British Journal of Developmental Psychology最新文献_第10页

Exploring the relationship between personality traits and locus of control in early adolescence. Does gender play a role? 探索青春期早期人格特质与控制欲之间的关系。性别是否起作用？

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-03-19 DOI: 10.1111/bjdp.12483

Sara Filipiak, Beata Łubianka

引用次数: 0

I help, therefore, I am? – A registered report on longitudinal inter-relations of the three-dimensional moral self-concept and prosocial behaviours in preschool children 我帮助，所以我是？- 学龄前儿童三维道德自我概念与亲社会行为的纵向相互关系注册报告。

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-03-14 DOI: 10.1111/bjdp.12481

Lena Söldner, Markus Paulus

{"title":"I help, therefore, I am? – A registered report on longitudinal inter-relations of the three-dimensional moral self-concept and prosocial behaviours in preschool children","authors":"Lena Söldner, Markus Paulus","doi":"10.1111/bjdp.12481","DOIUrl":"10.1111/bjdp.12481","url":null,"abstract":"Children's moral self-concept (MSC) has been proposed to relate to prosocial behaviour. However, systematic assessments of their inter-relations are scarce. Therefore, this longitudinal study investigated the development, structure and inter-relation of prosocial behaviours and the MSC in childhood, using three measurement points at ages 4, 5 and 6 years. We assessed children's MSC and helping, sharing and comforting behaviours in a laboratory setting. Confirmatory factor analyses revealed a three-dimensional MSC structure at 5 and 6 years, but not at 4 years. There was inconsistent stability across time points regarding prosocial behaviour and MSC. For the comforting domain, but not the other domains, cross-lagged relations between self-concept and behaviour were present. Moreover, helping behaviour and self-concept were inter-related at 6 years. Results provide support for reciprocal associations between MSC and prosocial behaviour, albeit only in the comforting domain. They highlight the importance of distinguishing between types of prosocial behaviour and corresponding dimensions of the self-concept, as different developmental trajectories and associations emerge.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 2","pages":"257-284"},"PeriodicalIF":2.3,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12481","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140121366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Causal effect of parental reading on later development of children: Demonstrating a Bayesian approach 父母阅读对儿童日后发展的因果效应：展示贝叶斯方法。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-03-12 DOI: 10.1111/bjdp.12482

Kazuo Shigemasu, Masanori Kono, Shun Ikemoto, Hideo Akabayashi

{"title":"Causal effect of parental reading on later development of children: Demonstrating a Bayesian approach","authors":"Kazuo Shigemasu, Masanori Kono, Shun Ikemoto, Hideo Akabayashi","doi":"10.1111/bjdp.12482","DOIUrl":"10.1111/bjdp.12482","url":null,"abstract":"This study examined the relationship between early parental treatment, specifically reading to young children and later cognitive development with a Bayesian perspective. Previous research established a positive link between parental reading to infants and their cognitive development, such as receptive vocabulary, reading comprehension and motivation to read. Using data from the Millennium Cohort Study, this study analysed individuals aged 9 months to 14 years to investigate the effects of early reading to young children on nine cognitive variables. Bayesian statistical analysis controlled for pre-existing differences and covariates to establish a causal association between reading and cognitive development. The results indicated that reading to infants and toddlers positively impacted their cognitive development beyond reading skills. These findings demonstrate the usefulness of the Bayesian approach in determining scientific significance and underscore the importance of early literacy interventions in promoting cognitive development.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 3","pages":"293-304"},"PeriodicalIF":2.6,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12482","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140102814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

White American transgender adults' retrospective reports on the social and contextual aspects of their gender identity development 美国白人变性成年人对其性别认同发展的社会和环境方面的回顾性报告。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-03-06 DOI: 10.1111/bjdp.12480

Emily Herry, S. M. Rodan, Madeline Martin, Mariam M. Sanjak, Kelly Lynn Mulvey

{"title":"White American transgender adults' retrospective reports on the social and contextual aspects of their gender identity development","authors":"Emily Herry, S. M. Rodan, Madeline Martin, Mariam M. Sanjak, Kelly Lynn Mulvey","doi":"10.1111/bjdp.12480","DOIUrl":"10.1111/bjdp.12480","url":null,"abstract":"A growing body of research has attended to the experiences of transgender and gender non-conforming (TGN) youth's gender identity development. However, practical and ethical concerns have impeded our ability to understand the experiences of TGN youth. Thus, the aim of this study was to utilize one-on-one semi-structured interviews to explore White American TGN adults' (N = 15) retrospective accounts of their gender identity development in childhood and adolescence. Findings demonstrate considerable heterogeneity in TGN adults' retrospective accounts of their gender identity development. However, TGN adults consistently highlighted the role of social (e.g. friends, family and teachers) and contextual (e.g. online, offline, educational and geographical) factors in their gender identity journeys. This study provides new insight into the role of social and contextual factors in TGN adults' retrospective accounts of their gender identity development, demonstrating the importance of continuing to examine these factors in gender diversity research.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"43 2","pages":"233-249"},"PeriodicalIF":2.6,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12480","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140040827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Picture book reading improves children's learning understanding 绘本阅读提高了儿童的学习理解能力。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-02-28 DOI: 10.1111/bjdp.12479

Zhenlin Wang, Yihan Shao

{"title":"Picture book reading improves children's learning understanding","authors":"Zhenlin Wang, Yihan Shao","doi":"10.1111/bjdp.12479","DOIUrl":"10.1111/bjdp.12479","url":null,"abstract":"Mental state reasoning is an integral part of children's teaching and learning understanding. This study investigated whether a picture book reading approach focusing on mental state discourse and contrasting perspectives in a preschool classroom setting would improve children's teaching and learning understanding and school readiness. In total, 104 children from four classrooms aged between 46 and 64 months (53 girls, M = 54.03 months, SD = 3.68) participated in the study. Half of the classrooms were randomly assigned to an experimental group where teachers read picture books rich in mental state discourse and engaged in intensive discussions with children for eight weeks. Children's false belief understanding and teaching and learning understanding were measured before and after the eight-week period. The result revealed that picture book reading improved children's learning understanding with a medium effect size, controlling for demographic variables, children's verbal ability, inhibition, and initial false belief understanding. The experimental group children further demonstrated more advanced school readiness 18 months after the intervention ended in a follow-up study using a teacher questionnaire.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"43 1","pages":"12-35"},"PeriodicalIF":2.6,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12479","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139984517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Media exposure and preschoolers' social-cognitive development 媒体接触与学龄前儿童的社会认知发展

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-02-26 DOI: 10.1111/bjdp.12478

Jan Lenhart, Tobias Richter

{"title":"Media exposure and preschoolers' social-cognitive development","authors":"Jan Lenhart, Tobias Richter","doi":"10.1111/bjdp.12478","DOIUrl":"10.1111/bjdp.12478","url":null,"abstract":"Exposure to narratives may have beneficial effects on children's social-cognitive development because narratives provide information about the social world and often require social understanding for story comprehension. In the current study, we examined the influence of narratives presented via different media (books, audiobooks, TV/films) on theory-of-mind performance and mental verb comprehension in a sample of 114 three- to six-year-old preschool children. Parents' reports on the number of (children's) books at home, the overall duration of TV/film and audio media exposure, the frequency of shared book reading, watching children's TV/films and audiobook listening, and parent–child discussions about media content were collected. Children's theory-of-mind performance and mental verb comprehension were measured as dependent variables. When gender, age, language skills and parental education were controlled, only the number of children's books, shared book reading frequency, audio-media exposure and audiobook usage significantly predicted children's theory-of-mind scores. None of the media exposure or the parent–child discussion variables had significant incremental effects above the family and child characteristics on mental verb comprehension.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 2","pages":"234-256"},"PeriodicalIF":2.3,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12478","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139967465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From mindreading to originality: Exploring the relationship between Theory of Mind and Creativity across the lifespan 从读心术到独创性：探索心智理论与创造力在整个生命周期中的关系。

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-02-21 DOI: 10.1111/bjdp.12476

Vassiliki Beloyianni, Dimitrios Zbainos, Maria-Paraskevi Karagianni

{"title":"From mindreading to originality: Exploring the relationship between Theory of Mind and Creativity across the lifespan","authors":"Vassiliki Beloyianni, Dimitrios Zbainos, Maria-Paraskevi Karagianni","doi":"10.1111/bjdp.12476","DOIUrl":"10.1111/bjdp.12476","url":null,"abstract":"In the previous psychoeducational literature, many theorists have argued that creativity and originality require the ability to make predictions and assumptions regarding other individuals' ideas. Thus, it has been widely hypothesized that social cognition and theory of mind (ToM) might be a fundamental component or even a prerequisite of creativity. Despite their common grounds, the empirical evidence examining the potential link between ToM and creative thinking throughout their development seems to be indirect, limited, and fragmented. In this respect, this scoping review aimed to collect and synthesize the existing knowledge about the relationship between ToM and creativity at different ages to identify significant literature gaps and generate updated research questions that might guide future research. The search process led to the inclusion, analysis, and collation of 6 relevant studies only, indicating that this research topic has been poorly investigated. Results demonstrated that ToM and creativity are strongly correlated even after partialling out significant mediators, such as age and intelligence. Such a strong association should be further investigated and explained.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 2","pages":"215-233"},"PeriodicalIF":2.3,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12476","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139914019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Episodic future thinking and delay of gratification in children: Is imagining reward pay-off helpful? 儿童的偶发未来思维和延迟满足：想象回报是否有用？

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-02-20 DOI: 10.1111/bjdp.12477

Ciarán Canning, Teresa McCormack, Eirinn Clifford, Ciara Donnelly, Erinn Duffy, Samuel Hickland, Agnieszka J. Graham

{"title":"Episodic future thinking and delay of gratification in children: Is imagining reward pay-off helpful?","authors":"Ciarán Canning, Teresa McCormack, Eirinn Clifford, Ciara Donnelly, Erinn Duffy, Samuel Hickland, Agnieszka J. Graham","doi":"10.1111/bjdp.12477","DOIUrl":"10.1111/bjdp.12477","url":null,"abstract":"Previous studies have failed to show an effect of episodic future thinking (EFT) on children's delay of gratification (DoG), contrasting strikingly with adult findings. Recent findings from a sample of 8–11-year-old children by Canning et al. (J. Exp. Child Psychol., 228, 2023, 105618) indicate that EFT cueing is not effective compared to a no-cue control even when it is reward related. Canning et al. suggest children's DoG performance, unlike that of adults, may be negatively affected by the cognitive load of cueing, but this leaves unexplained why EFT reward-related cueing produced significantly better performance than cueing that did not involve EFT in their study. The current study attempted to further delineate the importance of linking future thinking cues to rewards. A reward-related EFT condition was compared to a reward-unrelated EFT condition and a no-cue control on a delay choice task. No significant differences were observed between the three conditions. This suggests that even reward-related future thinking is ineffective at improving children's delayed gratification. Further research is needed to determine why children struggle to benefit from EFT cues.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 2","pages":"285-291"},"PeriodicalIF":2.3,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12477","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139906917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Zoti's Social Toolkit: Developing and piloting novel animated tasks to assess emotional understanding and conflict resolution skills in childhood 佐蒂的社交工具包：开发和试用新颖的动画任务，以评估儿童的情绪理解和冲突解决技能。

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-02-07 DOI: 10.1111/bjdp.12475

Vanessa Lloyd-Esenkaya, Ailsa J. Russell, Michelle C. St Clair

引用次数: 0

Older adults' name–face association learning is facilitated for names with high-frequency first syllables 老年人的姓名-面孔联想学习对具有高频首音节的姓名有促进作用。

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-01-21 DOI: 10.1111/bjdp.12474

Bianca A. Headen, Lori E. James

引用次数: 0