Developmental Psychology最新文献

{"title":"Social connectedness without eye contact: 18- but not 9-month-olds use proximal touch to infer third-party joint attention during observational learning.","authors":"Maleen Thiele, Gustaf Gredebäck, Daniel B M Haun","doi":"10.1037/dev0002055","DOIUrl":"10.1037/dev0002055","url":null,"abstract":"<p><p>Decades of research have highlighted the important role of joint attention in early cultural learning. However, most previous studies focused on a limited range of joint attention settings involving the learner's <i>first-person</i> participation in joint <i>visual</i> attention, characterized by eye contact and triadic gaze following. This has created an incomplete picture, tending to neglect the diversity in which infants experience social connectedness in their daily lives. To deepen our understanding of the multifaceted nature of joint attention, this study investigated infants' object memory in previously unexplored joint attention contexts, including <i>physical</i> cues of togetherness within <i>observed</i> interactions. Nine- and 18-month-old German infants participated in an object encoding task featuring videos of two people looking at an object. The videos varied in the presence and combination of mutual eye contact and mutual touch in physical proximity. After each video, the familiarized object reappeared next to a novel object. Infants' looking time preference for the novel object was used as a measure of their prior encoding of the familiarized object. Eighteen-month-olds demonstrated superior encoding in all conditions involving interpersonal connectedness, expressed through eye contact, proximal touch, or a combination of both. In contrast, 9-month-olds' object encoding was only enhanced in the presence of eye contact, regardless of proximal touch. These findings demonstrate a developmental refinement from a primary reliance on visual cues to a more comprehensive understanding of third-party jointness incorporating a broader range of cues. Joint attention is a highly flexible social learning mechanism, capable of operating in diverse social environments. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974456","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":"Word learning challenges explain nonadult possibility language comprehension in preschoolers.","authors":"Ailís Cournane, Anouk Dieuleveut, Chiara Repetti-Ludlow, Valentine Hacquard","doi":"10.1037/dev0002061","DOIUrl":"10.1037/dev0002061","url":null,"abstract":"<p><p>This article presents two experiments testing English children's understanding of the \"force\" of modals, asking whether they understand that can expresses possibility and have_to expresses necessity. Prior studies show that children tend to over-accept necessity modals in possibility situations and argue this behavior stems from conceptual difficulties reasoning about open possibilities. However, these studies typically test modal force using epistemic modality (knowledge-based), which is less input-frequent than nonepistemic modalities (actual-world priorities or goals) and involves speaker perspective-taking. Our results with more familiar teleological (goal-oriented) modality show that preschoolers have an adult-like understanding of possibility can, but they seem to treat necessity have_to as a possibility modal, in affirmative (Experiment 1) and arguably in negative sentences (Experiment 2). We take these systematic errors to call into question conceptual accounts. We argue that younger preschoolers' difficulties with modal force are due to word-learning challenges: They treat necessity modals as possibility modals. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974627","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":"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":"1625-1640"},"PeriodicalIF":3.1,"publicationDate":"2025-09-01","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":"Measurement of children's language environments using automated measurement technology in rural Lesotho: Findings from a sample of children and their caregivers in a cluster-randomized controlled trial.","authors":"Marguerite Marlow, Sarah Skeen, Junita Henry, Moroesi Makhetha, Lucie Cluver, Lorraine Sherr, Mark Tomlinson","doi":"10.1037/dev0002056","DOIUrl":"10.1037/dev0002056","url":null,"abstract":"<p><p>The quality of the home language environment and communicative interactions between caregivers and children are crucial components of child language development. We used the Language ENvironment Analysis (LENA) technology to assess children's language environments (adult word count, conversational turns, and child vocalizations) among a sample of children and their caregivers in rural Lesotho. We assessed whether a parenting intervention led to improvements in children's language environments. LENA data were collected from a randomly selected subsample of children enrolled in a cluster-randomized controlled trial. Language environment data were collected at the 12-month follow-up from 607 children (50.4% female; 28-81 months of age) and their caregivers using two different methodological approaches. For the 299 children (157 intervention; 142 control) in Sample 1 who wore the LENA device at home over 2 days, children's home language environments did not differ significantly by intervention and control conditions. For the 308 children (152 intervention; 156 control) in Sample 2 who wore the LENA device during a brief video-recorded caregiver-child interaction task, adult word count (0.4 <i>SD</i>; CI [0.026, -0.76]), conversational turns (0.31 <i>SD</i>; CI [0.03, 0.59]), and child vocalization count (0.36 <i>SD</i>; CI [0.03, 0.68]) were significantly higher during the interaction task in the intervention arm compared to the control arm. Interactions in the intervention arm were also characterized by significantly less silence. Our study demonstrates that despite the challenges it presents, measuring children's development in majority world settings remains an important priority, and that consideration of the local context should be prioritized within this research agenda. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974536","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":"Effects of sitting support and positioning on infant-parent coordinated attention.","authors":"Kari S Kretch","doi":"10.1037/dev0002067","DOIUrl":"10.1037/dev0002067","url":null,"abstract":"<p><p>Infant-parent coordination during play is an important facilitator of the development of language, attention, and social cognition. Although the dynamics of triadic interaction in the second year of life are well documented, less is known about how infants and parents coordinate attention earlier in development. Prior work has shown that pre-sitting infants often play facing away from their parents, making visual access to faces difficult. However, it is not yet known whether and how this might affect their ability to coordinate attention to objects. Twenty 5- to 7-month-old infants (10 sitters, 10 nonsitters; 11 girls; nine Hispanic/Latino) were observed while they played with a parent in two conditions: sitting on the floor and sitting in a supportive infant seat. Infants and parents wore head-mounted eye trackers to record their visual attention, and their manual actions were coded from video. In the seat, parents always placed their infants facing toward them, but when sitting on the floor, parents frequently placed their infants facing away to provide manual support from behind. Surprisingly, coordination of attention was not disrupted, but facilitated, when infants faced away from their parents. This was likely due to greater rates of hand-eye coordination for both infants and parents while facing away, which strengthened the validity of the \"hand-following\" pathway to coordinated attention. Therefore, infants and parents can maintain high degrees of coordination during play without being able to see each other's faces. This phenomenon may have implications for developmental trends in infant attention throughout the first year of life. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12407245/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974662","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}

{"title":"Coordination of parent and adolescent attachment across time.","authors":"Keely A Dugan, R Chris Fraley, Jason D Jones, Jessica A Stern, Phillip R Shaver, Carl W Lejuez, Jude Cassidy","doi":"10.1037/dev0001835","DOIUrl":"10.1037/dev0001835","url":null,"abstract":"<p><p>Adolescence is a period of rapid social changes that may have important implications for the ways adolescents think, feel, and behave in their close relationships. According to family systems theory, adolescents' attachment-related changes have the potential to spread throughout their family system, leading to coordinated changes in parents' and adolescents' attachment styles over time. The present study analyzed data from 205 adolescents (<i>M</i>_ageT1 = 14.0, <i>SD</i> = 0.9; 44% female, 56% male; 51% White, 33% African American, 3% Hispanic/Latino, 1% Asian American, 12% another race/ethnicity) and their parents (196 mothers, 105 fathers; median household income_T1 = $100,000) who completed self-report measures of their general attachment styles annually for 5 years. Using a latent growth curve framework, we examined the extent of coordination among adolescents' and parents' long-term trajectories and shorter term fluctuations in attachment security. The results revealed a <i>push-and-pull</i> dynamic between mothers' and adolescents' long-term trajectories of attachment security. Mothers who reported higher initial levels of attachment anxiety tended to have adolescent children who reported higher initial levels of avoidance. Additionally, adolescents who increased in attachment avoidance over time tended to have mothers who increased in attachment anxiety. Mothers and fathers mirrored each other's patterns of attachment security as their children navigated their teenage years, reporting similar initial levels of attachment avoidance and synchronized shorter term fluctuations in attachment anxiety and avoidance across time. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1721-1738"},"PeriodicalIF":3.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12461888/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548400","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}

{"title":"Lability in parent-child warmth and hostility and adolescent externalizing behaviors.","authors":"Kristine Marceau, Sohee Lee, Muskan Datta, Olivia C Robertson, Daniel S Shaw, Misaki N Natsuaki, Leslie D Leve, Jody M Ganiban, Jenae M Neiderhiser","doi":"10.1037/dev0001886","DOIUrl":"10.1037/dev0001886","url":null,"abstract":"<p><p>Both longer term developmental changes (increases in hostility, decreases in warmth) and lability (year-to-year fluctuations) in parent-child relationship quality across childhood and adolescence have been linked to adolescent externalizing behaviors. Using a prospective longitudinal study of 561 children who were adopted into nonrelative families at birth (57% male, 56% White, 19% multiracial, 13% Black, 11% Hispanic) where parental warmth and hostility reflect environmental influences or child-evoked reactions, we examined associations between parent-child relationship measures and externalizing behaviors at age 11 and across adolescence (i.e., from age 11 to 13-15 years). Because studies considering gene-environment interplay especially in associations between lability and child externalizing behaviors are sparse and parent-child relationship measures support the intergenerational transmission of psychopathology, we also tested whether parent psychopathology of both adoptive parent (AP; environmental intergenerational transmission) and birth parents (genetic intergenerational transmission) moderated these associations in multivariate regression models. Findings generally supported more effects of fathers' than mothers' warmth and hostility. Although there were some linear associations of increased lability with externalizing behaviors, these did not persist in the context of a multivariate model. Associations between both parents' increasing hostility across childhood on age 11 externalizing behaviors and for fathers increasing hostility and decreasing warmth on increases in externalizing behaviors across adolescence more likely reflect a combination of bidirectional evocative and parenting environmental associations than purely parenting environmental transmission. Moderation by parent psychopathology was sparse, and sensitivity tests revealed no differences by child sex. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1739-1755"},"PeriodicalIF":3.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12041306/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548421","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}

{"title":"Social interactions and loneliness in daily life: A study of younger adults and cognitively diverse older adults.","authors":"Tess Wild, Emily C Willroth, Tammy English","doi":"10.1037/dev0002069","DOIUrl":"10.1037/dev0002069","url":null,"abstract":"<p><p>Feeling lonely is a common experience across the lifespan and people's feelings of loneliness often do not correspond with their levels of social interaction in expected ways (i.e., social asymmetry). It is unclear, however, whether loneliness in daily life differs by age or cognitive status and how loneliness varies as a function of social interaction across age and cognitive status. The present research used experience sampling to investigate group differences in loneliness and social interaction in the daily lives of individuals (N = 219; Rangeage = 21-84; 57% women; 67% White), including younger adults (Mage = 27), cognitively unimpaired older adults (Mage = 75), and older adults with mild cognitive impairment (MCI; Mage = 77). Compared with older adults, younger adults reported being lonelier and their loneliness was more strongly tied to recent social interactions (i.e., greater reductions in loneliness vs. when no recent interaction). In contrast, relative to younger adults, cognitively unimpaired older adults demonstrated an attenuated negative relation between their social interactions and loneliness levels and no such association was present for older adults with MCI. Across groups loneliness was lower after social interactions that occurred face-to-face, but partner closeness primarily mattered for reduced loneliness in older adults with MCI. The findings suggest younger adults are particularly vulnerable to experiencing loneliness in their daily lives, and frequent face-to-face social interactions may serve as a buffer against loneliness. Although older adults may feel less lonely on average, older adults with MCI may be especially likely to experience social asymmetries. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12407244/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974534","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}

{"title":"A parallel-process analysis of the longitudinal associations between adolescents' empathy and prosocial behaviors.","authors":"Alexia Carrizales, Gustavo Carlo, Lyda Lannegrand","doi":"10.1037/dev0001937","DOIUrl":"10.1037/dev0001937","url":null,"abstract":"<p><p>Although there is a theoretical and empirical basis for age-related changes in adolescents' empathy and prosocial behaviors, as well as in bidirectional relationships, research examining their codevelopment is lacking. Specifically, research on the extent to which an adolescent's mean-level growth in empathy is related to parallel mean-level growth in his or her prosocial behavior is needed. This 3-year longitudinal multicohort study of adolescents (<i>N</i>_T1 = 1,045, 52.0% girls; <i>M</i>_ageT1 = 14.67 years) conducted in France investigated the codevelopmental associations between adolescents' empathy mean-level growth and prosocial behaviors mean-level growth via parallel latent growth curve modeling. The parallel latent growth curve model indicated general mean-level increases in empathy and prosocial behaviors over time. The findings support the codevelopment of empathy and prosocial behaviors, with mean-level growth in empathy related to parallel mean-level growth of prosocial behaviors in early and middle adolescence. Importantly, both trajectories exhibited significant interindividual variability. Additionally, the initial levels of empathy were positively related to the initial levels of prosocial behaviors and vice versa. Interestingly, our results suggest that higher baseline levels of empathy are related to steeper decreases in the slope of prosocial behaviors over time and that higher baseline levels of prosocial behaviors are related to steeper decreases in the slope of empathy over time. Age- and gender-related findings were also observed. We discuss the codevelopment and developmental relationships between empathy and prosocial behaviors, the differences across age groups, and their practical implications. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1669-1683"},"PeriodicalIF":3.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392181","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":"The duration and intensity of adolescents' childcare and eldercare responsibilities: Links to short- and long-term educational outcomes.","authors":"Emma Armstrong-Carter, Lucy E Clark, Jeylan T Mortimer","doi":"10.1037/dev0002051","DOIUrl":"10.1037/dev0002051","url":null,"abstract":"<p><p>This longitudinal study documents individual differences in the intensity and duration of adolescents' childcare and eldercare responsibilities from ages 14 to 18. Further, it investigates how adolescents' caregiving responsibilities are associated with socioeconomic background, and educational achievement in high school and at midlife. Participants (<i>N</i> = 1,130, 52% female, 12% Asian, 9% Black, 4% Hispanic) were followed longitudinally from ages 14 to 46. They reported the number of hours they provided care for children and elderly persons at four yearly time points during adolescence, their high school grade point averages, whether they graduated from high school on time, and their educational attainment at age 46. Parents reported their household income and level of education. Adolescents who provided extensive childcare (high intensity, long duration) and sporadic eldercare (high intensity, short duration) across 4 years came disproportionately from families with socioeconomic disadvantages. They also exhibited lower educational attainment in adulthood, even after controlling for socioeconomic status and other demographic factors. Further, extensive childcare responsibilities were associated with declines in grades across high school. Whereas eldercare was not associated with academic grades between subjects, within-subjects analyses revealed that adolescents had lower grades during years when they provided more eldercare. In the context of prior evidence that youth with high levels of family obligations are highly motivated to excel in school, our findings suggest that institutional barriers may be hindering their short- and long-term educational goals. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12407241/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974546","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}