Developmental Psychology最新文献_第4页

Children's recognition of causal system categories across superficially distinct events. 儿童对表面上不同事件的因果系统类别的识别。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-01 Epub Date: 2024-07-08 DOI: 10.1037/dev0001769

Alexandra Rett, Jamie Amemiya, Brendan Hwang, Micah Goldwater, Caren M Walker

{"title":"Children's recognition of causal system categories across superficially distinct events.","authors":"Alexandra Rett, Jamie Amemiya, Brendan Hwang, Micah Goldwater, Caren M Walker","doi":"10.1037/dev0001769","DOIUrl":"10.1037/dev0001769","url":null,"abstract":"A deep understanding of any phenomenon requires knowing how its causal elements are related to one another. Here, we examine whether children treat causal structure as a metric for assessing similarity across superficially distinct events. In two experiments, we presented 156 4-7-year-olds (approximately 55% of participants identified as White, 29% as multiracial, and 12% as Asian) with three-variable narratives in which story events unfold according to a causal chain or a common effect structure. We then asked children to make judgments about which stories are the most similar. In Experiment 1, we presented all events in the context of simple, illustrated stories. In Experiment 2, we removed all low-level linguistic cues that may have supported children's similarity judgments in Experiment 1 and used animated videos to support understanding of the causal elements in each story. Results indicated a gradual shift between 4 and 7 years in children's use of causal structure as a metric of similarity between narratives: While we found that children as young as five were capable of correctly representing the causal structure of each story individually, only 6- and 7-year-olds relied on shared causal structure across stories when making similarity judgments. We discuss these findings in light of children's developing causal and abstract reasoning and propose directions for future work. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"540-555"},"PeriodicalIF":3.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560073","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

What does play have to do with it? A concrete and digital spatial intervention with 3-year-olds predicts spatial and math learning. 这和玩耍有什么关系？对3岁儿童进行具体的数字空间干预可以预测他们的空间和数学学习。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-01 Epub Date: 2025-01-16 DOI: 10.1037/dev0001904

Corinne A Bower, Laura Zimmermann, Brian N Verdine, Tamara Spiewak Toub, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff

{"title":"What does play have to do with it? A concrete and digital spatial intervention with 3-year-olds predicts spatial and math learning.","authors":"Corinne A Bower, Laura Zimmermann, Brian N Verdine, Tamara Spiewak Toub, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff","doi":"10.1037/dev0001904","DOIUrl":"10.1037/dev0001904","url":null,"abstract":"Spatial skills like block building and puzzle making are associated with later growth in science, technology, engineering, and mathematics learning. How these early spatial experiences-both in concrete and digital platforms-boost children's spatial skills remains a mystery. This study examined how children with low- and high-parental education use corrective feedback in a series of spatial assembly tasks. We further ask whether this spatial learning increases near- and far-transfer spatial and math skills. U.S. preschoolers (N = 331) were randomly assigned to either a \"business-as-usual\" control or one of six spatial training groups (comprising concrete and digital training with modeling and feedback [MF], gesture feedback, or spatial language feedback). Children were trained for 5 weeks to construct 2D puzzles that match a model using a variety of geometric shapes. Pre- and posttests evaluated 2D and 3D spatial assembly, spatial language comprehension, shape identification, and math performance. Results indicate performance enhancement in trained 2D spatial assembly across all six trainings. Digital gesture feedback transferred, boosting 3D spatial assembly performance. Both concrete and digital spatial language feedback trainings increased shape identification performance. Concrete-MF significantly (and digital-MF marginally) increased word problem math performance for children with lower parental education. Finally, collapsing across conditions, both concrete and digital training increased overall spatial skills, especially for preschoolers with lower parental education. Transfer to overall mathematics performance was far less robust. Overall, early concrete and digital spatial assembly experiences seem to support preschoolers' spatial skill development but have a minor impact on mathematics skill development. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"461-481"},"PeriodicalIF":3.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014364","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

What I say is not what I do: Gender differences in the home mathematics environment. 我说的不是我做的：家庭数学环境中的性别差异。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-01 Epub Date: 2025-01-06 DOI: 10.1037/dev0001901

Suzanne Varnell, Patrick Ehrman, Sona C Kumar, Jacqueline Sandel, Alexa Ellis, David J Purpura

{"title":"What I say is not what I do: Gender differences in the home mathematics environment.","authors":"Suzanne Varnell, Patrick Ehrman, Sona C Kumar, Jacqueline Sandel, Alexa Ellis, David J Purpura","doi":"10.1037/dev0001901","DOIUrl":"10.1037/dev0001901","url":null,"abstract":"Consistent evidence shows that women are underrepresented across most Science, Technology, Engineering, and Mathematics fields. Research indicates that early attitudes and gendered beliefs about mathematics can predict later achievement and academic choices in Science, Technology, Engineering, and Mathematics and that children's attitudes are tied to parents' beliefs and interactions with their children surrounding math. To identify potential antecedents of gender differences, we examined whether there are differences between parents of sons and parents of daughters on factors in the home mathematics environment that influence early math experiences for young children. This study used a subset of a publicly available data set, the Early Home Learning Environment, with 929 parents (68% female, 86% White) of 1- to 6-year-old children. Parents rated their beliefs about the importance of mathematics and the appropriateness of various mathematics activities for their children and reported the frequency with which they engage in mathematics activities with their children. We examined whether there were child gender differences in parents' mathematics beliefs, appropriateness ratings, and frequency of numeracy, spatial/geometry, patterning, and measurement activities through a series of between-subjects analyses of variance. Although we found no gender differences in parent ratings of appropriateness of activities or beliefs in the importance of patterning and spatial activities, we did find significant differences in what parents reported doing with boys versus girls after age 4 in the areas of numeracy and measurement. These findings indicate that parents did more numeracy and measurement activities with boys than girls, even though they reported believing that the activities were equally important. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"482-494"},"PeriodicalIF":3.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142933176","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

National disparities favoring males are reflected in girls' implicit associations about gender and academic subjects. 全国范围内偏向男性的差异反映在女孩对性别和学科的隐性联想中。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-01 Epub Date: 2024-08-22 DOI: 10.1037/dev0001797

Dario Cvencek, Elizabeth A Sanders, M Francisca Del Río, María Inés Susperreguy, Katherine Strasser, Ružica Brečić, Dora Gaćeša, David Skala, Carlo Tomasetto, Silvia Galdi, Mara Cadinu, Manu Kapur, Maria Chiara Passolunghi, Tania I Rueda Ferreira, Alberto Mirisola, Beatrice Mariani, Andrew N Meltzoff

{"title":"National disparities favoring males are reflected in girls' implicit associations about gender and academic subjects.","authors":"Dario Cvencek, Elizabeth A Sanders, M Francisca Del Río, María Inés Susperreguy, Katherine Strasser, Ružica Brečić, Dora Gaćeša, David Skala, Carlo Tomasetto, Silvia Galdi, Mara Cadinu, Manu Kapur, Maria Chiara Passolunghi, Tania I Rueda Ferreira, Alberto Mirisola, Beatrice Mariani, Andrew N Meltzoff","doi":"10.1037/dev0001797","DOIUrl":"10.1037/dev0001797","url":null,"abstract":"Based on data for N = 2,756 children (1,410 girls; Mage = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math achievement, favoring boys over girls (Trends in International Mathematics and Science Study Grade 4). Three novel findings emerged. First, girls' results from a Child Implicit Association Test showed that implicit associations linking boys with math and girls with reading were positively related to both national male advantages in socioeconomic standing and national boy advantages in Trends in International Mathematics and Science Study. Second, these relations were obtained for implicit but not explicit measures of children's beliefs linking gender and academic subjects. Third, implicit associations linking gender to academic subjects increased significantly as a function of children's age. We propose a psychological account of why national gender disparities are likely to influence children's developing implicit associations about gender and academic subjects, especially for girls. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"579-593"},"PeriodicalIF":3.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019181","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

Adopted and donor-conceived children hold reduced genetic-essentialist beliefs relative to traditionally-conceived children. 与传统受孕的儿童相比，领养和捐卵受孕的儿童所持的遗传本质论信念有所减少。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-01 Epub Date: 2024-10-31 DOI: 10.1037/dev0001846

Rebecca Peretz-Lange, Hannah Kaebnick

{"title":"Adopted and donor-conceived children hold reduced genetic-essentialist beliefs relative to traditionally-conceived children.","authors":"Rebecca Peretz-Lange, Hannah Kaebnick","doi":"10.1037/dev0001846","DOIUrl":"10.1037/dev0001846","url":null,"abstract":"For three decades, researchers have assessed children's genetic essentialism through an \"Adoption Task,\" probing their beliefs about whether adopted babies grow up to resemble their birthparents or adoptive parents. The present study investigates these beliefs among children who were themselves adopted or donor-conceived (i.e., who share genetic material with neither or one parent, respectively; \"ADC\"), comparing them with children who were traditionally-conceived (i.e., who share genetic material with two parents; \"TC\"). Children (n = 95, 4-8 years old, 30ADC/65TC, 34M/59F/2NB, 55 White / 35 of color / five did not report) completed five trials of an Adoption Task concerning five personal characteristics (hair color, spoken language, personality, interests, and intelligence). Across trials, ADC children made fewer essentialist judgments than TC children (ηp² = .07); the odds of an essentialist response were threefold greater among TC than ADC participants. Exploratory analyses revealed that with age, children's essentialist judgments became increasingly differentiated across different characteristics (e.g., increasingly divergent views of the genetic basis of hair color vs. spoken language), and that this differentiation was more pronounced in the ADC than the TC sample. No differences were observed in the genetic-essentialist views of ADC and TC children's parents, suggesting that the mechanism underlying effects was children's own sense-making capacities. Whereas nature and nurture are confounded for TC children, these factors are decoupled for ADC children, supporting them in building their causal theories. Cognitive, developmental, and social implications are discussed, along with translational implications for ADC children and their families. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"530-539"},"PeriodicalIF":3.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548398","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

Transactional development of science and mathematics knowledge and reading proficiency for multilingual students across languages of instruction. 多语种学生跨教学语言的科学和数学知识与阅读能力的交互发展。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-01 Epub Date: 2024-11-07 DOI: 10.1037/dev0001858

Jackie E Relyea, HyeJin Hwang

{"title":"Transactional development of science and mathematics knowledge and reading proficiency for multilingual students across languages of instruction.","authors":"Jackie E Relyea, HyeJin Hwang","doi":"10.1037/dev0001858","DOIUrl":"10.1037/dev0001858","url":null,"abstract":"This longitudinal study explored the reciprocal relations between students' domain-specific knowledge (science and mathematics) and reading proficiency from kindergarten to Grade 5. We compared these relational trajectories across both domains in the overall sample and examined the domain specificity of these relations within a multilingual subsample with varying language instruction backgrounds. Using latent curve modeling with structured residuals on a nationally representative data set, we identified two key patterns. In the overall sample, higher reading proficiency at kindergarten was associated with greater growth in science and mathematics knowledge, with a particularly pronounced effect in science. The predictive power of science knowledge on reading proficiency strengthened significantly from Grades 2 to 5, while reciprocal relations in mathematics intensified over time. For multilingual students, outcomes varied by the language of instruction. Those receiving English-only instruction showed early correlations between science and mathematics knowledge and reading proficiency; however, initial science and mathematics knowledge did not predict long-term growth in reading proficiency. Conversely, multilingual students who received instruction in their native language showed no immediate correlations at kindergarten. Nonetheless, their early science and mathematics knowledge significantly predicted later growth in reading proficiency. The findings underscore the critical role of native-language instruction in providing an accessible, vital cognitive and linguistic foundation that supports deeper domain knowledge building, highlighting the enduring benefits of native-language scaffolding. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"495-512"},"PeriodicalIF":3.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142606476","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

Discovering the world of viruses: Testing the influence of anthropomorphic representations on children's learning about COVID-19.

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-01 Epub Date: 2024-12-30 DOI: 10.1037/dev0001882

David Menendez, Emory Richardson, Kalina M McNeil, Susan A Gelman

{"title":"Discovering the world of viruses: Testing the influence of anthropomorphic representations on children's learning about COVID-19.","authors":"David Menendez, Emory Richardson, Kalina M McNeil, Susan A Gelman","doi":"10.1037/dev0001882","DOIUrl":"https://doi.org/10.1037/dev0001882","url":null,"abstract":"Having a robust understanding of viruses is critical for children to understand the COVID-19 pandemic and the protective measures recommended to promote their safety. However, viral transmission is not part of current educational standards in the United States, so children likely must learn about it through informal means, such as media and conversations with caregivers-contexts that often animate and anthropomorphize viruses. In this registered report, we developed an at-home educational intervention to teach children about viruses by creating a picture storybook about COVID-19. We tested children ages 5-8 on their understanding of viruses before and after reading the book at home with their caregivers. Critically, we manipulated which of three books children received: realistic (that detailed the microscopic processes involved in COVID-19 transmission), anthropomorphic (that depicted all the same information but using anthropomorphic language and images for COVID-19), or control (that only showed the visible aspects of illness). Bayesian analyses revealed that children learned about COVID-19 by reading the picture books with their parents at home and extended this knowledge to other viruses and that learning was substantially higher for those reading the realistic and anthropomorphic books than the control books. We also found that learning did not differ as a function of whether the book used anthropomorphic depictions or not although children reading the anthropomorphic book reported being less afraid of viruses. Altogether, these results demonstrate that carefully constructed picture books can help children learn about complex scientific topics at home. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":"61 3","pages":"513-529"},"PeriodicalIF":3.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143524807","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 use proximity and ability to infer distinct kinds of counterfactual closeness. 儿童利用接近性和能力来推断不同类型的反事实接近性。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-01 Epub Date: 2024-06-27 DOI: 10.1037/dev0001774

Hailey Pawsey, Stephanie Denison, Ori Friedman

{"title":"Children use proximity and ability to infer distinct kinds of counterfactual closeness.","authors":"Hailey Pawsey, Stephanie Denison, Ori Friedman","doi":"10.1037/dev0001774","DOIUrl":"10.1037/dev0001774","url":null,"abstract":"Counterfactual outcomes (i.e., events that did not happen) vary in their closeness to reality. Whereas some are viewed as distant possibilities, others are seen as close, barely unrealized outcomes. Here, we investigate whether young children distinguish between two kinds of counterfactual closeness: one based on proximity and the other on ability. In two experiments, 4-7-year-olds (total N = 304) saw stories where two agents lost a race against a competitor. One of the losing racers finished just behind the winner (proximity), whereas the other losing racer was much faster than the winner (ability) but lost after tripping on a stone. When asked which racer almost won the race, children across the full age range predominantly picked the racer who finished in second place, close behind the winner. However, when asked which racer easily could have won and when asked which racer should have won, children at older ages picked the fastest racer. Together, these findings show that children's understanding of proximity-based closeness is already present at Age 4, earlier than children were previously thought to grasp counterfactual closeness. Moreover, the findings suggest young children have differentiated concepts of counterfactual closeness and do not conflate the two kinds of closeness. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"572-578"},"PeriodicalIF":3.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141459999","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

Unraveling the gender gap in negotiation: How children's perceptions of negotiation and of themselves relate to their bargaining outcomes. 解开谈判中的性别差距：儿童对谈判和他们自己的看法如何与他们的谈判结果有关。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-01 Epub Date: 2025-01-16 DOI: 10.1037/dev0001898

Sophie H Arnold, Katherine McAuliffe, Andrei Cimpian

{"title":"Unraveling the gender gap in negotiation: How children's perceptions of negotiation and of themselves relate to their bargaining outcomes.","authors":"Sophie H Arnold, Katherine McAuliffe, Andrei Cimpian","doi":"10.1037/dev0001898","DOIUrl":"10.1037/dev0001898","url":null,"abstract":"Women tend to negotiate less than men, which-along with other well-documented interpersonal and structural factors-contributes to persistent gender gaps in pay for equal work. Here, we explore the developmental origins of these gender differences in negotiation. Across three studies (N = 462), we investigated 6- to 12-year-old girls' and boys' perceptions of negotiation (e.g., how common and permissible it is to negotiate) and gave children opportunities to negotiate for resources themselves. These opportunities were hypothetical in Studies 1 and 2 and actual in Study 3. Overall, girls and boys had similar perceptions of negotiation. However, the links between perceptions and negotiation behavior often differed by gender, especially in the context of an actual negotiation (Study 3). Boys'-but not girls'-negotiation requests were higher when they thought that (a) other children asked for more, (b) it was permissible to ask for more, (c) they would not receive backlash for asking for more, and (d) asking for more would actually get them more. In contrast, girls' negotiation requests were uniquely predicted by how competent they thought they were at the task for which they negotiated a reward-that is, how deserving they thought they were. Notably, boys overestimated their competence (both relative to girls and relative to reality) and negotiated for more resources as a result. Understanding the early origins of gender differences in negotiation provides insight into how to prevent the emergence of such differences and dismantle persistent gender inequities in society. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"604-622"},"PeriodicalIF":3.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014363","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

Lessons learned from witnessing constructive interparental conflict and the beneficial implications for children.

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-02-27 DOI: 10.1037/dev0001952

Patrick T Davies, Vanessa T Cao, Marissa V Hendrickson, Morgan J Thompson

{"title":"Lessons learned from witnessing constructive interparental conflict and the beneficial implications for children.","authors":"Patrick T Davies, Vanessa T Cao, Marissa V Hendrickson, Morgan J Thompson","doi":"10.1037/dev0001952","DOIUrl":"https://doi.org/10.1037/dev0001952","url":null,"abstract":"This study examined children's emotion situation knowledge and social problem-solving abilities as mediators in the prospective link between constructive interparental conflict (IPC) and children's psychological adjustment in a sample of 238 preschool children (Mage = 4.38 years; 52% female children; 28% Black; 14% multiracial or other race; 16% Latinx) and their mothers. The methodological approach consisted of multiple methods and informants in a longitudinal design with three annual measurement occasions (i.e., preschool, kindergarten, first grade). Results of the path analysis indicated that Wave 1 constructive IPC predicted residualized increases in children's emotion situation knowledge and social problem solving at Wave 2 with the inclusion of hostile IPC, demographic factors, and prior child characteristics (i.e., child age, race, internalizing and externalizing symptoms, social competence) as simultaneous predictors. In turn, children's emotion situation knowledge at Wave 2 predicted residualized decreases in their internalizing and externalizing symptoms at Wave 3. Wave 2 social problem solving also predicted residualized increases in their social competence at Wave 3. Results are discussed in the context of how they advance developmental models of constructive family conflict. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143524640","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