Developmental Psychology最新文献

{"title":"Correction to \"Longitudinal associations between parental depressive symptoms and child behavior: A random intercept cross-lagged panel model\" by Feng et al. (2026).","authors":"","doi":"10.1037/dev0002275","DOIUrl":"10.1037/dev0002275","url":null,"abstract":"<p><p>Reports an error in \"Longitudinal associations between parental depressive symptoms and child behavior: A random intercept cross-lagged panel model\" by Zhiyang Feng, Asko Tolvanen, Minna Torppa, Marja-Kristiina Lerkkanen, Kenneth Eklund and Eija Pakarinen (<i>Developmental Psychology</i>, Advanced Online Publication, Feb 19, 2026, np; see record 2027-32339-001). In the original article, the first paragraph of The RI-CLPM Model Examining the Longitudinal Associations Between Parental Depressive Symptoms and Child Behavior section, the sentence \"All the models fit the data well (Tables 5-9)\" contains an incorrect table citation. The correct citation is \"(Tables 5, 8, and 9).\" In addition, all figures and tables should appear in the Statistical Analyses and Results sections in accordance with how they are referenced in the text. (The following abstract of the original article appeared in record 2027-32339-001). In the present study, longitudinal associations between parental depressive symptoms and child behavior (externalizing and internalizing problems and adaptive skills) were examined using a random intercept cross-lagged panel model. The participants were 200 Finnish children (106 boys, 94 girls) and their parents. Both fathers and mothers reported their depressive symptoms and rated child behavior of their children at the ages of 4, 6, and 9. In the combined models including effects from both parents, the results showed that at the between-person level, maternal depressive symptoms were significantly correlated with child behavior, while paternal depressive symptoms were significantly correlated with maternal depressive symptoms yet not with child behavior. Significant within-person-level predictive panels from child internalizing behavior at child ages of 4 and 6 to maternal depressive symptoms at child ages of 6 and 9, and from paternal depressive symptoms at child age of 6 to child externalizing behavior and adaptive skills at child age of 9 emerged in the model identifying the unique effects of maternal and paternal depressive symptoms. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148931612","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":"Drivers of exploration early in development: Perceptual novelty rather than a quest for information.","authors":"Mengcun Gao, Vladimir Sloutsky","doi":"10.1037/dev0002266","DOIUrl":"10.1037/dev0002266","url":null,"abstract":"<p><p>Early development is characterized by elevated exploration-children prefer novel options over known, rewarding ones. Two hypotheses have been proposed to explain this tendency: One posits that children are intrinsically motivated to seek information and use novelty as a proxy for information gain, while the other suggests that perceptual novelty alone, independent of information, drives exploration. To examine the two hypotheses, we designed a four-armed bandit task with four choice options, one of which was more informative than the rest. Participants were 60 4-year-olds (29 girls, 31 boys), 68 5- to 6-year-olds (33 girls, 35 boys), and 73 adults (52 females, 20 males, and 1 reported \"neither\"). The results showed that across all age groups, the most informative option was rarely chosen. Adults clearly favored the most rewarding option, while 4-year-olds' decisions were influenced by both reward and perceptual novelty, with 5- to 6-year-olds falling in between (i.e., chose the most rewarding option more, and the novel option less than 4-year-olds, but chose the most rewarding option less, and the novel option more than adults). The findings provide strong evidence that young children's exploration is driven by perceptual novelty rather than a quest for information. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13543822/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148888630","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":"Mapping the mechanisms of interdisciplinary learning transfer from reading to math achievement: Evidence from a large-scale randomized controlled trial.","authors":"Joshua B Gilbert, James S Kim","doi":"10.1037/dev0002265","DOIUrl":"10.1037/dev0002265","url":null,"abstract":"<p><p>Far transfer-the application of learning across distant domains-remains elusive in intervention research, and even when it is found, its mechanisms remain unclear or unexplored. This study analyzes data from the model of reading engagement, a sustained content literacy intervention implemented in Grades 1-3 that demonstrated positive treatment effects on both near-transfer reading and far-transfer math outcomes in a prior study. Here, we extend the original analysis to examine the potential mechanisms of the far transfer effects previously observed on math. Latent mediation analysis shows that approximately 50% of the treatment effect on Grade 4 math is explained by Grade 3 reading, leaving the remainder attributable to other factors. The indirect effects on math are driven by broad standardized reading measures rather than narrower content-specific reading comprehension or background knowledge, suggesting that interventions targeting broad, cross-disciplinary skills may be most effective for supporting far transfer. Results are robust to high levels of unobserved confounding, alternative mediators representing reading engagement and social-emotional learning, and alternative model specifications. We conclude with a discussion of how the appropriate methodological choices for assessing transfer depend on intervention characteristics and substantive research questions. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148888692","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":"Is there an association between frequency of home mathematical activities (HMA) and children's mathematical outcomes? Data harmonization and secondary analyses of U.K.-based data sets.","authors":"Benjamin W Hunt, Abbie Cahoon, Emma Blakey, Ella James-Brabham, Danielle Matthews, Victoria Simms","doi":"10.1037/dev0001987","DOIUrl":"10.1037/dev0001987","url":null,"abstract":"<p><p>Early mathematical skills lay an important foundation for later academic success. Substantial variation in mathematical skills can be observed in young children, and these differences have been related to family socioeconomic circumstances (SEC). The type and frequency with which parents engage in home mathematical activities (HMAs) with their children have been suggested as a key mechanism explaining inequalities in early mathematical skills; they may also be a potential target to narrow attainment gaps. However, evidence for the relation between HMAs and mathematical skills, and whether there is an SEC gradient in HMA engagement, remains mixed. In the present preregistered study, we conducted harmonization and latent profile analyses on nine U.K.-based data sets, containing <i>n</i> = 969 dyads: mean child age = 46.83 (<i>SD</i> = 5.41) months; child age range = 35-69 months. These analyses identified three profiles based on the frequency of engaging in HMAs (i.e., low, intermediate, high). Children in the high HMA category had significantly higher mathematical skills than those in the intermediate and low categories. While SEC correlated with mathematical skills, no SEC differences were found in engagement with HMAs. This suggests that families that engage in a higher frequency of HMAs have children that tend to have higher mathematical skills, but SEC does not predict engagement with HMAs. We discuss the implications of these findings for narrowing early attainment gaps and how to best measure and capture the home mathematical learning environment. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1689-1701"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144128780","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 role of domain-specific working memory and emotion regulation in the mathematics anxiety-performance relation among upper elementary students.","authors":"Peng Peng, Chi Ma","doi":"10.1037/dev0002081","DOIUrl":"10.1037/dev0002081","url":null,"abstract":"<p><p>This study examined the role of domain-specific working memory and emotion regulation in the relation between mathematics anxiety and mathematics performance among 264 upper elementary students (Grades 3-5). Participants completed measures of mathematics testing and learning anxiety, verbal and numerical working memory, cognitive reappraisal, expressive suppression, general anxiety, mathematics self-efficacy, and calculation. Results showed that verbal working memory, but not numerical working memory, mediated the relation between mathematics testing anxiety and calculation. Higher verbal working memory exacerbated the negative effects of both mathematics testing and learning anxiety on calculation. Higher cognitive reappraisal exacerbated the negative effects of mathematics testing anxiety on calculation. These findings suggest that mathematics anxiety hinders calculation not by disrupting numerical processing but through verbal rumination and verbal information processing, especially in children with strong verbal working memory. For children who are still developing emotion regulation and foundational mathematics, cognitive reappraisal, a typically adaptive emotion regulation strategy, may paradoxically increase cognitive load, intensifying the adverse effects of mathematics anxiety during testing. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1754-1768"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145024487","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":"Children can map precise number words to approximate arithmetic prior to formal instruction.","authors":"Denitza Dramkin, Darko Odic","doi":"10.1037/dev0002041","DOIUrl":"10.1037/dev0002041","url":null,"abstract":"<p><p>Humans possess an intuitive number sense that can both represent and arithmetically transform visually presented collections of objects (e.g., allowing children to determine that two collections of 10 dots added together are less than 30 dots). This competency, however, is distinct from problem-solving in school-taught mathematics, where children must determine <i>one precise number</i> as the correct answer. Here, we show that once children have mapped number words to their intuitive number sense, they can perform approximate arithmetic estimation: that is, they can attach precise number words to approximate division operations. Forty-five 5- to 8-year-olds completed an approximate division task in which they were given a unit of one, three, or five objects and had to then estimate between five and 110 briefly presented dots. Children provided highly accurate estimates and flexibly switched their responses according to the divisor provided. We further show that they did so without relying on various possible \"cheats\" and discuss three possible mechanisms for this competency. These findings highlight how the interface between number words and intuitive numerical capacities can support rich mathematical reasoning, including helping children arrive at a single approximate answer despite the inherent uncertainty of the underlying representations. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1729-1739"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144776656","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":"Changes in math motivation profiles among adolescents with non-college-educated parents: Relations to perceived parent support, teacher support, and academic outcomes.","authors":"Christine R Starr, Nestor Tulagan, Jacquelynne S Eccles, Sandra D Simpkins","doi":"10.1037/dev0002142","DOIUrl":"10.1037/dev0002142","url":null,"abstract":"<p><p>Students whose parents have less than a 4-year college degree remain underrepresented in math-intensive majors compared to students with college-educated parents. However, support from parents and teachers may help close these gaps in high school. To explore this, we examined changes in the patterns of high school students' math motivational beliefs in a nationally representative U.S. sample of 7,600 adolescents whose parents had less than a 4-year college degree (51% girls, 46% White, 28% Latine, 14% Black). Six profiles emerged at each grade level. In the ninth grade, two profiles showed average to high levels across their motivational beliefs (<i>overall high, above average but less for me</i>), whereas four profiles showed low endorsement of at least one motivational belief (<i>not me, maybe not me, important but not for me, and good but lower value</i>). Adolescents' math motivational profiles were somewhat stable, with about half of students remaining in their same profile from ninth to 11th grade. Perceived parent and teacher supports were positively related to changing into stronger motivational belief profiles, and adolescents in stronger motivational belief profiles had stronger science, technology, engineering, and math outcomes than adolescents in lower motivational belief profiles. Our findings indicate that although adolescents' math motivational beliefs were somewhat stable, many high school students' math motivational beliefs changed across high school and that perceived parent and teacher support was positively associated with the adolescents' math motivational belief profiles. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1769-1786"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146229173","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 family math intervention fosters linear growth in parent-child math talk across four time points.","authors":"Rebecca McGregor Reiner, Diana Leyva, Scott Fraundorf, Melissa E Libertus","doi":"10.1037/dev0002101","DOIUrl":"10.1037/dev0002101","url":null,"abstract":"<p><p>Family math engagement interventions can effectively encourage parent-child math talk, yet no known studies have modeled the shape of this growth. Modeling growth demonstrates how change occurs, not just that it occurred, and is especially valuable in intervention studies to account for growth in families not exposed to the intervention. The present study examined the shape of growth in parent and child math talk across four time points in a pilot study of Math Made 4 Me, a 6-week program tailoring math supports (short video clips and texts) to each family's typical routines. Participants were 76 mostly White, middle-income parents and their 4-year-old children in the United States. At four time points (pretest, after 2 and 4 weeks of intervention, and posttest), parent-child dyads in the Math Made 4 Me and control conditions were videotaped completing picture-sharing and free-play tasks, and their utterances were transcribed and coded for math content. We tested linear and quadratic mixed-effects models and found that linear models best explained growth in parent-child math talk in the Math Made 4 Me condition, while parents and children in the control condition showed no change in math talk. This linear growth was particularly visible in three math subdomains: (a) counting and cardinality, (b) comparison, and (c) addition and subtraction and differed across observational contexts. This study provides valuable insight into the shape of growth in parent-child math talk and contributes evidence to how interventions can increase math talk both in high-frequency subdomains (counting and cardinality) and low-frequency subdomains (comparison, addition, and subtraction). (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1862-1881"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145439564","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 representation of local information (angle and length) for relocation.","authors":"Ganzhen Feng, Qingfen Hu, Yi Shao","doi":"10.1037/dev0001961","DOIUrl":"10.1037/dev0001961","url":null,"abstract":"<p><p>As local spatial cues, angle and length information are known to be effective cues for relocation in adults, yet young children often struggle with using such information. We propose that the previously found late utilization of local geometric cues might be partly attributed to the testing environments, where connected enclosures provided immediate access to its global shape. Here, we investigated at what age children acquire the ability to relocate using local angle and length information in fragmented arrays, without available global shape, and whether children represent such information for relocation in enclosures. We found that both 3-year-olds (Experiment 1: <i>n</i> = 29, 15 girls; Experiment 2: <i>n</i> = 28, 13 girls) and 4-year-olds (Experiment 1: <i>n</i> = 28, 14 girls; Experiment 2: <i>n</i> = 29, 15 girls) successfully relocated using angle or length information in fragmented arrays, where these local cues were the only available cues. However, only 4-year-olds, but not 3-year-olds represented angle or length information for relocation in an enclosure offering both global shape and local geometric information. Importantly, 3-year-olds' failure in enclosures could not be attributed to their inability to perceive and represent such information itself. Instead, it may be that young children fail to spontaneously represent local geometric information in enclosures, and that young children face greater cognitive demands on mental segmentation when processing angle and length information in enclosures where global shape is prominent. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1718-1728"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804039","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":"How growth mindset shapes math achievement: The moderating role of classroom practices and the mediating role of engagement across adolescence.","authors":"Tetsuya Yamada, Xu Qin, Christina L Scanlon, Ming-Te Wang","doi":"10.1037/dev0002181","DOIUrl":"10.1037/dev0002181","url":null,"abstract":"<p><p>Although the positive role of a growth mindset in adolescent math learning is widely recognized, little is known about the moderating role of classroom practices, the mediating role of engagement, or developmental patterns in these relations. One thousand three hundred thirty adolescents in Grades 8, 10, and 12 attending 14 U.S. urban public schools (<i>M</i>_age = 15.50, <i>SD</i>_age = 1.56; 54% female; 69% White, 26% Black; 49% low-income) participated in a longitudinal study conducted over one academic year. Students completed measures of motivation and reported on the classroom practices of their math teachers. Math course grades were obtained from school records. Results show that the overall effect of a growth mindset on math achievement was positive, and growth-oriented classroom practices positively moderated this effect. However, both the overall mindset effect and the moderation effect declined in upper grades. The mediating role of engagement in the association between a growth mindset and math achievement was positive but modest on average. Importantly, this mediation effect was stronger in the presence of growth-oriented classroom practices, particularly in Grade 10. These findings highlight the importance of supportive classroom practices and developmental stages in enhancing the motivational and academic benefits of a growth mindset. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1799-1813"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624397","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}