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

The impact of well-groomed appearance on children's epistemic trust decision 整洁的外表对儿童认知信任决策的影响。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-02-09 Epub Date: 2025-09-21 DOI: 10.1111/bjdp.70018

Hüseyin Kotaman, Aslı Balci

{"title":"The impact of well-groomed appearance on children's epistemic trust decision","authors":"Hüseyin Kotaman, Aslı Balci","doi":"10.1111/bjdp.70018","DOIUrl":"10.1111/bjdp.70018","url":null,"abstract":"This study investigates whether children's trust in information sources is influenced by the groomed or ungroomed appearance of an individual and whether age affects this decision-making process. A total of 662 children aged 4–10 from kindergarten, second grade and fourth grade participated. Children viewed photos of identical twins labelled as groomed or ungroomed, then watched videos where these individuals named unfamiliar shapes. Results showed that children across all age groups significantly preferred the groomed individual. Analysis of their explanations revealed that kindergarteners relied more on appearance-based justifications compared with older children. From second grade onward, children increasingly shifted towards accuracy- and skill-based explanations, even without direct evidence of competence. This developmental trend suggests that as children's language and reasoning abilities improve, they begin to provide more epistemic justifications rather than relying on superficial cues. Overall, the findings indicate that appearance strongly affects children's epistemic trust decisions throughout early and middle childhood. The study highlights the importance of educational practices that help children critically evaluate information sources based on reliability and competence rather than external appearance.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 1","pages":"261-277"},"PeriodicalIF":2.6,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145114835","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}

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Relations between mind-mindedness, stress and parent–child relationship quality in parents of children with a history of mental health or behavioural difficulties 有精神健康史或行为困难儿童的父母的心智、压力和亲子关系质量之间的关系。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-02-09 Epub Date: 2025-08-28 DOI: 10.1111/bjdp.70015

Fionnuala Larkin, Sarah Fishburn, Yujin Lee, Elizabeth Meins

{"title":"Relations between mind-mindedness, stress and parent–child relationship quality in parents of children with a history of mental health or behavioural difficulties","authors":"Fionnuala Larkin, Sarah Fishburn, Yujin Lee, Elizabeth Meins","doi":"10.1111/bjdp.70015","DOIUrl":"10.1111/bjdp.70015","url":null,"abstract":"This study extends research on relations between parental distress and mind-mindedness in high-risk samples by exploring these relations in parents of children who had/had not received professional support for mental health, emotional or behavioural difficulties. An online survey was completed by parents of children who had received professional input around mental health or behaviour (n = 67) versus a comparison group (n = 84) who had not. Measures of parental mind-mindedness, parental distress, and parent-child relationship quality (closeness and conflict) were administered. Parents in the clinical group reported higher distress, conflict with their child and negative mind-mindedness. Moderated mediation analyses showed the association between positive mind-mindedness and parental distress was fully mediated by conflict in both groups, and partially mediated by closeness in the clinical group. Negative mind-mindedness had a direct effect on parental distress, not mediated through relationship quality. Findings indicate that more positive and less negative mind-mindedness provides a buffer against parental distress. Interventions enhancing mind-mindedness are likely to alleviate parental distress and improve parent–child relationships. The findings are consistent with the proposal that mind-mindedness is a relational construct rather than a trait-like quality of the caregiver.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 1","pages":"199-216"},"PeriodicalIF":2.6,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12884365/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977972","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}

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IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-02-09

引用次数: 0

The role of executive functions in young children's static and sustained inattentional blindness 执行功能在幼儿静态和持续不注意失明中的作用。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-02-09 Epub Date: 2025-07-09 DOI: 10.1111/bjdp.70004

Hui Zhang, Feng Liang, Yan Li, Mengyi Zhu, Elena Vasseleu, Steven J. Howard

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Bimanual or unimanual stacking strategies under different cognitive loads: Evidence of a cognitive/action trade-off in the coordination strategy of 3- to 5-year-olds 不同认知负荷下的双手或单手堆叠策略：3 ~ 5岁儿童协调策略中认知/行动权衡的证据

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-02-09 Epub Date: 2025-08-28 DOI: 10.1111/bjdp.70011

Lisanne Schröer, Johanna-Katharina Maninger, Richard P. Cooper, Denis Mareschal

{"title":"Bimanual or unimanual stacking strategies under different cognitive loads: Evidence of a cognitive/action trade-off in the coordination strategy of 3- to 5-year-olds","authors":"Lisanne Schröer, Johanna-Katharina Maninger, Richard P. Cooper, Denis Mareschal","doi":"10.1111/bjdp.70011","DOIUrl":"10.1111/bjdp.70011","url":null,"abstract":"Previous studies have found that increased cognitive load during a task might result in the use of ‘easier’ motor strategies that nevertheless achieve task goals. Here, we investigated the influence of cognitive load on bimanual or unimanual strategy use in preschoolers, through a combination of secondary data analysis and new empirical data. Experiment 1 investigated block-stacking strategies under high, medium and low cognitive load tasks in 3-year-olds and showed that 3-year-olds demonstrated significantly more unimanual strategy use in the high cognitive load task. Experiment 2 investigated (i) whether this effect persisted across preschool years and (ii) whether it was modulated by differences in executive function abilities. There was no age effect in motor strategy use under high cognitive load from 3 to 5 years of age. However, individual differences in inhibitory control and working memory use were significantly associated with differences in unimanual strategy use. These results are interpreted as evidence for a cognitive/action trade-off in which higher cognitive demands result in the adjustment of motor strategies such as use of unimanual stacking instead of bimanual coordination in preschoolers.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 1","pages":"182-198"},"PeriodicalIF":2.6,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12884361/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144978041","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

Effects of context on different kinds of fact learning 情境对不同类型事实学习的影响。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-02-09 Epub Date: 2025-08-03 DOI: 10.1111/bjdp.70007

Nicholas Tippenhauer, Megan M. Saylor

{"title":"Effects of context on different kinds of fact learning","authors":"Nicholas Tippenhauer, Megan M. Saylor","doi":"10.1111/bjdp.70007","DOIUrl":"10.1111/bjdp.70007","url":null,"abstract":"Context affects human memory. Similarities between learning and retrieval environments facilitate memory, whereas dissimilarities disrupt memory. However, it is unclear whether the type of information being learned is relevant. In this experiment, we explored whether 2-year-olds demonstrate different patterns of context-dependent memory for category-relevant and category-irrelevant facts. Children (N = 48) were exposed to unfamiliar objects in consistent (match condition) or variable (multiple condition) contexts across training and test trials. Objects were paired with category-relevant (e.g. ‘This is used to play with cats.’) or category-irrelevant (e.g. ‘This looks like the one the cat stepped on.’) facts. Children's memory for facts was assessed immediately following training and after a 10-min delay. Context affected memory differently for each type of fact. For category-irrelevant facts, there was no significant context effect immediately or after a delay. For category-relevant facts, a context condition difference was present after a delay. Results suggest that the effect of category relevance of information may influence when context affects learning.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 1","pages":"12-19"},"PeriodicalIF":2.6,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146144478","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}

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Understanding early inequalities: Multiple dimensions of children's developmental contexts predict age 3 outcomes 理解早期不平等：儿童发展背景的多个维度预测3岁时的结果。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-02-09 Epub Date: 2025-05-31 DOI: 10.1111/bjdp.12569

Laura A. Outhwaite

{"title":"Understanding early inequalities: Multiple dimensions of children's developmental contexts predict age 3 outcomes","authors":"Laura A. Outhwaite","doi":"10.1111/bjdp.12569","DOIUrl":"10.1111/bjdp.12569","url":null,"abstract":"Inequalities in children's cognitive and socioemotional skills emerge early and persist throughout childhood. This study examines how multiple dimensions of children's developmental contexts, including demographic, socioeconomic and family circumstances, predict age 3 outcomes using data from the UK Household Longitudinal Study (2012–2022). In a cross-sectional sample of 5700 three-year-olds and their families, results showed that child health, the home learning environment, turning 3 during Covid-19, child ethnicity, parent education and financial strain in the home significantly predicted early outcomes in communication, daily living, socialization and motor skills. Although income-related eligibility for early years pupil premium did not predict early outcomes, this may reflect the inadequacies of this indicator for capturing all families facing financial difficulties. There was also an increasing gap in early outcomes as children experienced more indicators related to disadvantage, relative to children with no indicators. Overall, this study highlights the importance of a multidimensional approach for understanding and reducing early educational inequalities.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 1","pages":"1-11"},"PeriodicalIF":2.6,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12884360/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144192522","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}

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Maternal capitalization support is associated with children's basal respiratory sinus arrhythmia 母亲资本化支持与儿童基底呼吸窦性心律失常有关。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-02-09 Epub Date: 2025-07-08 DOI: 10.1111/bjdp.70003

Stacey N. Doan, Madeleine Ding, Qingfang Song, Patricia A. Smiley, J. Zoe Klemfuss

{"title":"Maternal capitalization support is associated with children's basal respiratory sinus arrhythmia","authors":"Stacey N. Doan, Madeleine Ding, Qingfang Song, Patricia A. Smiley, J. Zoe Klemfuss","doi":"10.1111/bjdp.70003","DOIUrl":"10.1111/bjdp.70003","url":null,"abstract":"Positive responses to capitalization, the process of sharing positive experiences and emotions, are associated with better relationship wellbeing and consequently health and adjustment in the context of romantic relationships. However, responses to capitalization have rarely been studied in parent–child dyads, whereas most of the research has focused on how parents respond to children's negative emotions. The current study tested associations between maternal positive emotion socialization, specifically capitalization support and children's adaptive regulatory capacity indexed by baseline respiratory sinus arrhythmia (RSA). Ninety children (Mage = 41.87 months, SD = 4.29; 47.8% boys) participated in the study. Capitalization support indexed by maternal active-constructive responses during a conversation was observed and coded. Children's basal RSA levels when watching a calming video were assessed. Mothers also reported their reactions to children's negative emotions, child temperament and relationship closeness. Maternal capitalization support was associated with children's higher basal RSA levels, independent of maternal supportive reactions to children's negative emotions, child negative affect, and relationship closeness. The implication that supportive socialization for positive emotions benefits children's physiological regulation above and beyond that for negative emotions was discussed.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 1","pages":"52-66"},"PeriodicalIF":2.6,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585585","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}

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IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2025-12-04

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IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2025-11-24

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