Developmental Psychology最新文献_第5页

Discriminatory experiences, critical consciousness development, and well-being among emerging adults in and beyond the first year of the COVID-19 pandemic. 在 COVID-19 大流行的第一年及以后，新兴成年人的歧视经历、批判意识发展和幸福感。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-02-27 DOI: 10.1037/dev0001917

Elena Maker Castro, Sara Suzuki, Lindsay T Hoyt, Laura Wray-Lake, Alison K Cohen

{"title":"Discriminatory experiences, critical consciousness development, and well-being among emerging adults in and beyond the first year of the COVID-19 pandemic.","authors":"Elena Maker Castro, Sara Suzuki, Lindsay T Hoyt, Laura Wray-Lake, Alison K Cohen","doi":"10.1037/dev0001917","DOIUrl":"https://doi.org/10.1037/dev0001917","url":null,"abstract":"As part of the developmental stage of emerging adulthood, youth may cultivate critical consciousness (CC) to transform oppressive systems. CC development may be influenced by discriminatory experiences and may affect well-being. To better understand longitudinal CC development and its relationship to discrimination and well-being (i.e., perceived stress, anxiety, hopefulness), we studied a U.S. national longitudinal cohort of emerging adult college students between the ages of 18 and 22 at baseline (Mage = 20.0, SD = 1.3) who completed four surveys between April 2020 and July 2021 (N = 684). The analytic sample was 63% women and 37% men (gender-diverse participants were removed due to small sample size) and 26% lesbian, gay, bisexual, queer/questioning, and other minoritized sexual identities. Self-identified race/ethnicity backgrounds were 54% white, 20% Asian/Pacific Islander, 9% Latinx, 5% Black, and 10% multiple races/ethnicities and/or as Middle Eastern/North African. We conducted latent profile transition analysis and identified five patterns of CC development, with a minority of participants in two \"growth\" transition patterns wherein they increased their CC over time. Maintaining higher levels of CC, and especially developing CC, was associated with more prior experiences with discrimination and with concurrent and subsequent higher levels of perceived stress and anxiety. We recommend institutions of higher education and college-based organizations to build well-being practices and structures into CC-raising spaces to support empowering CC development amid ongoing sociopolitical turmoil. (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":"143524556","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

Young children teach objective facts as opposed to subjective opinion.

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-02-27 DOI: 10.1037/dev0001946

Fanxiao Wani Qiu, Elizabeth Gottesman, Jeanie Cox, Henrike Moll

{"title":"Young children teach objective facts as opposed to subjective opinion.","authors":"Fanxiao Wani Qiu, Elizabeth Gottesman, Jeanie Cox, Henrike Moll","doi":"10.1037/dev0001946","DOIUrl":"https://doi.org/10.1037/dev0001946","url":null,"abstract":"We examined an understudied aspect of children's pedagogical cognition and investigated whether children selectively transmit objective information. In three experiments (N = 168), 5- and 6-year-olds were asked to distinguish between objective and subjective statements (Experiment 1) and to choose objective or subjective information to pass on to others (Experiments 2 and 3). Children of both ages distinguished between the two types of statements, OR = 19.1, and preferentially transmitted more objective than subjective information when asked to teach, OR = 5.06. A control condition, in which participants were asked to share information with a peer, found that 5- and 6-year-olds also favored sharing objective information in a nonpedagogical context, OR = 1.96. Critically, children taught more objective information when placed in a pedagogical stance compared to a conversational context, OR = 2.31. These findings contribute to the growing body of work suggesting that children recognize teaching as a unique communicative mechanism, one that calls for the propagation of objective information, not subjective opinion. Our study furthers the understanding of how young children's pedagogical knowledge and competence develop. (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":"143524657","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

Population-level transitions in observed difficulties through childhood and adolescence.

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-02-27 DOI: 10.1037/dev0001874

Elia Benhamou, Danyal Akarca, Joe Bathelt, Sue Fletcher-Watson, Duncan E Astle

{"title":"Population-level transitions in observed difficulties through childhood and adolescence.","authors":"Elia Benhamou, Danyal Akarca, Joe Bathelt, Sue Fletcher-Watson, Duncan E Astle","doi":"10.1037/dev0001874","DOIUrl":"https://doi.org/10.1037/dev0001874","url":null,"abstract":"In an attempt to better characterize the complexity of difficulties observed within developing populations, numerous data-driven techniques have been applied to large mixed data sets. However, many have failed to incorporate the core role of developmental time in these approaches, that is, the typical course of change in behavioral features that occurs over childhood to adolescence. In this study, we utilized manifold projections alongside a gradient-boosting model on data collected from the Millennium Cohort Study to unpack the central role of developmental time in how behavioral difficulties transition between the ages of 5, 11, and 17. Our analysis highlights numerous observations: (a) Girls develop relatively greater internalized behavioral problems during adolescence; (b) in the case of a chaotic home environment, co-occurring internalizing and externalizing difficulties tend to persist during childhood; (c) peer problems were the most likely to persist over the whole 12-year period (especially in the presence of early maternal depression and poor family relationships); and (d) there were two pathways with distinct risk factors leading to antisocial behaviors in adolescence-an early-childhood onset pathway and later adolescent onset pathway. Our findings provide evidence that investigations of child and adolescent difficulties must be open to the possibility of multiple subgroups and variability in trajectory over time. We further highlight the crucial role of family and social support and school experience-related factors in predicting children's outcomes. (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":"143524643","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

Convergence and divergence in adolescent- and parent-reported daily parental positive reinforcement: Dynamic links with adolescent emotional and behavioral problems.

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-02-27 DOI: 10.1037/dev0001947

Kehan Li, Yao Zheng

{"title":"Convergence and divergence in adolescent- and parent-reported daily parental positive reinforcement: Dynamic links with adolescent emotional and behavioral problems.","authors":"Kehan Li, Yao Zheng","doi":"10.1037/dev0001947","DOIUrl":"https://doi.org/10.1037/dev0001947","url":null,"abstract":"Parents and adolescents often hold concordant and discordant views on parenting behaviors. Scant research has explored short-term within-family dynamics of parent-adolescent congruency and discrepancy on parental positive reinforcement on a micro timescale. Adopting a month-long daily diary design, we examined the convergence and divergence among 86 dyads of adolescents (Mage = 14.5 years, 55% female, 45% non-White) and one of their parents (Mage = 43.7 years, 72% female, 38% non-White) on their perceived daily parental positive reinforcement behaviors and the links to adolescents' daily emotional, hyperactivity, and conduct problems. Dynamic Structural Equation Modeling revealed both convergence and divergence at the within-family level. At the between-family level, however, there was minimal evidence for parent-adolescent convergence. Within-families, parent divergence was positively and reciprocally linked with adolescent emotional problems prospectively. Parent divergence was also associated with fewer adolescent hyperactivity problems the next day. More adolescent hyperactivity problems were negatively linked to parent-adolescent convergence the next day. The findings unveiled distinct structure of, and associations with parent-adolescent convergence and divergence on parental positive reinforcement behaviors, which highlights the importance of disentangling short-term within-family fluctuations from stable between-family differences at different levels. (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":"143524227","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

From friction to flow: Dyadic affective flexibility during and after conflicts predicts trajectories of mother-adolescent relationships.

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-02-20 DOI: 10.1037/dev0001939

Xiaomei Li, Jessica P Lougheed, Tom Hollenstein

{"title":"From friction to flow: Dyadic affective flexibility during and after conflicts predicts trajectories of mother-adolescent relationships.","authors":"Xiaomei Li, Jessica P Lougheed, Tom Hollenstein","doi":"10.1037/dev0001939","DOIUrl":"https://doi.org/10.1037/dev0001939","url":null,"abstract":"Real-time affective dynamics surrounding everyday conflicts are central to the quality of relationships between mothers and their socioemotionally maturing adolescents. In this longitudinal study, we examined whether dyadic affective flexibility in early adolescence predicted trajectories of mother-adolescent relationship closeness and conflicts over time. We focused on flexibility not only in dyads' emotional fluctuations during conflict interactions (i.e., dynamic flexibility) but also in the repair of their affective patterns after conflict interactions (i.e., reactive flexibility). At Wave 1, 201 adolescents (11-12 years old, 46.3% girls) and mothers (87.5% Caucasian) completed two consecutive discussions about everyday conflicts and happy memories, respectively. Dynamic flexibility was derived from second-by-second affect coding via state space grids, and reactive flexibility was assessed as the latent change in dynamic flexibility across discussions. Annually for 5 years, including periods during the COVID-19 pandemic (i.e., Waves 3-5), mothers reported feelings of closeness with the adolescents, and both dyad members identified and rated the intensity of conflicts with each other. Results revealed that greater dynamic and reactive flexibility predicted greater and increasing closeness particularly from early to mid-adolescence. Greater dynamic and reactive flexibility were also associated with less intense and less diverse conflicts overall but not developmental changes in conflicts. These findings have implications beyond the immediate dyadic interactions around conflicts, suggesting that real-time flexibility within the mother-adolescent emotional system may serve as a resilience factor that buffers against the strains of relationship adjustment during adolescence at a longer timescale. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469604","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

Instrument adaptation for measuring early child language development across multilingual and sociocultural diverse settings.

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-02-20 DOI: 10.1037/dev0001935

Heather Brookes, Frenette Southwood, Martin Mössmer, Patricia Makaure, Michelle J White, Carmen Coetsee, Sefela L Yalala, Helena Kruger, Mikateko Ndhambi, Sibusiso Ndlangamandla, Monicca T Bhuda, Nina Brink, Nomfundo Buthelezi, William Jiyana, F Portia Khumalo, Babalwa Ludidi, Muzi Matfunjwa, Lufuno Miriri, Nomsa Skosana

{"title":"Instrument adaptation for measuring early child language development across multilingual and sociocultural diverse settings.","authors":"Heather Brookes, Frenette Southwood, Martin Mössmer, Patricia Makaure, Michelle J White, Carmen Coetsee, Sefela L Yalala, Helena Kruger, Mikateko Ndhambi, Sibusiso Ndlangamandla, Monicca T Bhuda, Nina Brink, Nomfundo Buthelezi, William Jiyana, F Portia Khumalo, Babalwa Ludidi, Muzi Matfunjwa, Lufuno Miriri, Nomsa Skosana","doi":"10.1037/dev0001935","DOIUrl":"https://doi.org/10.1037/dev0001935","url":null,"abstract":"This article describes the adaptation of the MacArthur-Bates Communicative Development Inventory (CDI) for South Africa's 11 official spoken languages. The CDI is a parent-report tool that measures early language development from 8 to 30 months. We developed cross-linguistically comparable CDIs, representing two distinct language families, West Germanic and southern Bantu, using a common protocol. We describe our approach to item construction and harmonization across languages and to obtaining sociodemographic information in different cultural settings. Issues such as language contact and variation, sampling, data collection, and quality control are discussed as well as item selection and instrument reliability and validity. This study highlights key issues for CDI adaptations and other instrument development in understudied contexts and discusses the theoretical implications of adding this diverse set of cross-linguistically comparable languages for early child language research. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469621","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 key to innovation: When do children begin to recognize and manufacture solutions to future problems?

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-02-20 DOI: 10.1037/dev0001926

Zoe Ockerby, Jonathan Redshaw, Thomas Suddendorf

{"title":"A key to innovation: When do children begin to recognize and manufacture solutions to future problems?","authors":"Zoe Ockerby, Jonathan Redshaw, Thomas Suddendorf","doi":"10.1037/dev0001926","DOIUrl":"https://doi.org/10.1037/dev0001926","url":null,"abstract":"Innovation in children is typically studied by examining their capacity to independently create tools to solve problems. However, it has been argued that innovating requires more than creative problem-solving; it is essential that the future utility of a solution is recognized. Here, we examined children's capacity to recognize and construct a tool for future uses. Experiment 1 presented fifty-five 3- to 5-year-olds (28 girls) with a future-directed variation of a task in which children had to make a hook to solve a problem. When given a tool construction opportunity in anticipation of returning to the task, only 5-year-olds chose to make a hook-shaped tool more often than expected by chance. Experiment 2a assessed ninety-two 3- to 7-year-olds' (48 girls) capacity to construct a tool with both present and future utility in mind. Specifically, they needed to make a tool long enough to not only poke a ball from a short tube in the present but also poke a ball from a longer tube in the future. Older children tended to construct longer tools and were more likely to do so in this situation than in a follow-up control study (2b, N = 89, 41 girls) where the future- and present-task tubes were identical. This pattern suggests that older children had the future task in mind when making their tools. Children's propensity to construct longer tools in Experiment 2a was associated with their capacity to prepare for two alternative possibilities on a secondary task, suggesting performance reflects emerging future-oriented cognition. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469630","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

Early home numeracy activities and children's third-grade symbolic and nonsymbolic math skills: A 5-year longitudinal study.

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-02-20 DOI: 10.1037/dev0001934

Xiao Zhang, Xinzhuo Zou, Bi Ying Hu, Zhijing Wang

引用次数: 0

Prosocial responses to diverse needs in urban Canadian and rural Tzotzil Maya children.

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-02-20 DOI: 10.1037/dev0001931

Kristen A Dunfield, Radu Urian, Nasim Tavassoli, Astrid Kleis

{"title":"Prosocial responses to diverse needs in urban Canadian and rural Tzotzil Maya children.","authors":"Kristen A Dunfield, Radu Urian, Nasim Tavassoli, Astrid Kleis","doi":"10.1037/dev0001931","DOIUrl":"https://doi.org/10.1037/dev0001931","url":null,"abstract":"This research examined 3- to 6-year-old's prosocial responses to an unfamiliar experimenter demonstrating diverse needs (instrumental, material, and emotional) in structured tasks across two distinct cultural contexts (urban Canada/Canadian vs. rural Mexico/Tzotzil Maya). Two hundred eighty participants were recruited from preschools in Zinacantán, Mexico (100% Tzotzil Maya), and Montréal, Canada (70% European descent). We compared responses to instrumental, material, and emotional needs across experimental (need present) and control (need absent) conditions. In both cultural contexts, prosociality was responsive to need. However, Canadian children were more likely to respond prosocially than the Tzotzil Maya children across all three needs. In addition, consistent with past research, we found that prosocial responses increased with age. Across the two cultural contexts, we observed both similarities (e.g., the relative frequency of responding to the various needs) and differences (e.g., the effect of task on prosocial responding to instrumental and emotional needs). Taken together, these results highlight the importance of considering the nuanced role of culture in the development of diverse prosocial behaviors. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469652","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 selectively amend structural inequalities.

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-02-17 DOI: 10.1037/dev0001940

Radhika Santhanagopalan, Lin Bian

{"title":"Children selectively amend structural inequalities.","authors":"Radhika Santhanagopalan, Lin Bian","doi":"10.1037/dev0001940","DOIUrl":"https://doi.org/10.1037/dev0001940","url":null,"abstract":"Structural inequalities refer to systems that have historically privileged (and continue to privilege) some groups over others. We explored children's propensity to amend structural inequalities in a resource reallocation task in the context of preexisting inequalities. In a preregistered experiment, U.S. children (N = 120; 60 girls, 60 boys; 59% White, 12% Asian, 5% Black, 4% Latine/Hispanic, 19% mixed race, and 1% identified as other) learned about two novel groups: one historically advantaged and the other historically disadvantaged. Children sequentially saw eight resources spanning four categories-Basic Goods: food and homes; Public Goods: schools and hospitals; Luxury Goods: fancy clothes and expensive cars; and Opportunity Goods: best jobs and money to start a business. On each trial, children saw an unequal allocation of resources (e.g., homes) in an 8:2 ratio favoring the advantaged group. Children had free rein in redistributing resources. Children generally amended the structural inequality, with older children adopting an equal distribution and younger children moving an average of one item from the advantaged to disadvantaged group. Importantly, children's resource redistributions were selective: Reallocations of Luxury Goods were more likely to continue to favor the advantaged group, while children preferred equality in their reallocations of Basic Goods. For Public Goods and Opportunity Goods, children were as likely to favor the advantaged group as they were to favor equality. Finally, parents' political beliefs predicted younger (but not older) children's reallocation strategies. These findings highlight an emerging capacity to reason about and selectively amend structural inequalities. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442381","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