-
Trajectories of digital flourishing in adolescence: The predictive roles of developmental changes and digital divide factors Child Dev. (IF 5.661) Pub Date : 2024-04-13 Jasmina Rosič, Lara Schreurs, Sophie H. Janicke‐Bowles, Laura Vandenbosch
Digital flourishing refers to the positive perceptions of digital communication use in five dimensions: connectedness, positive social comparison, authentic self‐presentation, civil participation, and self‐control. This three‐wave panel study among 1081 Slovenian adolescents (Mage = 15.34 years, 53.8% boys, 80.7% ethnic majority) explored the trajectories of their digital flourishing dimensions over
-
How retributive motives shape the emergence of third‐party punishment across intergroup contexts Child Dev. (IF 5.661) Pub Date : 2024-04-13 Julia Marshall, Katherine McAuliffe
This study examines how retributive motives—the desire to punish for the purpose of inflicting harm in the absence of future benefits—shape third‐party punishment behavior across intergroup contexts. Six‐ to nine‐year‐olds (N = 151, Mage = 8.00, SDage = 1.15; 54% White, 18% mixed ethnicities, 17% Asian American; 46% female; from the USA) could punish ingroup, outgroup, or non‐group transgressors by
-
This is me! Neural correlates of self‐recognition in 6‐ to 8‐month‐old infants Child Dev. (IF 5.661) Pub Date : 2024-04-13 Silvia Rigato, Rita De Sepulveda, Eleanor Richardson, Maria Laura Filippetti
Historically, evidence of self‐recognition in development has been associated with the “rouge test”; however, this has been often criticized for providing a reductionist picture of self‐conscious behavior. With two event‐related potential (ERP) experiments, this study investigated the origin of self‐recognition. Six‐ to eight‐month‐old infants (42 males and 35 females, predominately White, tested in
-
Emotions or cognitions first? Longitudinal relations between executive functions and emotion regulation in childhood Child Dev. (IF 5.661) Pub Date : 2024-04-09 Marte Halse, Silje Steinsbekk, Oda Bjørklund, Åsa Hammar, Lars Wichstrøm
Executive functions and emotion regulation develop from early childhood to adolescence and are predictive of important psychosocial outcomes. However, despite the correlation between the two regulatory capacities, whether they are prospectively related in school‐aged children remains unknown, and the direction of effects is uncertain. In this study, a sample drawn from two birth cohorts in Norway was
-
Disagreement reduces overconfidence and prompts exploration in young children Child Dev. (IF 5.661) Pub Date : 2024-04-08 Antonia F. Langenhoff, Mahesh Srinivasan, Jan M. Engelmann
Can the experience of disagreement lead young children to reason in more sophisticated ways? Across two preregistered studies, four‐ to six‐year‐old US children (N = 136, 50% female, mixed ethnicities, data collected 2020–2022) experienced either a disagreement or an agreement with a confederate about a causal mechanism after being presented with ambiguous evidence. We measured (1) children's confidence
-
Language development beyond the here‐and‐now: Iconicity and displacement in child‐directed communication Child Dev. (IF 5.661) Pub Date : 2024-04-02 Yasamin Motamedi, Margherita Murgiano, Beata Grzyb, Yan Gu, Viktor Kewenig, Ricarda Brieke, Ed Donnellan, Chloe Marshall, Elizabeth Wonnacott, Pamela Perniss, Gabriella Vigliocco
Most language use is displaced, referring to past, future, or hypothetical events, posing the challenge of how children learn what words refer to when the referent is not physically available. One possibility is that iconic cues that imagistically evoke properties of absent referents support learning when referents are displaced. In an audio‐visual corpus of caregiver–child dyads, English‐speaking
-
She made it with her friend: How social object history influences children's thinking about the value of digital objects Child Dev. (IF 5.661) Pub Date : 2024-04-02 Keiana Price, Jasmine M. DeJesus, Shaylene E. Nancekivell
Two studies examine how social object histories from collaborative experiences influenced North American children (N = 160, 5–10 years) thinking about the value of digital objects (48% male/51% female; 51% White/24% Black/11% Asian). With forced‐choice judgments, Study 1 found (moderate–large effects) that children viewed digital and physical objects with social histories as more special than objects
-
“You gotta tell the camera”: Advancing children's engineering learning opportunities through tinkering and digital storytelling Child Dev. (IF 5.661) Pub Date : 2024-03-28 Lauren C. Pagano, Riley E. George, David H. Uttal, Catherine A. Haden
This study addressed whether combining tinkering with digital storytelling (i.e., narrating and reflecting about experiences to an imagined audience) can engender engineering learning opportunities. Eighty‐four families with 5‐ to 10‐year‐old (M = 7.69) children (48% female children; 57% White, 11% Asian, 6% Black) watched a video introducing a tinkering activity and were randomly assigned either to
-
“Some people will tell jokes to you; some people be racist:” A mixed‐method examination of racist jokes and adolescents’ well‐being Child Dev. (IF 5.661) Pub Date : 2024-03-27 Aprile D. Benner, Francheska Alers‐Rojas, Briana A. López, Shanting Chen
This study examined how adolescents make meaning of racist jokes and their impact on daily well‐being using a sequential mixed‐methods research design with interview (N = 20; 60% girls, 5% gender‐nonconforming; 45% Asian American, 40% Latina/o/x, 10% Black, 5% biracial/multiethnic) and daily diary data (N = 168; 54% girls; 57% Latina/o/x, 21% biracial/multiethnic, 10% Asian American, 9% White, 4% Black)
-
Children's moral evaluations of and behaviors toward people who are curious about religion and science Child Dev. (IF 5.661) Pub Date : 2024-03-27 Ariel J. Mosley, Cindel J. M. White, Larisa Heiphetz Solomon
Although children exhibit curiosity regarding science, questions remain regarding how children evaluate others' curiosity and whether evaluations differ across domains that prioritize faith (e.g., religion) versus those that value questioning (e.g., science). In Study 1 (n = 115 5‐ to 8‐year‐olds; 49% female; 66% White), children evaluated actors who were curious, ignorant and non‐curious, or knowledgeable
-
Ownership‐attributing intuitions are cross‐culturally shared Child Dev. (IF 5.661) Pub Date : 2024-03-25 Michał Białek, Michal Mikolaj Stefanczyk, Marta Kowal, Piotr Sorokowski
This study tested intuitions about ownership in children of Dani people, an indigenous Papuan society (N = 79, Mage = 7, 49.4% females). The results show that similar to studies with children from Western societies, children infer ownership from (1) control of permission, (2) ownership of the territory the object is located in, and (3) manmade versus natural origins of the object. By contrast, they
-
Age differences in generalization, memory specificity, and their overnight fate in childhood Child Dev. (IF 5.661) Pub Date : 2024-03-22 Elisa S. Buchberger, Ann‐Kathrin Joechner, Chi T. Ngo, Ulman Lindenberger, Markus Werkle‐Bergner
Memory enables generalization to new situations, and memory specificity that preserves individual episodes. This study investigated generalization, memory specificity, and their overnight fate in 141 4‐ to 8‐year‐olds (computerized memory game; 71 females, tested 2020–2021 in Germany). The results replicated age effects in generalization and memory specificity, and a contingency of generalization on
-
Do adolescents use choice to learn about their preferences? Development of value refinement and its associations with depressive symptoms in adolescence Child Dev. (IF 5.661) Pub Date : 2024-03-08 M. E. Moses‐Payne, D. G. Lee, J. P. Roiser
Independent decision making requires forming stable estimates of one's preferences. We assessed whether adolescents learn about their preferences through choice deliberation and whether depressive symptoms disrupt this process. Adolescents aged 11–18 (N = 214; participated 2021–22; Female: 53.9%; White/Black/Asian/Mixed/Arab or Latin American: 26/21/19/9/8%) rated multiple activities, chose between
-
Parents' and classmates' influences on adolescents' ethnic prejudice: A longitudinal multi‐informant study Child Dev. (IF 5.661) Pub Date : 2024-03-08 Beatrice Bobba, Susan Branje, Elisabetta Crocetti
The family and classroom are important contexts that can contribute to the socialization of ethnic prejudice. However, less is known about their unique, relative, and synergic contributions in influencing youth's affective and cognitive prejudice. The current longitudinal study examined these processes and possible moderators among 688 Italian youth (49.13% girls; Mage = 15.61 years), their parents
-
Parental differential treatment of siblings linked with internalizing and externalizing behavior: A meta‐analysis Child Dev. (IF 5.661) Pub Date : 2024-03-05 Alexander C. Jensen, Alexandra E. Thomsen
This meta‐analysis linked relative and absolute parental differential treatment (PDT) with internalizing and externalizing behavior of children and adolescents. Multilevel meta‐analysis data represented 26,451 participants based on 2890 effect sizes coming from 88 sources, nested within 43 samples. Participants were between 3.18 and 18.99 years of age (Mage = 12.64, SD = 3.89; 51.31% female; 82.23%
-
Differential psychophysiological responses associated with decision‐making in children from different socioeconomic backgrounds Child Dev. (IF 5.661) Pub Date : 2024-03-04 Hernán Delgado, Sebastián Lipina, M. Carmen Pastor, Graciela Muniz‐Terrera, Ñeranei Menéndez, Richard Rodríguez, Alejandra Carboni
This study examined how socioeconomic status (SES) influences on decision‐making processing. The roles of anticipatory/outcome‐related cardiac activity and awareness of task contingencies were also assessed. One hundred twelve children (Mage = 5.83, SDage = 0.32; 52.7% female, 51.8% low‐SES; data collected October–December 2018 and April–December 2019) performed the Children's Gambling Task, while
-
DNA methylation variation after a parenting program for child conduct problems: Findings from a randomized controlled trial Child Dev. (IF 5.661) Pub Date : 2024-03-04 Nicole Creasey, Patty Leijten, Marieke S. Tollenaar, Marco P. Boks, Geertjan Overbeek
This study investigated associations of the Incredible Years (IY) parenting program with children's DNA methylation. Participants were 289 Dutch children aged 3–9 years (75% European ancestry, 48% female) with above‐average conduct problems. Saliva was collected 2.5 years after families were randomized to IY or care as usual (CAU). Using an intention‐to‐treat approach, confirmatory multiple‐regression
-
Children in ethnically diverse classrooms and those with cross‐ethnic friendships excel at understanding others' minds Child Dev. (IF 5.661) Pub Date : 2024-03-02 Rory T. Devine, Imogen Grumley Traynor, Luca Ronchi, Serena Lecce
This study examined the link between classroom ethnic diversity, cross‐ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and teacher‐reported demographic characteristics, greater classroom
-
Individual differences in working memory predict the efficacy of experimenter‐manipulated gestures in first‐grade children Child Dev. (IF 5.661) Pub Date : 2024-03-01 Eliza L. Congdon
Why is instructional gesture ineffective in some contexts? And what is it about learners that predicts whether they will learn from gestures? This between‐subjects linear measurement training study compares gesture instruction to two controls—operant action and transient action—in a diverse sample of first‐grade students (N = 174, Mage = 7.01 years; Nfemale = 84; Nmale = 90, 10% Latinx‐identified;
-
-
Letter–speech sound integration in typical reading development during the first years of formal education Child Dev. (IF 5.661) Pub Date : 2024-02-24 Joanna Beck, Katarzyna Chyl, Agnieszka Dębska, Magdalena Łuniewska, Nienke van Atteveldt, Katarzyna Jednoróg
This study investigated the neural basis of letter and speech sound (LS) integration in 53 typical readers (35 girls, all White) during the first 2 years of reading education (ages 7–9). Changes in both sensory (multisensory vs unisensory) and linguistic (congruent vs incongruent) aspects of LS integration were examined. The left superior temporal cortex and bilateral inferior frontal cortex showed
-
Becoming fictional storytellers: African American children's oral narrative development in early elementary school Child Dev. (IF 5.661) Pub Date : 2024-02-21 Nicole Gardner‐Neblett
Oral storytelling skills are a complex oral discourse competency with implications for children's academic and social well‐being, yet few studies have investigated the development of these skills among typically developing African American children. The current study used longitudinal data, collected between 2012 and 2013, from 130 African American children (59–95 months old; 66 girls) to explore the
-
Do reflection prompts promote children's conflict monitoring and revision of misconceptions? Child Dev. (IF 5.661) Pub Date : 2024-02-17 Maria Theobald, Joseph Colantonio, Igor Bascandziev, Elizabeth Bonawitz, Garvin Brod
We tested whether reflection prompts enhance conflict monitoring and facilitate the revision of misconceptions. German children (N = 97, Mage = 7.20, 56% female) were assigned to a prediction or a prediction with reflection condition that included reflection prompts. Children in the prediction with reflection condition (1) showed greater error-related response times and pupil dilation responses, indicating
-
This too shall pass, but when? Children's and adults' beliefs about the time duration of emotions, desires, and preferences Child Dev. (IF 5.661) Pub Date : 2024-02-09 Hannah J. Kramer, Karen Hjortsvang Lara, Hyowon Gweon, Jamil Zaki, Maritza Miramontes, Kristin Hansen Lagattuta
This research investigated children's and adults' understanding of the mind by assessing beliefs about the temporal features of mental states. English-speaking North American participants, varying in socioeconomic status (Study 1: N = 50 adults; Study 2: N = 112, 8- to 10-year-olds and adults; and Study 3: N = 116, 5- to 7-year-olds and adults; tested 2017–2022), estimated the duration (seconds to
-
Investigating if high-quality kindergarten teachers sustain the pre-K boost to children's emergent literacy skill development in North Carolina Child Dev. (IF 5.661) Pub Date : 2024-02-07 Robert C. Carr, Jade M. Jenkins, Tyler W. Watts, Ellen S. Peisner-Feinberg, Kenneth A. Dodge
This study tested the hypothesis that high-quality kindergarten teachers sustain and amplify the skill development of children who participated in North Carolina's NC Pre-K program during the previous year, compared to matched non-participants (N = 17,330; 42% African American, 40% Non-Hispanic White, 15% Hispanic; 51% male; Mage = 4.5 years at fall of pre-K). Kindergarten teacher quality was measured
-
Language brokering profiles of Mexican-origin adolescents in immigrant communities: Social-cultural contributors and developmental outcomes Child Dev. (IF 5.661) Pub Date : 2024-02-01 Su Yeong Kim, Jiaxiu Song, Wen Wen, Jinjin Yan, Hin Wing Tse, Shanting Chen, Belem G. López, Yishan Shen, Yang Hou
This study examines social-cultural contributors and developmental outcomes of language brokers. From 2012 to 2020, three waves of data were collected from 604 Mexican-origin adolescent language brokers (Mage = 12.92, SD = 0.92, 54% girls). The study (1) identified four distinct subgroups of language brokers (efficacious, conservative, nonchalant, and burdened) who translated for mothers and fathers
-
Exploration, exploitation, and development: Developmental shifts in decision-making Child Dev. (IF 5.661) Pub Date : 2024-02-05 Nathaniel J. Blanco, Vladimir M. Sloutsky
Decision-making requires balancing exploration with exploitation, yet children are highly exploratory, with exploration decreasing with development. Less is known about what drives these changes. We examined the development of decision-making in 188 three- to eight-year-old children (M = 64 months; 98 girls) and 26 adults (M = 19 years; 13 women). Children were recruited from ethnically diverse suburban
-
Co-recovery of physical size and cognitive ability from infancy to adolescence: A twin study Child Dev. (IF 5.661) Pub Date : 2024-02-01 Sean R. Womack, Christopher R. Beam, Evan J. Giangrande, Xin Tong, Rebecca J. Scharf, Deborah Finkel, Deborah W. Davis, Eric Turkheimer
This study tested phenotypic and biometric associations between physical and cognitive catch-up growth in a community sample of twins (n = 1285, 51.8% female, 89.3% White). Height and weight were measured at up to 17 time points between birth and 15 years, and cognitive ability was assessed at up to 16 time points between 3 months and 15 years. Weight and length at birth were positively associated
-
Seeing awe: How children perceive awe-inspiring visual experiences Child Dev. (IF 5.661) Pub Date : 2024-01-31 Artemisia O'bi, Fan Yang
Awe is a profound, self-transcendent emotion. To illuminate its origin, four preregistered studies examined how U.S. 4- to 9-year-old children perceive awe-inspiring stimuli (N = 444, 55% female, 58% White, tested in 2020–2023). Awe-inspiring expansive nature (Study 1) and natural disaster scenes (Study 2) evoked perceived vastness, motivation to explore, and awareness of the unknown more than everyday
-
The cognitive underpinnings and early development of children's selective trust Child Dev. (IF 5.661) Pub Date : 2024-01-31 Benjamin Schmid, Natalie Bleijlevens, Nivedita Mani, Tanya Behne
Young children learn selectively from reliable over unreliable sources. However, the cognitive underpinnings of their selectivity (attentional biases or trait ascriptions) and its early ontogeny are unclear. Thus, across three studies (N = 139, monolingual German speakers, 67 female), selective-trust tasks were adapted to test both preschoolers (5-year-olds) and toddlers (24-month-olds), using eye-tracking
-
Interparental conflict dimensions and children's psychological problems: Emotion recognition as a mediator Child Dev. (IF 5.661) Pub Date : 2024-01-30 Patrick T. Davies, Kassidy C. Colton, Carson Schmitz, Brandon E. Gibb
This study tested children's emotion recognition as a mediator of associations between their exposure to hostile and cooperative interparental conflict and their internalizing and externalizing symptoms. From 2018 to 2022, 238 mothers, their partners, and preschool children (Mage = 4.38, 52% female; 68% White; 18% Black; 14% Multiracial or another race; and 16% Latinx) participated in three annual
-
Know thy audience: Children teach basic or complex facts depending on the learner's maturity Child Dev. (IF 5.661) Pub Date : 2024-01-31 Fanxiao Wani Qiu, Canan Ipek, Elizabeth Gottesman, Henrike Moll
What kind of information is appropriate to teach depends on learner characteristics. In three experiments, 5- to 7-year-old children (N = 170, 50% female, 68% White; data collection: 2022–2023) chose between basic and complex information to teach an infant or adult audience. The older, but not younger, children, taught more complex information to adults and more basic information to infants, (OR = 2
-
Using the Mobile Toolbox in child and adolescent samples: A feasibility study Child Dev. (IF 5.661) Pub Date : 2024-01-13 Stephanie Ruth Young, Miriam Alana Novack, Elizabeth M. Dworak, Aaron J. Kaat, Zahra Hosseinian, Richard M. Gershon
Cognitive research with developmental samples requires improved methods that support large-scale, diverse, and open science. This paper offers initial evidence to support the Mobile Toolbox (MTB), a self-administered remote smartphone-based cognitive battery, in youth populations, from a pilot sample of 99 children (Mage = 11.79 years; 36% female; 53% White, 33% Black or African American, 9% Asian
-
Illuminating the landscape of sibling relationship quality: An evidence and gap map Child Dev. (IF 5.661) Pub Date : 2024-01-07 Megan R. Holmes, Anna E. Bender, Kari A. O'Donnell, Emily K. Miller, Ivan T. Conard
This paper used an evidence and gap map (EGM) to advance the scientific understanding of sibling relationship quality among children aged 2 to 18 years by synthesizing literature on 277 empirical studies from 1985 to 2022 to delineate patterns of study design, sampling, and measurement. Most existing research has utilized majority of White, middle-to-upper class, and/or two-caregiver family samples
-
Deterministic or probabilistic: U.S. children's beliefs about genetic inheritance Child Dev. (IF 5.661) Pub Date : 2024-01-03 David Menendez, Andrea Marquardt Donovan, Olympia N. Mathiaparanam, Vienne Seitz, Nour F. Sabbagh, Rebecca E. Klapper, Charles W. Kalish, Karl S. Rosengren, Martha W. Alibali
Do children think of genetic inheritance as deterministic or probabilistic? In two novel tasks, children viewed the eye colors of animal parents and judged and selected possible phenotypes of offspring. Across three studies (N = 353, 162 girls, 172 boys, 2 non-binary; 17 did not report gender) with predominantly White U.S. participants collected in 2019–2021, 4- to 12-year-old children showed a probabilistic
-
Variability in the age of schooling contributes to the link between literacy and numeracy in Côte d'Ivoire Child Dev. (IF 5.661) Pub Date : 2024-01-02 Hannah L. Whitehead, Mary-Claire Ball, Henry Brice, Sharon Wolf, Samuel Kembou, Amy Ogan, Kaja K. Jasińska
Literacy and numeracy are correlated throughout development, however, our understanding of this relation is limited. We explored the predictors of literacy and numeracy covariance (i.e., shared fluency between literacy and numeracy) in children (N = 1167, girls = 563) in rural Côte d'Ivoire, with specific focus on how developmental timing of instruction may relate to covariance. Many Ivorian children
-
Enhancing early language and literacy skills for racial/ethnic minority children with low incomes through a randomized clinical trial: The mediating role of cognitively stimulating parent–child interactions Child Dev. (IF 5.661) Pub Date : 2023-12-28 Elizabeth B. Miller, Caitlin F. Canfield, Erin Roby, Helena Wippick, Daniel S. Shaw, Alan L. Mendelsohn, Pamela A. Morris-Perez
Parenting is a critical mediator of children's school readiness. In line with this theory of change, data from the randomized clinical trial of Smart Beginnings (tiered Video Interaction Project and Family Check-Up; N = 403, treatment arm n = 201) were used to examine treatment impacts on early language and literacy skills at child age 4 years (nLatinx = 168, nBlack = 198, nMale = 203), as well as
-
Specialized and versatile antisocial behavioral profiles in preschoolers: Associations with persistent behavioral problems Child Dev. (IF 5.661) Pub Date : 2023-12-28 Marie-Pier Paré-Ruel, Dale M. Stack, Paul D. Hastings, Lisa A. Serbin
This study investigated specialized and versatile antisocial patterns in preschoolers and examined the link between these patterns and the risk of developing chronic antisocial behaviors throughout childhood. A total of 556 children (50.6% boys, 88% White) participated in this three-wave longitudinal study at 3–5, 6–8, and 10–12 years old. A latent transition analysis revealed that most preschoolers
-
Am I a good person? Academic correlates of explicit and implicit self-esteem during early childhood Child Dev. (IF 5.661) Pub Date : 2023-12-26 Dario Cvencek, Ružica Brečić, Elizabeth A. Sanders, Dora Gaćeša, David Skala, Andrew N. Meltzoff
Implicit and explicit self-esteem are not commonly measured in the same children. Using a cross-sectional design, data from 354 Croatian children (184 girls) in Grade 1 (Mage = 7.55 years) and Grade 5 (Mage = 11.58 years) were collected in Spring 2019. All children completed explicit and implicit self-esteem measures; math and language grades were obtained. For the explicit measure, older children
-
Maltreatment type differences in cortisol stress response trajectories across adolescence Child Dev. (IF 5.661) Pub Date : 2023-12-19 Melissa K. Peckins, Sonya Negriff, Elana B. Gordis, Anna Zhen, Elizabeth J. Susman
This study examined cortisol stress response trajectories across adolescence in 454 maltreated and comparison youth recruited from Los Angeles County between 2002 and 2005 (66.7% maltreated; 46.7% girls; 39.0% Latino; 37.7% Black; 12.3% Mixed or Biracial; 11.0% White; Mage = 10.9 years, SD = 1.2). Adolescents' peak activation and cortisol reactivity and recovery slopes following the Trier Social Stress
-
The important role of mothers during displacement: Direct and indirect effects of the refugee context on Syrian refugee children's mental health Child Dev. (IF 5.661) Pub Date : 2023-12-18 Cassandra M. Popham, Fiona S. McEwen, Elie Karam, Michael Pluess
Refugee children are at increased risk for mental health problems, including post-traumatic stress, depression, and externalizing problems. The refugee environment, maternal mental health, and parenting may reduce or exacerbate that risk. This study investigated their direct and indirect associations with child mental health cross-sectionally in a sample of Syrian refugee child–mother dyads in Lebanon
-
Children's distinct drive to reproduce costly rituals Child Dev. (IF 5.661) Pub Date : 2023-12-18 Mingxuan Zhao, Frankie T. K. Fong, Andrew Whiten, Mark Nielsen
Costly rituals are ubiquitous and adaptive. Yet, little is known about how children develop to acquire them. The current study examined children's imitation of costly rituals. Ninety-three 4–6 year olds (47 girls, 45% Oceanians, tested in 2022) were shown how to place tokens into a tube to earn stickers, using either a ritualistic or non-ritualistic costly action sequence. Children shown the ritualistic
-
Effects of homicide timing on test scores: Quasi-experimental evidence from two cities in Colombia Child Dev. (IF 5.661) Pub Date : 2023-12-15 Juan C. Cristancho, Drew H. Bailey, Greg J. Duncan, Andres Molano, Arturo Harker, Ervyn Norza
This study examines the effect of homicides around schools on the standardized test scores of fifth and ninth graders (N = 4729; Mage = 12.71 years, SDage = 2.13) using a quasi-experimental design in two Colombian cities. Exposure to homicides occurring within 7 days of the test and within 500 m of the school decreases test scores by 0.10 SD. Effects show a greater sensitivity to timing than distance
-
A metascience investigation of inclusive, open, and reproducible science practices in research posters at the 2021 SRCD biennial meeting Child Dev. (IF 5.661) Pub Date : 2023-12-15 Matthew H. Kim, Kristen Buford, Alexa Ellis, Pamela E. Davis-Kean, Chellam Antony, Claire Braun, Tabetha Hurst, Julia Todd
Over the past decade, there has been a growing appreciation of metascience issues in psychological science. Using data collected from 2615 posters presented at the 2021 biennial meeting of the Society for Research in Child Development, this article examines the use of transparent research practices to increase rigor and reproducibility as well as generalizability through greater inclusivity of diverse
-
A longitudinal examination of executive function abilities, attention-deficit/hyperactivity disorder, and puberty in adolescence Child Dev. (IF 5.661) Pub Date : 2023-12-12 Blaire M. Porter, Mary Abbe Roe, Mackenzie E. Mitchell, Jessica A. Church
Executive function (EF) abilities have been linked to numerous important life outcomes. We longitudinally characterized EF and attention-deficit/hyperactivity disorder (ADHD) trajectories across adolescence (initial ages 8–19). Utilizing 3 years of annual data in 99 youth collected between years 2016 and 2020 (70.7% White, 40 females), we examined how age, puberty, and ADHD symptom burden related to
-
Peer acceptance and rejection during secondary school: Do associations with subsequent educational outcomes vary by socioeconomic background? Child Dev. (IF 5.661) Pub Date : 2023-12-12 Stephanie Plenty, Chaïm la Roi
Research shows that peer relationships are associated with students' school adjustment. However, the importance of advantageous and disadvantageous factors for students' educational outcomes may vary by socioeconomic positioning. Drawing on sociometric and register data from a nationally representative sample of Swedish youth (n = 4996, girls 50%; migration background 19%), this study asks if family
-
Methodological considerations for more robust and reliable developmental science: How historical conventions bias behavioral measurements Child Dev. (IF 5.661) Pub Date : 2023-12-08 Umay Sen, Gustaf Gredebäck
The mobile paradigm has been one of the most highly cited paradigms in developmental research (Rovee & Rovee, 1969; Rovee-Collier, 1997; Rovee-Collier et al., 1980). The impressive work of Carolyn Rovee-Collier, the founder of the paradigm, has altered the field's understanding of the early capacities of young infants, from reflex-based organisms to agents who actively construct their world (recently
-
Thought and language: Effects of group-mindedness on young children's interpretation of exclusive we Child Dev. (IF 5.661) Pub Date : 2023-12-06 Jared Vasil, Dayna Price, Michael Tomasello
The current study investigated whether age-related changes in the conceptualization of social groups influences interpretation of the pronoun we. Sixty-four 2- and 4-year-olds (N = 29 female, 50 White-identifying) viewed scenarios in which it was ambiguous how many puppets performed an activity together. When asked who performed the activity, a speaker puppet responded, “We did!” In one condition,
-
Erratum Child Dev. (IF 5.661) Pub Date : 2023-12-03
In the originally published version of the article “Socioeconomic status and infant nighttime sleep across the second year of life: The moderating role of infant attachment security”, the error is in the “Table 2 continued” part of the table. The row in that section should have the numbering continued from 13 to 26 because it is a continuation of the list of variables in the correlation matrix. In
-
Younger, not older, children trust an inaccurate human informant more than an inaccurate robot informant Child Dev. (IF 5.661) Pub Date : 2023-12-01 Xiaoqian Li, W. Quin Yow
This study examined preschoolers' trust toward accurate and inaccurate robot informants versus human informants. Singaporean children aged 3–5 years (N = 120, 57 girls, mostly Asian; data collected from 2017 to 2018) viewed either a robot or a human adult label familiar objects either accurately or inaccurately. Children's trust was assessed by examining their subsequent willingness to accept novel
-
Relations between early majority language and socioemotional development in children with different language backgrounds Child Dev. (IF 5.661) Pub Date : 2023-12-01 Wei Huang, Sabine Weinert, Anna Volodina
This study explored whether the directionality of the relation between majority language and various facets of socioemotional development (three to 5 years old) differs between children with different language backgrounds. 12,951 children (49% girls; 85% White, 6% Pakistani and Bangladeshi, 3% Black, 3% Mix, 2% Indian) from the British Millennium Cohort Study (2001–2006) were included in two-time-point
-
Conceptualizing adverse childhood experiences as a latent factor: Tests of measurement invariance across five racial and ethnic groups Child Dev. (IF 5.661) Pub Date : 2023-12-01 Todd M. Jensen, Donte Bernard, Paul Lanier
Adverse childhood experiences (ACEs) are conventionally measured using a cumulative-risk index without consideration of distinct measurement properties across racial and ethnic groups. Drawing from the 2018–2020 National Survey of Children's Health (N = 93,759; 48% female; average age: 9.52 years), we assess the measurement invariance of a latent-factor ACE model across five groups: Hispanic children
-
Early word learning is influenced by physical environments Child Dev. (IF 5.661) Pub Date : 2023-11-29 Elise Breitfeld, Jenny R. Saffran
During word learning moments, toddlers experience labels and objects in particular environments. Do toddlers learn words better when the physical environment creates contrasts between objects with different labels? Thirty-six 21- to 24-month-olds (92% White, 22 female, data collected 8/21–4/22) learned novel words for novel objects presented using an apparatus that mimicked a shape-sorter toy. The
-
Explaining and exploring the dynamics of parent–child interactions and children's causal reasoning at a children's museum exhibit Child Dev. (IF 5.661) Pub Date : 2023-11-29 Sam R. McHugh, Maureen Callanan, Garrett Jaeger, Cristine H. Legare, David M. Sobel
This study examines how parents' and children's explanatory talk and exploratory behaviors support children's causal reasoning at a museum in San Jose, CA in 2017. One-hundred-nine parent–child dyads (3–6 years; 56 girls, 53 boys; 32 White, 9 Latino/Hispanic, 17 Asian-American, 17 South Asian, 1 Pacific Islander, 26 mixed ethnicity, 7 unreported) played at an air flow exhibit with a nonobvious causal
-
Does early child negative emotionality moderate the association between maternal stimulation and academic readiness and achievement? Child Dev. (IF 5.661) Pub Date : 2023-11-29 Ophélie A. Collet, Massimiliano Orri, Cédric Galéra, Laura Pryor, Michel Boivin, Richard Tremblay, Sylvana Côté
We investigated whether child temperament (negative emotionality, 5 months) moderated the association between maternal stimulation (5 months–2½ years) and academic readiness and achievement (vocabulary, mathematics, and reading). We applied structural equation modeling to the data from the Quebec Longitudinal Study of Child Development (N = 1121–1448; mostly Whites; 47% girls). Compared to children
-
Interactions of perinatal depression versus anxiety and infants' early temperament trajectories Child Dev. (IF 5.661) Pub Date : 2023-11-27 Ferdinand Sörensen, Mary C. Kimmel, Vera Brenner, Ingeborg Krägeloh-Mann, Alkistis Skalkidou, Behrang Mahjani, Emma Fransson
This study examines the interplay between maternal depression/anxiety and infant temperament's developmental trajectory in 1687 Swedish-speaking mother–infant dyads from Uppsala County (2009–2019), Sweden. The sample includes a high proportion of university-educated individuals and a low share of foreign-born participants. Maternal depressive and anxiety symptoms were assessed using the Edinburgh Postnatal
-
Children's overestimation of performance across age, task, and historical time: A meta-analysis Child Dev. (IF 5.661) Pub Date : 2023-11-24 Mengtian Xia, Astrid M. G. Poorthuis, Sander Thomaes
Children tend to overestimate their performance on a variety of tasks and activities. The present meta-analysis examines the specificity of this phenomenon across age, tasks, and more than five decades of historical time (1968–2021). Self-overestimation was operationalized as the ratio between children's prospective self-estimates of task performance and their actual (i.e., objectively measured) task
-
Gender brilliance stereotype emerges early and predicts children's motivation in South Korea Child Dev. (IF 5.661) Pub Date : 2023-11-23 Seowoo Kim, Kyong-sun Jin, Lin Bian
Recent work suggests that the stereotype associating brilliance with men may underpin women's underrepresentation in prestigious careers, yet little is known about its development and consequences in non-Western contexts. The present research examined the onset of this stereotype and its relation to children's motivation in 5- to 7-year-old Korean children (N = 272, 50% girls, tested 2021 to 2022)
-
Cascading effects of Chinese American parents' COVID-19 racial discrimination and racial socialization on adolescents' adjustment Child Dev. (IF 5.661) Pub Date : 2023-11-20 Huiguang Ren, Charissa S. L. Cheah, Hyun Su Cho, Ana Katrina Aquino
Using a three-wave longitudinal sample of 108 Chinese American parent-adolescent dyads (Mparent-ageW1 = 45.44 years, 17% fathers; Madolescent-ageW1 = 13.34 years, 50% boys), this study examined the effects of parents' COVID-19-related racial discrimination experiences on adolescents' ethnic identity exploration and anxiety as mediated by parents' awareness of discrimination (AOD) socialization and
-
The algorithmic origins of counting Child Dev. (IF 5.661) Pub Date : 2023-11-20 Steven T. Piantadosi
The study of how children learn numbers has yielded one of the most productive research programs in cognitive development, spanning empirical and computational methods, as well as nativist and empiricist philosophies. This paper provides a tutorial on how to think computationally about learning models in a domain like number, where learners take finite data and go far beyond what they directly observe