British Journal of Developmental Psychology最新文献_第4页

Satisfying personal preference or being considerate? The protagonist's preference matters in children's evaluation of social mindfulness 满足个人喜好还是考虑周全？主人公的偏好对儿童社会正念的评价有影响。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-08-08 Epub Date: 2026-02-04 DOI: 10.1111/bjdp.70036

Dandan Li, Lu Zang, Xin Zhao

{"title":"Satisfying personal preference or being considerate? The protagonist's preference matters in children's evaluation of social mindfulness","authors":"Dandan Li, Lu Zang, Xin Zhao","doi":"10.1111/bjdp.70036","DOIUrl":"10.1111/bjdp.70036","url":null,"abstract":"Children around ages 5–6 begin valuing social mindfulness, where one leaves a diverse choice for others when selecting an item for themselves. This study investigated how Han Chinese 4- to 9-year-olds and adults may consider protagonists' preference (unknown, preferring the unique, or identical items) in their evaluations of socially mindful actions. Results show that, with age, children increasingly rate leaving a choice as nicer, both when the protagonist's preference is unknown and for the unique item. However, when the protagonist prefers identical items, neither children nor adults differentially evaluate between leaving a choice or not. Additionally, children become increasingly sensitive to the costs associated with preferences when evaluating mindful actions. They increasingly evaluated high-cost actions (sacrificing one's preferred item) most favourably, followed by unknown-cost actions, and low-cost actions (when preference aligns with leaving a choice) least favourably. These findings highlighted children's growing ability to integrate complex understandings of preference and cost into social evaluations.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 3","pages":"603-620"},"PeriodicalIF":1.8,"publicationDate":"2026-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146121113","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

A systematic review of school-based interventions to promote digital resilience in children 对以学校为基础的促进儿童数字适应能力的干预措施进行系统审查。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-08-08 Epub Date: 2026-02-18 DOI: 10.1111/bjdp.70038

Georgina C. Halliwell, Sarah E. Rose, Richard Cooke, Daniel Herron

{"title":"A systematic review of school-based interventions to promote digital resilience in children","authors":"Georgina C. Halliwell, Sarah E. Rose, Richard Cooke, Daniel Herron","doi":"10.1111/bjdp.70038","DOIUrl":"10.1111/bjdp.70038","url":null,"abstract":"This systematic review investigates the novel concept of digital resilience, how school-based interventions address this and the extent to which they are effective. Four databases were searched and 15 interventions meeting the inclusion criteria were identified. Quality was assessed using the Mixed Methods Appraisal Tool, study data were extracted, and behaviour change techniques were coded. Recognition of online risks was taught effectively across most interventions and management of online risks had some coverage which was mostly effective. However, few interventions included the teaching of recovery from online risks, and this was rarely assessed as an outcome measure. Therefore, future interventions and curricula should aim to have a greater focus on digital resilience in its entirety in which children can recognize and manage online risks and go on to recover following exposure to online risks.\u0000 \u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture>\u0000 </div>\u0000 </figure>\u0000 ","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 3","pages":"621-640"},"PeriodicalIF":1.8,"publicationDate":"2026-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146222061","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

Children in Multicultural Malaysia Prefer Their Ingroup Over an Outgroup but Imitate Indiscriminately 多元文化马来西亚的儿童更喜欢他们的内群体而不是外群体，但不加选择地模仿。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-08-08 Epub Date: 2026-04-10 DOI: 10.1111/bjdp.70047

Rachel Y. Chin, Daniel B. M. Haun, Pei Jun Woo, Frankie T. K. Fong

{"title":"Children in Multicultural Malaysia Prefer Their Ingroup Over an Outgroup but Imitate Indiscriminately","authors":"Rachel Y. Chin, Daniel B. M. Haun, Pei Jun Woo, Frankie T. K. Fong","doi":"10.1111/bjdp.70047","DOIUrl":"10.1111/bjdp.70047","url":null,"abstract":"This study scrutinised whether children's imitative tendency varied depending on the model's ethnicity in a multicultural nation, Malaysia. 123 Malaysian Chinese and Malay children aged four to six were shown how to complete two goal-oriented, tool-use tasks using either an inefficient but normative method or an efficient alternative. One-third of the children watched a demonstration by an ingroup model (Malaysian Chinese/Malay), another one-third watched a more-familiar outgroup model (a Westerner/White individual) and the remaining watched a less-familiar outgroup model (African). Children were also asked to rate their preference for each model and the models' knowledge of Malaysia. Children were equivalently likely to copy the inefficient tool use regardless of the model type, despite having a stronger preference and perceived model knowledge for their ingroup model. We also observed unexpected imitative patterns in a quarter of our sample. Our findings offered insights into the importance of considering cultural contexts when studying children's social learning.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 3","pages":"724-739"},"PeriodicalIF":1.8,"publicationDate":"2026-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.70047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147647501","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

Faces and phases of epistemic curiosity in science learning: A longitudinal study 科学学习中认识性好奇心的面孔和阶段：一项纵向研究。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-08-08 Epub Date: 2026-03-22 DOI: 10.1111/bjdp.70041

Susanne Koerber, Christopher Osterhaus

{"title":"Faces and phases of epistemic curiosity in science learning: A longitudinal study","authors":"Susanne Koerber, Christopher Osterhaus","doi":"10.1111/bjdp.70041","DOIUrl":"10.1111/bjdp.70041","url":null,"abstract":"Curiosity is central to children's development, particularly in science learning. This longitudinal study examines how epistemic curiosity, overall and its subtypes I-type and D-type, predicts scientific reasoning and science (physics) knowledge at the start (Grade 1) and end (Grades 3–4) of primary school, beyond prior knowledge and cognitive abilities. Parents of 122 children (mean age 6.12 years) completed an 11-item curiosity questionnaire. Scientific reasoning and science knowledge were assessed with standardized inventories and a 25-item physics test. Overall curiosity predicted early reasoning, whereas I-type curiosity predicted later science knowledge. These findings highlight that curiosity has distinct faces and phases: I-type and D-type operate differently at different developmental time points. Fostering both types supports multiple aspects of science competence.\u0000 \u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture>\u0000 </div>\u0000 </figure>\u0000 ","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 3","pages":"657-670"},"PeriodicalIF":1.8,"publicationDate":"2026-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.70041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147500552","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

Why do children and adults believe others apologize? 为什么儿童和成人相信别人会道歉？

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-08-08 Epub Date: 2025-12-24 DOI: 10.1111/bjdp.70032

Ju-eun Oh, Kyong-sun Jin

{"title":"Why do children and adults believe others apologize?","authors":"Ju-eun Oh, Kyong-sun Jin","doi":"10.1111/bjdp.70032","DOIUrl":"10.1111/bjdp.70032","url":null,"abstract":"Apologies are a fundamental social mechanism for repairing harm and maintaining relationships, yet little is known about how individuals infer the motives behind them. This study examined how 5- to 6-year-old children (N = 64, 48.4% female; all participants were Korean) and adults (N = 132, 52.3% female; all Korean) attribute motives to wrongdoers' apologies, focusing on internal motives (guilt, shame) and external motives (relational concern, avoidance of punishment). Participants were presented with stories in which a wrongdoer caused either intentional harm (intentional-harm condition) or accidental harm (accidental-harm condition), apologized to the victim and then rated why the wrongdoer apologized based on four possible motives. Children primarily attributed relational concern to apologizers, viewing apologies as behaviours aimed at maintaining social relationships. They endorsed both relational concern and punishment avoidance more strongly for apologies following intentional rather than accidental harm. Adults endorsed a broader range of motives, most strongly attributing guilt to apologizers. Their responses varied by harm intentionality, showing stronger attributions of guilt for accidental harm and stronger attributions of punishment avoidance for intentional harm. These findings reveal developmental and contextual differences in how individuals understand the motives underlying apologies.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 3","pages":"540-552"},"PeriodicalIF":1.8,"publicationDate":"2026-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145822173","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

Examining associations between foundational and complex mathematics skills in people with Down syndrome and typically developing children 研究唐氏综合症患者和正常发育儿童的基础和复杂数学技能之间的联系。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-08-08 Epub Date: 2026-01-23 DOI: 10.1111/bjdp.70034

Su Morris, Emily K. Farran, Katie A. Gilligan-Lee

{"title":"Examining associations between foundational and complex mathematics skills in people with Down syndrome and typically developing children","authors":"Su Morris, Emily K. Farran, Katie A. Gilligan-Lee","doi":"10.1111/bjdp.70034","DOIUrl":"10.1111/bjdp.70034","url":null,"abstract":"Acquiring mathematical competence is essential to independent living. In this study, we investigated the mathematics profile in young people with Down syndrome (DS), and the relations between foundational and more complex mathematics skills. The final sample included 33 participants with DS (58% male, 10.2–31.9 years) and a typically developing (TD) group matched on non-verbal mental age (N = 33, 58% male, 4.5–6.5 years). Participants completed mathematics tasks assessing symbolic number, non-symbolic number, arithmetic, reasoning and geometry. We found that performance was similar on measures of reasoning, non-symbolic number skills and geometry; however, people with DS showed a relative weakness in symbolic number skills and a relative strength in arithmetic. Associations between foundational skills and more complex mathematics also differed somewhat between groups. These differences may reflect the ongoing role of non-symbolic skills for mathematics in people with DS and perhaps the use of more complex strategies in typically developing children.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 3","pages":"573-589"},"PeriodicalIF":1.8,"publicationDate":"2026-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.70034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146042194","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

Susceptibility of ADHD children to memory error production on a DRM task ADHD儿童在DRM任务中产生记忆错误的易感性。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-08-08 Epub Date: 2025-12-01 DOI: 10.1111/bjdp.70031

Pierre Martin, Mario Speranza, Fabienne Colombel

{"title":"Susceptibility of ADHD children to memory error production on a DRM task","authors":"Pierre Martin, Mario Speranza, Fabienne Colombel","doi":"10.1111/bjdp.70031","DOIUrl":"10.1111/bjdp.70031","url":null,"abstract":"This study investigates whether children with attention deficit/hyperactivity disorder (ADHD) are more susceptible to false memory production compared to typically developing children. We interpret the results within the framework of major false memory theories. A total of 28 children with ADHD and 27 typically developing children participated. All completed intellectual and executive function assessments, including the Wechsler Intelligence Scale and the inhibition subtest of the NEPSY-II, and performed a free recall Deese-Roediger-McDermott (DRM) task adapted for children. This DRM task measured correct recall, false recall (i.e., critical lures), and extra-list intrusions. Participants also rated their confidence in their responses. A significant interaction was observed between group and response type. Children with ADHD recalled fewer correct words and produced more false memories than typically developing children. Lower inhibition scores correlated with higher false memory rates. However, both groups showed greater confidence in their correct responses than in their false memories. These findings suggest that inhibition impairment in children with ADHD may affect source monitoring, leading to a higher susceptibility to false memory. These results align with activation-based theories of false memories.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 3","pages":"525-539"},"PeriodicalIF":1.8,"publicationDate":"2026-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145649972","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

Individual differences in empathy-related responses in early childhood: A person-centred approach 幼儿共情相关反应的个体差异：以人为本的方法。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-08-08 Epub Date: 2026-03-26 DOI: 10.1111/bjdp.70042

Johannes Bullinger, Natalie Christner, Radu Urian, Christina M. Kellermann, Seleste Beaulieu, Nikolaus Steinbeis, Kristen A. Dunfield, Markus Paulus

{"title":"Individual differences in empathy-related responses in early childhood: A person-centred approach","authors":"Johannes Bullinger, Natalie Christner, Radu Urian, Christina M. Kellermann, Seleste Beaulieu, Nikolaus Steinbeis, Kristen A. Dunfield, Markus Paulus","doi":"10.1111/bjdp.70042","DOIUrl":"10.1111/bjdp.70042","url":null,"abstract":"Empathy is vital for social development in early childhood. This study investigates the empathy-related behaviours of 362 German and Canadian children (49.72% girls) aged 3 to 6 years (M = 60.65 months; SD = 11.43 months), focusing on responses to emotional distress. Using latent profile analysis, a person-centred approach, we identified four profiles with distinct empathy-related response patterns: prosocial, empathic, self-distressed and uninvolved. To further delineate these profiles, we examined associations between profile membership and social–cognitive and social–emotional competencies. Results suggest that temperamental surgency and moral self-concept differed across profiles. Self-distressed children were rated lower in surgency compared with other profiles, and prosocial children had higher moral self-concept than uninvolved children. Descriptively, profiles differed in emotion comprehension, with no significant post-hoc differences, whereas Theory of Mind and inhibitory control did not differ between profiles. These results provide novel insights into the complex interplay of factors associated with children's reactions to emotional distress, enhancing our understanding of empathy development and informing future research directions.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 3","pages":"671-688"},"PeriodicalIF":1.8,"publicationDate":"2026-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.70042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147522702","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

Developmental changes in the efficiency of attentional networks in very preterm children during the transition from preschool to school 从学前班到学前班过渡期间，早产儿注意网络效率的发展变化。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-08-08 Epub Date: 2026-04-12 DOI: 10.1111/bjdp.70046

Tamara Walczak-Kozłowska, Aleksandra Mańkowska, Michał Harciarek

引用次数: 0

The network and core dimensions of individual emotion regulation competency in late adolescence: A study based on longitudinal network analysis 青少年后期个体情绪调节能力的网络与核心维度：基于纵向网络分析的研究。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-08-08 Epub Date: 2026-04-05 DOI: 10.1111/bjdp.70044

Fangfang Long, Qingyun Xu, Shienyu Fei, Peibing Liu, Hua Wei

{"title":"The network and core dimensions of individual emotion regulation competency in late adolescence: A study based on longitudinal network analysis","authors":"Fangfang Long, Qingyun Xu, Shienyu Fei, Peibing Liu, Hua Wei","doi":"10.1111/bjdp.70044","DOIUrl":"10.1111/bjdp.70044","url":null,"abstract":"Adolescents often exhibit significant emotional fluctuations. However, it remains unclear how the emotion regulation competencies of individuals in late adolescence evolve and the temporal relationships of their constituent elements. To explore the temporal changes in the network of emotion regulation competency and its core dimensions in late adolescents, this study conducted two follow-up surveys from November 2023 to May 2024, with a 6-month interval. Ultimately, valid data from 450 non-graduating high school students in China (Mage = 16.77, SD = .68) were analysed using longitudinal network analysis. The results indicate that although the overall mean scores slightly improved, the network structure and global strength remained stable over time. Centrality analysis indicates that Negative-Controlling experience is consistently the core dimension of the emotion regulation competency network in late adolescence, while Negative-Inhibiting behaviour serves as a key bridging dimension connecting the positive and negative sub-networks. Moreover, the importance of positive and negative emotion regulation competencies in the network is comparable, and their relative roles remain stable over time. These findings clarify the core and key bridging dimensions of the emotion regulation competency network in late adolescence and emphasize its cross-time stability.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 3","pages":"708-723"},"PeriodicalIF":1.8,"publicationDate":"2026-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624663","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