British Journal of Developmental Psychology最新文献_第8页

The self-reference effect in attention deficit hyperactivity disorder 注意缺陷多动障碍的自我参照效应。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-04-25 DOI: 10.1111/bjdp.12489

Zahra Ahmed, Sheila J. Cunningham, Sinead Rhodes, Ailsa Gow, Kirsty Macmillan, Jacqui Hutchison, Josephine Ross

{"title":"The self-reference effect in attention deficit hyperactivity disorder","authors":"Zahra Ahmed, Sheila J. Cunningham, Sinead Rhodes, Ailsa Gow, Kirsty Macmillan, Jacqui Hutchison, Josephine Ross","doi":"10.1111/bjdp.12489","DOIUrl":"10.1111/bjdp.12489","url":null,"abstract":"The self-memory system depends on the prioritization and capture of self-relevant information, so may be disrupted by difficulties in attending to, encoding and retrieving self-relevant information. The current study compares memory for self-referenced and other-referenced items in children with ADHD and typically developing comparison groups matched for verbal and chronological age. Children aged 5–14 (N = 90) were presented with everyday objects alongside an own-face image (self-reference trials) or an unknown child's image (other-referenced trials). They were asked whether the child shown would like the object, before completing a surprise source memory test. In a second task, children performed, and watched another person perform, a series of actions before their memory for the actions was tested. A significant self-reference effect (SRE) was found in the typically developing children (i.e. both verbal and chronological age-matched comparison groups) for the first task, with significantly better memory for self-referenced than other-referenced objects. However, children with ADHD showed no SRE, suggesting a compromised ability to bind information with the cognitive self-concept. In the second task, all groups showed superior memory for actions carried out by the self, suggesting a preserved enactment effect in ADHD. Implications and applications for the self-memory system in ADHD are discussed.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 3","pages":"348-358"},"PeriodicalIF":2.6,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12489","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140658315","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

Exploring the intersection of gender identity and homoparental family structure: Implications for educational, family and personal well‐being in Spanish students 探索性别认同与同父异母家庭结构的交集：对西班牙学生的教育、家庭和个人福祉的影响

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-04-18 DOI: 10.1111/bjdp.12488

Álvaro Marchesi‐Ullastres, Eva María Pérez‐García, Ricardo Lucena‐Ferrero, Javier Martín‐Babarro

{"title":"Exploring the intersection of gender identity and homoparental family structure: Implications for educational, family and personal well‐being in Spanish students","authors":"Álvaro Marchesi‐Ullastres, Eva María Pérez‐García, Ricardo Lucena‐Ferrero, Javier Martín‐Babarro","doi":"10.1111/bjdp.12488","DOIUrl":"https://doi.org/10.1111/bjdp.12488","url":null,"abstract":"This study explores the relationship among self‐perceived gender, family type (heteroparental or homoparental) and socioeconomic factors concerning various educational, family and personal well‐being domains. The data are derived from a large sample of 69,088 students from 465 schools (65% public; 35% private or semi‐private) in Spain. Five separate multi‐level generalized mixed (logistic or linear) regression models were calculated. Key findings include that non‐binary students from homoparental families reported lower evaluations in multiple dimensions, suggesting the need for additional support. Likewise, students from homoparental families exhibited lower personal well‐being and family relationship assessments, possibly due to perceived social stigmatization and peer bullying. This study sheds light on the complexities of gender identity and family type in educational settings, emphasizing the importance of addressing these issues for students' well‐being and academic success.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"8 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140630745","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

How does Google get its information?: Children's judgements about Google search 谷歌是如何获取信息的？儿童对谷歌搜索的判断

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-04-18 DOI: 10.1111/bjdp.12487

Lauren N. Girouard-Hallam, Judith H. Danovitch

引用次数: 0

Autistic and non‐autistic transgender youth are similar in gender development and sexuality phenotypes 自闭症和非自闭症变性青年在性别发展和性行为表型方面相似

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-04-13 DOI: 10.1111/bjdp.12486

Abigail L. Fischbach, Andy Hindenach, Anna I. R. van der Miesen, Ji Seung Yang, Olivia J. Buckley, Minneh Song, Laura Campos, John F. Strang

{"title":"Autistic and non‐autistic transgender youth are similar in gender development and sexuality phenotypes","authors":"Abigail L. Fischbach, Andy Hindenach, Anna I. R. van der Miesen, Ji Seung Yang, Olivia J. Buckley, Minneh Song, Laura Campos, John F. Strang","doi":"10.1111/bjdp.12486","DOIUrl":"https://doi.org/10.1111/bjdp.12486","url":null,"abstract":"Increasing rhetoric regarding the common intersection of autism and gender diversity has resulted in legislation banning autistic transgender youth from accessing standard of care supports, as well as legislative efforts banning all youth gender care in part justified by the proportional over‐occurrence of autism. Yet, no study has investigated whether autistic and non‐autistic transgender youth present fundamentally different gender‐related phenotypes. To address this gap, we extensively characterized autism, gender diversity, and sexuality among autistic and non‐autistic transgender binary youth (N = 66, Mage = 17.17, SDage = 2.12) in order to investigate similarities and/or differences in gender and sexuality phenotypes. Neither autism diagnostic status nor continuous autistic traits were significantly related to any gender or sexuality phenotypes. These findings suggest that the developmental and experiential features of gender diversity are very similar between autistic and non‐autistic transgender adolescents. Future research is needed to determine whether the similarity in profiles is maintained over time into adulthood.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140588184","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 identity importance in cisgender and gender diverse adolescents in the US and Canada 美国和加拿大同性和异性青少年性别认同的重要性

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-04-09 DOI: 10.1111/bjdp.12485

Natalie M. Wittlin, Natalie M. Gallagher, Kristina R. Olson

{"title":"Gender identity importance in cisgender and gender diverse adolescents in the US and Canada","authors":"Natalie M. Wittlin, Natalie M. Gallagher, Kristina R. Olson","doi":"10.1111/bjdp.12485","DOIUrl":"https://doi.org/10.1111/bjdp.12485","url":null,"abstract":"Transgender adolescents often categorize themselves in the same way that cisgender adolescents do—that is, as girls/women and boys/men. Potential differences in the extent to which these self‐categorizations matter to transgender and cisgender adolescents, however, have yet to be explored, as has the relative importance transgender adolescents place on their gender compared to their transgender self‐categorization. In the current study, we explored self‐reported identity importance in a sample of 392 primarily White (70%) and multiracial/ethnic (20%) 12–18‐year‐old (M = 15.02) binary transgender (n = 130), binary cisgender (n = 236), and nonbinary (n = 26) adolescents in the United States and Canada. Results revealed that binary transgender adolescents considered their gender self‐categorization to be more important to them than both binary cisgender and nonbinary adolescents did. Most binary transgender adolescents rated their gender self‐categorization as maximally important to them. Additionally, transgender adolescents considered their gender self‐categorization to be more important to them than their transgender self‐categorization (that is, their identification with the label “transgender”). These findings demonstrate that the identities that are often denied to binary transgender adolescents may be the very identities that are most important to them. Results also suggest that gender diverse adolescents with different gender identities may differ in the importance they place on these identities.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"2016 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140588183","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

Older adults' decision-making following bad advice 老年人根据错误建议做出决策。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-03-26 DOI: 10.1111/bjdp.12484

Tarren Leon, Gabrielle Weidemann, Phoebe E. Bailey

{"title":"Older adults' decision-making following bad advice","authors":"Tarren Leon, Gabrielle Weidemann, Phoebe E. Bailey","doi":"10.1111/bjdp.12484","DOIUrl":"10.1111/bjdp.12484","url":null,"abstract":"There is minimal research investigating the influence of advice on decision-making in older age. The present study investigated the effect of different types of bad advice, relative to no advice, on young and older adults' decision-making in the Iowa Gambling Task (IGT). Fifty-four older adults and 59 young adults completed the IGT after receiving no advice, or advice to select from disadvantageous deck A (small, high-frequency losses), or disadvantageous deck B (larger, low-frequency losses). Corrugator EMG, memory and fluid intelligence were assessed. Averaged across advice conditions, older adults made more disadvantageous selections than young adults. There were no age-related differences in responding to bad advice, nor in corrugator activity in response to losses (i.e. frowning), or in learning to avoid deck A faster than deck B. Selecting from deck B was associated with reduced education among older adults, and reduced fluid intelligence among young adults. The data suggest that older adults make more disadvantageous decisions than young adults, and this is not exacerbated by bad advice. Both young and older adults are slower at learning to avoid choices resulting in low frequency relative to high-frequency losses, and this may be associated with individual differences in cognitive processing.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 3","pages":"320-333"},"PeriodicalIF":2.6,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12484","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140289559","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

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 2.3 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":"https://doi.org/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":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0