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Olfactory‐to‐visual facilitation in the infant brain declines gradually from 4 to 12 months Child Dev. (IF 3.9) Pub Date : 2024-07-18 Diane Rekow, Jean‐Yves Baudouin, Anna Kiseleva, Bruno Rossion, Karine Durand, Benoist Schaal, Arnaud Leleu
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
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Material hardship and telomere length in children Child Dev. (IF 3.9) Pub Date : 2024-06-29 Camille Moeckel, Lauren Gaydosh, Lisa Schneper, Colter Mitchell, Daniel A. Notterman
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
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Children and adolescents rectify unequal allocations of leadership duties in the classroom Child Dev. (IF 3.9) Pub Date : 2024-06-26 Melanie Killen, Amanda R. Burkholder, Elizabeth Brey, Dylan Cooper, Kristin Pauker
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
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Mothers speak less to infants during detected real-world phone use Child Dev. (IF 3.9) Pub Date : 2024-06-26 Miriam Mikhelson, Adrian Luong, Alexander Etz, Megan Micheletti, Priyanka Khante, Kaya de Barbaro
The current study is the first to document the real-time association between phone use and speech to infants in extended real-world interactions. N= 16 predominantly White (75%) mother–infant dyads (infants aged M = 4.1 months, SD = 2.3; 63% female) shared 16,673 min of synchronized real-world phone use and Language Environment Analysis audio data over the course of 1 week (collected 2017–2020) for
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Self-regulation and comprehension in shared reading: The moderating effects of verbal interactions and E-book discussion prompts Child Dev. (IF 3.9) Pub Date : 2024-06-18 Dandan Yang, Yan Ge, Yiwen Sun, Penelope Collins, Susanne Jaeggi, Ying Xu, Zhiling Meng Shea, Mark Warschauer
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
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Beyond attachment theory: Indigenous perspectives on the child–caregiver bond from a northwest tribal community Child Dev. (IF 3.9) Pub Date : 2024-06-18 Sara F. Waters, Meenakshi Richardson, Sara R. Mills, Alvina Marris, Fawn Harris, Myra Parker
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
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Becoming word meaning experts: Infants' processing of familiar words in the context of typical and atypical exemplars Child Dev. (IF 3.9) Pub Date : 2024-06-01 Haley Weaver, Martin Zettersten, Jenny R. Saffran
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
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Understanding adjustment profiles among Mexican‐origin adolescents over time: A focus on cultural risk and resilience factors Child Dev. (IF 3.9) Pub Date : 2024-05-31 Jinjin Yan, Wen Wen, Jiaxiu Song, Angelina Liu, Elma Lorenzo‐Blanco, Yishan Shen, Minyu Zhang, Su Yeong Kim
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
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Developing conceptions of forgiveness across the lifespan Child Dev. (IF 3.9) Pub Date : 2024-05-31 Abby McLaughlin, Julia Marshall, Katherine McAuliffe
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
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Religious polarization and justification of belief in invisible scientific versus religious entities Child Dev. (IF 3.9) Pub Date : 2024-05-22 Ayse Payir, Gaye Soley, Oya Serbest, Kathleen H. Corriveau, Paul L. Harris
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
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Empathy across three generations: From maternal and peer support in adolescence to adult parenting and child outcomes Child Dev. (IF 3.9) Pub Date : 2024-05-22 Jessica A. Stern, Natasha A. Bailey, Meghan A. Costello, Amanda F. Hellwig, Jennifer Mitchell, Joseph P. Allen
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
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Anti‐phasic oscillatory development for speech and noise processing in cochlear implanted toddlers Child Dev. (IF 3.9) Pub Date : 2024-05-14 Meiyun Wu, Yuyang Wang, Xue Zhao, Tianyu Xin, Kun Wu, Haotian Liu, Shinan Wu, Min Liu, Xiaoke Chai, Jinhong Li, Chaogang Wei, Chaozhe Zhu, Yuhe Liu, Yu‐Xuan Zhang
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
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The social aspects of illness: Children's and parents' explanations of the relation between social categories and illness in a predominantly white U.S. sample Child Dev. (IF 3.9) Pub Date : 2024-05-11 David Menendez, Danielle Labotka, Valerie A. Umscheid, Susan A. Gelman
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
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Mitigating invalid data bias in the estimation of sexual orientation disparities in a survey of youth in US and Canada Child Dev. (IF 3.9) Pub Date : 2024-05-10 Jorge Andrés Delgado‐Ron, Thiyaana Jeyabalan, Sarah Watt, Travis Salway
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
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How does caregiver–child conversation during a scientific storybook reading impact children's mindset beliefs and persistence? Child Dev. (IF 3.9) Pub Date : 2024-05-03 Amanda S. Haber, Sona C. Kumar, Kathryn A. Leech, Kathleen H. Corriveau
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
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A daily diary study of discrimination and distress in Mexican‐origin adolescents: Testing mediating mechanisms Child Dev. (IF 3.9) Pub Date : 2024-05-03 Irene J. K. Park, Lijuan Wang, Ruoxuan Li, Tiffany Yip, Kristin Valentino, Mario Cruz‐Gonzalez, Natalia Giraldo‐Santiago, Kyle Lorenzo, Jenny Zhen‐Duan, Kiara Alvarez, Margarita Alegría
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
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“She's so pretty”: The development of valuing personal attractiveness among young children Child Dev. (IF 3.9) Pub Date : 2024-04-27 May Ling D. Halim, Lyric N. Russo, Kaelyn N. Echave, Sachiko Tawa, Dylan J. Sakamoto, Miguel A. Portillo
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
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Maternal depression, parenting, and child psychological outcomes in the context of maternal pain Child Dev. (IF 3.9) Pub Date : 2024-04-26 Jacqueline R. O'Brien, Angela H. Lee, Amanda L. Stone, Nathan F. Dieckmann, Maureen Zalewski, Anna C. Wilson
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
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Leveraging an intensive time series of young children's movement to capture impulsive and inattentive behaviors in a preschool setting Child Dev. (IF 3.9) Pub Date : 2024-04-24 Andrew E. Koepp, Elizabeth T. Gershoff
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
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Trajectories of digital flourishing in adolescence: The predictive roles of developmental changes and digital divide factors Child Dev. (IF 3.9) Pub Date : 2024-04-13 Jasmina Rosič, Lara Schreurs, Sophie H. Janicke‐Bowles, Laura Vandenbosch
Digital flourishing refers to the positive perceptions of digital communication use in five dimensions: connectedness, positive social comparison, authentic self‐presentation, civil participation, and self‐control. This three‐wave panel study among 1081 Slovenian adolescents (Mage = 15.34 years, 53.8% boys, 80.7% ethnic majority) explored the trajectories of their digital flourishing dimensions over
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How retributive motives shape the emergence of third‐party punishment across intergroup contexts Child Dev. (IF 3.9) Pub Date : 2024-04-13 Julia Marshall, Katherine McAuliffe
This study examines how retributive motives—the desire to punish for the purpose of inflicting harm in the absence of future benefits—shape third‐party punishment behavior across intergroup contexts. Six‐ to nine‐year‐olds (N = 151, Mage = 8.00, SDage = 1.15; 54% White, 18% mixed ethnicities, 17% Asian American; 46% female; from the USA) could punish ingroup, outgroup, or non‐group transgressors by
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This is me! Neural correlates of self‐recognition in 6‐ to 8‐month‐old infants Child Dev. (IF 3.9) Pub Date : 2024-04-13 Silvia Rigato, Rita De Sepulveda, Eleanor Richardson, Maria Laura Filippetti
Historically, evidence of self‐recognition in development has been associated with the “rouge test”; however, this has been often criticized for providing a reductionist picture of self‐conscious behavior. With two event‐related potential (ERP) experiments, this study investigated the origin of self‐recognition. Six‐ to eight‐month‐old infants (42 males and 35 females, predominately White, tested in
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Emotions or cognitions first? Longitudinal relations between executive functions and emotion regulation in childhood Child Dev. (IF 3.9) Pub Date : 2024-04-09 Marte Halse, Silje Steinsbekk, Oda Bjørklund, Åsa Hammar, Lars Wichstrøm
Executive functions and emotion regulation develop from early childhood to adolescence and are predictive of important psychosocial outcomes. However, despite the correlation between the two regulatory capacities, whether they are prospectively related in school‐aged children remains unknown, and the direction of effects is uncertain. In this study, a sample drawn from two birth cohorts in Norway was
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Disagreement reduces overconfidence and prompts exploration in young children Child Dev. (IF 3.9) Pub Date : 2024-04-08 Antonia F. Langenhoff, Mahesh Srinivasan, Jan M. Engelmann
Can the experience of disagreement lead young children to reason in more sophisticated ways? Across two preregistered studies, four‐ to six‐year‐old US children (N = 136, 50% female, mixed ethnicities, data collected 2020–2022) experienced either a disagreement or an agreement with a confederate about a causal mechanism after being presented with ambiguous evidence. We measured (1) children's confidence
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Language development beyond the here‐and‐now: Iconicity and displacement in child‐directed communication Child Dev. (IF 3.9) Pub Date : 2024-04-02 Yasamin Motamedi, Margherita Murgiano, Beata Grzyb, Yan Gu, Viktor Kewenig, Ricarda Brieke, Ed Donnellan, Chloe Marshall, Elizabeth Wonnacott, Pamela Perniss, Gabriella Vigliocco
Most language use is displaced, referring to past, future, or hypothetical events, posing the challenge of how children learn what words refer to when the referent is not physically available. One possibility is that iconic cues that imagistically evoke properties of absent referents support learning when referents are displaced. In an audio‐visual corpus of caregiver–child dyads, English‐speaking
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She made it with her friend: How social object history influences children's thinking about the value of digital objects Child Dev. (IF 3.9) Pub Date : 2024-04-02 Keiana Price, Jasmine M. DeJesus, Shaylene E. Nancekivell
Two studies examine how social object histories from collaborative experiences influenced North American children (N = 160, 5–10 years) thinking about the value of digital objects (48% male/51% female; 51% White/24% Black/11% Asian). With forced‐choice judgments, Study 1 found (moderate–large effects) that children viewed digital and physical objects with social histories as more special than objects
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“You gotta tell the camera”: Advancing children's engineering learning opportunities through tinkering and digital storytelling Child Dev. (IF 3.9) Pub Date : 2024-03-28 Lauren C. Pagano, Riley E. George, David H. Uttal, Catherine A. Haden
This study addressed whether combining tinkering with digital storytelling (i.e., narrating and reflecting about experiences to an imagined audience) can engender engineering learning opportunities. Eighty‐four families with 5‐ to 10‐year‐old (M = 7.69) children (48% female children; 57% White, 11% Asian, 6% Black) watched a video introducing a tinkering activity and were randomly assigned either to
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“Some people will tell jokes to you; some people be racist:” A mixed‐method examination of racist jokes and adolescents’ well‐being Child Dev. (IF 3.9) Pub Date : 2024-03-27 Aprile D. Benner, Francheska Alers‐Rojas, Briana A. López, Shanting Chen
This study examined how adolescents make meaning of racist jokes and their impact on daily well‐being using a sequential mixed‐methods research design with interview (N = 20; 60% girls, 5% gender‐nonconforming; 45% Asian American, 40% Latina/o/x, 10% Black, 5% biracial/multiethnic) and daily diary data (N = 168; 54% girls; 57% Latina/o/x, 21% biracial/multiethnic, 10% Asian American, 9% White, 4% Black)
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Children's moral evaluations of and behaviors toward people who are curious about religion and science Child Dev. (IF 3.9) Pub Date : 2024-03-27 Ariel J. Mosley, Cindel J. M. White, Larisa Heiphetz Solomon
Although children exhibit curiosity regarding science, questions remain regarding how children evaluate others' curiosity and whether evaluations differ across domains that prioritize faith (e.g., religion) versus those that value questioning (e.g., science). In Study 1 (n = 115 5- to 8-year-olds; 49% female; 66% White), children evaluated actors who were curious, ignorant and non-curious, or knowledgeable
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Ownership‐attributing intuitions are cross‐culturally shared Child Dev. (IF 3.9) Pub Date : 2024-03-25 Michał Białek, Michal Mikolaj Stefanczyk, Marta Kowal, Piotr Sorokowski
This study tested intuitions about ownership in children of Dani people, an indigenous Papuan society (N = 79, Mage = 7, 49.4% females). The results show that similar to studies with children from Western societies, children infer ownership from (1) control of permission, (2) ownership of the territory the object is located in, and (3) manmade versus natural origins of the object. By contrast, they
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Age differences in generalization, memory specificity, and their overnight fate in childhood Child Dev. (IF 3.9) Pub Date : 2024-03-22 Elisa S. Buchberger, Ann-Kathrin Joechner, Chi T. Ngo, Ulman Lindenberger, Markus Werkle-Bergner
Memory enables generalization to new situations, and memory specificity that preserves individual episodes. This study investigated generalization, memory specificity, and their overnight fate in 141 4- to 8-year-olds (computerized memory game; 71 females, tested 2020–2021 in Germany). The results replicated age effects in generalization and memory specificity, and a contingency of generalization on
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Do adolescents use choice to learn about their preferences? Development of value refinement and its associations with depressive symptoms in adolescence Child Dev. (IF 3.9) Pub Date : 2024-03-08 M. E. Moses-Payne, D. G. Lee, J. P. Roiser
Independent decision making requires forming stable estimates of one's preferences. We assessed whether adolescents learn about their preferences through choice deliberation and whether depressive symptoms disrupt this process. Adolescents aged 11–18 (N = 214; participated 2021–22; Female: 53.9%; White/Black/Asian/Mixed/Arab or Latin American: 26/21/19/9/8%) rated multiple activities, chose between
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Parents' and classmates' influences on adolescents' ethnic prejudice: A longitudinal multi‐informant study Child Dev. (IF 3.9) Pub Date : 2024-03-08 Beatrice Bobba, Susan Branje, Elisabetta Crocetti
The family and classroom are important contexts that can contribute to the socialization of ethnic prejudice. However, less is known about their unique, relative, and synergic contributions in influencing youth's affective and cognitive prejudice. The current longitudinal study examined these processes and possible moderators among 688 Italian youth (49.13% girls; Mage = 15.61 years), their parents
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Parental differential treatment of siblings linked with internalizing and externalizing behavior: A meta-analysis Child Dev. (IF 3.9) Pub Date : 2024-03-04 Alexander C. Jensen, Alexandra E. Thomsen
This meta-analysis linked relative and absolute parental differential treatment (PDT) with internalizing and externalizing behavior of children and adolescents. Multilevel meta-analysis data represented 26,451 participants based on 2890 effect sizes coming from 88 sources, nested within 43 samples. Participants were between 3.18 and 18.99 years of age (Mage = 12.64, SD = 3.89; 51.31% female; 82.23%
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Differential psychophysiological responses associated with decision‐making in children from different socioeconomic backgrounds Child Dev. (IF 3.9) Pub Date : 2024-03-04 Hernán Delgado, Sebastián Lipina, M. Carmen Pastor, Graciela Muniz‐Terrera, Ñeranei Menéndez, Richard Rodríguez, Alejandra Carboni
This study examined how socioeconomic status (SES) influences on decision‐making processing. The roles of anticipatory/outcome‐related cardiac activity and awareness of task contingencies were also assessed. One hundred twelve children (Mage = 5.83, SDage = 0.32; 52.7% female, 51.8% low‐SES; data collected October–December 2018 and April–December 2019) performed the Children's Gambling Task, while
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DNA methylation variation after a parenting program for child conduct problems: Findings from a randomized controlled trial Child Dev. (IF 3.9) Pub Date : 2024-03-04 Nicole Creasey, Patty Leijten, Marieke S. Tollenaar, Marco P. Boks, Geertjan Overbeek
This study investigated associations of the Incredible Years (IY) parenting program with children's DNA methylation. Participants were 289 Dutch children aged 3–9 years (75% European ancestry, 48% female) with above‐average conduct problems. Saliva was collected 2.5 years after families were randomized to IY or care as usual (CAU). Using an intention‐to‐treat approach, confirmatory multiple‐regression
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Children in ethnically diverse classrooms and those with cross‐ethnic friendships excel at understanding others' minds Child Dev. (IF 3.9) Pub Date : 2024-03-02 Rory T. Devine, Imogen Grumley Traynor, Luca Ronchi, Serena Lecce
This study examined the link between classroom ethnic diversity, cross‐ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and teacher‐reported demographic characteristics, greater classroom
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Individual differences in working memory predict the efficacy of experimenter‐manipulated gestures in first‐grade children Child Dev. (IF 3.9) Pub Date : 2024-03-01 Eliza L. Congdon
Why is instructional gesture ineffective in some contexts? And what is it about learners that predicts whether they will learn from gestures? This between‐subjects linear measurement training study compares gesture instruction to two controls—operant action and transient action—in a diverse sample of first‐grade students (N = 174, Mage = 7.01 years; Nfemale = 84; Nmale = 90, 10% Latinx‐identified;
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Letter–speech sound integration in typical reading development during the first years of formal education Child Dev. (IF 3.9) Pub Date : 2024-02-23 Joanna Beck, Katarzyna Chyl, Agnieszka Dębska, Magdalena Łuniewska, Nienke van Atteveldt, Katarzyna Jednoróg
This study investigated the neural basis of letter and speech sound (LS) integration in 53 typical readers (35 girls, all White) during the first 2 years of reading education (ages 7–9). Changes in both sensory (multisensory vs unisensory) and linguistic (congruent vs incongruent) aspects of LS integration were examined. The left superior temporal cortex and bilateral inferior frontal cortex showed
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Becoming fictional storytellers: African American children's oral narrative development in early elementary school Child Dev. (IF 3.9) Pub Date : 2024-02-21 Nicole Gardner-Neblett
Oral storytelling skills are a complex oral discourse competency with implications for children's academic and social well-being, yet few studies have investigated the development of these skills among typically developing African American children. The current study used longitudinal data, collected between 2012 and 2013, from 130 African American children (59–95 months old; 66 girls) to explore the
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Do reflection prompts promote children's conflict monitoring and revision of misconceptions? Child Dev. (IF 3.9) Pub Date : 2024-02-17 Maria Theobald, Joseph Colantonio, Igor Bascandziev, Elizabeth Bonawitz, Garvin Brod
We tested whether reflection prompts enhance conflict monitoring and facilitate the revision of misconceptions. German children (N = 97, Mage = 7.20, 56% female) were assigned to a prediction or a prediction with reflection condition that included reflection prompts. Children in the prediction with reflection condition (1) showed greater error-related response times and pupil dilation responses, indicating
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This too shall pass, but when? Children's and adults' beliefs about the time duration of emotions, desires, and preferences Child Dev. (IF 3.9) Pub Date : 2024-02-09 Hannah J. Kramer, Karen Hjortsvang Lara, Hyowon Gweon, Jamil Zaki, Maritza Miramontes, Kristin Hansen Lagattuta
This research investigated children's and adults' understanding of the mind by assessing beliefs about the temporal features of mental states. English-speaking North American participants, varying in socioeconomic status (Study 1: N = 50 adults; Study 2: N = 112, 8- to 10-year-olds and adults; and Study 3: N = 116, 5- to 7-year-olds and adults; tested 2017–2022), estimated the duration (seconds to
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Investigating if high-quality kindergarten teachers sustain the pre-K boost to children's emergent literacy skill development in North Carolina Child Dev. (IF 3.9) Pub Date : 2024-02-07 Robert C. Carr, Jade M. Jenkins, Tyler W. Watts, Ellen S. Peisner-Feinberg, Kenneth A. Dodge
This study tested the hypothesis that high-quality kindergarten teachers sustain and amplify the skill development of children who participated in North Carolina's NC Pre-K program during the previous year, compared to matched non-participants (N = 17,330; 42% African American, 40% Non-Hispanic White, 15% Hispanic; 51% male; Mage = 4.5 years at fall of pre-K). Kindergarten teacher quality was measured
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Exploration, exploitation, and development: Developmental shifts in decision-making Child Dev. (IF 3.9) Pub Date : 2024-02-05 Nathaniel J. Blanco, Vladimir M. Sloutsky
Decision-making requires balancing exploration with exploitation, yet children are highly exploratory, with exploration decreasing with development. Less is known about what drives these changes. We examined the development of decision-making in 188 three- to eight-year-old children (M = 64 months; 98 girls) and 26 adults (M = 19 years; 13 women). Children were recruited from ethnically diverse suburban
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Language brokering profiles of Mexican-origin adolescents in immigrant communities: Social-cultural contributors and developmental outcomes Child Dev. (IF 3.9) Pub Date : 2024-02-01 Su Yeong Kim, Jiaxiu Song, Wen Wen, Jinjin Yan, Hin Wing Tse, Shanting Chen, Belem G. López, Yishan Shen, Yang Hou
This study examines social-cultural contributors and developmental outcomes of language brokers. From 2012 to 2020, three waves of data were collected from 604 Mexican-origin adolescent language brokers (Mage = 12.92, SD = 0.92, 54% girls). The study (1) identified four distinct subgroups of language brokers (efficacious, conservative, nonchalant, and burdened) who translated for mothers and fathers
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Co-recovery of physical size and cognitive ability from infancy to adolescence: A twin study Child Dev. (IF 3.9) Pub Date : 2024-02-01 Sean R. Womack, Christopher R. Beam, Evan J. Giangrande, Xin Tong, Rebecca J. Scharf, Deborah Finkel, Deborah W. Davis, Eric Turkheimer
This study tested phenotypic and biometric associations between physical and cognitive catch-up growth in a community sample of twins (n = 1285, 51.8% female, 89.3% White). Height and weight were measured at up to 17 time points between birth and 15 years, and cognitive ability was assessed at up to 16 time points between 3 months and 15 years. Weight and length at birth were positively associated
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Know thy audience: Children teach basic or complex facts depending on the learner's maturity Child Dev. (IF 3.9) Pub Date : 2024-01-31 Fanxiao Wani Qiu, Canan Ipek, Elizabeth Gottesman, Henrike Moll
What kind of information is appropriate to teach depends on learner characteristics. In three experiments, 5- to 7-year-old children (N = 170, 50% female, 68% White; data collection: 2022–2023) chose between basic and complex information to teach an infant or adult audience. The older, but not younger, children, taught more complex information to adults and more basic information to infants, (OR = 2
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Seeing awe: How children perceive awe-inspiring visual experiences Child Dev. (IF 3.9) Pub Date : 2024-01-31 Artemisia O'bi, Fan Yang
Awe is a profound, self-transcendent emotion. To illuminate its origin, four preregistered studies examined how U.S. 4- to 9-year-old children perceive awe-inspiring stimuli (N = 444, 55% female, 58% White, tested in 2020–2023). Awe-inspiring expansive nature (Study 1) and natural disaster scenes (Study 2) evoked perceived vastness, motivation to explore, and awareness of the unknown more than everyday
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The cognitive underpinnings and early development of children's selective trust Child Dev. (IF 3.9) Pub Date : 2024-01-31 Benjamin Schmid, Natalie Bleijlevens, Nivedita Mani, Tanya Behne
Young children learn selectively from reliable over unreliable sources. However, the cognitive underpinnings of their selectivity (attentional biases or trait ascriptions) and its early ontogeny are unclear. Thus, across three studies (N = 139, monolingual German speakers, 67 female), selective-trust tasks were adapted to test both preschoolers (5-year-olds) and toddlers (24-month-olds), using eye-tracking
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Interparental conflict dimensions and children's psychological problems: Emotion recognition as a mediator Child Dev. (IF 3.9) Pub Date : 2024-01-30 Patrick T. Davies, Kassidy C. Colton, Carson Schmitz, Brandon E. Gibb
This study tested children's emotion recognition as a mediator of associations between their exposure to hostile and cooperative interparental conflict and their internalizing and externalizing symptoms. From 2018 to 2022, 238 mothers, their partners, and preschool children (Mage = 4.38, 52% female; 68% White; 18% Black; 14% Multiracial or another race; and 16% Latinx) participated in three annual
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Using the Mobile Toolbox in child and adolescent samples: A feasibility study Child Dev. (IF 3.9) Pub Date : 2024-01-13 Stephanie Ruth Young, Miriam Alana Novack, Elizabeth M. Dworak, Aaron J. Kaat, Zahra Hosseinian, Richard C. Gershon
Cognitive research with developmental samples requires improved methods that support large-scale, diverse, and open science. This paper offers initial evidence to support the Mobile Toolbox (MTB), a self-administered remote smartphone-based cognitive battery, in youth populations, from a pilot sample of 99 children (Mage = 11.79 years; 36% female; 53% White, 33% Black or African American, 9% Asian
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Illuminating the landscape of sibling relationship quality: An evidence and gap map Child Dev. (IF 3.9) Pub Date : 2024-01-07 Megan R. Holmes, Anna E. Bender, Kari A. O'Donnell, Emily K. Miller, Ivan T. Conard
This paper used an evidence and gap map (EGM) to advance the scientific understanding of sibling relationship quality among children aged 2 to 18 years by synthesizing literature on 277 empirical studies from 1985 to 2022 to delineate patterns of study design, sampling, and measurement. Most existing research has utilized majority of White, middle-to-upper class, and/or two-caregiver family samples
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Deterministic or probabilistic: U.S. children's beliefs about genetic inheritance Child Dev. (IF 3.9) Pub Date : 2024-01-03 David Menendez, Andrea Marquardt Donovan, Olympia N. Mathiaparanam, Vienne Seitz, Nour F. Sabbagh, Rebecca E. Klapper, Charles W. Kalish, Karl S. Rosengren, Martha W. Alibali
Do children think of genetic inheritance as deterministic or probabilistic? In two novel tasks, children viewed the eye colors of animal parents and judged and selected possible phenotypes of offspring. Across three studies (N = 353, 162 girls, 172 boys, 2 non-binary; 17 did not report gender) with predominantly White U.S. participants collected in 2019–2021, 4- to 12-year-old children showed a probabilistic
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Variability in the age of schooling contributes to the link between literacy and numeracy in Côte d'Ivoire Child Dev. (IF 3.9) Pub Date : 2024-01-02 Hannah L. Whitehead, Mary-Claire Ball, Henry Brice, Sharon Wolf, Samuel Kembou, Amy Ogan, Kaja K. Jasińska
Literacy and numeracy are correlated throughout development, however, our understanding of this relation is limited. We explored the predictors of literacy and numeracy covariance (i.e., shared fluency between literacy and numeracy) in children (N = 1167, girls = 563) in rural Côte d'Ivoire, with specific focus on how developmental timing of instruction may relate to covariance. Many Ivorian children
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Enhancing early language and literacy skills for racial/ethnic minority children with low incomes through a randomized clinical trial: The mediating role of cognitively stimulating parent–child interactions Child Dev. (IF 3.9) Pub Date : 2023-12-28 Elizabeth B. Miller, Caitlin F. Canfield, Erin Roby, Helena Wippick, Daniel S. Shaw, Alan L. Mendelsohn, Pamela A. Morris-Perez
Parenting is a critical mediator of children's school readiness. In line with this theory of change, data from the randomized clinical trial of Smart Beginnings (tiered Video Interaction Project and Family Check-Up; N = 403, treatment arm n = 201) were used to examine treatment impacts on early language and literacy skills at child age 4 years (nLatinx = 168, nBlack = 198, nMale = 203), as well as
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Specialized and versatile antisocial behavioral profiles in preschoolers: Associations with persistent behavioral problems Child Dev. (IF 3.9) Pub Date : 2023-12-28 Marie-Pier Paré-Ruel, Dale M. Stack, Paul D. Hastings, Lisa A. Serbin
This study investigated specialized and versatile antisocial patterns in preschoolers and examined the link between these patterns and the risk of developing chronic antisocial behaviors throughout childhood. A total of 556 children (50.6% boys, 88% White) participated in this three-wave longitudinal study at 3–5, 6–8, and 10–12 years old. A latent transition analysis revealed that most preschoolers
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Am I a good person? Academic correlates of explicit and implicit self-esteem during early childhood Child Dev. (IF 3.9) Pub Date : 2023-12-26 Dario Cvencek, Ružica Brečić, Elizabeth A. Sanders, Dora Gaćeša, David Skala, Andrew N. Meltzoff
Implicit and explicit self-esteem are not commonly measured in the same children. Using a cross-sectional design, data from 354 Croatian children (184 girls) in Grade 1 (Mage = 7.55 years) and Grade 5 (Mage = 11.58 years) were collected in Spring 2019. All children completed explicit and implicit self-esteem measures; math and language grades were obtained. For the explicit measure, older children