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Correction to Armstrong-Carter et al. (2023). Developmental Psychology (IF 4.497) Pub Date : 2023-12-01
Reports an error in "Momentary links between adolescents' social media use and social experiences and motivations: Individual differences by peer susceptibility" by Emma Armstrong-Carter, Shedrick L. Garrett, Elizabeth A. Nick, Mitchell J. Prinstein and Eva H. Telzer (Developmental Psychology, 2023[Apr], Vol 59[4], 707-719). In the article by Armstrong-Carter et.al., the social connectedness variable
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Maternal contingent responses to distress facilitate infant soothing but not in mothers with depression or infants high in negative affect. Developmental Psychology (IF 4.497) Pub Date : 2023-11-30 Kaya de Barbaro,Priyanka Khante,Meeka Maier,Sherryl Goodman
Depression in mothers is consistently associated with reduced caregiving sensitivity and greater infant negative affect expression. The current article examined the real-time behavioral mechanisms underlying these associations using Granger causality time series analyses in a sample of mothers (N = 194; 86.60% White) at elevated risk for depression and their 3-month-old infants (46.40% female) living
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Child-level factors associated with Spanish-English bilingual toddlers' productive vocabulary growth. Developmental Psychology (IF 4.497) Pub Date : 2023-11-30 Perla B Gámez,Maily Galindo,Carla Jáuregui
This longitudinal study-conducted in the Midwestern United States-examines the child-level factors that promote Spanish-English bilingual toddlers' (n = 47; Mage = 18.80 months; SDage = 0.57) productive vocabulary skills from 18 to 30 months of age. At 6-month intervals, caregivers reported on toddlers' Spanish and English words produced as well as their language exposure at home. Video recordings
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Examining the reciprocal link between social anxiety and social relationships spanning from childhood to adulthood: A meta-analysis of longitudinal studies. Developmental Psychology (IF 4.497) Pub Date : 2023-11-16 Bizhong Chen,Xiaojun Sun,Xuan Huang,Liangshuang Yao
It is theoretically plausible that social anxiety (SA) and social relationships (SR) can influence each other. However, the available empirical evidence is inconsistent, leading to substantial uncertainty regarding the cross-lagged relations between SA and SR. This meta-analysis systematically integrates data from 107 longitudinal studies, comprising 110 independent samples and involving a total of
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Improbable but possible: Training children to accept the possibility of unusual events. Developmental Psychology (IF 4.497) Pub Date : 2023-11-16 Andrew Shtulman,Brandon Goulding,Ori Friedman
Young children tend to deny the possibility of events that violate their expectations, including events that are merely improbable, like making onion-flavored ice cream or owning a crocodile as a pet. Could this tendency be countered by teaching children more valid strategies for judging possibility? We explored this question by training children aged 4-12 (n = 128) to consider either the similarity
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Development of infants' preferential looking toward native language speakers across distinct social contexts. Developmental Psychology (IF 4.497) Pub Date : 2023-11-16 Marc Colomer,Hyesung Grace Hwang,Nicole Burke,Amanda Woodward
Presenting pictures of faces side by side is a common paradigm to assess infants' attentional biases according to social categories, such as gender, race, and language. However, seeing static faces does not represent infants' typical experience of the social world, which involves people in motion and performing actions. Here, we assessed infants' looking preferences for native over foreign language
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Shyness and inhibitory control in preschool dyads: An actor-partner model of social behavior. Developmental Psychology (IF 4.497) Pub Date : 2023-11-16 Raha Hassan,Louis A Schmidt
The risk potentiation model of cognitive control posits that inhibitory control heightens children's risk for problematic outcomes in the context of shyness because it limits shy children's ability to engage flexibly with their environment. Although there is empirical support for the risk potentiation model, most studies have been restricted to parent report of children's outcomes and do not consider
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Neonatal neural responses to novelty related to behavioral inhibition at 1 year. Developmental Psychology (IF 4.497) Pub Date : 2023-11-16 Rebecca F Schwarzlose,Courtney A Filippi,Michael J Myers,Jennifer Harper,M Catalina Camacho,Tara A Smyser,Cynthia E Rogers,Joshua S Shimony,Barbara B Warner,Joan L Luby,Deanna M Barch,Daniel S Pine,Christopher D Smyser,Nathan A Fox,Chad M Sylvester
Behavioral inhibition (BI), an early-life temperament characterized by vigilant responses to novelty, is a risk factor for anxiety disorders. In this study, we investigated whether differences in neonatal brain responses to infrequent auditory stimuli relate to children's BI at 1 year of age. Using functional magnetic resonance imaging (fMRI), we collected blood-oxygen-level-dependent (BOLD) data from
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Testing exploratory narrative processing as a mechanism of change in identity status processes over 4 years in college-going emerging adults. Developmental Psychology (IF 4.497) Pub Date : 2023-11-16 Kit Turner,Jennifer P Lilgendahl,Moin Syed,Kate C McLean
We examined the critical task of emerging adulthood-identity development-via analyses of trajectories of identity exploration and commitment over the college years, as well as whether narrative processing of important events during this period served as a mechanism of identity exploration and commitment. We took advantage of a unique and comprehensive longitudinal design, which included 12 waves of
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Talk it out or tuck it away: The contribution of maternal socialization of coping to depression in youth with early pubertal maturation. Developmental Psychology (IF 4.497) Pub Date : 2023-11-16 Zihua Ye,Karen D Rudolph
Theory and research highlight the mismatch between puberty-associated challenges and personal coping resources among youth with early actual or perceived pubertal timing. This study (N = 167; Mage = 12.41 years; 51.5% female; 77.8% White American) examined whether coping resources provided by mothers (maternal socialization of coping) exert protective or exacerbating effects on risk for depression
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Debunking the Santa myth: The process and aftermath of becoming skeptical about Santa. Developmental Psychology (IF 4.497) Pub Date : 2023-11-13 Candice M Mills,Thalia R Goldstein,Pallavi Kanumuru,Anthony J Monroe,Natalie B Quintero
Two studies examined the process and aftermath of coming to disbelieve in the myth of Santa Claus. In Study 1, 48 children ages 6-15 answered questions about how they discovered Santa was not real and how the discovery made them feel, and 44 of their parents shared their perspectives and how they promoted Santa. In Study 2, 383 adults reflected on their experiences shifting to disbelief in Santa Claus
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Perceptions of relationship quality that predict friendship dissolution during childhood and adolescence: Social support matters more than negativity. Developmental Psychology (IF 4.497) Pub Date : 2023-11-13 Sharon Faur,Mary Page Leggett-James,Goda Kaniušonytė,Rita Žukauskienė,Brett Laursen
The present study examines perceptions of relationship quality as antecedents of best friendship dissolution. Participants included 230 students in Florida (United States; 54.3% girls; ages = 8-13; 39.6% European American, 27.0% Hispanic American, 21.7% African American, and 2.6% Asian American) and 496 students in Lithuania (49.0% girls; ages = 8-14; 358 boys; nearly all ethnic Lithuanian) attending
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Sensitive responsiveness and multiple caregiving networks among Mbendjele BaYaka hunter-gatherers: Potential implications for psychological development and well-being. Developmental Psychology (IF 4.497) Pub Date : 2023-11-13 Nikhil Chaudhary,Gul Deniz Salali,Annie Swanepoel
Attachment theory postulates that there is a particular style of caregiving that, because of its interaction with our evolved psychology, is most likely to result in healthy psychological development. Attachment research has been criticized because most studies have been conducted with Western populations. Critics argue this has (a) overemphasized the importance of sensitive responsive caregiving and
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The developmental context of culture: Reflections on the contributions and legacy of Jerome Kagan. Developmental Psychology (IF 4.497) Pub Date : 2023-11-02 Charles M Super
Although the path of Kagan's career led him inexorably toward biology, in the few years between his first benchmark publication on infancy and his later focus on temperament, he turned to other cultures in order to evaluate emerging insights about early development, namely, that major developmental transitions in behavior are maturational products. These forays contributed profoundly to our current
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Children underperform following "math" but not "spatial" task framing. Developmental Psychology (IF 4.497) Pub Date : 2023-11-02 Lindsey Hildebrand,Sara Cordes
Increasing evidence suggests that success in science, technology, engineering, and math (STEM) fields is not only dependent upon one's actual STEM-relevant abilities but also upon one's STEM-relevant attitudes-in particular, math and spatial attitudes. Here, we examine whether simply mentioning the math or spatial relevance of a task affects children's performance and the moderating role of children's
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Time course of attention to a talker's mouth in monolingual and close-language bilingual children. Developmental Psychology (IF 4.497) Pub Date : 2023-11-02 Joan Birulés,Laura Bosch,David J Lewkowicz,Ferran Pons
We presented 28 Spanish monolingual and 28 Catalan-Spanish close-language bilingual 5-year-old children with a video of a talker speaking in the children's native language and a nonnative language and examined the temporal dynamics of their selective attention to the talker's eyes and mouth. When the talker spoke in the children's native language, monolinguals attended equally to the eyes and mouth
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Perceived control across the adult lifespan: Longitudinal changes in global control and daily stressor control. Developmental Psychology (IF 4.497) Pub Date : 2023-11-02 Eric S Cerino,Susan T Charles,Jacqueline Mogle,Jonathan Rush,Jennifer R Piazza,Laura M Klepacz,Margie E Lachman,David M Almeida
Perceived control is an important psychosocial resource for health and well-being across the lifespan. Global control (i.e., overall perceived control) decreases over time in studies following people every few years to upwards of 10 years. Changes across wider intervals of the lifespan, however, have yet to be examined. Further, how perceived control changes for specific aspects of daily life, such
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Schema formation and stimulus-schema discrepancy: A basic unit and its properties. Developmental Psychology (IF 4.497) Pub Date : 2023-11-02 Philip R Zelazo
Research with 2-day-old neonates shows that they create mental representations-schemata-for their experiences and that this cognitive ability is hardwired and functional at birth. This research and studies with older infants indicate that both the formation and the expansion of schemata occur through moderate discrepancies, a concept that Jerome Kagan promoted conceptually and through his research
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Do you see what I see? Exploring maternal and child perceptions of children's anxiety longitudinally. Developmental Psychology (IF 4.497) Pub Date : 2023-11-02 Alison Kirkpatrick,Lisa A Serbin,Dale M Stack
The goals of this study were to investigate (a) the dyadic relations of mothers' and children's perceptions of children's anxiety symptoms across development, (b) whether maternal perceptions of children's anxiety serve as a mediator of the association between maternal anxiety and child anxiety, and (c) whether sensitive/structured parenting moderates these processes. Participants were 180 mother-child
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Encouraging honesty: Developmental differences in the influence of honesty promotion techniques. Developmental Psychology (IF 4.497) Pub Date : 2023-10-30 Angela D Evans,Victoria Talwar
Given the value placed on honesty and the negative consequences of lying, encouraging children's truth-telling is important. The present investigation assessed honesty promotion techniques for encouraging 3-8-year-old Canadian children's (Study 1: n = 301, 54% female; Study 2: n = 229, 50% female from predominantly White middle-class samples) disclosure of a transgression and whether they varied by
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Response bias is genetically biased: Another argument for Kagan's philippic against questionnaires in developmental psychology. Developmental Psychology (IF 4.497) Pub Date : 2023-10-30 Jana Runze,Marinus H van IJzendoorn
One of the concerns of Jerome Kagan (2007) in his article "A Trio of Concerns" was the frequent use of questionnaires in developmental psychology and related disciplines. His main reasons were the minimal overlap between (self-)reported and observed phenotypes, the ambiguity of items, and systematic socioeconomic status (SES) disparities in responding. We wondered whether genetic differences would
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Rethinking household size and children's language environment. Developmental Psychology (IF 4.497) Pub Date : 2023-10-30 Sonali Poudel,Kathleen Denicola-Prechtl,Jackie A Nelson,Mohammad Hossein Behboudi,Carlos Benitez-Barrera,Stephanie Castro,Mandy J Maguire
The number of U.S. children living in households with extended families has greatly increased in the last 4 decades. This demographic shift calls for a reevaluation of the impact of household size on children's development. Household density (HHD), measured as the ratio of people to bedrooms in a home, has been shown to negatively relate to children's language. Here, we propose that while greater HHD
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Self-regulation in elementary school: Do teacher-reported effortful control and directly assessed executive function codevelop? Developmental Psychology (IF 4.497) Pub Date : 2023-10-23 Emily M Weiss
Self-regulation (SR) is a central developmental task of early childhood and is considered essential for children's success during elementary school. It has typically been conceptualized as effortful control (EC) or executive function (EF), drawing respectively on research traditions in temperament and cognitive development. These aspects of SR are theorized to emerge from an intertwined developmental
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Reexamining developmental continuity and discontinuity in the 21st century: Better aligning behaviors, functions, and mechanisms. Developmental Psychology (IF 4.497) Pub Date : 2023-10-19 Isaac T Petersen
Developmental science aims to explain development across the lifespan. Jerome Kagan observed that the same behavior can occur for different reasons, and differing behaviors can occur for the same reason. To help account for persistence, desistence, and transformation of behavior across development, Kagan introduced various types of continuity and discontinuity of forms and functions of behavior. This
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A unified approach to demographic data collection for research with young children across diverse cultures. Developmental Psychology (IF 4.497) Pub Date : 2023-10-16 Leher Singh,Mihaela D Barokova,Heidi A Baumgartner,Diana C Lopera-Perez,Paul Okyere Omane,Mark Sheskin,Francis L Yuen,Yang Wu,Katherine J Alcock,Elena C Altmann,Marina Bazhydai,Alexandra Carstensen,Kin Chung Jacky Chan,Hu Chuan-Peng,Rodrigo Dal Ben,Laura Franchin,Jessica E Kosie,Casey Lew-Williams,Asana Okocha,Tilman Reinelt,Tobias Schuwerk,Melanie Soderstrom,Angeline S M Tsui,Michael C Frank
Culture is a key determinant of children's development both in its own right and as a measure of generalizability of developmental phenomena. Studying the role of culture in development requires information about participants' demographic backgrounds. However, both reporting and treatment of demographic data are limited and inconsistent in child development research. A barrier to reporting demographic
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Children use epistemic states flexibly to make diagnostic social inferences. Developmental Psychology (IF 4.497) Pub Date : 2023-10-16 Güneş Öner,Gaye Soley
Children are sensitive to their own and others' epistemic states and use these to guide their learning and communication. Here, we systematically examined children's use of epistemic states to make diagnostic social inferences. Specifically, we investigated children's group membership inferences based on what others do and do not know and what role children's own knowledge states and the type of knowledge
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Contribution of finger gnosia and fine motor skills to early numerical and arithmetic abilities: New insights from 3D motion analyses. Developmental Psychology (IF 4.497) Pub Date : 2023-10-16 Maëlle Neveu,Cédric Schwartz,Line Vossius,Laurence Rousselle
Finger gnosia and fine motor skills (FMS) are assumed to play a key role in the development of arithmetic abilities, but their contribution to early numerical skills (i.e., enumeration skills and cardinality) has received little attention so far. The purpose of this study was to investigate the predictive value of finger gnosia and FMS to enumeration, cardinal, and arithmetical abilities and how these
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Supporting Latine children's informal engineering learning through tinkering and oral storytelling. Developmental Psychology (IF 4.497) Pub Date : 2023-10-16 Diana I Acosta,Catherine A Haden
Providing equitable informal science, technology, engineering, and mathematics (STEM) learning opportunities to young children from diverse backgrounds may be a way to increase access and interest in STEM and can help to address the broader goal of increasing representation. Importantly, these learning experiences must be meaningful and engage everyday cultural practices. Guided by a strengths-based
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Maternal reminiscing during middle childhood: Associations with maternal personality and child temperament from the Growing Up in New Zealand cohort study. Developmental Psychology (IF 4.497) Pub Date : 2023-10-16 Isabelle Swearingen,Elaine Reese,Madeline Garnett,Elizabeth Peterson,Karen Salmon,Polly Atatoa Carr,Susan M B Morton,Amy Bird
The way that mothers talk about the past (reminisce) with young children is linked to key memory, language, and socioemotional outcomes. The present research explored the role of a range of child, maternal, socioeconomic, and cultural factors that predict maternal reminiscing style, with a particular focus on maternal personality and child temperament. A total of 1,404 mother-child dyads from the prebirth
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The impact of household pets on children's daily lives: Differences in parent-child conversations and implications for children's emotional development. Developmental Psychology (IF 4.497) Pub Date : 2023-10-12 Lori B Reider,Emily Kim,Elise Mahaffey,Vanessa LoBue
Living with a pet is related to a host of socioemotional health benefits for children, yet few studies have examined the mechanisms that drive the relations between pet ownership and positive socioemotional outcomes. The current study examined one of the ways that pets may change the environment through which children learn and whether childhood pet ownership might promote empathy and prosocial behavior
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The effect of metacognitive executive function training on children's executive function, proactive control, and academic skills. Developmental Psychology (IF 4.497) Pub Date : 2023-10-12 Maki Kubota,Lauren V Hadley,Simone Schaeffner,Tanja Könen,Julie-Anne Meaney,Candice C Morey,Bonnie Auyeung,Yusuke Moriguchi,Julia Karbach,Nicolas Chevalier
The current study investigated the effects of metacognitive and executive function (EF) training on childhood EF (inhibition, working memory [WM], cognitive flexibility, and proactive/reactive control) and academic skills (reading, reasoning, and math) among children from disadvantaged backgrounds. Children (N = 134, Mage = 8.70 years) were assigned randomly to the three training groups: (a) metacognitive
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Moving beyond "nouns in the lab": Using naturalistic data to understand why infants' first words include uh-oh and hi. Developmental Psychology (IF 4.497) Pub Date : 2023-10-12 Kennedy Casey,Christine E Potter,Casey Lew-Williams,Erica H Wojcik
Why do infants learn some words earlier than others? Many theories of early word learning focus on explaining how infants map labels onto concrete objects. However, words that are more abstract than object nouns, such as uh-oh, hi, more, up, and all-gone, are typically among the first to appear in infants' vocabularies. We combined a behavioral experiment with naturalistic observational research to
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Does a row of objects comprise a boundary? How children miss the forest for the trees in spatial navigation. Developmental Psychology (IF 4.497) Pub Date : 2023-10-12 Marilina Mastrogiuseppe,Eugenia Gianni,Sang Ah Lee
Unlike children's early ability to navigate by continuous boundaries, their ability to extract geometric information from an array of objects emerges gradually over childhood. To investigate children's developing representation of object arrays for navigation and its relation to their mental representation of the global spatial layout, reorientation behavior was tested in 146 children (4-9 years, 78
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How biology shapes the development of shyness within specific contexts: A longitudinal, cross-lagged investigation. Developmental Psychology (IF 4.497) Pub Date : 2023-10-12 Raha Hassan,Louis A Schmidt
Shyness is a temperamental trait that refers to fear and wariness in the face of social novelty and is known to have a biological basis. One proposed physiological correlate of shyness has been the change in respiratory sinus arrhythmia (RSA) from baseline to a stressor. However, past research linking shyness and RSA change has been mixed, which may be, in part, due to a failure to carefully consider
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Fostering school equity: A racial socialization approach to creating an equitable school climate and reducing disciplinary infractions. Developmental Psychology (IF 4.497) Pub Date : 2023-10-12 Ming-Te Wang,Juan Del Toro,Christina L Scanlon,Sarah E McKellar
Despite numerous efforts to attenuate the Black-White discipline gap in U.S. schools, Black students are still suspended for minor infractions at a disproportionately higher rate than their White peers. Using a racially diverse sample (n = 1,515; Mage = 12.7; 50% boys; 72% Black, 28% White), this 3-year longitudinal study examined whether student perceptions of school racial socialization practices
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Does racial diversity affect White children's racial bias and reasoning? Depends on where they live and how their social world is structured. Developmental Psychology (IF 4.497) Pub Date : 2023-10-05 Nicole Burke,Michael T Rizzo,Tobias C Britton,Marjorie Rhodes
By 4 years of age, White children from across the United States begin to exhibit an awareness of racial inequalities, along with in-group preferences for other White children. The present study explored how the size and racial diversity of White children's social network (e.g., friends, family, and classmates) and neighborhood (zip code) are related to variation in their explanations for racial disparities
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The longitudinal role of classroom defending norms in victims' psychological adjustment, causal attributions, and social comparisons. Developmental Psychology (IF 4.497) Pub Date : 2023-10-05 Lydia Laninga-Wijnen,Claire F Garandeau,Sarah T Malamut,Christina Salmivalli
Frequent exposure to victimization by peers is related to greater psychological problems. It is often assumed that peer victimization is associated with fewer psychological problems in classrooms where defending victims of bullying is common (i.e., a norm). The few studies testing this claim have been cross-sectional and have produced mixed findings. The current preregistered study examined whether
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The relationship between empathy and executive functions among young adolescents. Developmental Psychology (IF 4.497) Pub Date : 2023-10-05 Noam Mairon,Lior Abramson,Ariel Knafo-Noam,Anat Perry,Mor Nahum
Empathy and executive functions (EFs) are multimodal constructs that enable individuals to cope with their environment. Both abilities develop throughout childhood and are known to contribute to social behavior and academic performance in young adolescents. Notably, mentalizing and EF activate shared frontotemporal brain areas, which in previous studies of adults led researchers to suggest that at
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Employment status and psychosocial adjustment among adolescents and parents during the COVID-19 pandemic: Multi-informant data from ecological momentary assessments. Developmental Psychology (IF 4.497) Pub Date : 2023-10-05 Ming-Te Wang,Christina L Scanlon,Juan Del Toro,Jacqueline D Schall
During the COVID-19 pandemic, many families experienced financial and health stressors associated with parental employment. Using multi-informant and daily-diary data from a nationwide U.S. sample of parents and children (626 dyads; 18,780 daily assessments across 30 days: May 18, 2020-June 1, 2020, October 19, 2020-November 2, 2020; parents: Mage = 43, 15% male; children: Mage = 15, 42% male; 36%
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Someone who knows and someone I trust: Investigating how and with whom U.S. 8- to 14-year-old youth seek to learn about racial inequality. Developmental Psychology (IF 4.497) Pub Date : 2023-10-01 Ellen Kneeskern,Laura Elenbaas
This study investigated 8- to 14-year-old U.S. children's (N = 202, 47% girls, and 49% White) evaluations of statements reflecting individual and structural attributions for the causes of racial inequality between Black and White people in the United States, the epistemic characteristics they used to seek out more information on this topic, and who they believed reflected these characteristics. With
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Parent and self-socialization of gender intergroup attitudes, perceptions, and behaviors among ethnically and geographically diverse young children. Developmental Psychology (IF 4.497) Pub Date : 2023-10-01 May Ling D Halim,S Atwood,Alisha C Osornio,Kristin Pauker,Yarrow Dunham,Kristina R Olson,Sarah E Gaither
Previous work has shown the robust nature of gender bias in both children and adults. However, much less attention has been paid toward understanding what factors shape these biases. The current preregistered study used parent surveys and child interviews to test whether parents' conversations with their children about and modeling of gender intergroup relations and/or children's self-guided interests
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Effects of a father-daughter physical activity intervention delivered by trained facilitators in the community setting on girls' social-emotional well-being: A randomized controlled trial. Developmental Psychology (IF 4.497) Pub Date : 2023-10-01 Emma R Pollock,Myles D Young,David R Lubans,Narelle Eather,Philip J Morgan
This study evaluated the effect of the Dads And Daughters Exercising and Empowered (DADEE) program on daughters' social-emotional well-being when delivered by trained facilitators. Fathers (n = 158; Mage = 41.95 ± 5.32 years; 86% Australian born) and daughters (n = 193; Mage = 8.35 ± 1.85 years) from Newcastle, New South Wales, Australia, were randomized into (a) the DADEE intervention or (b) a wait-list
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The role of autonomy granting and ethnic-racial socialization in Mexican-origin girls' ethnic-racial identity trajectories. Developmental Psychology (IF 4.497) Pub Date : 2023-10-01 Melinda A Gonzales-Backen,Mayra Y Bámaca,Deziah Lyzell Bermudez,Valentina Francisca Iturriaga
The current study examines the role of ethnic-racial socialization (ERS) and maternal autonomy granting in predicting ethnic-racial identity (ERI) exploration, resolution, and affirmation trajectories in a sample of Mexican-origin girls (N = 338) in early and middle adolescence at Wave 1. Latent growth curve analyses showed significant growth in ERI exploration, resolution, and affirmation over 3.5
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Developmental changes in category-based inductions: The effects of labels and statistical evidence on children's inferences about novel social categories. Developmental Psychology (IF 4.497) Pub Date : 2023-10-01 Magali A Mari,Fabrice Clément,Markus Paulus
The psychological mechanisms that subserve inductions about novel social categories in childhood are hotly debated. While research demonstrated that language, and in particular generic statements, plays a major role in how children learn to attribute properties to social categories, developmental theories propose other mechanisms. One theoretical account holds that the mere act of labeling social categories
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Change patterns of mother-adolescent perceived parenting and the corresponding trajectories in their internalizing symptoms. Developmental Psychology (IF 4.497) Pub Date : 2023-10-01 Wen Wen,Lester Sim,Yang Hou,Shanting Chen,Su Yeong Kim
Adolescence is a challenging and sensitive developmental period in which mothers and adolescents may be vulnerable to internalizing symptoms. The current study aimed to understand how patterns of changes in mother-adolescent perceived parenting (i.e., mother-adolescent perceived parenting transition profiles) corresponded with trajectories of mothers' and adolescents' internalizing symptoms from early
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What are the odds? Preschoolers' ability to distinguish between possible, impossible, and probabilistically distinct future outcomes. Developmental Psychology (IF 4.497) Pub Date : 2023-10-01 Jessica Crimston,Jonathan Redshaw,Thomas Suddendorf
Previous research has suggested that infants are able to distinguish between possible and impossible events and make basic probabilistic inferences. However, much of this research has focused on children's intuitions about past events for which the outcome is already determined but unknown. Here, we investigated children's ability to use probabilistic information to guide their choices and actively
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Trajectories of cognitive flexibility through kindergarten and first grade: Implications for externalizing and internalizing behavior problems in the second grade. Developmental Psychology (IF 4.497) Pub Date : 2023-10-01 Irina Patwardhan,Chanelle Gordon,Walter Alex Mason
Developmental delays in cognitive flexibility early in elementary school can potentially increase vulnerability for subsequent externalizing and internalizing psychopathology. The first goal of the current study was to identify latent subgroups of children characterized by different developmental trajectories of cognitive flexibility throughout kindergarten and first grade using data from the Early
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Intraindividual variability is a developmental marker of cool, hot-positive, and hot-negative inhibitory control. Developmental Psychology (IF 4.497) Pub Date : 2023-10-01 Roser Cañigueral,Katherine Barron,Nikolaus Steinbeis
The present study used a novel, well-controlled paradigm to investigate the development of cool, hot-positive, and hot-negative inhibitory control in a sample of children (6- to 11-year-old; N = 38, 21 females), adolescents (12- to 18-year-old; N = 38, 24 females), and adults (19- to 38-year-old; N = 38, 28 females; sample location: United Kingdom). An ex-Gaussian approach was employed on stop signal
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Evidence of a positive effect of verbal cumulative rehearsal on serial order working memory, as early as 4 years old. Developmental Psychology (IF 4.497) Pub Date : 2023-10-01 Lucie Attout,Catherine Monnier
The use of a verbal rehearsal strategy (repeating the items to be remembered to oneself in serial order) has been identified as a key factor in explaining working memory (WM) development. However, the debate remains open with regard to the age at which children are able to use it, and the actual benefits of using such a strategy. Numerous methodological constraints to identify WM strategies limit the
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Intervention-induced temperament changes in children: Evidence from a randomized controlled trial of the Incredible Years parent program. Developmental Psychology (IF 4.497) Pub Date : 2023-10-01 Marijke Huijzer-Engbrenghof,Loes van Rijn-van Gelderen,Alithe van den Akker,Terrence D Jorgensen,Geertjan Overbeek
Child temperament has long been viewed as a potential susceptibility factor in the link between parenting and child disruptive behavior (CDB). Specifically, the idea is that children with higher negative emotionality, surgency, and lower effortful control are more affected by their received parenting, but experimental evidence is scarce. Also, others have argued that child temperament might not be
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Building fraction magnitude knowledge with number lines: Partitioning versus analogy. Developmental Psychology (IF 4.497) Pub Date : 2023-10-01 Alexandria A Viegut,Percival G Matthews
Understanding fraction magnitudes is foundational for later math achievement. To represent a fraction x/y, children are often taught to use partitioning: Break the whole into y parts and shade in x parts. Past research has shown that partitioning on number lines supports children's fraction magnitude knowledge more than partitioning on area models. However, partitioning may not take full advantage
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Associations among temperament characteristics and telomere length and attrition rate in early childhood. Developmental Psychology (IF 4.497) Pub Date : 2023-09-28 Michelle Bosquet Enlow,Immaculata De Vivo,Carter R Petty,Natalie Cayon,Charles A Nelson
There is growing interest in telomere length as an indicator of current and future health. Although early childhood is a period of rapid telomere attrition, little is known about the factors that influence telomere biology during this time. Adult research suggests that telomere length is influenced by psychological characteristics. This study's goal was to test associations among repeated measures
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Three decades of infant motor development: Cohort effects in motor skill onsets. Developmental Psychology (IF 4.497) Pub Date : 2023-09-28 Aaron DeMasi,Emiel Schoneveld,Sarah E Berger
Infant motor development is affected by the sociocultural context in which it takes place. Because societal and cultural practices are dynamic, this exploratory study examined whether the ages at which infants typically learned to crawl, cruise, and walk changed over the past 3 decades. We compiled archival data from 1,306 infants born between January 31, 1992, and December 10, 2021. Parents originally
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Mental health and educational attainment: How developmental stage matters. Developmental Psychology (IF 4.497) Pub Date : 2023-09-28 Kaspar Burger,Michael Becker,Ingrid Schoon
Developmental science suggests that the consequences of mental health problems for life-course outcomes may depend on the timing of their onset. This study investigated the extent to which mental health predicted educational attainment at ages 17, 20, and 25 and whether gender moderated the links between mental health and educational attainment. It used data from Next Steps, a nationally representative
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Pregnant women's autonomic responses to an infant cry predict young infants' behavioral avoidance during the still-face paradigm. Developmental Psychology (IF 4.497) Pub Date : 2023-09-28 Bailey Speck,Jennifer Isenhour,Mengyu Miranda Gao,Elisabeth Conradt,Sheila E Crowell,K Lee Raby
Research suggests that women's autonomic nervous system responses to infant cries capture processes that affect their parenting behaviors. The aim of this study was to build on prior work by testing whether pregnant women's autonomic responses to an unfamiliar infant crying also predict their infants' emerging regulation abilities. Participants included 97 women in their third trimester of pregnancy
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Early cumulative risk and outcomes in adolescence and adulthood: The role of executive function and behavioral regulation. Developmental Psychology (IF 4.497) Pub Date : 2023-09-28 Sara A Schmitt,Tanya M Paes,Robert J Duncan,Deborah Lowe Vandell
This study examined the extent to which early cumulative risk predicts a range of behavioral and psychological outcomes (i.e., depression, future orientation, risky behavior, educational attainment, and socioeconomic outcomes) measured at ages 15 and 26 and whether executive function (EF) and/or behavioral regulation mediated and/or moderated these associations. Data for this study came from the National
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Children's inferences of moral character across different moral subdomains. Developmental Psychology (IF 4.497) Pub Date : 2023-09-28 Inderpreet K Gill,Aisling Curtin,Jessica A Sommerville
Adults use an individual's behavior in one moral subdomain to make inferences about how they will act in another moral subdomain, reflecting a tendency to attribute underlying traits to individuals. We recruited 4- to 7-year-old children from a large city in North America to investigate their ability to generalize from one moral subdomain to another and integrate these pieces of information to form
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Purposeful and purposeless aging: Structural issues for sense of purpose and their implications for predicting life outcomes. Developmental Psychology (IF 4.497) Pub Date : 2023-09-28 Gabrielle N Pfund,Gabriel Olaru,Mathias Allemand,Patrick L Hill
Despite the value of sense of purpose during older adulthood, this construct often declines with age. With some older adults reconsidering the relevance of purpose later in life, the measurement of purpose may suffer from variance issues with age. The current study investigated whether sense of purpose functions similarly across ages and evaluated if the predictive power of purpose on mental, physical
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Developmental profiles of arithmetic fluency skills from grades 1 to 9 and their early identification. Developmental Psychology (IF 4.497) Pub Date : 2023-09-25 Maria Psyridou,Minna Torppa,Asko Tolvanen,Anna-Maija Poikkeus,Marja-Kristiina Lerkkanen,Tuire Koponen
The aim of the present study was to examine the kinds of developmental profiles of arithmetic fluency skills that can be identified across Grades 1-9 (ages 7-16) in a large Finnish sample (n = 2,518). The study also examined whether membership in the developmental profiles could be predicted using a comprehensive set of kindergarten-age factors, including information on cognitive skills; motivational
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The warm glow of kindness: Developmental insight into children's moral pride across cultures and its associations with prosocial behavior. Developmental Psychology (IF 4.497) Pub Date : 2023-09-21 Joanna Peplak,Beatrice Bobba,Mari Hasegawa,Simona C S Caravita,Tina Malti
Moral pride is a key component of virtue development. This study provides developmental insight into children's moral pride across cultures, and the potential for moral pride to underlie prosocial behavior. Participants included children and adolescents ages 6, 9, and 12 years from Canada (n = 186; 50% girls; ethnically diverse sample), Japan (n = 180; 48% girls), and a subsample from Italy (n = 86;