Melody Ndzenyuiy, Katja Liebal, Roman Stengelin, Thomas Stodulka, Daniel B M Haun
{"title":"Parenting culture: A multimethod perspective on parenting practices among the Nso, Cameroon.","authors":"Melody Ndzenyuiy, Katja Liebal, Roman Stengelin, Thomas Stodulka, Daniel B M Haun","doi":"10.1037/dev0002044","DOIUrl":"10.1037/dev0002044","url":null,"abstract":"<p><p>Parenting behaviors are studied through various qualitative and quantitative methods, including observations, interviews, and questionnaires, to identify both culturally specific and universal patterns of parents' interactions with their offspring. However, these methods have rarely been combined to systematically investigate methodological convergence and divergence in capturing parenting dynamics. The present study employs a mixed method approach by including video observations, picture card interviews, and parenting ethnotheory questionnaires with a focus on a suburban Nso community in Cameroon, with 51 parents (<i>M</i><sub>age</sub> = 34 years; 43 mothers and eight fathers) of infants and toddlers (<i>M</i><sub>age</sub> = 8.2 months). Informed by Keller's Component Model of Parenting, videos and interviews were coded for target parenting behaviors, including primary care, body contact, body stimulation, face-to-face context, object stimulation, and vocalization. An exploratory factor analysis was conducted for the parenting ethnotheory questionnaire items, alongside correlational analysis, to examine links between the three methods. Findings indicated minimal methodological convergence and ample divergence, suggesting that each method taps into distinct aspects of parenting without a unified representation. Within-method analyses, nonetheless, showed substantial correlations, particularly within observation and picture card interview methodologies. These findings are broadly consistent with the Component Model of Parenting but highlight the need for methodological diversity to capture the rich variation of parenting practices employed among cultural communities that are underrepresented in mainstream developmental research. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974483","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}
Alexa D Monachino, Alexis Hernandez, Isaac Morales, Andreas Keil, Santiago Morales
{"title":"Using novel neural measures to explore the development of infant attention bias to threat.","authors":"Alexa D Monachino, Alexis Hernandez, Isaac Morales, Andreas Keil, Santiago Morales","doi":"10.1037/dev0002066","DOIUrl":"10.1037/dev0002066","url":null,"abstract":"<p><p>Attention bias to threat is considered an adaptive cognitive phenomenon that is associated with developmental and psychopathological outcomes across the lifespan. However, investigations into the development of attention bias to threat in infancy have produced mixed results. Steady-state visual evoked potentials provide a robust measure of visual cortex processing and attention by capturing brain entrainment to the rhythmic flicker of visual stimuli. This investigation leveraged a novel steady-state visual evoked potential task to examine attention bias to threat via affective expressions and its changes with age within the first 2 years of life. Infants (<i>N</i> = 118, <i>M</i><sub>age</sub> = 9.21 months; range<sub>age</sub> = 3-22 months; 57.61% female) viewed a series of affective face pairs (neutral with happy, fearful, or angry) in which one face flickered at 6 Hz and the other at 7.5 Hz, while their brain activity was measured with electroencephalography. Infants' frequency-tagged brain responses were larger to fearful faces, above all other expressions, consistent with the presence of an attention bias to threat in infancy. Affect-biased attention did not change with age. Furthermore, the presence of an attention bias toward fear was found prior to the literature-suggested age of 7 months. This study demonstrated the utility of using a robust and novel measure of attention, steady-state visual evoked potentials, to examine attention bias to threat and its development during infancy. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12403228/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974638","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}
Kristi Baerg MacDonald, Karen A Patte, Scott T Leatherdale, Julie Aitken Schermer
{"title":"Trajectories of loneliness in Canadian adolescents over the COVID-19 pandemic.","authors":"Kristi Baerg MacDonald, Karen A Patte, Scott T Leatherdale, Julie Aitken Schermer","doi":"10.1037/dev0002065","DOIUrl":"10.1037/dev0002065","url":null,"abstract":"<p><p>Increases in adolescent loneliness were a significant concern during the lockdowns of the COVID-19 pandemic. We use longitudinal survey data from the Cannabis Use, Obesity, Mental Health, Physical Activity, Alcohol Use, Smoking, and Sedentary Behavior study from 2017 to 2023 to assess whether increases in loneliness correspond to lockdowns, whether different cohorts differ in the trajectories of loneliness ratings and whether social support and relationships impact the course of loneliness throughout secondary school. We compared linear latent growth models and latent basis growth models of annual repeated measures of loneliness from three 4-year cohorts of Canadian high school students (<i>N</i> = 5,237, female = 3,166, 80.42% White). For the 2017-2021 cohort, a linear model fit best, while nonlinear models were the best fit for the 2018-2022 and 2019-2023 cohorts. Ratings of loneliness were highest at the beginning of the COVID-19 pandemic across all three cohorts and stabilized in the years following. Growth mixture models identified groups with differing trajectories of loneliness where lowest loneliness was associated with positive relationship quality of family and friends. Overall, the study demonstrated heterogeneity in loneliness trajectories across time between and within cohorts. The patterns were consistent with increases during COVID-19 lockdowns and a return to typical levels as social restrictions eased. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974506","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}
Lisa J G Krijnen, Anneloes L van Baar, Marthe R Egberts, Trudy T M Mooren, Willemijn M van Eldik, Alexandra C De Young, Bregje van Rooijen, Mariken Spuij, Paul A Boelen, Marjolein Verhoeven
{"title":"Anxiety and depressive symptoms of young children during the COVID-19 pandemic: Developmental trajectories and risk factors.","authors":"Lisa J G Krijnen, Anneloes L van Baar, Marthe R Egberts, Trudy T M Mooren, Willemijn M van Eldik, Alexandra C De Young, Bregje van Rooijen, Mariken Spuij, Paul A Boelen, Marjolein Verhoeven","doi":"10.1037/dev0002021","DOIUrl":"10.1037/dev0002021","url":null,"abstract":"<p><p>The course of young children's anxiety and depressive symptoms during the COVID-19 crisis varied. To understand this variability, this longitudinal study examined trajectories of anxiety and depressive symptoms and associated risk factors. Parents of 503 children aged 1-6 years (48% girls, 99% Dutch) completed a survey in four waves, covering a period of 1.5 years during the COVID-19 pandemic. Parents answered questionnaires regarding children's anxiety and depressive symptoms and risk factors: direct COVID-19 factors (infection, death), family-related COVID-19 factors (parental perceived impact of the pandemic and parent-child emotion regulation strategies), and general caregiver's distress (parental mental health, parental feelings of rejection toward the child). Using latent class growth analyses, anxiety and depressive symptom trajectories were identified. Regression analyses were conducted to identify risk factors. For anxiety, two trajectories were identified: <i>low</i> (87.67%) and <i>high</i> (12.33%). For depressive symptoms, three trajectories were identified: <i>low</i> (78.93%), <i>high-decreasing</i> (13.72%), and <i>strong increasing</i> (7.36%). Risk factors for falling within the <i>high</i> anxiety symptoms, or <i>high-decreasing</i> or <i>strong increasing</i> depressive symptoms trajectory, were death of a loved one, parental perceived negative impact of the pandemic, avoidant- and information-focused parent-child emotion regulation strategies, parental mental health problems, and parental feelings of rejection toward the child. Most children were reported to have low levels of anxiety and depressive symptoms during the COVID-19 crisis, but some children experienced higher symptoms and may benefit from follow-up and support. If a future crisis occurs, it is advised to screen and intervene on a family level to protect young children's mental health. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974592","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}
Yelim Hong, Ann E Folker, Kirby Deater-Deckard, Ann T Skinner, Laurence Steinberg, Marc H Bornstein, Kenneth A Dodge, Jennifer E Lansford
{"title":"The interaction among household chaos, parental rejection, and parental control in predicting adolescent executive function.","authors":"Yelim Hong, Ann E Folker, Kirby Deater-Deckard, Ann T Skinner, Laurence Steinberg, Marc H Bornstein, Kenneth A Dodge, Jennifer E Lansford","doi":"10.1037/dev0002039","DOIUrl":"10.1037/dev0002039","url":null,"abstract":"<p><p>The present study examines the interaction between household chaos, parental control, and parental rejection/acceptance (i.e., warmth) in predicting adolescent executive function (EF) skills in a diverse sample. We tested a three-way interaction to understand the direct and interactive effects of household chaos, parental control, and parental rejection/acceptance on adolescent EF within a short-term longitudinal study design. Participants were 14- to 15-year-olds and their parents (<i>n</i> = 220 mother-adolescent dyads, <i>n</i> = 139 father-adolescent dyads, 48% females) from approximately equal numbers of African American (34%), Hispanic American (36%), and European American (29%) U.S. families. Mothers, fathers, and adolescents completed interviews and questionnaires, and adolescents completed EF tasks of cognitive control. Better adolescent EF was predicted by lower level household chaos, but no main effects of adolescent perceptions of control or rejection on adolescent EF were observed. For mothers, only a three-way interaction emerged among controlling behavior, rejection, and household chaos: Among mothers who showed higher levels of rejection (i.e., low warmth) toward their adolescents, the negative association between controlling behavior and adolescent EF was significant in more chaotic households. In contrast, no association between maternal controlling behavior and adolescent EF emerged in less chaotic households regardless of the extent of maternal rejection. When multiple risk factors such as maternal rejection and household chaos coexist, the detrimental impact of maternal controlling behavior on adolescent EF becomes pronounced. No similar effect emerged for fathers, suggesting that these processes may be specific to the mother-adolescent relationship. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12333542/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800659","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":"The transfer effect of mental rotation training on arithmetic skill: The role of state anxiety and arithmetic strategy use.","authors":"Xinhe Zhang, Elizabeth A Gunderson","doi":"10.1037/dev0002040","DOIUrl":"10.1037/dev0002040","url":null,"abstract":"<p><p>Spatial skills in early childhood are key predictors of mathematical achievement. Previous studies have found that training mental rotation can transfer to arithmetic skills; however, some studies have failed to replicate this transfer effect, or observed transfer effects only in certain types of arithmetic problems. Even in studies where transfer effects were observed, the underlying mechanisms of this transfer have not been explored. This study focused on the effect of short-duration (i.e., single-session) spatial training on arithmetic skills, and tested two underlying mechanisms. First, based on the spatial modeling account, short-duration spatial training may prime spatial processing, leading to a reduction in the use of counting strategies and an increase in spatially related strategies following spatial training. Second, from a social-psychological account, short-duration spatial training may reduce children's state anxiety, thus allowing them more cognitive resources in spatial and arithmetic tasks. We tested these mechanisms among 80 U.S. second and third graders using a pretest-intervention-posttest design, with 40 children in the spatial training group and 40 in an active control group. Short-duration spatial training improved children's overall arithmetic performance; this effect did not differ by problem type (conventional, missing-term, or two-step problems). Spatial training also reduced children's use of counting strategies. However, we did not find a significant increase in spatially related strategies, nor did we observe a significant reduction in state anxiety. This study makes an important contribution to understanding the mechanisms underlying the transfer effects of short-duration spatial training on arithmetic skills, providing partial support for the spatial modeling account. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800660","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":"Perceptions of school climate and depression among Black youth: Do sex and income matter?","authors":"Adrian Gale, Lenna Nepomnyaschy","doi":"10.1037/dev0002054","DOIUrl":"10.1037/dev0002054","url":null,"abstract":"<p><p>Schools play a crucial role in shaping adolescents' development as they navigate the social world beyond their families, with school climate-students' perceptions of the social environment-emerging as a key influence on their mental health outcomes. Previous studies with Black adolescent samples from lower socioeconomic backgrounds have found a link between school climate perceptions and psychological functioning. Black adolescents have been found to perceive a less positive school climate than their peers from other racial backgrounds, leading to increased vulnerability to adverse psychological outcomes. However, the link between school climate perceptions and psychological functioning for Black adolescents from different socioeconomic backgrounds and by child sex is less clear. Using data from the Future of Families and Child Wellbeing Study, we investigated whether (a) school climate perceptions were associated with depressive symptoms and (b) whether sex and socioeconomic status (at the household and neighborhood levels) moderated this link in a sample of approximately 1,700 Black adolescents. These results revealed that more positive school climate perceptions were associated with fewer depressive symptoms among Black youth, with stronger associations for girls and differential effects across neighborhood-level socioeconomic status among boys. Boys in the poorest neighborhoods, who are most vulnerable to poor mental health outcomes, gain the least from a positive school climate compared with girls and boys in wealthier areas. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800658","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) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-08-04","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":"Developmental trajectories of predictive mechanisms in language comprehension.","authors":"Armando Quetzalcóatl Angulo-Chavira, Alejandra Mitzi Castellón-Flores, Natalia Arias-Trejo","doi":"10.1037/dev0002045","DOIUrl":"10.1037/dev0002045","url":null,"abstract":"<p><p>In this investigation, we delved into the developmental progression of two predictive mechanisms in language comprehension: the associative (Mechanism 1) and the context- and intention-dependent (Mechanism 2). Across three experiments, we assessed the ability to predict semantic content based on syntactic cues among toddlers and adults. Participants were exposed to correction (e.g., \"In the yard, I saw a dog, no, a rabbit\") and coordination (e.g., \"In the yard, I saw a dog and a rabbit\") sentences. Concurrently, they viewed four competing images: two nouns included in the sentences, an associative distractor, and an unrelated distractor. Experiment 1A revealed that, unlike adults, 30-month-old toddlers predominantly anticipated the associative distractor in coordinated sentences but not in the correction ones. Experiment 1B expanded the age range to include preschoolers and school-aged children, echoing the findings of Experiment 1A. Notably, as age increased, predictions began to mirror adultlike tendencies. Experiment 2, which included a larger prediction window, evaluated 24- and 30-month-old toddlers. The results revealed that toddlers generated predictive behaviors in both sentence types. However, in contrast to their younger counterparts, the older group demonstrated faster predictive responses in coordination compared to correction contexts. Collectively, our experiments underscore that predictions are predominantly steered by Mechanism 1 during the initial stages of development; however, as children age, their predictive strategies rely more on the context and speakers' intentions. We postulate that the evolution of Mechanism 2 hinges on the emergence of inhibitory mechanisms that modulate the activation driven by Mechanism 1. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144776657","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}
Rebecca Zhu, Tabitha Nduku Kilonzo, Jan M Engelmann, Alison Gopnik
{"title":"Investigating the validity of picture-based assessments across cultures and contexts: Evidence from young children in Kenya and the United States.","authors":"Rebecca Zhu, Tabitha Nduku Kilonzo, Jan M Engelmann, Alison Gopnik","doi":"10.1037/dev0002050","DOIUrl":"10.1037/dev0002050","url":null,"abstract":"<p><p>Many childhood assessments rely on picture stimuli, but children in diverse early environments possess varying amounts of experience with pictures. Two preregistered experiments, conducted in 2022-2023, investigated whether picture assessments are valid across diverse contexts. Low-to-middle-income children (<i>n</i> = 192, 2-7 years, 85 females, all Black) in their first month of formal schooling in Mombasa County, Kenya, an early environment with relatively few pictures, performed more accurately on an object vocabulary task than a picture vocabulary task (β = 0.07, <i>p</i> < .001; Experiment 1). Middle-to-high-income children (<i>n</i> = 96, 2-3 years, 52 females, predominantly White and Asian) in the San Francisco Bay Area, an early environment with relatively more pictures, performed similarly on object and picture vocabulary tasks (β = 0.02, <i>p</i> = .60; Experiment 2). Consequently, these results tentatively suggest that assessments involving pictures may underestimate children's capacities in some contexts. To accurately measure developing capacities in children from diverse backgrounds, it is critical that assessment tools are appropriately adapted to environmental contexts. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144776660","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}