Developmental Psychology最新文献

{"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":"<p><p>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).</p>","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}

{"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":"<p><p>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 (<i>M</i>_age = 14.5 years, 55% female, 45% non-White) and one of their parents (<i>M</i>_age = 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).</p>","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}

{"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":"<p><p>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 <i>during</i> conflict interactions (i.e., <i>dynamic</i> flexibility) but also in the repair of their affective patterns <i>after</i> conflict interactions (i.e., <i>reactive</i> 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).</p>","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}

{"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":"<p><p>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).</p>","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}

{"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":"<p><p>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, <i>N</i> = 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).</p>","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}

{"title":"Early home numeracy activities and children's third-grade symbolic and nonsymbolic math skills: A 5-year longitudinal study.","authors":"Xiao Zhang, Xinzhuo Zou, Bi Ying Hu, Zhijing Wang","doi":"10.1037/dev0001934","DOIUrl":"https://doi.org/10.1037/dev0001934","url":null,"abstract":"<p><p>Based on a representative sample of 196 Chinese children (101 girls; ages 5-9) and their parents, this study examined the longitudinal relations of early home numeracy activities, measured in preschool in 2015, with children's math skills in third grade in 2019. The results showed that the frequency of number book activities predicted children's third-grade nonsymbolic math skills and that the frequency of number application activities was predictive of third-grade symbolic math skills. More importantly, these relations persisted even after controlling for preschool number skills, the other types of numeracy activities, parenting styles, and demographic variables. The findings highlight the potential role of enhancing early number book and application activities at home in engendering long-lasting effects on children's math development. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","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":"143469639","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":"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":"<p><p>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).</p>","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}

{"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":"<p><p>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 (<i>N</i> = 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-<i>Basic Goods</i>: food and homes; <i>Public Goods</i>: schools and hospitals; <i>Luxury Goods</i>: fancy clothes and expensive cars; and <i>Opportunity Goods</i>: 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).</p>","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}

{"title":"Profiles of parent-reported family communication about the COVID-19 pandemic: Family predictors and child mental health correlates.","authors":"Angela D Evans, Victoria W Dykstra, Jonathan S Comer, Jill Ehrenreich-May, Tara S Peris, Donna B Pincus, Lindsay C Malloy","doi":"10.1037/dev0001927","DOIUrl":"https://doi.org/10.1037/dev0001927","url":null,"abstract":"<p><p>This study examined family factors (i.e., parenting style and relationship quality) at the beginning of the pandemic that predicted profiles of family communication about COVID-19 6 months later, as well as communication profile differences in child well-being. Parents (<i>N</i> = 1,025, 66% female, 33.8% male, 0.1% nonbinary) of children aged 5-17 years (<i>M</i>_{child age} = 11.03, <i>SD</i> = 3.38; 53.4% male children; 76.5% non-Hispanic White, 5.6% Black, 2.8% Asian/Pacific Islander, 2.9% Native American/Indigenous, 10.4% Hispanic/Latine, 2.1% another race or ethnicity; approximately half in households with income below $75,000/year) completed surveys during the initial COVID-19 lockdown in March 2020 (Time 1) and approximately 6 months later (Time 2) about their parenting styles, family relationship quality, family communication about the pandemic, and their child's mental health. Latent profile analysis revealed a five-profile solution of family communication profiles for children (5-11 years; <i>N</i> = 533) and a three-profile solution for adolescents (12-17 years; <i>N</i> = 492). Both parental reports of family relationship quality and parenting styles (Time 1) predicted communication profiles (Time 2), such that better relationship quality and higher authoritative parenting at the start of the pandemic predicted communication profiles characterized by lower avoidant communication and higher active communication about COVID-19. Conversely, lower relationship quality and higher authoritative parenting were predictive of subsequent membership in profiles that were high in both avoidant and active communication. Importantly, across both age groups, parents who reported being higher in both avoidant and active communication about COVID-19 reported higher child mental health problems, whereas parents reporting communication profiles characterized by low avoidance and high active communication reported better child mental health. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","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":"143442395","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":"Both stressors and assets moderated the etiology of mothers' parenting during the pandemic.","authors":"Elizabeth A Shewark, Alexandra Y Vazquez, Luke W Hyde, Kelly L Klump, S Alexandra Burt","doi":"10.1037/dev0001930","DOIUrl":"10.1037/dev0001930","url":null,"abstract":"<p><p>We sought to illuminate whether and how pandemic-related experiences shaped the genetic and environmental influences on mothering behavior to better understand the effects of stress on parenting. Participants included 710 mothers of twins (<i>M</i>_age = 47.00; <i>SD</i>_age = 5.59; White: 84.8%, Black: 7%, Hispanic: 1.1%, Asian American and Pacific Islander: 0.8%, Native American: 0.8%, biracial: 0.3%, other: 3%, and not reported: 2.1%) from the Michigan State University Twin Registry. Biometric analyses revealed that as pandemic-related stressors like job loss and illness increased, mother-child conflict became more environmental in origin. By contrast, we found assets (e.g., more quality time with family) served to increase maternal nurturance of both of her children by suppressing the importance of evocative child effects. Our results provide novel information on the ways stressors and assets alter the origins of parenting behaviors. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","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":"143442375","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}