years old, N = 175, 86 girls, 89 boys), to preschool age (4.5 years old, N = 177, 86 girls, 91 boys). We proposed that moral self at preschool age originates in the second and third years, when the onset of parental control engenders in the child both receptive and adversarial stance toward the parent. In infancy and in toddlerhood, we collected behavioral indications of both stances-positive affect and responsiveness (in toddlerhood, also positive representation of the parent); and defiance and violations of parental prohibition. At preschool age, we measured child moral self in a puppet interview (Kochanska, 2002). For both mother-child and father-child relationships, structural equation modeling supported direct paths from receptive and adversarial stance at age 3 years to higher and lower moral self, respectively, and the expected indirect effects of the child's receptive stance in infancy on moral self, mediated by the receptive or adversarial stance in toddlerhood. The path from toddler-age adversarial stance to lower moral self was present only in father-son relationships. This study highlights the long-term pivotal significance of the child's early stance toward the parent for the formation of moral self. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"323-335"},"PeriodicalIF":3.1,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630817","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 longitudinal network of peer problems and emotional symptoms among Australian adolescents: Bayesian structure learning of directed acyclic graphs.

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-01-27 DOI: 10.1037/dev0001915

Pedro Henrique Ribeiro Santiago, Lisa Smithers, Michelle Townsend, Adrian Quintero, Alyssa Sawyer, Gustavo Soares, Kym McCormick, Alexandra Procter, Lisa Jamieson

{"title":"The longitudinal network of peer problems and emotional symptoms among Australian adolescents: Bayesian structure learning of directed acyclic graphs.","authors":"Pedro Henrique Ribeiro Santiago, Lisa Smithers, Michelle Townsend, Adrian Quintero, Alyssa Sawyer, Gustavo Soares, Kym McCormick, Alexandra Procter, Lisa Jamieson","doi":"10.1037/dev0001915","DOIUrl":"https://doi.org/10.1037/dev0001915","url":null,"abstract":"Adolescence is a period in which peer problems and emotional symptoms markedly increase in prevalence. However, the causal mechanisms regarding how peer problems cause emotional symptoms at a behavioral level and vice versa remain unknown. To address this gap, the present study investigated the longitudinal network of peer problems and emotional symptoms among Australian adolescents aged 12-14 years. Data were from the Longitudinal Study of Australian Children. The complete case samples included adolescents who participated in the Longitudinal Study of Australian Children B (n = 2,694) or K (n = 3,144) Cohorts at two study follow-ups (ages 12 and 14). Peer problems and emotional symptoms were measured with the self-report Strengths and Difficulties Questionnaire. The analytical steps were (a) in Study 1, a causal discovery algorithm, Bayesian structure learning of directed acyclic graphs (DAGs), was used to identify the longitudinal network in the K Cohort; (b) the DAG discovered was evaluated with Bayesian structural equation modeling in an independent sample (the B Cohort) and compared against a DAG established through expert knowledge; and (c) in Study 2, the longitudinal network was again evaluated but considered contemporaneous effects. The empirically discovered DAG provided a better explanation of independent data than the expert DAG. Based on the discovered DAG, several plausible causal effects were identified such as that being bullied at age 12 negatively affected popularity at age 14. This study provides new insights into potential causal effects established between peer problems and emotional symptoms among Australian adolescents aged 12-14 years. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143053932","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

Home math environment as a mediator of socioeconomic differences in early math skills: A study of Chinese families from disparate backgrounds.

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-01-23 DOI: 10.1037/dev0001918

Linxi Lu, Marina Vasilyeva, Elida V Laski

{"title":"Home math environment as a mediator of socioeconomic differences in early math skills: A study of Chinese families from disparate backgrounds.","authors":"Linxi Lu, Marina Vasilyeva, Elida V Laski","doi":"10.1037/dev0001918","DOIUrl":"https://doi.org/10.1037/dev0001918","url":null,"abstract":"Children exhibit substantial variation in their early math skills, with pronounced achievement gaps by socioeconomic status (SES) observable even before formal schooling. These SES-related differences in math skills are long-standing and globally observed, prompting investigations into how SES variations in home math environment contribute to early math development. The present study employed a mixed-methods design to examine the relations among SES, key aspects of home math environment, and early math skills in a non-Western context. The sample comprised 122 Chinese parents and their preschool children (Mage = 5.25 years, 52% female) from diverse SES backgrounds. Quantitative analyses indicated that low-SES parents experienced higher math anxiety (large effect) but also placed greater value on math (small effect). Although the frequency of formal math activities did not differ by SES, high-SES parents engaged more in informal math activities and provided math talk with higher quantity and diversity (small effects). Crucially, the study identified parents' math anxiety and the frequency of informal activities as mediators of SES-related differences in early math skills. Qualitative analyses further revealed that low-SES parents viewed math as essential for future success but defined it more narrowly, focusing mainly on formal practices of concrete skills. The implications for future research and practice are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143025361","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

Equitable shifts in youth resilience? Distinguishing normative changes and pandemic effects on academic self-efficacy and cognitive reappraisal.

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-01-23 DOI: 10.1037/dev0001913

Juuso Repo, Sanna Herkama, Christina Salmivalli

{"title":"Equitable shifts in youth resilience? Distinguishing normative changes and pandemic effects on academic self-efficacy and cognitive reappraisal.","authors":"Juuso Repo, Sanna Herkama, Christina Salmivalli","doi":"10.1037/dev0001913","DOIUrl":"https://doi.org/10.1037/dev0001913","url":null,"abstract":"This preregistered longitudinal study examined the long-term effects of the COVID-19 pandemic on academic self-efficacy and cognitive reappraisal in early adolescence. It followed and compared two cohorts over 4 years: one prepandemic (11-14 years, 2016-2019) and one during the pandemic (2019-2022). The study analyzed annual well-being surveys merged with school enrolment data from South Australian public schools (N = 28,307, 49% female). Employing latent growth modeling and a novel cohort comparison design, the study addressed a major limitation in pandemic studies: It separated pandemic effects from normative developmental changes. Results indicate that the pandemic cohort largely followed typical, yet declining, developmental trajectories, showing resilience at a population level. Unexpectedly, the examination of multiple covariates (i.e., gender, socioeconomic status, non-English background, anxiety, peer belonging, teacher support) showed that preexisting vulnerabilities did not predict adverse pandemic effects. This research underscores the value of longitudinal data infrastructures and the importance of understanding normative youth development and resilience research in discerning the effects of pandemics or other widespread crises. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143025360","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

Who cares about caring? Gender stereotypes about communal values emerge early and predict boys' prosocial preferences. 谁在乎关心？关于共同价值观的性别刻板印象很早就出现，并预示着男孩的亲社会偏好。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-01-20 DOI: 10.1037/dev0001908

Katharina Block, Cameron E Hall, Antonya M Gonzalez, Andrei Cimpian, Toni Schmader, Andrew S Baron

{"title":"Who cares about caring? Gender stereotypes about communal values emerge early and predict boys' prosocial preferences.","authors":"Katharina Block, Cameron E Hall, Antonya M Gonzalez, Andrei Cimpian, Toni Schmader, Andrew S Baron","doi":"10.1037/dev0001908","DOIUrl":"https://doi.org/10.1037/dev0001908","url":null,"abstract":"Communal values (i.e., valuing care for and connection with others) are important to individual well-being and societal functioning yet show marked gender differences, with girls valuing communion more than boys do. We examined whether endorsement of gender stereotypes associating communal values more with girls than with boys relate to children's own communal values and interests, potentially giving rise to gender differences in preferences. We tested this relation across two studies with Canadian children between the ages of 4 and 11 years (N = 379; 92 girls, 287 boys; majority White and East Asian or Pacific Islander). We assessed children's stereotypes about communal values (Studies 1 and 2; e.g., \"Who do you think cares more about always helping other people, even if it takes effort? Boys or girls?\"), as well as the extent to which children themselves (a) valued communion and (b) displayed interest in communal activities (Study 2). In both studies, we found that children older than 6 consistently associated communal values with girls more than with boys. Younger children, in contrast, exhibited an ingroup bias-they associated communal values with their own gender. Study 2, which included only boys, found that endorsement of stereotypes associating communal values with girls predicted lower personal endorsement of communal values and lower interest in communal activities among boys older, but not younger, than 6. These results suggest that gender stereotypes about communal values are learned early and predict boys' disengagement from communal domains. Implications for gender differences in values and behavior are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014366","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 cardinal extension: From counting to exact equality. 基数扩展的发展：从计数到精确相等。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-01-20 DOI: 10.1037/dev0001922

Khuyen N Le, Rose M Schneider, David Barner

{"title":"The development of cardinal extension: From counting to exact equality.","authors":"Khuyen N Le, Rose M Schneider, David Barner","doi":"10.1037/dev0001922","DOIUrl":"https://doi.org/10.1037/dev0001922","url":null,"abstract":"Numerate adults know that when two sets are equal, they should be labeled by the same number word. We explored the development of this principle-sometimes called \"cardinal extension\"-and how it relates to children's other numerical abilities. Experiment 1 revealed that 2- to 5-year-old children who could accurately count large sets often inferred that two equal sets should be labeled with the same number word, unlike children who could not accurately count large sets. However, not all counters made this inference, suggesting that learning to construct and label large sets may be a necessary but not sufficient step in learning how numbers represent exact quantities. Experiment 2 found that children who extended labels to equal sets were not actually sensitive to exact equality and that they often assigned two sets the same label when they were approximately equal, but differed by just one item (violating one-to-one correspondence). These results suggest a gradual, stagelike, process in which children learn to accurately count, learn to extend labels to perceptually similar sets, and then eventually restrict cardinal extension to sets that are exactly equal. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014361","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 life course approach to examine cumulative impacts of parental migration on children's psychological well-being and education in Southeast Asia. 研究东南亚父母移民对儿童心理健康和教育的累积影响的生命历程方法。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-01-20 DOI: 10.1037/dev0001879

Yao Fu, Maruja M B Asis, Sukamdi, Xiaochen Zhou, Lucy P Jordan

{"title":"A life course approach to examine cumulative impacts of parental migration on children's psychological well-being and education in Southeast Asia.","authors":"Yao Fu, Maruja M B Asis, Sukamdi, Xiaochen Zhou, Lucy P Jordan","doi":"10.1037/dev0001879","DOIUrl":"https://doi.org/10.1037/dev0001879","url":null,"abstract":"Researchers have raised concerns about parental migration's effects on various aspects of the left-behind children's development. However, there is limited understanding of how parental migration influences children over the life course. This study aimed to fill this gap by investigating how exposure to parental migration during childhood shapes later development in Indonesia and the Philippines, two major labor-sending countries in Southeast Asia. Adopting a life course perspective, we examine how the timing, sequence, and cumulative extent of parental migration affect children's outcomes. We used longitudinal data from 1,023 households in 2008 (with children aged 4.56 on average) and 849 households in 2016/17 (with children aged 12.78 on average). Retrospective information on children's exposure to parental migration during early childhood (under 3), middle childhood (4-5), and late childhood (6-10) was constructed for its impact on individuals' school performance and psychological well-being during early adolescence (11-14). The findings indicate that the timing of children's initial exposure to parental migration impacts certain aspects of their development. In Indonesia, paternal migration during middle or late childhood is associated with a trade-off between improved school performance and reduced prosocial behavior. For Filipino children, maternal migration during the first 3 years is linked to higher levels of internalizing problems, while migration during middle and late childhood reduces the risk of such problems. These findings underscore the importance of tailored policies and support programs that acknowledge the diverse impacts of parental migration across different developmental stages, considering distinct cultural contexts. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014242","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 strategic mindset enhances children's generation of effective strategies and delay of gratification across tasks. 战略思维增强了儿童在任务中产生有效策略和延迟满足的能力。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-01-20 DOI: 10.1037/dev0001916

Patricia Chen, Khai Qing Chua, Hui Yan Lim, Yilin Sharon Hoe, Qiao Kang Teo, Gregory M Walton, Carol S Dweck

{"title":"A strategic mindset enhances children's generation of effective strategies and delay of gratification across tasks.","authors":"Patricia Chen, Khai Qing Chua, Hui Yan Lim, Yilin Sharon Hoe, Qiao Kang Teo, Gregory M Walton, Carol S Dweck","doi":"10.1037/dev0001916","DOIUrl":"https://doi.org/10.1037/dev0001916","url":null,"abstract":"Overcoming challenges to achieve success involves being able to spontaneously come up with effective strategies to address different task demands. Research has linked individual differences in such strategy generation and use to optimal development over time and greater success across many areas of life. Yet, there is surprisingly little experimental evidence that tests how we might help young children to spontaneously generate and apply effective strategies across different challenging tasks. We test this in an area important to development: delaying gratification. To do this, we developed a \"strategic mindset\" storybook that encouraged children, when waiting felt hard, to ask themselves strategy-eliciting questions, such as: \"What can I try to be better at this?\" In two experiments (N = 237), 5- to 6-year-old children who read the strategic mindset storybook with an experimenter (vs. a control storybook) waited significantly longer to receive desirable treats (Experiments 1 and 2) and to watch an appealing YouTube video (Experiment 2). Moreover, they were able to wait longer because they spontaneously generated and applied a greater number of effective waiting strategies. Going beyond classic research that taught children specific strategies to delay gratification, our results suggest that our new \"metacognitive\" approach can empower children's self-regulation. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014329","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