Developmental Psychology最新文献

{"title":"Information-seeking behaviors show 3-year-old children's metacognitive abilities during novel word learning.","authors":"Felix Hao Wang, Meili Luo","doi":"10.1037/dev0001959","DOIUrl":"https://doi.org/10.1037/dev0001959","url":null,"abstract":"<p><p>Knowing what you know is a significant part of learning and a component of many learning theories. In this work, we explored 3.5-year-old's metacognition of word learning to understand children's confidence over recently learned novel words and explore the experimental conditions in which young children can show metacognitive abilities. After novel words were taught, children were asked about the meaning of words two times. Prior to asking the second time, an opportunity to seek help was offered so that the second word meaning inquiry could be modified. We coded the amount of time children took to select the referent during the first time they were asked the question and examined the relationship between the accuracy of their first-time referent selection and the subsequent help seeking. When children made an incorrect response, they were slower and were more likely to ask for help compared with when children made a correct response. Thus, even though children at this age are not able to report their own learning explicitly, the information-seeking measure showed that they were sensitive to their metacognitive states. We discuss the implications of these findings for theories of the development of metacognition and for word learning mechanisms in general. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671469","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":"Cultural identity as worldviews: A natural experiment with maya adolescents before and after community adoption of digital communication.","authors":"Adriana Maria Manago, Maria Margarita Perez de la Torre, Mariano Crisóforo de la Torre Sánchez","doi":"10.1037/dev0001945","DOIUrl":"https://doi.org/10.1037/dev0001945","url":null,"abstract":"<p><p>The spread of digital communication around the globe has raised questions about the nature of digitally mediated cultural identity and how worldviews are constructed in the context of permeable and dynamic communities less tethered to physical geography. To expand research on the impacts of digital communication on cultural identity development among adolescents in the Majority World, the present study compared the worldviews of indigenous Maya adolescents before and after the Internet and mobile devices became widely used in their community. Adolescents were interviewed in 2009 (<i>N</i> = 80; 40 girls, <i>M</i>_age = 16.94) and in 2018 (<i>N</i> = 79; 44 girls, <i>M</i>_age = 15.91) using eight vignettes that were developed from ethnographic work in the community and designed to elicit participants' cultural beliefs and values. In each story, one character articulates a traditional, collectivistic worldview, and another articulates a Western, individualistic worldview present in the community. Participants were asked who they agreed with and why, and responses were analyzed quantitatively (pattern of character endorsements) and qualitatively (frameworks of meaning). Analysis of covariance showed no differences in character endorsements across the two cohorts. Schooling, not the use of mobile devices or social media, uniquely predicted alignment with individualistic characters in regression analyses. Although individualistic values did not increase, qualitative analyses of frameworks of meaning showed that adolescents in the two cohorts differed in how they integrated individualistic and collectivistic perspectives. The study demonstrates the importance of locally relevant mixed methods for understanding changes in the contents of cultural identity over historical time. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671460","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":"Cascading effects of residential mobility on maternal and child mental health.","authors":"Rachel Abenavoli, Sara Amadon, Sydney Briggs","doi":"10.1037/dev0001950","DOIUrl":"https://doi.org/10.1037/dev0001950","url":null,"abstract":"<p><p>Moving is a common experience for U.S. families and may negatively affect the mental health of both parents and children. In this study, we examined how residential mobility is associated with changes in mental health over time among mothers and children in the Future of Families and Child Wellbeing Study (previously \"Fragile Families\") from the child's birth to age 15. Using path analyses, we found that moving frequently when children were young was associated with greater depression among mothers when their children were 5, which, in turn, was associated with maternal and child mental health outcomes in the middle childhood and adolescent periods. That is, maternal depression acted as a pathway through which early residential mobility was associated with both maternal and child outcomes over time. This study highlights the complex interplay between residential mobility and maternal and child mental health and the critical role of maternal depression. Results underscore the need to support mothers who move frequently to support their own and their children's mental health in the years to follow. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671381","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":"Telling young children an adult's emotional reactions to their future honest or dishonest behavior causes them to cheat less.","authors":"Li Zhao, Weihao Yan, Paul L Harris, Kang Lee","doi":"10.1037/dev0001936","DOIUrl":"https://doi.org/10.1037/dev0001936","url":null,"abstract":"<p><p>The current research examined whether telling young children about an adult's emotional reactions to their future honesty or dishonesty influences their cheating. In five preregistered studies, children aged 3-6 years participated in a challenging test, purportedly to assess their knowledge but actually to measure their honesty (<i>N</i> = 480; 240 boys; all middle-class Han Chinese). Telling 5- to 6-year-olds about a familiar adult's negative emotional reactions to their future dishonesty significantly reduced subsequent cheating, regardless of whether the adult was their homeroom teacher or their mother. Telling 3- to 4-year-olds about their mother's positive reactions to honesty or her negative reactions to dishonesty also reduced cheating. Thus, providing information about a familiar adult's emotional reactions can effectively promote honest behavior among young children. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543658","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":"https://doi.org/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":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-03","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":"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":"10.1037/dev0001908","url":null,"abstract":"<p><p>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 (<i>N</i> = 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).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"594-603"},"PeriodicalIF":3.1,"publicationDate":"2025-03-01","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}

{"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":"10.1037/dev0001918","url":null,"abstract":"<p><p>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 (<i>M</i>_age = 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).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"417-431"},"PeriodicalIF":3.1,"publicationDate":"2025-03-01","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}

{"title":"Young children's understanding and experience of insight.","authors":"Mathilde H Prenevost, Ida B R Nilsen, Evalill Bølstad, Francisco Pons, Paul L Harris, Rolf Reber","doi":"10.1037/dev0001807","DOIUrl":"10.1037/dev0001807","url":null,"abstract":"<p><p>An insight is a moment of sudden understanding followed by characteristic feelings of suddenness, positive affect, certainty, and ease, commonly known as an aha experience. Despite evidence from studies with adults that aha experiences benefit learning, little systematic research on children's aha experiences exists. The present study asks how children understand and experience insight. We presented a community sample of 160 children (age: 4-8 years, 47% girls, 51% boys, 2% nonbinary) with an illustrated clues task inspired by the Remote Associate Test, a task commonly used to study insight in adults. In this task, children saw three clues and were asked to find a solution word that was associated with the three clues. Self-reported and observed aha experiences were recorded, along with children's solution accuracy and confidence. Children also answered a set of questions to assess their understanding of aha experiences. We found that although the number of aha experiences remained stable across age, there was a clear developmental increase in the understanding of aha experiences. Children's ability to recognize their own aha experiences as well as their general understanding of the aha concept increased with age. This suggests a lag between the occurrence of children's aha experiences and their understanding of such experiences; children first have aha experiences and later develop an understanding of those experiences. Aha experiences were associated with higher accuracy, but not with higher confidence ratings. Observed aha experiences, but not self-reported aha experiences, predicted increased motivation. Our findings are in line with the literature on metacognitive development and the distinction between the experience and the understanding of emotion. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"556-571"},"PeriodicalIF":3.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142141388","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":"A building block for science talk: Educational TV supports parent-child conversations during an engineering activity.","authors":"James Alex Bonus, Miriam Brinberg, Rebecca A Dore, Blue Lerner, Julia M Wilson, Nina Freiberger, Adam Rini","doi":"10.1037/dev0001911","DOIUrl":"10.1037/dev0001911","url":null,"abstract":"<p><p>We investigated the impact of parents' open-ended questions during collaborative science activities. Specifically, we randomly assigned 116 parents (69.8% mothers; 89.7% White) and their 4- to 7-year-old children (50.9% girls; 87.9% White) to watch science television before or after completing an engineering activity. Using sequence analysis, we examined the conversational exchanges elicited by parents' open-ended questions. Two patterns emerged: <i>knowledge elaboration sequences</i> occurred when children formulated science explanations, and <i>knowledge gap sequences</i> occurred when children revealed their lack of knowledge. Watching science television before (vs. after) the engineering activity promoted knowledge elaboration sequences but had no impact on knowledge gap sequences. These patterns did not vary according to children's age. Collectively, our results offer empirical support for the notion that parents' open-ended questions elicit two types of responses from children during collaborative science activities. Furthermore, our results suggest that science television might serve as a conversational support during those activities. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"432-445"},"PeriodicalIF":3.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142972825","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":"Less is not always more: Rich and meaningful counting books lead to greater gains in number understanding than sparse counting books.","authors":"Cristina Carrazza, Susan C Levine","doi":"10.1037/dev0001826","DOIUrl":"10.1037/dev0001826","url":null,"abstract":"<p><p>Children vary widely in their number knowledge by the time they enter kindergarten, and this variation is related to their future academic success. Although talk about number predicts children's early understanding of foundational number concepts, we know little about whether interventions can increase this talk nor about the types of number talk that are most beneficial to children's number understanding. The current project examines whether embedding number talk in goal-based stories leads to more robust number learning than providing the same numeric input outside of this context. Parent-child dyads (<i>N</i> = 71; child age = 3 years) were randomly assigned within their preintervention cardinal number understanding levels to one of three conditions: rich counting books (narrative and pictures involving a number goal), sparse counting books (text and pictures that provide opportunities to count and label the same cardinalities as in the rich condition but with no narrative), or nonnumerical control books that involve labeling colors of objects. Children's number knowledge was measured at pretest and at 2 and 4 weeks into the intervention. Findings showed that children randomized to rich counting book condition showed significantly greater cardinal number knowledge and counting skill by the final testing session compared to children in the sparse counting book condition and the color control book condition, which did not significantly differ from each other. Results have implications for the types of number talk that most effectively support children's number learning in the home environment and for the design of interventions. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"446-460"},"PeriodicalIF":3.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11867842/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142337190","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}