Developmental Psychology最新文献

{"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":"https://doi.org/10.1037/dev0001901","url":null,"abstract":"<p><p>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).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-06","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}

{"title":"Infants' resting-state functional connectivity and event-related potentials: A multimodal approach to investigating the neural basis of infant novelty detection.","authors":"Dana Kanel, Santiago Morales, Kathryn Altman, John E Richards, Anderson M Winkler, Daniel S Pine, Nathan A Fox, Courtney A Filippi","doi":"10.1037/dev0001892","DOIUrl":"10.1037/dev0001892","url":null,"abstract":"<p><p>Individual differences in how the brain responds to novelty are present from infancy. A common method of studying novelty processing is through event-related potentials (ERPs). While ERPs possess millisecond precision, spatial resolution remains poor, especially in infancy. This study aimed to balance spatial and temporal precision by combining ERP data with functional magnetic resonance imaging (fMRI) data. Twenty-nine infants (15 female) underwent resting-state fMRI (<i>M</i>_age = 4.73 months) and electroencephalography (EEG) during a three-stimulus auditory oddball task (<i>M</i>_age = 5.19 months). The mismatch response (MMR) and P3 were computed from ERP data, and resting-state functional connectivity (rs-FC) was computed from fMRI data. We first source localized the MMR and P3 responses to five regions-of-interest (ROIs), based on prior literature. We then performed network-level enrichment analyses to identify associations between rs-FC and MMR and P3, at each of the five ROIs. In line with prior work, source-localized EEG analyses implicated the bilateral auditory cortices, posterior cingulate cortex, and superior parietal cortex in the generation of MMR and P3 responses. The MMR and P3 related to functional connectivity within the somatomotor network as well as between the somatomotor and the dorsal and ventral attention networks (DAN/VAN). This was especially true for novelty response ERPs recorded at superior parietal lobule, known for its implications in initial reorienting to novel stimuli. The DAN, known for its implication in initial reorienting to support novelty detection, was implicated for the MMR. In contrast, the VAN, known for its support of later-stage, complex adjustments in attention, related to the later P3. This work further solidifies our understanding of the underlying networks implicated in the development of immediate responses to stimuli. Altered configurations of such networks may increase the risk for heightened sensitivity to novelty in certain individuals, which could have behavioral and clinical significance. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142933147","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 feasibility trial of an early childhood, violence prevention, parenting program integrated into early childhood educational provision in Jamaica: A study protocol.","authors":"Taja Francis, Marsha Bowers, Helen Baker-Henningham","doi":"10.1037/dev0001899","DOIUrl":"https://doi.org/10.1037/dev0001899","url":null,"abstract":"<p><p>Violence against children is a global public health issue that can lead to long-lasting negative consequences for child outcomes. The Irie Homes Toolbox (IHT) is an early childhood, violence prevention, parenting program designed for integration into early childhood educational services in Jamaica. We have previously shown that the program is effective in reducing child maltreatment when implemented by the research team. For wide-scale dissemination, the IHT needs to be delivered by preschool staff as part of their routine duties. We adapted the IHT using results from our previous evaluations, and we are conducting a mixed-method feasibility trial of the IHT fully integrated into preschool provision. Twenty-four basic schools in Kingston and St. Andrew, Jamaica, have been randomly assigned to intervention (<i>n</i> = 12) or wait-list control (<i>n</i> = 12) with 10 caregivers per school participating in the study (240 caregivers, 120/group). The intervention is delivered through 12 weekly, 1-hr sessions by a preschool teacher with groups of 10 caregivers of children aged 2-6 years. An ongoing process evaluation includes quantitative measures of caregiver attendance, teacher compliance, and fidelity of intervention implementation and qualitative measures of enablers and barriers to implementation and suggestions for improvement. In the impact evaluation, the primary outcome is the frequency of caregivers' use of violence against their child. Secondary outcomes are caregiver attitudes to violence, preferences for harsh punishment, involvement with their child, and child conduct problems. All outcomes are measured through caregiver report. The results of the study will be used to inform revisions of the IHT for implementation at scale. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142933141","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":"Stability and change in mother-child reminiscing following intervention: Pandemic and reminiscing and emotion training influences.","authors":"Kristin Valentino, Katherine Edler, Karen P Jacques, Jennie M Boulus, Lijuan Wang","doi":"10.1037/dev0001894","DOIUrl":"https://doi.org/10.1037/dev0001894","url":null,"abstract":"<p><p>This longitudinal study aimed to examine the long-term effects of Reminiscing and Emotion Training (RET), child maltreatment, and the COVID-19 pandemic on maternal elaboration and sensitive guidance during reminiscing. RET was developed to improve maternal elaborative and emotionally sensitive reminiscing among maltreating mothers of preschool-aged children. Of the original 248 mothers and their preschool-aged children who participated in the trial of RET, which included 165 families with maltreatment who were randomized to receive RET (<i>n</i> = 83) or a case management community standard condition (CS, <i>n</i> = 82), and a group of demographically similar families with no history of child maltreatment, nonmaltreatment comparison (NC, <i>n</i> = 83), 166 families participated in an assessment 5 years postintervention (Time 5; T5) at which children were aged 8-12 years. The onset of the COVID-19 pandemic occurred midway through the collection of T5. Results of piecewise growth models including five waves of data indicated that mothers in the RET group on average remained higher in sensitive guidance and elaboration at T5 than mothers in the CS group. Mothers in the CS group on average remained lower in sensitive guidance and elaboration than the NC group at T5. Following intervention-related change between T1 and T2, all three groups demonstrated stability in mothers' trajectories of reminiscing from T2 to T5. The pandemic onset did not significantly affect maternal reminiscing at T5 or change in reminiscing from T2 to T5. The implications of the sustained benefits of RET on maternal reminiscing over two developmental periods are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142916022","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":"Early adolescents' ethnic-racial identity in relation to longitudinal growth in perspective taking.","authors":"Nathan A Jorgensen, Kristen A Lindquist, Mitchell J Prinstein, Eva H Telzer","doi":"10.1037/dev0001861","DOIUrl":"10.1037/dev0001861","url":null,"abstract":"<p><p>Adolescents experience significant growth in social cognition, including perspective taking and identity formation. Due to the salience of race and ethnicity in the United States, adolescents' ethnic-racial identity (ERI) may have important implications for their sociocognitive development. The present study tested the association between ERI in early adolescence and subsequent longitudinal growth in perspective taking. Participants included 560 adolescents assessed annually over 4 years, beginning in sixth and seventh grade. Adolescents were from a small, rural community in the southeast United States and were from diverse ethnic-racial backgrounds (primarily Latine, Black/African American, and multiracial). Using linear growth curve modeling, we examined whether initial ERI predicted intercepts and slopes of longitudinal growth in perspective taking across adolescence. Results showed that the development of perspective taking differed based on initial ERI. Perspective taking increased significantly for youth with low and average levels of ERI but remained high and stable for youth at high levels of ERI. This study offers important evidence that Latine, Black, and multiracial youth who explore and find more clarity in their sense of ERI earlier in adolescence also show higher initial levels of perspective taking, which remains high across adolescence. Over time, most youth grow in perspective taking and eventually reach similar levels, but youth high in ERI reach these higher levels earlier than their peers, who had less sense of clarity about their ERI early in adolescence. This is one of the first known studies to directly test the association between ERI and perspective taking, utilizing a diverse, longitudinal sample of adolescents. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"105-112"},"PeriodicalIF":3.1,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630808","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":"Remote Infant Studies of Early Learning (RISE): Scalable online replications of key findings in infant cognitive development.","authors":"Elena J Tenenbaum, Caitlin Stone, My H Vu, Madeleine Hare, Kristen R Gilyard, Sudha Arunachalam, Elika Bergelson, Somer L Bishop, Michael C Frank, J Kiley Hamlin, Melissa Kline Struhl, Rebecca J Landa, Casey Lew-Williams, Melissa E Libertus, Rhiannon J Luyster, Julie Markant, Maura Sabatos-DeVito, Stephen J Sheinkopf, Jennifer B Wagner, Kayle Park, Anna I Soderling, Ashleigh K Waterman, Jordan N Grapel, Amit Bermano, Yotam Erel, Shafali Jeste","doi":"10.1037/dev0001849","DOIUrl":"10.1037/dev0001849","url":null,"abstract":"<p><p>The current article describes the Remote Infant Studies of Early Learning, a battery intended to provide robust looking time measures of cognitive development that can be administered remotely to inform our understanding of individual developmental trajectories in typical and atypical populations, particularly infant siblings of autistic children. This battery was developed to inform our understanding of early cognitive and language development in infants who will later receive a diagnosis of autism. Using tasks that have been successfully implemented in lab-based paradigms, we included assessments of attention, memory, prediction, word recognition, numeracy, multimodal processing, and social evaluation. This study reports results on the feasibility and validity of administration of this task battery in 55 infants who were recruited from the general population at age 6 months (<i>n</i> = 29; 14 female, 15 male) or 12 months (<i>n</i> = 26; 14 female, 12 male; 62% White, 13% Asian, 1% Black, 1% Pacific Islander, 22% more than one race; 6% Hispanic). Infant looking behavior was recorded during at-home administration of the battery on the family's home computer and automatically coded for attention to stimuli using iCatcher+, an open-access software that assesses infant gaze direction. Results indicate that while some tasks replicated lab-based findings (attention, memory, prediction, and numeracy), others did not (word recognition, multimodal processing, and social evaluation). These findings will inform efforts to refine the battery as we continue to develop a robust set of tasks to improve the understanding of early cognitive development at the individual level in general and clinical populations. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"151-167"},"PeriodicalIF":3.1,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630816","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":"Language processing in breastfed infants at risk of thiamine deficiency benefits from maternal thiamine supplementation.","authors":"Dare A Baldwin, Jeffrey Measelle, Lauren Gallivan, Anna Sanchirico, Netanel Weinstein, Anaahat Bala, Kathleen Chan, Jelisa Gallant, Mam Borath, Hou Kroeun, Frank T Wieringa, Tim J Green, Kyly C Whitfield","doi":"10.1037/dev0001829","DOIUrl":"https://doi.org/10.1037/dev0001829","url":null,"abstract":"<p><p>In a double-blind, randomized controlled trial, we investigated relationships between infants' exposure to thiamine and their language-processing ability. Three hundred thirty-five lactating Cambodian mothers of 161 female/174 male infants received either 0, 1.2, 2.4, or 10 mg of thiamine daily, from 2 to 24 weeks postpartum. We assessed infants' language processing at 24 weeks via the infant-directed speech (IDS) task, measuring attentional enhancement to IDS versus adult-directed speech. Maternal thiamine supplementation displayed a small but statistically significant dose-response relationship to the magnitude of infants' IDS-elicited attentional enhancement (adjusted <i>R</i>² = 0.022, <i>p</i> = .011). As well, only infants whose mothers received a daily thiamine supplement of 10 mg showed fully robust IDS-related attentional enhancement. These findings showcase the IDS Task for monitoring the integrity of infants' language processing and underscore the importance of adequate thiamine early in life for ensuring optimal language development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142856037","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":"Men's empathy toward children's emotions across the transition to fatherhood.","authors":"Sonja Veistola, Peter A Bos, Rike Pahnke, Alexander Lischke, Mikko J Peltola","doi":"10.1037/dev0001838","DOIUrl":"https://doi.org/10.1037/dev0001838","url":null,"abstract":"<p><p>We investigated whether men's affective and cognitive empathy toward children's emotions changes across the transition to fatherhood. Specifically, we were interested in whether empathy increases with fathering experience. In two preregistered online studies (<i>N</i> = 1,046, primarily from the United Kingdom and the United States), participants' task was to rate their affective responses to emotional pictures of children (affective empathy) and to recognize children's emotions from pictures of the eye area (cognitive empathy). In Study 1 (<i>N</i> = 530), we compared childless men, expecting fathers, and fathers. Expecting fathers displayed greater affective empathy toward children than childless men, but they did not differ significantly from fathers. Unexpectedly, fathers exhibited lower cognitive empathy than expecting fathers. Study 2 (<i>N</i> = 516) extended these findings by investigating the impact of different levels of fathering experience among first-time fathers and those with prior parenting experience. Fathers of infants showed more affective empathy than childless men, regardless of prior parenting experience. Fathers with older children had lower cognitive empathy compared to childless men and fathers with infants. These results suggest that expecting fathers and fathers with a new infant may exhibit increased affective empathy to children's emotions. More experienced fathers and fathers of older children may have become accustomed to childcare, necessitating less intensive engagement to child signals. Future longitudinal studies are needed to determine whether empathy toward children's emotions shows within-person fluctuations during the transition to fatherhood instead of steadily increasing. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142786570","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's and adults' beliefs about the impact of emotional intensity on cognitive performance.","authors":"Luis De la Viña, Brandon W Goulding, Samuel Ronfard","doi":"10.1037/dev0001880","DOIUrl":"https://doi.org/10.1037/dev0001880","url":null,"abstract":"<p><p>In popular culture, positive emotions are often portrayed as performance enhancing (e.g., \"happy students learn better\"). However, the relationship between emotions and performance is not always straightforward. For instance, when positive emotions become too intense, they can harm cognitive performance. Do people's lay theories of emotions capture this complex relationship between emotions and performance? If so, how early in development do children grasp this nuanced relationship? In three preregistered experiments, we explored children's and adults' beliefs about the impact of different emotional states on attention in school. In Study 1a, we found that 5- to 7-year-old Canadian children (<i>N</i> = 90) and North American adults (<i>N</i> = 55) strongly predicted that happy characters would be better at paying attention in school compared to sad characters, but only adults predicted better attention for a mildly happy character compared to a very happy one. Study 1b (<i>N</i> = 60) shows that adults' intuitions about intense positive emotions as suboptimal for attentional tasks apply equally to child and adult characters. In Study 2, we found that children (<i>N</i> = 80) perceive that the effect of intensity depends on the emotion's valence-it compounds the adverse effects of sadness and amplifies the benefits of happiness. Conversely, adults (<i>N</i> = 80) believe strong emotions, regardless of their valence, are not ideal for paying attention in school. Together, our findings show a developing appreciation of the impact of emotional intensity on cognitive performance-an important aspect of children's emotion understanding with likely implications for self-regulated learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142786563","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 two functions of imitation in the second year of life: A longitudinal study.","authors":"Franziska Sieber, Jan Czarnomski, Axel Schölmerich, Moritz M Daum, Norbert Zmyj","doi":"10.1037/dev0001856","DOIUrl":"https://doi.org/10.1037/dev0001856","url":null,"abstract":"<p><p>Infant imitation serves a cognitive and a social function. As part of their temperament, infants' attention and social orientation mirror these two functions. This longitudinal study investigated the development of the two functions within the second year of life in German infants (<i>N</i> = 136, 74 female), using standardized tests at the ages of 12, 18, and 24 months, conducted in 2018 and 2019. We measured temperament using two established parental questionnaires (Infant Behavior Questionnaire Revised, Early Childhood Behavior Questionnaire) and behavioral observation (Laboratory Temperament Assessment Battery), imitation using the Frankfurt Imitation Test, and cognitive development using the Cognitive Scale of the Bayley Scales. Hierarchical regressions revealed an association between imitation and social orientation from 12 months onward, whereas no clear relation emerged between imitation and attentional variables independently of infants' cognitive development. The findings suggest that imitation serves a primarily social function early in life. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142786644","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}