-
Children expect others to prefer handmade items. Developmental Psychology (IF 3.845) Pub Date : 2022-05-05 Jasmine M DeJesus,Susan A Gelman,Julie C Lumeng
Although children frequently engage in creative activities (in which they make foods and objects by hand), the development and scope of children's thinking about handmade items is largely unexplored. In the present studies, we examined whether 4- to 12-year-old children at a local children's museum (54% girls, 46% boys; 51% White, 11% Asian/Asian American, 10% more than 1 group, 4% Latinx, 3% Black/African
-
Genetic and environmental contributions to stability and change in social inhibition across the adolescent and adult life span. Developmental Psychology (IF 3.845) Pub Date : 2022-05-05 Ruifang Li-Gao,Dorret I Boomsma,Conor V Dolan,Eco J C De Geus,Johan Denollet,Nina Kupper
Feeling inhibited and socially not at ease is reflected in the trait social inhibition (SI). SI is associated with psychopathology that arises in young adulthood, such as anxiety. We aim for a better insight into the genetic and environmental contributions to SI across the life span, and as such examine their contributions to SI stability and change across adolescent and adult life span. We analyzed
-
Mother-child interactions and child anger proneness as antecedents of changes in sleep during the preschool period. Developmental Psychology (IF 3.845) Pub Date : 2022-05-05 Catherine Cimon-Paquet,Émilie Tétreault,Célia Matte-Gagné,Laurianne Bastien,Annie Bernier
Age-related developments in sleep during the preschool years are normative and consequential. Yet, very few studies have examined the antecedents of individual differences in such developments, and most have used parental reports of child sleep. This study aimed to investigate the roles of mutual responsiveness in mother-child interactions and child temperamental anger proneness in the prediction of
-
Connecting symbolic fractions to their underlying proportions using iterative partitioning. Developmental Psychology (IF 3.845) Pub Date : 2022-05-05 Michelle A Hurst,Jacob R Butts,Susan C Levine
Fractions are a challenging mathematics topic for many elementary and middle school students, and even for adults. However, a growing body of developmental research suggests that young children can reason about visually presented proportions, well before fraction instruction, providing insight into how fractions might be introduced to improve learning. We designed a card game to teach first and second
-
Why do children and adults think other people punish? Developmental Psychology (IF 3.845) Pub Date : 2022-05-05 Julia Marshall,Anton Gollwitzer,Paul Bloom
Past research has demonstrated that both consequentialist motives (such as deterrence) and deontological motives (such as "just deserts") underlie children's and adults' punitive behavior. But what motives do we ascribe to others who pursue punishment? The present work explores this question by assessing which punitive motives children (6- and 7-year-olds, n = 100; 67% White; 55% female) and adults
-
Children's attentional orientation is associated with their kind emotions. Developmental Psychology (IF 3.845) Pub Date : 2022-05-05 Sebastian P Dys,Antonio Zuffianò,Veronika Orsanska,Nourhan Zaazou,Tina Malti
Why do some children feel happy about violating ethical norms whereas others feel guilty? This study examined whether children's attention to two types of competing cues during hypothetical transgressions related to their subsequent emotions. Eye tracking was used to test whether attending to other-oriented cues (i.e., a victim's face) versus self-serving cues (e.g., a stolen good) related to kind
-
Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data. Developmental Psychology (IF 3.845) Pub Date : 2022-05-05 Meghan P McCormick,Mirjana Pralica,Christina Weiland,JoAnn Hsueh,Lillie Moffett,Paola Guerrero-Rosada,Amanda Weissman,Kehui Zhang,Michelle F Maier,Catherine E Snow,Emily Davies,Anne Taylor,Jason Sachs
The sustaining environments hypothesis theorizes that the lasting effects of PreK programs are contingent on the quality of the subsequent learning environment in early elementary school. The current study tests this theory by leveraging data from students (N = 462) who did and did not enroll in the Boston Public Schools (BPS) prekindergarten (PreK) program as well as features of their kindergarten
-
When does 1 + 1 not equal 2? The relative advantage of public school-based pre-k versus head start for low-income children's kindergarten cognitive and self-regulatory skills. Developmental Psychology (IF 3.845) Pub Date : 2022-05-01 Anna D Johnson,Owen N Schochet,Anne Martin,Sherri Castle,Diane Horm,Deborah A Phillips,
Decades of research suggest that both Head Start and public pre-kindergarten (pre-k) programs boost low-income preschoolers' kindergarten skills. What is not yet well understood is whether there are relative advantages of transitioning from Head Start after 1 year into a school-based public pre-k program for the year immediately before kindergarten for children's developing cognitive and self-regulation
-
Trajectories of perceived parenting across an educational transition: Associations with psychosocial adjustment and identity development among Swiss adolescents. Developmental Psychology (IF 3.845) Pub Date : 2022-04-28 Gillian Albert Sznitman,Jean-Philippe Antonietti,Stijn Van Petegem,Seth J Schwartz,Sophie Baudat,Grégoire Zimmermann
Educational transitions involve a number of changes for adolescents and can be challenging for adolescents and parents alike. The present study was designed to gain a better understanding as to how adolescents' perceptions of parenting evolves across a major educational transition and how the parenting perceived across this transition may facilitate adolescents' psychosocial adjustment and identity
-
Profiles of future expectations among urban adolescents in Cambodia. Developmental Psychology (IF 3.845) Pub Date : 2022-04-28 Kyler S Knapp,Ulziimaa Chimed-Ochir,Hannah B Apsley,Sothy Eng,Gregory M Fosco,H Harrington Cleveland
Adolescents are tasked with navigating competing priorities, including whether to marry, have children, pursue a job/career, go to college, and contribute to society. The developmental task of building expectations for the future is especially complex for Cambodian adolescents living within a society that strongly prioritizes family obligations yet increasingly provides educational and professional
-
Effect of daily school and care disruptions during the COVID-19 pandemic on child behavior problems. Developmental Psychology (IF 3.845) Pub Date : 2022-04-28 Anna Gassman-Pines,Elizabeth O Ananat,John Fitz-Henley,Jane Leer
The COVID-19 pandemic profoundly affected American families and children, including through the closure or change in the nature of their care and school settings. As the pandemic has persisted, many children remain in remote schooling and those attending in-person childcare or school have contended with unpredictable closures. This study investigated the frequency and consequences of disruptions to
-
The cognitive costs and advantages of children's exposure to parental relationship instability: Testing an evolutionary-developmental hypothesis. Developmental Psychology (IF 3.845) Pub Date : 2022-04-25 Patrick T Davies,Morgan J Thompson,Zhi Li,Melissa L Sturge-Apple
Guided by evolutionary-developmental models, this study tested the hypothesis that children's exposure to parental relationship instability, defined by initiation and dissolution of caregiver intimate relationships, has both costs in cognitive impairments and benefits in enhanced learning skills. Participants included 243 mothers and their preschool children (M age 4.60 years; 56% girls) from diverse
-
Patterns of intimacy crisis resolution and their associations with romantic loneliness in Polish and U.S. young adults. Developmental Psychology (IF 3.845) Pub Date : 2022-04-25 Katarzyna Adamczyk,Jung Yeon Park,Chris Segrin
In Erikson's model of development, intimacy and isolation denote polar outcomes of psychosocial crisis in young adulthood. Drawing on this model, the present study used three-wave longitudinal data to examine patterns of the success and lack of success in the resolution of Eriksonian crisis in relation to romantic loneliness as a negative outcome of the intimacy crisis, and compared across Poland and
-
Social comparison effects on academic self-concepts-Which peers matter most? Developmental Psychology (IF 3.845) Pub Date : 2022-04-25 Malte Jansen,Zsófia Boda,Georg Lorenz
Social comparisons with peers are important sources of self-development during adolescence. Many previous studies showed that students' academic self-concepts (ASC) form by contrasting one's own achievement with the average of one's class or school (the Big-Fish-Little-Pond Effect [BFLPE]). Based on social comparison theory, however, we would expect some peers to be more likely social comparison targets
-
The swerve: How childhood bilingualism changed from liability to benefit. Developmental Psychology (IF 3.845) Pub Date : 2022-04-25 Ellen Bialystok,Kornelia Hawrylewicz,John G Grundy,Ashley Chung-Fat-Yim
Early research that relied on standardized assessments of intelligence reported negative effects of bilingualism for children, but a study by Peal and Lambert (1962) reported better performance by bilingual than monolingual children on verbal and nonverbal intelligence tests. This outcome led to the view that bilingualism was a positive experience. However, subsequent research abandoned intelligence
-
Executive function mediates the association between cumulative risk and learning in Ghanaian schoolchildren. Developmental Psychology (IF 3.845) Pub Date : 2022-04-21 Noelle M Suntheimer,Sharon Wolf,Michael J Sulik,Esinam Ami Avornyo,Jelena Obradović
Research on the associations among adversity, executive function (EF), and academic outcomes in low- and middle-income countries, where developmental risk factors are more prevalent and impoverished environments are more widespread than in high income countries, is sparse. This study examines the relations among cumulative risk, EF, and learning outcomes measured 2-years later in Ghanaian third- and
-
Intersensory matching of faces and voices in infancy predicts language outcomes in young children. Developmental Psychology (IF 3.845) Pub Date : 2022-04-21 Elizabeth V Edgar,James Torrence Todd,Lorraine E Bahrick
Parent language input is a well-established predictor of child language development. Multisensory attention skills (MASks; intersensory matching, shifting and sustaining attention to audiovisual speech) are also known to be foundations for language development. However, due to a lack of appropriate measures, individual differences in these skills have received little research focus. A newly established
-
Altruism, hypocrisy and theory of mind in autistic and nonautistic children. Developmental Psychology (IF 3.845) Pub Date : 2022-04-21 Candida C Peterson,Henry M Wellman
Children make choices between generosity and greed every day. Often they must also choose between confession or denial of antisocial acts like greed, thereby displaying either honesty or hypocrisy. Such choices pose cognitive challenges that, in theory, might reflect children's developing social-cognitions and affect their daily social lives and developmental opportunities. Individual differences in
-
Holistic processing of body stimuli: Evidence of body composite illusion in adults and children. Developmental Psychology (IF 3.845) Pub Date : 2022-04-21 Niccolò Butti,Alessandra Finisguerra,Cosimo Urgesi
There is inconsistent evidence that human bodies are processed through holistic processing as it has been widely reported for faces. To assess how configural and holistic processes may develop with age, we administered a visual body recognition task assessing the presence of body inversion and composite illusion effects to white adults (114 participants, 77 women, aged between 18 and 35 years) and
-
Contextual variation in language input to children: A naturalistic approach. Developmental Psychology (IF 3.845) Pub Date : 2022-04-21 Elizabeth R Goldenberg,Rena L Repetti,Catherine M Sandhofer
Children learn what words mean from hearing words used across a variety of contexts. Understanding how different contextual distributions relate to the words young children say is critical because context robustly affects basic learning and memory processes. This study examined children's everyday experiences using naturalistic video recordings to examine two contextual factors-where words are spoken
-
Socioeconomic status differences in children's affective decision-making: The role of awareness in the Children's Gambling Task. Developmental Psychology (IF 3.845) Pub Date : 2022-04-21 Hernán Delgado,Carina Aldecosea,Ñeranei Menéndez,Richard Rodríguez,Verónica Nin,Sebastián Lipina,Alejandra Carboni
Future-oriented decision-making is an important adaptive behavior. In the present study, we examined whether decision-making varies as a function of socioeconomic status (SES) using the Children's Gambling task (CGT). We administered the CGT to 227 children (49% female, 48% low SES) between the ages of 5 and 7 years. After completing the CGT, we assessed children's knowledge of the reward/loss contingencies
-
Longitudinal associations between prosocial behavior and behavioral problems across childhood: A robust random-intercept cross-lagged panel model. Developmental Psychology (IF 3.845) Pub Date : 2022-04-21 Mariëlle Zondervan-Zwijnenburg,Simone Dobbelaar,Mara van der Meulen,Michelle Achterberg
Prior studies have indicated that prosocial behavior might be a protective factor for developing internalizing and externalizing behavioral problems. However, little research has been conducted on within-person changes of prosocial behavior and behavioral problems over time. With random-intercept cross-lagged panel models (RI-CLPMs), the current study analyzed longitudinal associations between prosocial
-
Attentional control is a stable construct in infancy but not steadily linked with self-regulatory functions in toddlerhood. Developmental Psychology (IF 3.845) Pub Date : 2022-04-21 Hsing-Fen Tu,Marcus Lindskog,Gustaf Gredebäck
Attentional control in infancy has been postulated as foundational for self-regulation later in life. However, the empirical evidence supporting this claim is inconsistent. In the current study, we examined the longitudinal data from a sample of Swedish infants (6, 10, and 18 months, n = 118, 59 boys) across a broad set of eye-tracking tasks to find stable markers of attention. Two attention indices
-
How children's media and teachers communicate exclusive and essentialist views of science and scientists. Developmental Psychology (IF 3.845) Pub Date : 2022-04-21 Michelle M Wang,Amanda Cardarelli,Sarah-Jane Leslie,Marjorie Rhodes
Language that uses noun labels and generic descriptions to discuss people who do science (e.g., "Let's be scientists! Scientists discover new things") signals to children that "scientists" is a distinctive category. This identity-focused language promotes essentialist beliefs and leads to disengagement from science among young children in experimental contexts. The extent to which these cues shape
-
Tiny dancers: Effects of musical familiarity and tempo on children's free dancing. Developmental Psychology (IF 3.845) Pub Date : 2022-04-21 Haley E Kragness,Farhat Ullah,Emma Chan,Rachel Moses,Laura K Cirelli
Around the world, musical engagement frequently involves movement. Most adults easily clap or sway to a wide range of tempos, even without formal musical training. The link between movement and music emerges early-young infants move more rhythmically to music than speech, but do not reliably align their movements to the beat. Laboratory work encouraging specific motor patterns (e.g., drumming, tapping)
-
Infant attention and maternal education are associated with childhood receptive vocabulary development. Developmental Psychology (IF 3.845) Pub Date : 2022-04-07 Madeleine Bruce,Yasuo Miyazaki,Martha Ann Bell
Receptive vocabulary development was examined in 313 children (151 girls; 78% White) as a function of infant attention and maternal education (66% of mothers held a college degree or higher). Attention was measured at 10 months using a dynamic puppet task and receptive vocabulary was measured at 3-, 4-, 6-, and 9 years of age using the Peabody Picture Vocabulary Test. The best-fitting multilevel growth
-
Working memory capacity development through childhood: A longitudinal analysis. Developmental Psychology (IF 3.845) Pub Date : 2022-04-07 Matthew R Reynolds,Christopher R Niileksela,Gilles E Gignac,Clarissa N Sevillano
Working memory is an often studied and important psychological construct. The growth of working memory capacity (WMC) in childhood is described as linear. Average adult WMC is estimated as either four or five "chunks." Using latent curve models of data from a measure of digit span backward that was administered longitudinally to a large sample representative of the native-English-speaking U.S. kindergarten
-
Young children do not perceive distributional fairness as a moral norm. Developmental Psychology (IF 3.845) Pub Date : 2022-04-04 Meltem Yucel,Marissa B Drell,Vikram K Jaswal,Amrisha Vaish
Young children robustly distinguish between moral norms and conventional norms (Smetana, 1984; Yucel et al., 2020). In existing research, norms about the fair distribution of resources are by definition considered part of the moral domain; they are not distinguished from other moral norms such as those involving physical harm. Yet an understanding of fairness in resource distribution (hereafter, "fairness")
-
The policing paradox: Police stops predict youth's school disengagement via elevated psychological distress. Developmental Psychology (IF 3.845) Pub Date : 2022-04-04 Juan Del Toro,Dylan B Jackson,Ming-Te Wang
Negative interactions with the legal system can inform adolescents' relationships with schools. The present daily-diary study examined 13,545 daily survey assessments from 387 adolescents (Mage = 13-14; 40% male; 32% Black, 50% White, and 18% Other ethnic-racial minority) across 35 days to assess whether police stops predicted adolescents' school disengagement through their psychological distress as
-
Retaliatory attitudes as mediator of exposure to violence and firearm aggression among youth: The protective role of organized activity involvement. Developmental Psychology (IF 3.845) Pub Date : 2022-04-04 Daniel B Lee,Carissa J Schmidt,Justin E Heinze,Patrick M Carter,Rebecca M Cunningham,Maureen A Walton,Marc A Zimmerman
Firearm injury is a significant public health concern among youth living in the United States. Youth with exposure to violence (ETV) are more susceptible to carrying and using a firearm. Few researchers, however, have examined psychological mechanisms undergirding the association between ETV and firearm aggression. Retaliatory attitudes have been discussed as a potential mediator linking ETV with firearm
-
Similarity of friends versus nonfriends in adolescence: Developmental patterns and ecological influences. Developmental Psychology (IF 3.845) Pub Date : 2022-03-31 D Wayne Osgood,Daniel T Ragan,Jenna L Dole,Derek A Kreager
This study examines developmental change across adolescence in the similarity of friends versus nonfriends. This differential in similarity is a key aspect of the organization of the peer context of development: The stronger the correlation between friends for an attribute, the more the attribute delineates clustering and divisions of friendships. We investigated change in the correlation between friends
-
Does caregivers' use of praise reduce children's externalizing behavior? A longitudinal observational test in the context of a parenting program. Developmental Psychology (IF 3.845) Pub Date : 2022-03-31 Joyce Weeland,Eddie Brummelman,Sara R Jaffee,Rabia R Chhangur,Danielle van der Giessen,Walter Matthys,Bram Orobio de Castro,Geertjan Overbeek
Caregivers are often encouraged to praise children to reduce externalizing behavior. Although several theoretical perspectives suggest that praise works (e.g., praise reinforces positive behavior), others suggest it may not (e.g., children dismiss praise or experience it as controlling). This longitudinal-observational study examined whether (a) caregivers' praise and children's externalizing behavior
-
Do child-father and child-mother preschool insecure attachment types predict the development of externalizing behaviors in boys and girls during middle childhood? Developmental Psychology (IF 3.845) Pub Date : 2022-03-31 Audrey-Ann Deneault,Jean-François Bureau,Kim Yurkowski
Past meta-analyses show that both child-mother and child-father attachment insecurity are independently and jointly associated with more externalizing behaviors in children. Little is known, however, on the ways that different types of insecure attachment independently and jointly predict the development of externalizing behaviors over time. Existing work also neglects the impact of children's gender
-
Fine motor skills during early childhood predict visuospatial deductive reasoning in adolescence. Developmental Psychology (IF 3.845) Pub Date : 2022-03-31 Robert A Cortes,Adam E Green,Rachel F Barr,Rebecca M Ryan
Extensive evidence and theory suggest that the development of motor skills during infancy and early childhood initiates a "developmental cascade" for cognitive abilities, such as reading and math. Motor skills are closely connected with the development of spatial cognition, an ability that supports deductive reasoning. Despite the linkage between motor skills and spatial cognition, and spatial cognition
-
Be(com)ing social: Daily-life social interactions and parental bonding. Developmental Psychology (IF 3.845) Pub Date : 2022-04-01 Robin Achterhof,Maude Schneider,Olivia J Kirtley,Martien Wampers,Jeroen Decoster,Catherine Derom,Marc De Hert,Sinan Guloksuz,Nele Jacobs,Claudia Menne-Lothmann,Bart P F Rutten,Evert Thiery,Jim van Os,Ruud van Winkel,Marieke Wichers,Inez Myin-Germeys
Parents are known to provide a lasting basis for their children's social development. Understanding parent-driven socialization is particularly relevant in adolescence, as an increasing social independence is developed. However, the relationship between key parenting styles of care and control and the microlevel expression of daily-life social interactions has been insufficiently studied. Adolescent
-
Mothers and friends as listeners for adolescent anger narration: Distinct developmental affordances. Developmental Psychology (IF 3.845) Pub Date : 2022-04-01 Monisha Pasupathi,Cecilia Wainryb,Stacia V Bourne,Kristina Oldroyd
Narrating emotional experiences to important others contributes to socioemotional and self-development from early childhood through adulthood. However, to date, almost no work has explored the distinctive ways that different listeners might shape narration, and the socioemotional outcomes of narrating experience. The present study examines how early adolescents (n = 106, age range 12-14, 54 girls,
-
The unity and diversity of executive functions: A network approach to life span development. Developmental Psychology (IF 3.845) Pub Date : 2022-04-01 Justin E Karr,Josue E Rodriguez,Patrick K Goh,Michelle M Martel,Philippe Rast
As a novel approach to conceptualizing executive functions, this study applied network analysis to a common battery of executive function tests administered to a sample covering the life span. Participants (N = 3,944; age: M = 20.8 years, SD = 19.6, range: 3-85; maternal/self education: M = 12.9 years, SD = 2.6; 53.3% girls/women, 46.7% boys/men; 61.1% White, 18.2% African American, 14.0% Latinx, 6
-
Executive control throughout elementary school: Factor structure and associations with early childhood executive control. Developmental Psychology (IF 3.845) Pub Date : 2022-04-01 Timothy D Nelson,Tiffany D James,Jennifer Mize Nelson,Cara C Tomaso,Kimberly Andrews Espy
This study examined the factor structure of executive control throughout elementary school, as well as associations between executive control abilities in preschool and elementary school. Data were drawn from a longitudinal study of executive control development in a community sample of children (N = 294; 53% female, 47% male) oversampled for low family income (25.4% below poverty line; Mincome = $46
-
Revisiting the intricate interplay between aggression and preadolescents' school functioning: Longitudinal predictions and multilevel latent profiles. Developmental Psychology (IF 3.845) Pub Date : 2022-04-01 Lisa Bardach,Takuya Yanagida,Dagmar Strohmeier
This work refined the complex associations between aggression (aggressive behavior and victimization) and school functioning in terms of school liking, interest, achievement, and social class climate. First, using longitudinal multilevel structural equation modeling, it was shown that aggressive behavior and victimization preceded lower school liking, achievement, and social class climate at the individual
-
Does residential mobility affect child development at age five? A comparative study of children born in U.S. and U.K. cities. Developmental Psychology (IF 3.845) Pub Date : 2022-04-01 Ludovica Gambaro,Anthony Buttaro,Heather Joshi,Mary Clare Lennon
Residential mobility is a normal feature of family life but thought to be a source of disruption to a child's development. Mobility may have its own direct consequences or reflect families' capabilities and vulnerabilities. This article examines the association between changes of residence and verbal and behavioral scores of children aged 5, contributing to the literature in three ways. First, it compares
-
Young children infer psychological ownership from stewardship. Developmental Psychology (IF 3.845) Pub Date : 2022-04-01 Angelina Cleroux,Joann Peck,Ori Friedman
Although people take care of their own possessions, they also engage in stewardship and take care of things they do not own. Here, we examined what young children infer when they observe stewardship behavior of an object. Through four experiments on predominantly middle-class Canadian children (total N = 350, 168 girls and 182 boys from a predominantly White and middle-class region), we found that
-
The influence of collaboration and culture on the IKEA effect: Does cocreation alter perceptions of value in British and Indian children? Developmental Psychology (IF 3.845) Pub Date : 2022-04-01 Lauren E Marsh,Joanna Gil,Patricia Kanngiesser
Creating objects can increase our evaluation of them, even when we compare them to physically identical copies (IKEA effect). Here we evaluate the influence of collaboration on the IKEA effect in two societies-the United Kingdom and India. One hundred twenty-eight 5-to-6-year-old children (48% female, 50% British middle class, 50% Indian middle class) assembled toys in pairs. Half of the children collaborated
-
Children's trust in and learning from voice assistants. Developmental Psychology (IF 3.845) Pub Date : 2022-04-01 Lauren N Girouard-Hallam,Judith H Danovitch
As children increasingly interact with digital voice assistants, it is important to know whether they treat these devices as reliable information sources. Two studies investigated children's trust in and recall of statements made by a novel voice assistant and a human informant. In Study 1, children ages 4-5 (Mage = 5.05; 20 boys, 20 girls) and 7-8 (Mage = 7.98; 18 boys, 22 girls) from predominately
-
Early grammatical marking development in Mandarin-speaking toddlers. Developmental Psychology (IF 3.845) Pub Date : 2022-04-01 Ruoyu Lexie Huang,Paul Fletcher,Zhixiang Zhang,Weilan Liang,Virginia Marchman,Twila Tardif
The current study examined early grammatical marking in a relatively understudied language, Mandarin, by using the Mandarin version of MacArthur-Bates Communicative Development Inventory. Two waves of data collection included 338 monolingual children (17-36 months; 143 female) at Time 1 and 308 children (32-55 months; 139 female) at Time 2 and their caregivers, whose education ranged from third grade
-
Lexico-semantic structure in vocabulary and its links to lexical processing in toddlerhood and language outcomes at age three. Developmental Psychology (IF 3.845) Pub Date : 2022-04-01 Arielle Borovsky
Toddlerhood is marked by advances in several lexico-semantic skills, including improvements in the size and structure of the lexicon and increased efficiency in lexical processing. This project seeks to delineate how early changes in vocabulary size and vocabulary structure support lexical processing (Experiment 1), and how these three skills together (vocabulary size, structure, and lexical processing)
-
The effect of the NoTrap! Antibullying program on ethnic victimization: When the peer educators' immigrant status matters. Developmental Psychology (IF 3.845) Pub Date : 2022-03-24 Valentina Zambuto,Federica Stefanelli,Benedetta E Palladino,Annalaura Nocentini,Ersilia Menesini
Nowadays, an increasing number of children and adolescents living in Europe have an immigrant background. Because ethnicity is a recognizable characteristic that may become the driver of bullying, these youths are at high risk of victimization. School interventions based on peer-led approaches, assuming all the conditions postulated in contact theory, could be suitable to counteract bias-based bullying
-
Does third-party punishment in children aim at equality? Developmental Psychology (IF 3.845) Pub Date : 2022-03-24 Young-Eun Lee,Felix Warneken
Third-party punishment has been regarded as an important mechanism to promote fairness. Although previous research has shown that children aged 6 and older punish unfair behaviors at a personal cost, it is unknown whether they actually intend to establish equality or whether equality is a mere byproduct of punishment. In this preregistered study, N = 60 five- to 9-year-olds witnessed that an agent
-
Children's attributions of moral and epistemic virtue: Effects on learning and memory. Developmental Psychology (IF 3.845) Pub Date : 2022-03-24 Pearl Han Li,Elizabeth Stephens Hoff,Melissa A Koenig
One developmental task faced by children is to identify, remember, and learn from epistemic and moral agents around them who are known to be good or virtuous. Here, in 2 studies, we examined U.S children's (N = 138; 55% female, 45% male; predominantly White, middle-class) memory processes for agents varying in moral and epistemic virtue. In Study 1, when presented with 16 faces of individuals who were
-
Has the COVID-19 pandemic affected older adults' personal and general views on aging? Evidence for losses and gains. Developmental Psychology (IF 3.845) Pub Date : 2022-03-21 Hans-Werner Wahl,Markus Wettstein,Han-Yun Tseng,Anna Schlomann,Laura Schmidt,Manfred Diehl
The coronavirus disease (COVID-19) pandemic might have affected older adults' personal and general views on aging (VoA) because they were frequently, particularly during the early phase of the pandemic, portrayed as a homogeneous, vulnerable group in the media and in public debates. Also, their higher risk of severe COVID-19 disease progression as well as other pandemic-related stressors and restrictions
-
Influences of bilingualism and developmental language disorder on how children learn and process words. Developmental Psychology (IF 3.845) Pub Date : 2022-03-21 Lara Barak,Tamar Degani,Rama Novogrodsky
Previous studies found that bilingual children and adults with typical language development (TLD) perform better than monolinguals in novel word learning, but show lower scores on lexical retrieval tasks (e.g., naming known words). Children with developmental language disorder (DLD) lack in their abilities in both tasks compared with children with TLD. The current study tested the interplay between
-
The codevelopment of reading and attention from middle childhood to early adolescence: A multivariate latent growth curve study. Developmental Psychology (IF 3.845) Pub Date : 2022-03-21 Sally A Larsen,Callie W Little,William L Coventry
Attention skills are strong cross-sectional predictors of reading comprehension from childhood through to adolescence. However, less is known about the developmental relations between these two domains across this period. This study examined the codevelopment of reading and attention in a community sample of 614 Australian school students (50% female). Reading and attention were assessed at ages 8
-
Distinctions between moral and conventional judgments from early to middle childhood: A meta-analysis of social domain theory research. Developmental Psychology (IF 3.845) Pub Date : 2022-03-21 Ha Na Yoo,Judith G Smetana
Understanding distinctions between morality and conventions is an important milestone in children's moral development. The current meta-analysis integrated decades of social domain theory research (Smetana, 2006; Turiel, 1983) on moral and conventional judgments from early to middle childhood. We examined 95 effect sizes from 18 studies (2,707 children; Mage = 7.30 years; 51% females; 42% Whites).
-
Early maternal language input and classroom instructional quality in relation to children's literacy trajectories from pre-kindergarten through fifth grade. Developmental Psychology (IF 3.845) Pub Date : 2022-03-21 Lynne Vernon-Feagans,Robert C Carr,Mary Bratsch-Hines,Michael Willoughby
Both early childhood maternal language input and the quality of classroom instruction in elementary school have been shown to be important environmental supports in predicting children's literacy skill development. However, no studies have simultaneously examined these two environmental supports in relation to children's early language skills and later literacy skills across elementary school. The
-
Flexibility in action: Development of locomotion under overhead barriers. Developmental Psychology (IF 3.845) Pub Date : 2022-03-21 Jaya Rachwani,Orit Herzberg,Brianna E Kaplan,David M Comalli,Sinclaire O'Grady,Karen E Adolph
Behavioral flexibility-the ability to tailor motor actions to changing body-environment relations-is critical for functional movement. Navigating the everyday environment requires the ability to generate a wide repertoire of actions, select the appropriate action for the current situation, and implement it quickly and accurately. We used a new, adjustable barrier paradigm to assess flexibility of motor
-
Intraobject and extraobject memory binding across early development. Developmental Psychology (IF 3.845) Pub Date : 2022-03-21 Kevin P Darby,Per B Sederberg,Vladimir M Sloutsky
The ability to bind, or link, different aspects of an experience in memory undergoes protracted development across childhood. Most studies of memory binding development have assessed extraobject binding between an object and some external element such as another object, whereas little work has examined the development of intraobject binding, such as between shape and color features within the same
-
Reading real words versus pseudowords: A meta-analysis of research in developmental dyslexia. Developmental Psychology (IF 3.845) Pub Date : 2022-03-21 Zheng Zhang,Peng Peng
Word reading is critical for reading development. However, it has long been debated on the processes involved in real word and pseudoword decoding in developmental dyslexia (DD). We conducted a meta-analysis of 28 neuroimaging studies (519 participants with DD, 562 typical readers, age range 5-63 years, female 37.65%, 382 foci, 64 experimental contrasts) using effect-size signed differential mapping
-
Development of updating in working memory in 4-7-year-old children. Developmental Psychology (IF 3.845) Pub Date : 2022-03-21 Chen Cheng,Melissa M Kibbe
Children live in a dynamic environment, in which objects continually change locations and move into and out of occlusion. Children must therefore rely on working memory to store information from the environment and to update those stored representations as the environment changes. Previous work suggests that the ability to store information in working memory increases through infancy and childhood
-
The role of school friendship stability, instability, and network size in early adolescents' social adjustment. Developmental Psychology (IF 3.845) Pub Date : 2022-03-21 Sharlyn Ferguson,Nicole R Brass,Michael A Medina,Allison M Ryan
This study examined longitudinal associations between early adolescents' school friendship stability, instability, and network size and their perceived social adjustment. The final sample consisted of 430 early adolescents residing in seven Midwestern schools (52% female, 47% Black, 42% White, 5% Hispanic or Latinx, and 6% Other). School friendship stability, instability, and network size were assessed
-
Effects of incidental reminders on prospective memory in children. Developmental Psychology (IF 3.845) Pub Date : 2022-03-21 Nuala Ryder,Lia Kvavilashvili,Ruth Ford
Prospective memory (PM) involves remembering to carry out intended actions in the future (e.g., posting a letter on the way to school or passing on a message) and is important for children's independent functioning in daily life. This study examined, for the first time, the effects of incidental reminder cues on children's PM. Five- and 7-year-old children (n = 160, 50% female, predominantly White
-
With a little help from my empathic friends: The role of peers in the development of empathy in adolescence. Developmental Psychology (IF 3.845) Pub Date : 2022-03-21 Marta Miklikowska,Lauree Tilton-Weaver,William J Burk
Despite ample research on empathy development, its social origins have been understudied, particularly in the context of peer relations. This two-wave study of Swedish adolescents (N = 318; MageT1 = 16.28, SD = .49; 55% females) examined longitudinal associations between youth friendships and empathy. The results showed that adolescents befriended peers with similar levels of empathy and that, controlling