This study tests whether developments in self‐knowledge and autobiographical memory across early to late childhood are related. Self‐descriptions and autobiographical memory reports were collected from 379 three‐ to eleven‐year‐old predominantly white Scottish children, Mage = 90.3 months, SD = 31.1, 54% female. Episodic memory was measured in an enactment task involving recall and source monitoring

This research examined the link between persistence and cheating in 3‐ to 6‐year‐old children (2021–2022, N = 200, 100 boys; Mage = 4.85 years; all middle‐class Han Chinese). Study 1 used a challenging game to measure whether children would cheat when they were allowed to play the game unsupervised. Results indicated that children's situational, but not trait, persistence negatively correlated with

Little is known about language development after late‐to‐moderate premature birth, the most significant part of prematurity worldwide. We examined minimal‐pair word‐learning skills in 18 eighteen‐month‐old healthy full‐term (mean gestational age [GA] at birth = 39.6 weeks; 7 males; 100% Caucasian) and 18 healthy late‐to‐moderate preterm infants (mean GA at birth 33.7 weeks; 11 males; 100% Caucasian)

Humans are driven by an intrinsic motivation to learn, but the developmental origins of curiosity‐driven exploration remain unclear. We investigated the computational principles guiding 4‐year‐old children's exploration during a touchscreen game (N = 102, F = 49, M = 53, primarily white and middle‐class, data collected in the Netherlands from 2021–2023). Children guessed the location of characters

This study examined the influence of linguistic input on the development of productive and receptive skills across three fundamental language domains: lexico‐semantics, syntax, and phonology. Seventy‐one (35 female) Basque‐Spanish bilingual children were assessed at three time points (Fall 2018, Summer 2019, Winter 2021), between 4 and 6 years of age, by specifically examining language knowledge and

Autism spectrum condition (ASC) is characterized by atypical attention to eyes and faces, but the onset and impact of these atypicalities remain unclear. This prospective longitudinal study examined face perception in infants who develop ASC (N = 22, female = 5, 100% White) compared with typically developing infants (N = 131, female = 65, 55.6% White), tracking social-cognitive and ASC development

Object exploration is considered a driver of motor, cognitive, and social development. However, little is known about how early childhood education and care settings facilitate object exploration. This study examined if children's exploration of objects during free play was facilitated by the use of particular spatial components (floor, tables, and activity centers) and types of play (solitary, social

Religious decline, often observed among North American Christian youth, may not apply universally. We examined this and whether religiosity is associated with well‐being, risk behavior, cultural values, and acculturation among 4080 Muslim and Christian adolescents aged 15–22 in Germany. Utilizing seven waves from the CILS4EU project and a person‐oriented analytical approach, we identified different

Parents' judgment of their children's cognitive ability is important for providing adequate learning environments. This study examined parents' judgment accuracy with 2346 children (M = 8.94 years; 48.3% girls) and their parents (1283 mothers, 426 fathers, and 637 parental pairs). The data were collected between September 2012 and February 2014 in Germany. Latent regression analyses were conducted

How does one assess developmental change when the measures themselves change with development? Most developmental studies of word learning use either looking (infants) or pointing (preschoolers and older). With little empirical evidence of the relationship between the two measures, developmental change is difficult to assess. This paper analyzes 914 pointing, looking children (451 female, varied ethnicities

This study examined how proximal and distal familial stressors influenced the real‐time, dynamic individual and dyadic regulation of respiratory sinus arrhythmia (RSA) in mother–preschooler and father–preschooler interactions in at‐risk families (N = 94, Mage = 3.03 years, 47% males, 77% White, 20% Latinx, data collected 2013–2017). Proximal stressors were operationalized as changing task demands (baseline

This longitudinal study examined age‐ and gender‐related differences in autobiographical memory about the COVID‐19 pandemic lockdowns and whether the content of these memories predicted psychological adjustment over time. A sample of 247 students (Mage = 11.94, range 8–16 years, 51.4% female, 85.4% White) was recruited from public and private schools in Denmark and assessed three times from June 2020

Preterm birth poses a major public health challenge, with significant and heterogeneous developmental impacts. Latent profile analysis was applied to the National Institutes of Health Toolbox performance of 1891 healthy prematurely born children from the Adolescent Brain and Cognitive Development study (970 boys, 921 girls; 10.00 ± 0.61 years; 1.3% Asian, 13.7% Black, 17.5% Hispanic, 57.0% White, 10

Children in low‐ and middle‐income countries (LMICs) are disproportionately at risk of not meeting their developmental potential. Parental discipline can promote and hinder child outcomes; however, little research examines how discipline interacts with contextual factors to predict child outcomes in LMICs. Using data from 208,156 households with children between 36 and 59 months (50.5% male) across

This study investigated trajectories of ethnic discrimination experiences in school, diversity climates as contextual antecedents, and school adjustment as outcome. Latent‐Growth‐Mixture‐Models of repeated self‐reported discrimination over 3 years (2012–2015) by 1445 ethnically‐minoritized adolescents of Turkish and Moroccan background in 70 Belgian schools (52.6% boys, Mage = 15.07) revealed four

Longitudinal study of associations between family‐level emotion socialization and adolescent adjustment is limited. When American children (53.5% girls) were in second grade (N = 213; Mage = 7.98; data collected 2002–2003), mothers and fathers (79.8% of mothers and 74.2% of fathers were White) reported on their reactions to children's emotions; in seventh, eighth, and ninth grade (Mage = 13.03, 14

This study used latent transition analysis to examine the stability and change in perceived threats in youth's primary social contexts—neighborhoods, schools, and families—and associations with emotional and behavioral problems when youth transitioned from childhood to adolescence. The sample included 8208 racially and ethnically diverse youth enrolled in the Adolescent Brain Cognitive Development

We explored whether urban American Indian (AI) caregivers who maintained a strong sense of cultural connectedness buffered their children from the negative effects of stress on mental health. A community sample of 161 urban AI children (91 girls) ages 8–15 years (M = 11.20 years) and their primary caregivers participated between 2016 and 2017. Caregiver cultural connectedness moderated associations

This study investigated familial attachment‐based processes in middle childhood, using 788 families (50.6% boys; 84.4% White), assessed six times from 4.5 years old to Grade 6. An adapted Random Intercept Cross‐Lagged Panel Model revealed between‐family associations among couple emotional intimacy, relationships with both parents, and child social skills (β = .18–.66). Within‐family increases in child

This study aimed to examine the associations between child temperament and trajectories of the three dimensions of the student–teacher relationship (Closeness, Conflict, and Dependency) during elementary school. Latent class growth analyses conducted among 744 French‐Canadian students recruited between 2008 and 2010 (46.8% girls; Mage = 8.39; 90.9% White; 49.7% with externalizing behavior problems)

This study investigated whether infants encode better the features of a briefly occluded object if its movements are specified simultaneously by vision and audition than if they are not (data collected: 2017–2019). Experiment 1 showed that 10‐month‐old infants (N = 39, 22 females, White‐English) notice changes in the visual pattern on the object irrespective of the stimulation received (spatiotemporally

Data from three NIH Environmental influences on Child Health Outcomes (ECHO) Program cohorts that collected the HOME-Infant-Toddler (HOME-IT age 0–3 years) version were used to examine the reliability of a brief scale of caregiver support and cognitive stimulation. Participants with HOME-IT data (N = 2518) were included in this analysis. Mean child age at HOME-IT assessment was 1.51 years, 48% of children

This study explores the effects of the two‐generation program CareerAdvance—which combines education and training for parents in healthcare with Head Start for children—on children's academic, language, mathematics, and inhibitory control followed for 3 years. The sample (collected in Tulsa, Oklahoma from 2011 to 2018) includes 147 children in the CareerAdvance group and 139 children in a matched comparison

This study examined gene–environment correlation (rGE) in intellectual and academic development in 561 U.S.‐based adoptees (57% male; 56% non‐Latinx White, 19% multiracial, 13% Black or African American, 11% Latinx) and their birth and adoptive parents between 2003 and 2017. Birth mother intellectual and academic performance predicted adoptive mother warmth at child age 6 (β = .14, p = .038) and 7

This 5‐year longitudinal study examined whether high mathematics achievers in primary school had cognitive advantages before entering formal education. High mathematics achievement was defined as performing above Pc 90 in Grades 1 and 3. The predominantly White sample (Mage in preschool: 64 months) included 31 high achievers (12 girls) and 114 average achievers (63 girls). We measured children's early

This study extends the analytic approach conducted by Watts et al. (2018) to examine the long‐term predictive validity of delay of gratification. Participants (n = 702; 83% White, 46% male) completed the Marshmallow Test at 54 months (1995–1996) and survey measures at age 26 (2017–2018). Using a preregistered analysis, Marshmallow Test performance was not strongly predictive of adult achievement, health

Using data from a nationally representative sample of 5‐year‐olds in the Growing Up in Ireland study (N = 9001, 51% male), this research investigated the role of factors in the neighborhood environment on levels of active outdoor play in young children. Primary caregivers (98% mothers; 81% Irish) responded to questions regarding their child's levels of active outdoor play (e.g., chasing) and their

Research on early language input and socioeconomic status typically relies on correlations in small convenience samples. Using data from Baby's First Years, this paper assesses the causal impact of monthly, unconditional cash transfers on child‐directed speech and child vocalizations among a large, racially diverse sample of low‐income U.S. mothers and their 1‐year‐olds (N = 563; 48% girls; 2019–2020)

Optimal performance lies at intermediate autonomic arousal, but no previous research has examined whether the emergence of endogenous control associates with changes in children's up‐regulation from hypo‐arousal, as well as down‐regulation from hyper‐arousal. We used wearables to take day‐long recordings from N = 58, 12‐month‐olds (60% white/58% female); and, in the same infants, we measured self‐regulation

The progress of developmental research demands reliable measurement techniques, yet inconsistency persist across laboratories, subfields, and settings. To address this, the NIH Toolbox for Neurological and Behavioral Function (NIHTB)® has been extended to create a universal assessment for developmental and pediatric communities: The NIH Infant and Toddler (“Baby”) Toolbox. Currently undergoing norming

During infancy, intersensory facilitation declines gradually as unisensory perception develops. However, this trade‐off was mainly investigated using audiovisual stimulations. Here, fifty 4‐ to 12‐month‐old infants (26 females, predominately White) were tested in 2017–2020 to determine whether the facilitating effect of their mother's body odor on neural face categorization, as previously observed

Telomere length (TL) serves as a biomarker of exposure to stressors, including material hardship. Data from the Future of Families and Child Wellbeing Study (1998–2015) were utilized to determine whether prior material hardship was associated with shorter salivary TL at years 9 and 15. 49% of the year 9 study population were female, 49% were Black, and 25% were Hispanic. At year 9 (N = 1990), regression

Little is known about how children and adolescents evaluate unequal teacher allocations of leadership duties based on ethnicity‐race and gender in the classroom. U.S. boys and girls, White (40.7%), Multiracial (18.5%), Black/African American (16.0%), Latine (14.2%), Asian (5.5%), Pacific Islander (0.4%), and other (4.7%) ethnic‐racial backgrounds, 8–14 years, N = 275, evaluated teacher allocations

The study examined how children's self-regulation skills measured by the strengths and weaknesses of ADHD symptoms and normal behavior rating are associated with story comprehension and how verbal engagement and e-book discussion prompts moderate this relation. Children aged 3–7 (N = 111, 50% female, Chinese as first language) read an interactive Chinese–English bilingual story e-book with or without

Healthy Indigenous child development is grounded in Indigenous ways of knowing and being. Attachment theory has been influential in understanding the significance of parenting for infant development in Western science but has focused on child–caregiver bonds predominantly within the parent–child dyad. To bring forth Indigenous perspectives regarding understandings of parenting, the attachment bond

How do infants become word meaning experts? This registered report investigated the structure of infants' early lexical representations by manipulating the typicality of exemplars from familiar animal categories. 14- to 18-month-old infants (N = 84; 51 female; M = 15.7 months; race/ethnicity: 64% White, 8% Asian, 2% Hispanic, 1% Black, and 23% multiple categories; participating 2022–2023) were tested

This study used a three-wave longitudinal dataset to: identify adjustment profiles of U.S. Mexican-origin adolescents based on their physical, academic, and psychosocial health adjustment; track adjustment profile changes throughout adolescence; and examine the associations between cultural stressors, family obligation, and adjustment profile membership over time. Participants were 604 Mexican-origin

Understanding how to respond to transgressions is central to cooperation, yet little is known about how individuals understand the consequences of these responses. Accordingly, the current study explored children's (ages 5–9), adolescents' (ages 11–14), and adults' (N = 544, predominantly White, ~50% female, tested in 2021) understandings of three such responses—forgiveness, punishment, and doing nothing

This study examined the development of empathic care across three generations in a sample of 184 adolescents in the United States (99 female, 85 male; 58% White, 29% African American, 8% mixed race/ethnicity, 5% other groups), followed from their family of origin at age 13 into their parenting years (through their mid-30s). Mothers' empathic support toward adolescents at age 13 predicted teens' empathy

Children and adults express greater confidence in the existence of invisible scientific as compared to invisible religious entities. To further examine this differential confidence, 5- to 11-year-old Turkish children and their parents (N = 174, 122 females) from various regions in Türkiye, a country with an ongoing tension between secularism and religion, were tested in 2021 for their belief in invisible

Human brain demonstrates amazing readiness for speech and language learning at birth, but the auditory development preceding such readiness remains unknown. Cochlear implanted (CI) children (n = 67; mean age 2.77 year ± 1.31 SD; 28 females) with prelingual deafness provide a unique opportunity to study this stage. Using functional near-infrared spectroscopy, it was revealed that the brain of CI children

The COVID-19 pandemic in the United States has had a disproportionate impact on Black, low-income, and elderly individuals. We recruited 175 predominantly white children ages 5–12 and their parents (N = 112) and asked which of two individuals (differing in age, gender, race, social class, or personality) was more likely to get sick with either COVID-19 or the common cold and why. Children and parents

The current commentary explored the applicability of the methods described in “Mitigating invalid and mischievous survey responses: A registered report examining risk disparities between heterosexual and lesbian, gay, bisexual, or questioning youth” by Dr. Joseph Cimpian and colleagues to explore sexual orientation disparities in preexisting data from a nonprobability sample. Understanding Affirming

This study explores how caregiver–child scientific conversation during storybook reading focusing on the challenges or achievements of famous female scientists impacts preschoolers' mindset, beliefs about success, and persistence. Caregiver–child dyads (N = 202, 100 female, 35% non-White, aged 4–5, ƒ = .15) were assigned to one of three storybook conditions, highlighting the female scientist's achievements

The present 21-day daily diary study (conducted 2021–2022) tested anger and racism-related vigilance as potential transdiagnostic mediators linking exposure to racial and ethnic discrimination (RED) to distress (negative affect and stress, respectively). The data analytic sample included N = 317 Mexican-origin adolescents (Mage = 13.5 years; 50.8% male, 46.7% female; 2.5% non-binary) from the Midwestern

The current study sought to understand gender differences in how much children value personal attractiveness, whether age is associated with valuing personal attractiveness, and the role of gender identity development. Three- to five-year-olds (N = 170; 89 girls, 81 boys, 0 other genders; primarily Latiné, multiethnic, and non-Hispanic White American) were recruited from child centers across the Los

Parental chronic pain is associated with adverse outcomes in children, but the mechanisms of transmission are largely untested. Mothers with chronic pain (N = 400, Mage = 40.3 years, 90.5% White) and their children (Mage = 10.33 years, 83.3% White, 50.2% female) were recruited in 2016–2018 to test longitudinal pathways of risk transmission from maternal chronic pain to children's psychological symptoms

Studying within-person variability in children's behavior is frequently hindered by challenges collecting repeated observations. This study used wearable accelerometers to collect an intensive time series (2.7 million observations) of young children's movement at school (N = 62, Mage = 4.5 years, 54% male, 74% Non-Hispanic White) in 2021. Machine learning analyses indicated that children's typical

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

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

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

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

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

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

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

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

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)