Developmental Psychology最新文献_第8页

Do complement clauses with first- or third-person perspective support false-belief reasoning? A training study with English-speaking 3-year-olds. 第一人称或第三人称视角的补语从句是否支持虚假信念推理？一项针对 3 岁英语儿童的训练研究。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-10-17 DOI: 10.1037/dev0001808

Ditte Boeg Thomsen, Birsu Kandemirci, Anna Theakston, Silke Brandt

{"title":"Do complement clauses with first- or third-person perspective support false-belief reasoning? A training study with English-speaking 3-year-olds.","authors":"Ditte Boeg Thomsen, Birsu Kandemirci, Anna Theakston, Silke Brandt","doi":"10.1037/dev0001808","DOIUrl":"https://doi.org/10.1037/dev0001808","url":null,"abstract":"To investigate whether acquisition of the perspective-marking grammar of complement-clause constructions supports progression in children's false-belief reasoning, we conducted a training study with 76 English-speaking 3-year-olds from the North-West of England (age range: 3;0-3;10 years, 50% female, 80% White). Children were randomly assigned to one of three maximally comparable training conditions, and in a 4-week eight-session program, all children participated in the same training activities with mental-state contrasts. Depending on condition, activities were mediated linguistically with either simple clauses, first-person complements, or third-person complements. The study addressed critical confounds in previous training studies by avoiding the use of complement clauses in false-belief tests and controlling individual differences in memory, executive functioning, general language, and pretest proficiency with complement clauses. The results yielded strong support for the hypothesis of a causal influence of complement-clause exposure on false-belief progression, as children trained with first-person complements advanced significantly more in false-belief reasoning from pretest to posttest than children trained with simple clauses. Examining the roles of first- and third-person complements, a direct comparison between progression in the two complement-clause conditions showed no significant difference, but only children trained with first-person complements progressed significantly more than children in the control condition trained with simple clauses. Follow-up analyses suggested that first- and third-person complements each support false-belief progression at different stages of development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142478040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Observed child behavioral self-regulation and maternal supportive parenting are associated with dynamic physiological stress reactivity in preschoolers. 观察到的儿童行为自我调节和母亲支持性养育与学龄前儿童的动态生理压力反应相关。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-10-01 Epub Date: 2024-06-24 DOI: 10.1037/dev0001770

Longfeng Li, Kivilcim Degirmencioglu, Erika Lunkenheimer

{"title":"Observed child behavioral self-regulation and maternal supportive parenting are associated with dynamic physiological stress reactivity in preschoolers.","authors":"Longfeng Li, Kivilcim Degirmencioglu, Erika Lunkenheimer","doi":"10.1037/dev0001770","DOIUrl":"10.1037/dev0001770","url":null,"abstract":"This study sought to advance our understanding of how observed child self-regulation, parenting, and their interaction were associated with children's dynamic physiological stress reactivity indexed by respiratory sinus arrhythmia (RSA) reactivity trajectories. Participants were 85 three-year-old children (54% female) and their mothers oversampled for lower income, higher stressful life events, and higher child maltreatment risk. Child behavioral regulation, assessed as compliance and noncompliance, and maternal supportive parenting were observed during a challenging dyadic puzzle task. Results showed that child RSA exhibited quadratic change across the task on average, characterized by an expected initial decrease and subsequent recovery. Child behavioral regulation and its interaction with maternal supportive parenting were associated with interindividual differences in child RSA reactivity trajectories after controlling for child resting RSA. Children with higher compliance or lower noncompliance showed RSA decreases in response to task stressors but exhibited subsequent RSA recovery only when mothers displayed higher supportive parenting. Children with lower compliance or higher noncompliance displayed negligible RSA changes overall across the task, suggesting blunted or compromised RSA reactivity, regardless of supportive parenting levels. These findings demonstrate novel evidence that preschoolers' better behavioral regulation is related to their more adaptive physiological reactivity to stressors and that supportive parenting is needed to facilitate physiological recovery even in relatively better-regulated preschoolers. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1814-1826"},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bidirectional associations between online and offline appearance concerns during early-to-middle adolescence. 青春期早中期在线和离线外观关注之间的双向关联。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-10-01 Epub Date: 2024-08-15 DOI: 10.1037/dev0001795

Anne J Maheux, Kaitlyn Burnell, Sophia Choukas-Bradley

{"title":"Bidirectional associations between online and offline appearance concerns during early-to-middle adolescence.","authors":"Anne J Maheux, Kaitlyn Burnell, Sophia Choukas-Bradley","doi":"10.1037/dev0001795","DOIUrl":"10.1037/dev0001795","url":null,"abstract":"During early and middle adolescence, individuals are at heightened risk of poor body image and subsequent negative mental health outcomes, and the highly visual nature of social media may play a role in this process. It remains unclear, however, if appearance preoccupation on social media-such as appearance-related social media consciousness (ASMC)-influences offline body image, or if preexisting body image concerns influence online appearance preoccupation. The present study investigated between-person differences and potential bidirectional within-person associations in these experiences among eighth grade adolescents in the United States (n = 1,582; ages 11-15 years old; Mage = 13; 47.5% girls, 45.9% boys, 6.5% another gender identity; 37% Latine, 32% White, 18% Black, 7% Asian, 6% another racial/ethnic identity). Participants completed a longitudinal study over three waves within one academic year. Results indicated that within-person increases in ASMC preceded within-person increases in appearance-contingent self-worth and were bidirectionally associated with worse appearance esteem, with no differences in these associations by gender. Among girls only, self-objectification was associated with subsequent within-person increases in ASMC, but not vice versa. Findings indicate that online appearance preoccupation may influence and be reinforced by general body image concerns. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1885-1901"},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The infant parasympathetic nervous system is socially embedded and dynamic at multiple timescales, within and between people. 婴儿副交感神经系统是社会嵌入的，在人与人之间、人与人之间都具有多时间尺度的动态性。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-10-01 Epub Date: 2024-08-15 DOI: 10.1037/dev0001787

Isabella C Stallworthy, Jed T Elison, Daniel Berry

{"title":"The infant parasympathetic nervous system is socially embedded and dynamic at multiple timescales, within and between people.","authors":"Isabella C Stallworthy, Jed T Elison, Daniel Berry","doi":"10.1037/dev0001787","DOIUrl":"10.1037/dev0001787","url":null,"abstract":"Human interpersonal capacities emerge from coordinated neural, biological, and behavioral activity unfolding within and between people. However, developmental research to date has allocated comparatively little focus to the dynamic processes of how social interactions emerge across these levels of analysis. Second-person neuroscience and dynamic systems approach together to offer an integrative framework for addressing these questions. This study quantified respiratory sinus arrhythmia and social behavior (∼360 observations per system) from 44 mothers and typically developing 9-month-old infants during a novel modified \"still-face\" (text message perturbation) task. Stochastic autoregression models indicate that the infant parasympathetic nervous system is coupled within and between people second by second and is sensitive to social context. Intraindividual, we found positive coupling between infants' parasympathetic nervous system activity and their social behavior in the subsequent second, but only during the moments and periods of active caregiver engagement. Between people, we found a bidirectional coregulatory feedback loop: Mothers' parasympathetic activity positively predicted that of their infant in the subsequent second, a form of synchrony that decreased during the text message perturbation and did not fully recover. Conversely, infant parasympathetic activity negatively predicted that of their mother at the subsequent second, a form of synchrony that was invariant over social context. Findings reveal unidirectional parasympathetic coupling within infants and a complementary allostatic feedback loop between mother and infant parasympathetic systems. They offer novel evidence of a dynamic, socially embedded parasympathetic system at previously undocumented timescales, contributing to both basic science and potential clinical targets to better support adaptive, multisystem social development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1827-1841"},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Checking out the unexplained: With age, children become increasingly skeptical of surprising claims. 查看未解之谜：随着年龄的增长，孩子们会越来越怀疑令人惊讶的说法。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-10-01 Epub Date: 2024-08-29 DOI: 10.1037/dev0001532

Tone K Hermansen, Karine M P Viana, Paul L Harris, Susan Engel, Imac M Zambrana, Samuel Ronfard

{"title":"Checking out the unexplained: With age, children become increasingly skeptical of surprising claims.","authors":"Tone K Hermansen, Karine M P Viana, Paul L Harris, Susan Engel, Imac M Zambrana, Samuel Ronfard","doi":"10.1037/dev0001532","DOIUrl":"10.1037/dev0001532","url":null,"abstract":"When presented with surprising claims, older children investigate such claims more often than younger children. The present study tests whether older children (6-7-year-olds) are more skeptical than younger children (4-5-year-olds) about surprising claims that lack supporting evidence because they expect informants to provide evidence for them. To test this hypothesis, we presented 140 4-7-year-old children (47-96 months, 46.4% girls, 53.6% boys, 86.4% with at least one parent who completed a BA degree, 50% parents with income above median) with a series of vignettes. In each vignette, the protagonist wanted to accomplish a task and needed to select the most appropriate object for that task. Before deciding which object to use, the protagonist heard a surprising claim about one of the object's properties, presented with or without supporting evidence. For example, in the supporting explanation condition, the informant stated that the smallest object was the heaviest and that they knew because they had lifted the objects. Children were then asked whether the protagonist knew which object to use and why. Contrary to expectation, children across all ages typically indicated that the protagonist had sufficient knowledge, regardless of whether an informant provided supporting evidence or not. However, with increasing age, children became more skeptical of both supported and unsupported surprising claims and increasingly stated that the protagonist should not select the object suggested by the informant. Finally, when asked to justify this judgment, older children were more likely than younger to express skepticism toward the claims, especially when presented without supporting evidence. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1761-1774"},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Emerging adults' journeys out of the shutdown: Longitudinal narrative patterns in a college career defined by COVID-19. 新成人走出停工状态的历程：COVID-19 所定义的大学生涯中的纵向叙事模式。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-10-01 Epub Date: 2024-08-29 DOI: 10.1037/dev0001767

Jordan A Booker, Robyn Fivush, Andrea Follmer Greenhoot, Kate C McLean, Cecilia Wainryb, Monisha Pasupathi

{"title":"Emerging adults' journeys out of the shutdown: Longitudinal narrative patterns in a college career defined by COVID-19.","authors":"Jordan A Booker, Robyn Fivush, Andrea Follmer Greenhoot, Kate C McLean, Cecilia Wainryb, Monisha Pasupathi","doi":"10.1037/dev0001767","DOIUrl":"10.1037/dev0001767","url":null,"abstract":"The COVID-19 pandemic has defined the college career for this generation of learners, threatening mental health, identity development, and college functioning. We began tracking the impacts of this pandemic for 633 first-year college students from four U.S. universities (Mage = 18.8 years) in Spring 2020 and followed students to Spring 2023. Students provided narratives about the impacts of COVID-19 and reports of mental health concerns, identity development, well-being. Students reported concerns for mental health, identity, and well-being during the first year of COVID-19 impacts. The return to in-person activities predicted broad increases in narrative growth and concomitant decreases in COVID-19 stressors, increases in identity exploration and commitment, and increases in psychological and academic well-being. Changes in COVID-19 stressors and narrative growth served as mediators between the return to in-person activities around campus and student outcomes. Findings expand insights of development and mental health across much of this generation-defining event. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1870-1884"},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Black youths' ethnic and racial identity development from childhood to emerging adulthood. 黑人青年从童年到成年期的民族和种族认同发展。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-10-01 Epub Date: 2024-08-22 DOI: 10.1037/dev0001765

Pauline Ho, B Bradford Brown

{"title":"Black youths' ethnic and racial identity development from childhood to emerging adulthood.","authors":"Pauline Ho, B Bradford Brown","doi":"10.1037/dev0001765","DOIUrl":"10.1037/dev0001765","url":null,"abstract":"This qualitative study employed a retrospective inquiry design to trace changes in the course of ethnic and racial identity (ERI) development of 20 African American college students (18-22 years old) attending a large, predominantly White university in the Midwestern United States. Through interviews, participants recalled life experiences that they considered crucial to their understanding of their own ERI in childhood, adolescence, and emerging adulthood. Using longitudinal qualitative analysis, three distinct pathways of ERI development were identified: consolidating (no change to the understanding they developed earlier in life), cumulative (successive additions or expansions to their current understanding of their own ERI), and transformative (their ERI trajectory is qualitatively altered by a turning point event). Results revealed that the development of ERI components is influenced by the interplay of contextual, individual, and developmental factors, along with the ongoing meaning-making of identity-relevant experiences. Findings lend empirical support for adopting a lifespan approach to ERI development, demonstrating ERI development as a dynamically interactive and continuous process. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1915-1927"},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

"With texting, I am always second guessing myself": Teenage perfectionists' experiences of (dis)connection online. "发短信，我总是在猜测自己"：青少年完美主义者的网络（失）联体验。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-10-01 Epub Date: 2024-03-28 DOI: 10.1037/dev0001741

Melissa Blackburn, Dawn Zinga, Danielle S Molnar

引用次数: 0

Dynamic coupling of maternal sensitivity and toddlers' responsive/assertive behaviors predicts children's behavior toward peers during the preschool years. 母亲的敏感性与幼儿的回应/主动行为之间的动态耦合可预测学龄前儿童对同伴的行为。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-10-01 Epub Date: 2024-08-29 DOI: 10.1037/dev0001809

Niyantri Ravindran, Nancy L McElwain

{"title":"Dynamic coupling of maternal sensitivity and toddlers' responsive/assertive behaviors predicts children's behavior toward peers during the preschool years.","authors":"Niyantri Ravindran, Nancy L McElwain","doi":"10.1037/dev0001809","DOIUrl":"10.1037/dev0001809","url":null,"abstract":"We examined the extent to which dynamic coupling of (a) maternal sensitivity and (b) children's responsive and assertive behaviors toward mothers during a semistructured play session predicts children's responsive and assertive behavior toward an unfamiliar peer at 39 months and a close friend at 58 and 66 months. Maternal and child behaviors were rated in 30-s epochs during play when children were 32 months old (Time 1; N = 128; 66 girls). Children were rated on their responsiveness and assertiveness toward an unfamiliar peer in the early preschool years (Time 2) and toward a friend in the late preschool years (Time 3). Residual dynamic structural equation models showed that stronger positive contemporaneous coupling of maternal sensitivity and children's responsiveness in a given 30-s epoch of the play session predicted greater observed responsiveness toward a friend in the late preschool years, after controlling for mean levels of maternal sensitivity and child responsiveness. On the other hand, positive contemporaneous coupling of maternal sensitivity and child assertiveness predicted children's higher levels of observed assertiveness toward an unfamiliar peer in the early preschool years, after controlling for mean levels of maternal sensitivity and child assertiveness. Results suggest that the dynamic coupling of specific positive behaviors during mother-child interaction may provide children with social scripts to draw on in diverse peer contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1801-1813"},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Individual differences in categorization development: The mediation of executive functions and factual knowledge, the case of food. 分类发展的个体差异：执行功能和事实知识的中介作用，以食物为例。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-10-01 Epub Date: 2024-08-29 DOI: 10.1037/dev0001785

Damien Foinant, Jérémie Lafraire, Jean-Pierre Thibaut

{"title":"Individual differences in categorization development: The mediation of executive functions and factual knowledge, the case of food.","authors":"Damien Foinant, Jérémie Lafraire, Jean-Pierre Thibaut","doi":"10.1037/dev0001785","DOIUrl":"10.1037/dev0001785","url":null,"abstract":"Cognitive mechanisms underpinning categorization development are still debated, either resulting from knowledge accretion or an increase in cognitive control. To disentangle the respective influence of accumulated factual knowledge and executive functions (inhibition, working memory, and cognitive flexibility) on (a) the development of categorization abilities in the food domain and (b) differences in this development by child characteristics (i.e., food neophobia), we conducted two experiments. The first experiment assessed 4-6-year-old children's (n = 122) ability to taxonomically categorize food at the superordinate level of categorization. The second experiment tested 3-6-year-old children's (n = 100) ability to cross-categorize the same food according to two different relationships alternatively (i.e., taxonomic and thematic). Results indicate that accumulated factual knowledge and executive functions mediated both the effect of age and the effect of food neophobia on categorization performance. Notably, the specific executive functions involved may vary depending on the categorization abilities tested, whereas world knowledge was always a prerequisite. Overall, this research highlights the complex interplay between accumulated factual knowledge, executive functions, and child characteristics in shaping the development of categorization abilities. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1785-1800"},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0