British Journal of Developmental Psychology最新文献_第2页

Development and validation of a short form for the Raven's Coloured Progressive Matrices using a machine learning approach.

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2025-01-23 DOI: 10.1111/bjdp.12542

Charles Chiu Hung Yip, Terry Tin-Yau Wong, Brandon Hoi Dick Wong, Lucy Shih-Ju Hsu

引用次数: 0

Early markers of literacy and numeracy in Chinese children: The roles of counting and rapid automatized naming. 中国儿童识字和计算能力的早期标志：计数和快速自动命名的作用。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2025-01-21 DOI: 10.1111/bjdp.12546

Ruinan Sun, Li Yin, R Malatesha Joshi

{"title":"Early markers of literacy and numeracy in Chinese children: The roles of counting and rapid automatized naming.","authors":"Ruinan Sun, Li Yin, R Malatesha Joshi","doi":"10.1111/bjdp.12546","DOIUrl":"https://doi.org/10.1111/bjdp.12546","url":null,"abstract":"This study investigated the relationships between counting, Rapid Automatized Naming (RAN), and reading and arithmetic abilities in Chinese children at different developmental stages. Study 1 examined 51 kindergarteners (mean age 5.43 years) for character reading accuracy and arithmetic accuracy before formal schooling. Study 2 extended the investigation to 158 primary school children in Grades 1-3, assessing word and sentence reading fluency, arithmetic fluency, and associated cognitive factors. The findings from both studies revealed that RAN significantly predicts reading abilities across all age groups, with its importance increasing in older children. Counting was a crucial predictor for arithmetic skills, especially in early grades. While counting correlated with reading abilities in Chinese, it did not explain unique variance beyond RAN and phonological awareness. These results highlight differences across age groups in cognitive and academic skills, emphasizing the increasing role of RAN in both reading and arithmetic fluency as children progress through primary school. The study underscores the need for linguistically sensitive frameworks in education and suggests potential targets for early screening and intervention to enhance academic outcomes in Chinese children.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Moderating effect of attachment to parents on the association between bullying and self-esteem among early adolescents aged 10 to 12. 父母依恋对10 ~ 12岁青少年欺凌与自尊关系的调节作用。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2025-01-11 DOI: 10.1111/bjdp.12543

Raphaële Miljkovitch, Delphine de Terrasson, Sarah Awad, Aino E Sirparanta, Pascal Mallet

引用次数: 0

The role of theory of mind, group norms and intentionality in children's and adolescents' moral evaluations of a misinformer. 心理理论、群体规范和意向性在儿童和青少年误报者道德评价中的作用。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-12-23 DOI: 10.1111/bjdp.12544

Aqsa Farooq, Anna Adlam, Adam Rutland

{"title":"The role of theory of mind, group norms and intentionality in children's and adolescents' moral evaluations of a misinformer.","authors":"Aqsa Farooq, Anna Adlam, Adam Rutland","doi":"10.1111/bjdp.12544","DOIUrl":"https://doi.org/10.1111/bjdp.12544","url":null,"abstract":"Misinformation poses a significant threat to modern society. Children and adolescents, highly active on social media, are particularly vulnerable to encountering misinformation from peers. Assessing whether intentionality impacts moral evaluations of misinformers, considering age and group norms, is crucial. Theory of Mind (ToM) plays a key role in understanding false beliefs and intentions. In a study involving 266 UK-based children (8-11-years-old) and adolescents (12-15-years-old), participants evaluated a misinformer in a scenario involving a school competition. Deliberate misinformation led to harsher judgements and a higher likelihood of punishment. However, children tended to be more inclusive than adolescents regardless of intentionality. Adolescents with higher ToM believed in the misinformation less. Higher ToM correlated with harsher misinformer evaluations across the sample. These findings underscore the impact of intentionality, ToM and age on moral evaluations, suggesting that high ToM may mitigate positive feelings towards misinformers, potentially reducing misinformation acceptance.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142878612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Gender-stereotypical attribution of fear and fearlessness in preschool children. 学龄前儿童恐惧和无畏的性别刻板印象归因。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-12-18 DOI: 10.1111/bjdp.12539

Sofia Kelesidou, Fotini Bonoti, Georgios Abakoumkin, Plousia Misailidi

{"title":"Gender-stereotypical attribution of fear and fearlessness in preschool children.","authors":"Sofia Kelesidou, Fotini Bonoti, Georgios Abakoumkin, Plousia Misailidi","doi":"10.1111/bjdp.12539","DOIUrl":"https://doi.org/10.1111/bjdp.12539","url":null,"abstract":"Fear and fearlessness are two distinct emotional responses that can occur when a person faces a potentially dangerous situation. These responses seem to be linked to gender stereotypes (fearful female and fearless male). This study examines whether preschool children attribute fear and fearlessness stereotypically in relation to gender and whether their attributions vary as a function of age and gender. One hundred and twenty children (60 boys and 60 girls) aged 3, 4 and 5 years participated in this study. We examined children's gender-stereotypical performance through emotional scenarios and drawing tasks involving fear and fearlessness conditions. The results showed that children's performance was equally stereotypical in the two conditions. An age effect was found: children's gender stereotypical attributions increased with age. The results showed no differences in children's stereotypical performance in regards to their gender and task type (emotional scenarios and drawing tasks). The significance and implications of these findings are discussed in the context of gender-emotion stereotypes.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142848356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Three- but not 2-year-olds misinform others spontaneously in an interaction-based task. 三岁而不是两岁的孩子会自发地在一个基于互动的任务中误导他人。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-12-18 DOI: 10.1111/bjdp.12541

Mareike Klafka, Ulf Liszkowski

{"title":"Three- but not 2-year-olds misinform others spontaneously in an interaction-based task.","authors":"Mareike Klafka, Ulf Liszkowski","doi":"10.1111/bjdp.12541","DOIUrl":"https://doi.org/10.1111/bjdp.12541","url":null,"abstract":"One-year-olds spontaneously inform others, but less is known about the emergence of spontaneous misinforming. The current study investigated whether young children who spontaneously inform ignorant others also deliberately misinform others in matched uninstructed interactions. Conceptually, misinforming provides a convincing case for interaction-based, implicit false belief understanding. In a simplified, anticipatory and interactive paradigm, a protagonist puppet played with the child and an object and then hid the object in one of two boxes. When the protagonist was temporarily absent, either her friend or a competitor puppet searched for the hidden object. Children spontaneously joined the play and helped or hindered by informing or misinforming the puppets. Experiment 1 revealed that 2-year-olds spontaneously informed the friend. However, they did not selectively misinform the competitor. In order to exclude methodological biases and replicate previous findings, Experiment 2 tested 3-year-olds, confirming skills for spontaneous misinforming with the same paradigm. Findings reveal that informing, but not misinforming, is part of younger children's early spontaneous communication, which suggests a conceptual distinction in the use of communication and casts doubts on an interactive use of false belief understanding in early interactions.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142848358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Exploring the impact of the COVID-19 pandemic on the identity of trans and gender diverse youth. 探讨2019冠状病毒病大流行对跨性别和性别多元化青年认同的影响。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-12-18 DOI: 10.1111/bjdp.12536

Sydney Hainsworth, Russell B Toomey, Roberto L Abreu, Zhenqiang Zhao

{"title":"Exploring the impact of the COVID-19 pandemic on the identity of trans and gender diverse youth.","authors":"Sydney Hainsworth, Russell B Toomey, Roberto L Abreu, Zhenqiang Zhao","doi":"10.1111/bjdp.12536","DOIUrl":"https://doi.org/10.1111/bjdp.12536","url":null,"abstract":"During the COVID-19 pandemic, closure of schools and other public places changed the circumstances under which young people engaged in identity development. This qualitative study examines the impact of COVID-19 on the gender identity development of 295 transgender and gender diverse youth, ages 13-22. Responses to the open-ended question 'How has the COVID pandemic changed or affected your own understanding of your gender identity?' were analysed through thematic analysis. Findings revealed six major themes and nine subthemes: (a) time for identity development (self-reflection and self-realization, self-acceptance and self-worth and self-expression and experimentation), (b) no changes, (c) COVID-19-specific factors (masks help pass, limited expression/identity suppression and break from social pressures), (d) trans/non-binary visibility on online platforms (knowledge, connection and personal increased visibility), (e) increased confusion/pain and (f) unspecified but significant changes. Close to 30% of participants reported no change to their understanding of their gender identity. Of the participants who did report change, the most common theme was time for identity development (56.3%). This study indicates that the COVID-19 pandemic and lockdown had important, largely positive impacts on individuals' gender identity development.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142848354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Adolescents' perceptions of using likes, comments, and other reactions-A qualitative investigation. 青少年对使用喜欢、评论和其他反应的看法--定性调查。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-12-15 DOI: 10.1111/bjdp.12537

Gemma Rides, Helen Pote, Dawn Watling

引用次数: 0

Cognitive offloading bias in primary and secondary school students and its relationship with metacognitive monitoring. 中小学生的认知卸载偏差及其与元认知监控的关系。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-12-15 DOI: 10.1111/bjdp.12540

Jiayue Sun, Yanan Wang, Zunyun Hu, Yan Liu, Yan Sun

{"title":"Cognitive offloading bias in primary and secondary school students and its relationship with metacognitive monitoring.","authors":"Jiayue Sun, Yanan Wang, Zunyun Hu, Yan Liu, Yan Sun","doi":"10.1111/bjdp.12540","DOIUrl":"https://doi.org/10.1111/bjdp.12540","url":null,"abstract":"Individuals often use external aids to assist with information storage, a process known as cognitive offloading. Prior research has indicated that adults sometimes fail to utilize internal and external cognitive resources judiciously, resulting in cognitive offloading bias, which is often linked to metacognition. However, it remains experimentally unverified whether primary and secondary school students exhibit cognitive offloading bias and how this relates to metacognition. This study aimed to address these gaps. In Experiment 1, we examined cognitive offloading bias in primary and secondary school students (aged 7-15 years) using a word-pair memory task. The results revealed that primary school students tended to rely excessively on internal memory in comparison to the optimal strategy, while secondary school students leaned towards an overreliance on external reminders. In Experiment 2, we incorporated metacognitive judgements to explore the relationship between metacognition and cognitive offloading bias. Results indicated that the cognitive offloading bias observed in primary school students was linked to the accuracy of their metacognitive monitoring.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Self-concept clarity and envy as mediators between upward social comparison on social networking sites and subjective well-being. 自我概念清晰度和嫉妒是社交网站上向上社会比较与主观幸福感之间的中介。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-12-13 DOI: 10.1111/bjdp.12538

Xiang Niu, Li-Xing Gou, Ying Han, Xuan Zhou, Jin-Liang Wang

{"title":"Self-concept clarity and envy as mediators between upward social comparison on social networking sites and subjective well-being.","authors":"Xiang Niu, Li-Xing Gou, Ying Han, Xuan Zhou, Jin-Liang Wang","doi":"10.1111/bjdp.12538","DOIUrl":"https://doi.org/10.1111/bjdp.12538","url":null,"abstract":"The popularity of social networking sites increases opportunities for upward social comparison, potentially affecting individuals' subjective well-being. However, research on how this comparison impacts well-being's sub-components (i.e., positive affect, negative affect, and life satisfaction) is scarce. This study, based on social comparison theory and the full theoretical construct of subjective well-being, explores these relationships and their mechanisms. A total of 970 Chinese youth participants (Mage = 19.42 years, SD = 2.01) completed self-report measures. The results showed that the independent mediating effect of envy and the chain mediating effect of self-concept clarity and envy contributed to all three models. In addition, the independent mediating effect of self-concept clarity only contributed to the model for negative affect. This study emphasizes that the construct of envy mediates the effect of upward social comparison on the sub-components of subjective well-being and further demonstrates a strong impact of upward social comparison on negative affect.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142824568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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