Developmental Psychology最新文献_第9页

Children (and many adults) use perceptual similarity to assess relative impossibility. 儿童（以及许多成年人）使用知觉相似性来评估相对不可能性。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-10-01 Epub Date: 2024-08-15 DOI: 10.1037/dev0001817

Zoe Tipper, Terryn Kim, Ori Friedman

{"title":"Children (and many adults) use perceptual similarity to assess relative impossibility.","authors":"Zoe Tipper, Terryn Kim, Ori Friedman","doi":"10.1037/dev0001817","DOIUrl":"10.1037/dev0001817","url":null,"abstract":"People see some impossible events as more impossible than others. For example, walking through a solid wall seems more impossible if it is made of stone rather than wood. Across four experiments, we investigated how children and adults assess the relative impossibility of events, contrasting two kinds of information they may use: perceptual information and causal knowledge. In each experiment, participants were told about a wizard who could magically transform target objects into other things. Participants then assessed which of the two transformation spells would be easier or harder, a spell transforming a target object into a perceptual match (i.e., a similar-looking thing) or one transforming it into a causal match (e.g., an item made of similar materials). In Experiments 1-3, children aged 4-7 mainly thought that transformations into the perceptual match would be easier, though this tendency varied with age. Adults were overall split when choosing which spell would be easier. In Experiment 1, this was because of variations in their judgments across different pairs of spells; in Experiments 2 and 4, the split resulted because different subsets of adults preferred either the perceptual or causal match. Overall, these findings show that children, and many adults, use perceptual reasoning to assess relative impossibility. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1775-1784"},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989170","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

Investigating hair cues as a mechanism underlying Black women's intersectional invisibility. 将头发线索作为黑人女性跨领域隐形的内在机制进行调查。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-10-01 Epub Date: 2024-03-28 DOI: 10.1037/dev0001729

Ryan F Lei, Aaron J Cohen, Peony Wong, Sa-Kiera Tiarra Jolynn Hudson

引用次数: 0

Social identity development and religious discrimination among Muslim American youth. 美国穆斯林青年的社会认同发展与宗教歧视。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-10-01 Epub Date: 2024-08-22 DOI: 10.1037/dev0001806

Josefina Bañales, Muniba Saleem, Sohad Murrar, Deborah Rivas-Drake, Bernardette J Pinetta

{"title":"Social identity development and religious discrimination among Muslim American youth.","authors":"Josefina Bañales, Muniba Saleem, Sohad Murrar, Deborah Rivas-Drake, Bernardette J Pinetta","doi":"10.1037/dev0001806","DOIUrl":"10.1037/dev0001806","url":null,"abstract":"The present study investigated the development of social identity centrality dimensions (i.e., Muslim, ethnic, and American identity centrality) among Muslim American youth as well as associations between religious discrimination and social identity centrality trajectories. Data were collected once annually from 2015 to 2017 with 220 Muslim American youth (M = 14.20, SD = 0.94) in the Midwest United States (girls = 53.2%; boys = 42.3%; missing = 4.5%). Participants were Arab (62.3%), Somali (15.9%), and African American (8.6%), among other ethnic groups (less than 2%). Latent growth curve models indicated that Muslim and ethnic identity centrality displayed negative trajectories and that American identity centrality increased over time. Surprisingly, religious discrimination was not associated with social identity centrality trajectories. This research suggests that Muslim American youths' minoritized social identities develop similarly, whereas youths' American social identity develops differently than these identities. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1855-1869"},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019183","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 promise of an identity-based self-affirmation intervention in protecting against self-esteem declines at the high school transition. 基于身份的自我肯定干预措施有望防止高中过渡时期自尊心下降。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-10-01 Epub Date: 2024-07-08 DOI: 10.1037/dev0001789

Adam J Hoffman, Hannah L Schacter

{"title":"The promise of an identity-based self-affirmation intervention in protecting against self-esteem declines at the high school transition.","authors":"Adam J Hoffman, Hannah L Schacter","doi":"10.1037/dev0001789","DOIUrl":"10.1037/dev0001789","url":null,"abstract":"Given the importance of self-esteem for promoting adolescents' social, psychological, and academic adjustment and the growing importance of social identities during adolescence, this five-wave study examined whether an identity-based self-affirmation intervention attenuated declines in adolescent self-esteem following the high school transition. A sample of ninth graders in the United States (N = 388; Mage = 14.05; 60.6% female; 35.8% male; 3.6% nonbinary, trans, or identifying with another gender; 46% White, 19% Black, 17% Asian, 6% Arab, Middle Eastern, North African, 6% Biracial/Multiethnic, 3% Latinx/Hispanic, and 3% another race/ethnicity) was recruited for the study. Following completion of a baseline online survey assessing self-esteem, participants were assigned to one of three conditions and corresponding writing exercises: identity-based self-affirmation, values-based self-affirmation, or control. Participants completed the same writing exercise during the first three waves of the study, and they completed measures of self-esteem at all five waves. Results indicated that participants in the self-affirmation conditions, but not the control condition, were protected from declining self-esteem across 1 year. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1842-1854"},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560084","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

Trajectories of emotional disclosure with parents during the college transition among Asian first-year students. 亚裔大一学生在大学过渡期间向父母披露情感的轨迹。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-10-01 Epub Date: 2024-07-08 DOI: 10.1037/dev0001781

GeckHong Yeo, Eddie M W Tong

{"title":"Trajectories of emotional disclosure with parents during the college transition among Asian first-year students.","authors":"GeckHong Yeo, Eddie M W Tong","doi":"10.1037/dev0001781","DOIUrl":"10.1037/dev0001781","url":null,"abstract":"The college transition is a time of great emotional lability, and sharing emotional experiences with parents can be beneficial for first-year students. Guided by the social sharing of emotions framework and the cultural theory on self-construal, this study investigated the developmental course of freshmen's emotional disclosure with parents during the first semester and the mediating role of independence-orientation in two Asian contexts-Beijing (China) and Singapore. Using experience sampling method (online diary), 205 Chinese freshmen (Mage = 19.43) and 291 Singapore freshmen (Mage = 19.44) reported on four facets of emotional disclosure with parents (frequency, intimacy, negativity, and positivity) across four timepoints and their independence-interdependence orientation (Time 1). Latent growth curve modeling comparing the two Asian samples revealed that frequency increased for Chinese students and decreased for Singapore students. Intimacy indicated upward trajectories for both Asian samples, whereas negativity and positivity showed downward trajectories but were less pronounced for Chinese students. Mediated latent growth curve modeling revealed that the cultures predicted independence-orientation, which in turn negatively predicted increase in frequency for the Singapore sample and positively predicted decrease for the Chinese sample. Independence-orientation negatively predicted increase in intimacy, positively predicted decline in negativity, and negatively predicted decline in positivity. In sum, we found complex and differentiated trajectories for the four facets of emotional disclosure in two Asian samples and the mediating role of independence-orientation in explaining cultural differences in the trajectories, which have implications for understanding emotional disclosure to parents during the developmental phase of the college transition in Asian contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1935-1947"},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560086","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

Less is not always more: Rich and meaningful counting books lead to greater gains in number understanding than sparse counting books. 少并不总是多：与内容稀少的数数书相比，内容丰富、意义深远的数数书更能加深幼儿对数字的理解。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-09-30 DOI: 10.1037/dev0001826

Cristina Carrazza, Susan C Levine

{"title":"Less is not always more: Rich and meaningful counting books lead to greater gains in number understanding than sparse counting books.","authors":"Cristina Carrazza, Susan C Levine","doi":"10.1037/dev0001826","DOIUrl":"https://doi.org/10.1037/dev0001826","url":null,"abstract":"Children vary widely in their number knowledge by the time they enter kindergarten, and this variation is related to their future academic success. Although talk about number predicts children's early understanding of foundational number concepts, we know little about whether interventions can increase this talk nor about the types of number talk that are most beneficial to children's number understanding. The current project examines whether embedding number talk in goal-based stories leads to more robust number learning than providing the same numeric input outside of this context. Parent-child dyads (N = 71; child age = 3 years) were randomly assigned within their preintervention cardinal number understanding levels to one of three conditions: rich counting books (narrative and pictures involving a number goal), sparse counting books (text and pictures that provide opportunities to count and label the same cardinalities as in the rich condition but with no narrative), or nonnumerical control books that involve labeling colors of objects. Children's number knowledge was measured at pretest and at 2 and 4 weeks into the intervention. Findings showed that children randomized to rich counting book condition showed significantly greater cardinal number knowledge and counting skill by the final testing session compared to children in the sparse counting book condition and the color control book condition, which did not significantly differ from each other. Results have implications for the types of number talk that most effectively support children's number learning in the home environment and for the design of interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142337190","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

Ethical and epistemic costs of a lack of geographical and cultural diversity in developmental science. 发展科学缺乏地理和文化多样性的伦理和认识代价。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-09-30 DOI: 10.1037/dev0001841

Leher Singh, Dana Basnight-Brown, Bobby K Cheon, Rowena Garcia, Melanie Killen, Reiko Mazuka

引用次数: 0

Computational modeling approaches to emotional development. 情绪发展的计算建模方法。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-09-26 DOI: 10.1037/dev0001830

Andrea G Stein, Seth D Pollak

引用次数: 0

Childhood maltreatment, social connectedness, and depression: A prospective analysis of trajectories over time. 童年虐待、社会联系和抑郁症：对随时间变化的轨迹的前瞻性分析。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-09-26 DOI: 10.1037/dev0001836

Hang Heather Do, Cathy Spatz Widom

{"title":"Childhood maltreatment, social connectedness, and depression: A prospective analysis of trajectories over time.","authors":"Hang Heather Do, Cathy Spatz Widom","doi":"10.1037/dev0001836","DOIUrl":"https://doi.org/10.1037/dev0001836","url":null,"abstract":"Childhood maltreatment is associated with a range of negative social and psychological outcomes at different developmental stages. Using data from a prospective longitudinal study of the consequences of childhood maltreatment, we examine whether childhood maltreatment predicts lower levels of social connectedness and more depression symptoms over a 30-year time period and examine the directionality of the trajectories from childhood into middle adulthood. Children (ages 0-11 years) with documented histories of maltreatment and demographically matched controls were followed into adulthood across four waves: 1989-1995 (n = 1,196; Mage = 29.2 years, SD = 3.9), 2000-2002 (n = 896; Mage = 39.5 years, SD = 3.6), 2003-2005 (n = 808; Mage = 41.2 years, SD = 3.6), and 2009-2010 (n = 649; Mage = 47.0 years, SD = 3.5). Social connectedness and depressive symptoms were measured at all four time points. Random intercept cross-lagged panel models were used to estimate bidirectional relationships between social connectedness and depression symptoms and the extent to which the trajectories differed for the maltreated and control groups. Individuals with documented histories of childhood maltreatment generally had significantly lower levels of social connectedness and higher levels of depression compared to matched controls. Depression was associated with lower levels of social connectedness concurrently at ages 39, 41, and 47. Depression predicted lower social connectedness, and social connectedness predicted lower depression in middle adulthood, but not young adulthood. Better understanding of the long-term impact of childhood maltreatment on social connectedness and depression has implications for designing effective interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142337184","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 role of changes in peer victimization from elementary to high school and autonomic reactivity on adolescent reactive aggression. 从小学到高中，同伴受害情况的变化以及自律性反应对青少年反应性攻击的影响。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2024-09-26 DOI: 10.1037/dev0001840

Christina C Moore, Julie A Hubbard, Fanny Mlawer, Zachary Meehan, Megan Bookhout

{"title":"The role of changes in peer victimization from elementary to high school and autonomic reactivity on adolescent reactive aggression.","authors":"Christina C Moore, Julie A Hubbard, Fanny Mlawer, Zachary Meehan, Megan Bookhout","doi":"10.1037/dev0001840","DOIUrl":"https://doi.org/10.1037/dev0001840","url":null,"abstract":"The goals of the present study were to investigate links between changes in peer victimization from elementary to high school and adolescent reactive aggression (Goal 1), whether heightened autonomic nervous system (ANS) reactivity to social and nonsocial stress increases risk for adolescent reactive aggression (Goal 2), and whether increased ANS reactivity strengthens the association between changes in victimization and adolescent reactive aggression (Goal 3). Participants included 145 adolescents (Mage = 16; 54% female; 76% European American, 13% African American, 11% Latino American, 7% Asian American, 5% of mixed race or ethnicity; 60% with family incomes of $100,000 or greater). We collected self-report data in elementary (Time 1 [T1]); (Time 2 [T2]); middle (Time 3 [T3]); and high school (Time 4 [T4]) to assess victimization. At T4, we measured self-reported reactive and proactive aggression, and ANS reactivity (preejection period [PEP], respiratory sinus arrhythmia [RSA]) to peer rejection and nonsocial frustration. More positive victimization slope over time (meaning both less decreasing slopes and increasing slopes) predicted greater adolescent reactive, but not proactive aggression (Goal 1). Greater RSA augmentation to peer rejection and more PEP reactivity to nonsocial frustration predicted more reactive, but not proactive aggression (Goal 2). The link between victimization slope and reactive aggression emerged only for adolescents exhibiting RSA augmentation to peer rejection (marginal; Goal 3). (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142337191","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