British Journal of Developmental Psychology最新文献_第5页

Preliminary development of a brief parent-report gender identity alignment/distress screener for children. 初步开发了家长报告的儿童性别认同调整/压力筛选器。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-07-22 DOI: 10.1111/bjdp.12510

Matthew A Diemer, Amy Hillier, Steven C Marcus

{"title":"Preliminary development of a brief parent-report gender identity alignment/distress screener for children.","authors":"Matthew A Diemer, Amy Hillier, Steven C Marcus","doi":"10.1111/bjdp.12510","DOIUrl":"https://doi.org/10.1111/bjdp.12510","url":null,"abstract":"This research develops a brief, and preliminary, parent-report screener to assess gender identity alignment/distress in children. The increasing prevalence of children not identifying with their sex at birth, the length and outdated language of existing gender identity measures, and the need to assess gender identity among children (as opposed to adolescent/adult measures) motivate a screener. A survey containing 14 items from existing instruments was administered to a diverse set of 1110 parents of children ages 3-12. Exploratory and confirmatory factor analyses, followed by multiple indicators and multiple causes (MIMIC) modelling, were used to develop a 5-item, unidimensional screener that may assess gender identity alignment/distress. The screener may be suitable to identify children who experience misalignment between their gender and sex assigned at birth and parents or children for whom this misalignment causes distress. These families may benefit from additional resources and conversations between paediatric staff and children about their gender identity, including education for parents, and/or referrals for specialty care. Future research should further streamline and validate this preliminary screener, examine its convergence with gender identity and distress measures and explore including children's perspectives.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141735624","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

Unlocking narratives: Longitudinal associations between theory of mind and reading comprehension 解锁叙事：思维理论与阅读理解之间的纵向联系。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-07-22 DOI: 10.1111/bjdp.12514

Christopher Osterhaus, Serena Lecce, Susanne Koerber

引用次数: 0

Feedback and observational learning differ in effectiveness during category learning in early school aged children and adults 在学龄前儿童和成人的类别学习过程中，反馈学习和观察学习的效果不同。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-07-16 DOI: 10.1111/bjdp.12509

Zhongying Li, Tengfeng Huang, Carol A. Seger, Zhiya Liu

{"title":"Feedback and observational learning differ in effectiveness during category learning in early school aged children and adults","authors":"Zhongying Li, Tengfeng Huang, Carol A. Seger, Zhiya Liu","doi":"10.1111/bjdp.12509","DOIUrl":"10.1111/bjdp.12509","url":null,"abstract":"When learning new categories, do children benefit from the same types of training as adults? We compared the effects of feedback-based training with observational training in young adults (ages 18–25) and early school aged children (ages 6–7) across two different multimodal category learning tasks: conjunctive rule based and information integration. We used multimodal stimuli that varied across a visual feature (rotation speed of the “planet” stimulus) and an auditory feature (pitch frequency of a pure tone stimulus). We found an interaction between age and training type for the rule-based category task, such that adults performed better in feedback training than in observational training, whereas training type had no significant effect on children's category learning performance. Overall adults performed better than children in learning both the rule based and information integration category structures. In information integration category learning, feedback versus observational training did not have a significant effect on either adults' or children's category learning. Computational modelling revealed that children defaulted to univariate rules in both tasks. The finding that children do not benefit from feedback training and can learn successfully via observational learning has implications for the design of educational interventions appropriate for children.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 4","pages":"495-510"},"PeriodicalIF":2.6,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12509","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141621789","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

Training kindergarten children on learning from their mistakes 培训幼儿园儿童从错误中学习。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-07-08 DOI: 10.1111/bjdp.12508

Ebru Ger, Claudia M. Roebers

引用次数: 0

Categorization of second language accents by bilingual and multilingual listeners 双语和多语听者对第二语言口音的分类。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-06-27 DOI: 10.1111/bjdp.12506

Georgios P. Georgiou

{"title":"Categorization of second language accents by bilingual and multilingual listeners","authors":"Georgios P. Georgiou","doi":"10.1111/bjdp.12506","DOIUrl":"10.1111/bjdp.12506","url":null,"abstract":"This study examines how listeners categorize second language (L2) accents and how their linguistic background affects this categorization. Ninety-eight adult bilingual and multilingual Greek listeners categorized accents in a familiar (British English)–unfamiliar (Australian English) L2 accent condition. Data were collected through an online survey and analysed using binomial mixed-effects models and signal detection analysis. The results demonstrated that both bilinguals and multilinguals exhibited low performance in the task, potentially due to their decreased familiarity with the Australian English accent and the fact that the two accents are phonetically similar. However, despite both groups' low performance, multilinguals outperformed bilinguals in accent categorization accuracy. This advantage could be attributed to a combination of cognitive and social dynamics. Results expand upon prior research, indicating that exposure to accent variation enhances listeners' abilities to categorize non-native accents. The study provides important theoretical implications for the perception of accents and practical insights into foreign language learning and multilingual communication.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 3","pages":"425-438"},"PeriodicalIF":2.6,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12506","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141460684","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

A cross-cultural study of children's graphic representations of men- and women-dominated occupations 关于儿童对男性和女性主导职业的图画表现的跨文化研究。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-06-25 DOI: 10.1111/bjdp.12507

Romina A. Vivaldi, Sarah E. Rose

{"title":"A cross-cultural study of children's graphic representations of men- and women-dominated occupations","authors":"Romina A. Vivaldi, Sarah E. Rose","doi":"10.1111/bjdp.12507","DOIUrl":"10.1111/bjdp.12507","url":null,"abstract":"Occupational gender stereotypes develop from early age and contribute to occupational gender imbalance. Previous research used questionnaires or interviews to investigate children's explicit stereotypes and where drawings have been used, mostly men-dominated occupations have been considered. This study used drawings and interviews to assess implicit stereotypes of both men and women-dominated occupations and whether children's sex, age and cultural background predicted these stereotypes. Two hundred and forty-three 6-to-7-year-olds and 10-to-11-year-olds in Britain and Argentina-encompassing both Global South and Global North perspectives- drew five human figures: (i) person of their choice, (ii) dancer, (iii) nanny (iv) firefighter and (v) pilot. In interviews, children confirmed and justified their gender choices for each drawing. Results indicate gender stereotypes in children from both countries, especially towards women-dominated occupations. Girls exhibited more rigid gender views than boys. These findings suggest widespread and culturally consistent occupational gender stereotypes, potentially limiting children's future job choices.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 4","pages":"461-477"},"PeriodicalIF":2.6,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12507","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141460683","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

Who feels happier right now?: The impact of temporal distance on children's judgements of emotional intensity 现在谁感觉更快乐？时间距离对儿童情绪强度判断的影响。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-06-24 DOI: 10.1111/bjdp.12505

Bronwyn O'Brien, Mohamed Ebeid, Cristina M. Atance

引用次数: 0

Transformative tales: The role of story videos on children's reasoning about transgender identities. 变性故事：故事视频对儿童变性身份推理的作用。

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-06-19 DOI: 10.1111/bjdp.12503

Rachel D Fine, Solangel C Troncoso, Susan A Gelman

{"title":"Transformative tales: The role of story videos on children's reasoning about transgender identities.","authors":"Rachel D Fine, Solangel C Troncoso, Susan A Gelman","doi":"10.1111/bjdp.12503","DOIUrl":"https://doi.org/10.1111/bjdp.12503","url":null,"abstract":"The current study explored whether positive contact through stories could influence how young children think about transgender identities and gender in general. A total of 174 children ages 5-6 and 9-10 were randomly assigned to one of three conditions: Jazz (participants watched a video regarding a transgender child named Jazz), Blue (participants watched a video regarding a marker that looked red on the outside but inside was really blue) and control (no video). Both videos described the main character as feeling different inside than outside, and their social transition to their preferred identity; researcher scaffolding supported the video messages. Children who viewed the Jazz video had: (a) greater understanding of transgender identities and (b) no overall differences in gender essentialism, but (c) lower gender essentialism on three specific measures (gender immutability, innate toy behaviours and innate preferences). Also, gender essentialism was lower in older versus younger children. In this study, a direct, realistic story was the only effective means of teaching children about transgender identities and reducing belief in gender immutability. Thus, stories can be a way to teach children about the social world and change essentialist beliefs, but the impact may be limited and greatly affected by features of the story.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141421838","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

Student–teacher relationships and sense of academic futility: Longitudinal associations among early adolescents of immigrant and non-immigrant background 师生关系与学业失败感：移民和非移民背景青少年的纵向关系。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-06-18 DOI: 10.1111/bjdp.12504

Beatrice Bobba, Takuya Yanagida, Maria Wiertsema, Diana Miconi, Adebunmi Oyekola, Ifunanya Chukwueke, Sevgi Bayram Özdemir

{"title":"Student–teacher relationships and sense of academic futility: Longitudinal associations among early adolescents of immigrant and non-immigrant background","authors":"Beatrice Bobba, Takuya Yanagida, Maria Wiertsema, Diana Miconi, Adebunmi Oyekola, Ifunanya Chukwueke, Sevgi Bayram Özdemir","doi":"10.1111/bjdp.12504","DOIUrl":"10.1111/bjdp.12504","url":null,"abstract":"Sense of academic futility entails feelings of having no control over ones' educational success. Although mounting evidence points to its negative consequences for students' educational outcomes, less is known about its socio-contextual antecedents. Relatedly, the current study explored how fair and supportive relationships with teachers are related to the sense of academic futility and if class belonging mediates this link in a sample of adolescents with immigrant and non-immigrant backgrounds. A total of 1065 seventh-grade students (Mage = 13.12; SD = 0.42; 45% girls) from 55 classrooms completed questionnaires at two time points 1 year apart. Results of multilevel analyses indicated that fair and supportive relationships with teachers contributed to decreases in sense of academic futility at the individual but not at the classroom level. No mediation or moderation effects emerged. These findings highlight the crucial role of democratic student–teacher relationships in supporting the positive school adjustment of all students in increasingly multicultural societies.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 4","pages":"439-460"},"PeriodicalIF":2.6,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141421837","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

The influence of semantics on long-term visual memory capacity in children and adults 语义对儿童和成人长期视觉记忆能力的影响。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-06-10 DOI: 10.1111/bjdp.12498

Priti Gupta, Marin Vogelsang, Lukas Vogelsang, Pragya Shah, Sharon Gilad-Gutnick, Pawan Sinha

{"title":"The influence of semantics on long-term visual memory capacity in children and adults","authors":"Priti Gupta, Marin Vogelsang, Lukas Vogelsang, Pragya Shah, Sharon Gilad-Gutnick, Pawan Sinha","doi":"10.1111/bjdp.12498","DOIUrl":"10.1111/bjdp.12498","url":null,"abstract":"Human visual memory capacity has a rapid developmental progression. Here we examine whether image semantics modulate this progression. We assessed the performance of children (6–14 years) and young adults (19–36 years) on a visual memory task using real-world (or meaningful) as well as abstract image sets, which were matched in low-level image attributes. For real images, we find comparable performance across the two age groups, consistent with previously reported results. However, for abstract images, we find a clear age-related difference indicating greater reliance of children's memory processes on semantics, suggesting that strategies for encoding abstract patterns keep improving even into late childhood. We complemented these studies with computational experiments designed to examine the role of increasing experience with real-world images on real and abstract image encoding, to examine whether the observed age-related differences, as well as the general privilege of real over abstract images, can emerge directly through experience with meaningful images. Our results provide support for this possibility and set the stage for a finer-grained investigation of the timeline along which children's memory capacity for abstract images reaches adult levels.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 3","pages":"392-408"},"PeriodicalIF":2.6,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141301998","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