Frontiers in Developmental Psychology最新文献

Change in prosocial development following adversity exposure among U.S. Mexican youth 美国墨西哥裔青少年遭遇逆境后的亲社会发展变化

Frontiers in Developmental Psychology Pub Date : 2024-05-15 DOI: 10.3389/fdpys.2024.1393252

Gustavo Carlo, Rebecca White, Alexandra Curlee, Jenn-Yun Tein, Roushanac Partovi, George Knight, Nancy Gonzales

{"title":"Change in prosocial development following adversity exposure among U.S. Mexican youth","authors":"Gustavo Carlo, Rebecca White, Alexandra Curlee, Jenn-Yun Tein, Roushanac Partovi, George Knight, Nancy Gonzales","doi":"10.3389/fdpys.2024.1393252","DOIUrl":"https://doi.org/10.3389/fdpys.2024.1393252","url":null,"abstract":"Altruistic prosocial behaviors (i.e., actions primarily intended to benefit others with little to no regard for self-benefit) are of special interest to researchers interested in growth in character strengths following exposure to adversity and trauma (referred to as the altruism-born-of-suffering hypothesis). The present study was designed to examine this hypothesis. Changes in prosocial behaviors following trauma exposure and whether problem-focused coping and familism facilitated prosocial behaviors were investigated in U.S. Mexican youth.A total of 749 Mexican-origin students (initial M age = 10.42 years, SD = 0.55; 48.9% girls) from the U.S. Southwest completed surveys from 5th grade to early adulthood.U.S. Mexican girls who reported earlier trauma exhibited increases in altruistic behaviors into young adulthood but only when they reported relatively high levels of familism values in middle adolescence. A similar trend pattern was found for U.S. Mexican boys but only when they expressed relatively high levels of problem-focused coping in middle adolescence. There was other evidence of significant relations between both familism and problem focused coping and prosocial behaviors in these youth.Findings demonstrate the potential for prosocial development across adolescence to young adulthood among trauma-exposed youth from a U.S. ethnic/racial minority background.","PeriodicalId":504972,"journal":{"name":"Frontiers in Developmental Psychology","volume":"45 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

YouTube for young children: what are infants and toddlers watching on the most popular video-sharing app? 幼儿的 YouTube：婴幼儿在最流行的视频共享应用程序上看什么？

Frontiers in Developmental Psychology Pub Date : 2024-05-14 DOI: 10.3389/fdpys.2024.1335922

Dahlia Henderson, Talia Bailes, Julie Sturza, Michael B. Robb, Jenny Radesky, Tiffany G. Munzer

{"title":"YouTube for young children: what are infants and toddlers watching on the most popular video-sharing app?","authors":"Dahlia Henderson, Talia Bailes, Julie Sturza, Michael B. Robb, Jenny Radesky, Tiffany G. Munzer","doi":"10.3389/fdpys.2024.1335922","DOIUrl":"https://doi.org/10.3389/fdpys.2024.1335922","url":null,"abstract":"Infants and toddlers engage with digital media about 1–3 h per day with a growing proportion of time spent on YouTube.Examined content of YouTube videos viewed by children 0–35.9 months of age and predictors of YouTube content characteristics.We completed a secondary analysis of data from the 2020 Common Sense “YouTube and Kids” study. Parents were surveyed about demographics and YouTube viewing history. We developed a novel coding scheme to characterize educational quality and comprehension-aiding approaches (i.e., labels, pacing) in 426 videos watched by 47 children. Videos were previously coded for violence and consumerism. Bivariate analyses compared video-level predictors of higher quality educational content. Multivariable analyses examined child and family predictors of YouTube video content, adjusted for FDR.Only 19% of videos were age-appropriate, 27% were slow paced, 27% included physical violence, and 48% included consumerism. The game genre was associated with faster pace, more physical violence, more scariness, and more consumerism vs. all other videos. The informational genre was associated with more learning goals, slower pace, and less physical violence vs. all other videos. Child age 0–11.9 months vs. 24–35.9 months was associated with more age-inappropriate and violent content.Physical violence and consumerism were prevalent among YouTube videos viewed by this sample, with infants being exposed to more age-inappropriate and violent content compared with toddlers. Caregivers may wish to select videos in the informational genre which tended to include more high-quality indicators and avoid gaming videos and monitor young infant video content.","PeriodicalId":504972,"journal":{"name":"Frontiers in Developmental Psychology","volume":"19 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140979542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Infant action understanding: the roles of active training and motor development 婴儿动作理解：主动训练和运动发展的作用

Frontiers in Developmental Psychology Pub Date : 2024-05-13 DOI: 10.3389/fdpys.2024.1349031

Haerin Chung, Courtney A. Filippi, Amanda L. Woodward

引用次数: 0

I think therefore I learn: metacognition is a better predictor of school readiness than executive functions 我思故我学：元认知比执行功能更能预测入学准备情况

Frontiers in Developmental Psychology Pub Date : 2024-05-09 DOI: 10.3389/fdpys.2024.1332358

Elizabeth Dutemple, Carlye Brokl, Diane Poulin-Dubois

{"title":"I think therefore I learn: metacognition is a better predictor of school readiness than executive functions","authors":"Elizabeth Dutemple, Carlye Brokl, Diane Poulin-Dubois","doi":"10.3389/fdpys.2024.1332358","DOIUrl":"https://doi.org/10.3389/fdpys.2024.1332358","url":null,"abstract":"Previous research suggests that metacognition (the knowledge and skills related to knowledge acquisition) and executive functions (skills needed to plan and execute goals) are possible predictors of academic performance, including math and reading abilities. This study sought to clarify the relationship between school readiness and these abilities. A visual identification task was used to measure preschool children's metacognitive skills, specifically their ability to monitor their confidence on their answers (explicit) and ability to ask for a clue only when necessary (implicit). Response time to answering was also measured to obtain a non-verbal implicit measure of metacognition. Executive functions were measured using the Flanker and Dimensional Change Card Sorting (DCCS) tasks from the NIH toolbox. It was hypothesized that both metacognition and executive functions would predict school readiness and that implicit metacognitive skills would be more highly related to school readiness than explicit skills. A hierarchical linear regression was run with age and sex as control variables, and with executive function and metacognition (implicit and explicit) as predictors. Results indicated that both implicit and explicit metacognition remained significant predictors of school readiness scores beyond age and sex. In addition, we found correlations between explicit metacognition and executive functions and a relationship between response time and explicit metacognitive skill. Results highlight the importance of early metacognitive abilities beyond other cognitive skills and the importance of being able to effectively use metacognitive strategies from a young age. The implications relating to academic abilities are discussed.","PeriodicalId":504972,"journal":{"name":"Frontiers in Developmental Psychology","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Statistical learning and mathematics knowledge: the case of arithmetic principles 统计学习与数学知识：算术原理案例

Frontiers in Developmental Psychology Pub Date : 2024-05-03 DOI: 10.3389/fdpys.2024.1370028

Hyun Young Cho, Marina Vasilyeva, Elida V Laski

引用次数: 0