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Needing to shout to be heard? Caregiver under‐responsivity and disconnection between vocal signaling and autonomic arousal in infants from chaotic households Child Dev. (IF 3.9) Pub Date : 2024-11-08 S. V. Wass, C. S. Smith, F. U. Mirza, E. M. G. Greenwood, L. Goupil
Children raised in chaotic households show affect dysregulation during later childhood. To understand why, we took day‐long home recordings using microphones and autonomic monitors from 74 12‐month‐old infant–caregiver dyads (40% male, 60% white, data collected between 2018 and 2021). Caregivers in low‐Confusion Hubbub And Order Scale (chaos) households responded to negative affect infant vocalizations
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To heal, grow, and thrive: Engaging Indigenous paradigms and perspectives in developmental science Child Dev. (IF 3.9) Pub Date : 2024-11-04 Monica Tsethlikai, Ashley Cole, Adam J. Hoffman, Megan Bang, Florrie Fei‐Yin Ng
A focus on positive child development among Indigenous children has largely been absent from developmental science. In this special section of Child Development, we sought to address continuing inequity in representation and valuing Indigenous knowledge and voices by soliciting articles that identified cultural and strengths‐based factors Indigenous children, youth, and families cultivate and leverage
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Bigger versus smaller: Children's understanding of size comparison words becomes more precise with age Child Dev. (IF 3.9) Pub Date : 2024-11-01 Alissa L. Ferry, Mia G. Corcoran, Emily Williams, Sheila M. Curtis, Cathryn J. Gale, Katherine E. Twomey
The ability to compare plays a key role in how humans learn, but words that describe relations between objects, like comparisons, are difficult to learn. We examined how children learn size comparison words, and how their interpretations of these change across development. One‐hundred‐and‐forty children in England (36–107 months; 68 girls; majority White) were asked to build block structures that were
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Overcoming human exceptionalism: The role of ethical nature‐culture relations in the developmental contexts of indigenous children Child Dev. (IF 3.9) Pub Date : 2024-10-30 Emma Elliott, Jillian Fish
Indigenous populations, including American Indians, Alaska Natives, First Nations, and other first peoples worldwide, have been largely overlooked in child development research. This commentary examines how Indigenous relationality intersects with developmental science, advocating for a shift from human exceptionalism to an interconnected relationality among people, land, and more‐than‐human beings
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“Oh, the places you'll go”: The psychological consequences of omission and misrepresentation for Native children Child Dev. (IF 3.9) Pub Date : 2024-10-30 Stephanie A. Fryberg, Arianne E. Eason
All children navigate the world by searching for information in their sociocultural contexts (e.g., schools, media, laws) to make sense of their experiences and potential futures. In doing so, Native children, however, must contend with the legacy and ongoing oppression of their Peoples, communities, and ways of being. In this manuscript, we highlight how sociocultural contexts stemming from settler
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Experiences of discrimination and snacking behavior in Black and Latinx children Child Dev. (IF 3.9) Pub Date : 2024-10-29 Katherine B. Ehrlich, Julie M. Brisson, Elizabeth R. Wiggins, Sarah M. Lyle, Manuela Celia‐Sanchez, Daisy Gallegos, Anna Langer, Kharah M. Ross, Mary A. Gerend
Little is known about how discrimination contributes to health behaviors in childhood. We examined the association between children's exposure to discrimination and their snacking behavior in a sample of youth of color (N = 164, Mage = 11.5 years, 49% female, 60% Black, 40% Hispanic/Latinx). We also explored whether children's body mass index (BMI) or sleepiness moderated the association between discrimination
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Preschoolers use probabilistic evidence to flexibly change or maintain expectations on an active search task Child Dev. (IF 3.9) Pub Date : 2024-10-29 Brooke C. Hilton, Mark A. Sabbagh
This study investigated 3‐ to 5‐year‐olds' (N = 64, 37 girls, 62.5% White, data collected between 2021‐2022) ability to use probabilistic information gleaned through active search to appropriately change or maintain expectations. In an online fishing game, children first learned that one of two ponds was good for catching fish. During a subsequent testing phase, children searched the ponds for fish
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Early‐life threat and deprivation: Are children similarly affected by exposure to each? Child Dev. (IF 3.9) Pub Date : 2024-10-28 Kristina Sayler, Katie A. McLaughlin, Jay Belsky
Extensive evidence documents negative consequences of adversity for children's development. Here, we extend such work by looking beyond average effects to consider variation in susceptibility to both threat and deprivation in terms of cognitive and social–emotional development, using an influence‐statistic methodology. Data come from the ongoing Avon Longitudinal Study of Parents and Children (N =
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Playful activities mitigate relations between parental mental health difficulties and child verbal outcomes Child Dev. (IF 3.9) Pub Date : 2024-10-24 Paige M. Nelson, Francesca Scheiber, Haley M. Laughlin, Ö. Ece Demir‐Lira
This study examined the role of parental involvement in the home learning environment in the association between parental mental health and child cognitive performance. In a sample of 174 three‐ to five‐year‐old children (52% female, 97% White, 7% Hispanic, 2019–2022), playful activities moderated the relation between parental general depression and child verbal reasoning and acquired verbal knowledge
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Genetic and environmental contributions to individual differences in visual attention and oculomotor control in early infancy Child Dev. (IF 3.9) Pub Date : 2024-10-24 Monica Siqueiros‐Sanchez, Giorgia Bussu, Ana Maria Portugal, Angelica Ronald, Terje Falck‐Ytter
Infants differ in their level of eye movement control, which at the extreme could be linked to autism. We assessed eye movements in 450 twins (225 pairs, 57% monozygotic, 46% female, aged 5–6 months) using the gap‐overlap eye‐tracking task. Shorter latency in the gap condition was associated with having more parent‐rated autistic traits at 2 years. Latency across the task's three conditions was primarily
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Learning apps at home prepare children for school Child Dev. (IF 3.9) Pub Date : 2024-10-24 Frank Niklas, Efsun Birtwistle, Anna Mues, Astrid Wirth
The usage of high‐quality learning applications (apps) at home may increase children's mathematical and literacy competencies. This approach was tested in a family intervention study. Intervention families (n = 302) in two German cohorts (N = 500; M (SD)age = 61.0 (4.6) months; n♀ = 302) received tablets with newly developed learning apps focusing either on mathematical or literacy learning for every‐day
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Does working memory training in children need to be adaptive? A randomized controlled trial Child Dev. (IF 3.9) Pub Date : 2024-10-23 Regine Cassandra Lau, Peter J. Anderson, Susan Gathercole, Joshua F. Wiley, Megan Spencer‐Smith
Most cognitive training programs are adaptive, despite limited direct evidence that this maximizes children's outcomes. This randomized controlled trial evaluated working memory training with difficulty of activities presented using adaptive, self‐select, or stepwise compared with an active control. At baseline, immediately, and 6‐months post‐intervention, 201 Australian primary school children (101
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Family functioning and child internalizing and externalizing problems: A 16‐wave longitudinal study during the COVID‐19 pandemic Child Dev. (IF 3.9) Pub Date : 2024-10-15 Hyanghee Lee, Gregory M. Fosco, Mark E. Feinberg
This study explored young children's mental health trajectories during the pandemic (May 2020 to April 2021) as well as associations with family functioning (i.e., cohesion, conflict, chaos, and routines) using data reported by 204 parents (children Mage 5.49; 45% girls, 90% White). Children's internalizing problems decreased early on with the onset of the pandemic, but then leveled off, while no change
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Development of auditory cognition in 5‐ to 10‐year‐old children: Focus on speech‐in‐babble‐noise perception Child Dev. (IF 3.9) Pub Date : 2024-10-10 Jérémie Ginzburg, Lesly Fornoni, P. E. Aguera, Caroline Pierre, Anne Caclin, Annie Moulin
Speech‐in‐noise perception is consistently reported to be impaired in learning disorders, which stresses the importance of documenting its developmental course in young children. In this cross‐sectional study, ninety children (41 females, 5.5–11.6 years old) and nineteen normal‐hearing adults (15 females, 20–30 years old) were tested with a newly developed closed‐set speech perception in babble‐noise
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Cultivating emotional resilience in adolescent girls: Effects of a growth emotion mindset lesson Child Dev. (IF 3.9) Pub Date : 2024-10-05 Karen D. Rudolph, Wendy Troop‐Gordon, Haley V. Skymba, Haina H. Modi, Zihua Ye, Rebekah B. Clapham, Jillian Dodson, Megan Finnegan, Wendy Heller
To address the widespread mental health crisis facing adolescent girls, this study examined whether a growth emotion mindset lesson can enhance emotional competence. During 2018–2022, adolescent girls (Mage = 15.68 years; 66.3% White) were randomized to a growth mindset (E‐MIND; N = 81) or brain education (control; N = 82) lesson, completed the Trier Social Stressor Test, and reported on various aspects
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Cognate beginnings to bilingual lexical acquisition Child Dev. (IF 3.9) Pub Date : 2024-10-04 Gonzalo Garcia‐Castro, Daniela S. Avila‐Varela, Ignacio Castillejo, Nuria Sebastian‐Galles
Recent studies suggest that cognateness boosts bilingual lexical acquisition. This study proposes an account in which language co‐activation accelerates accumulation of word‐learning instances across languages. This account predicts a larger cognate facilitation for words in the lower‐exposure language than in the higher‐exposure language, as the former receive co‐activation from their translations
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Do home mathematical activities relate to early mathematical skills? A systematic review and meta‐analysis Child Dev. (IF 3.9) Pub Date : 2024-10-03 Ella James‐Brabham, Claudia C. von Bastian, Carmel Brough, Emma Blakey
Children's foundational mathematical skills are critical for future academic attainment. While home mathematical activities (HMAs) have been proposed to support these skills, the extent to which engaging in them supports mathematical skills remains unclear. This preregistered systematic review and multilevel meta‐analysis identified 351 effect sizes from 72 samples in 20 countries, exploring the relation
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Child–father and child–mother attachment relationships in naturalistic settings Child Dev. (IF 3.9) Pub Date : 2024-10-03 Jill M. Trumbell, German Posada, Laura Anaya, Geurim Kim, Muqing Liu
This study examines paternal and maternal sensitivity as predictors of toddlers' attachment security in two naturalistic contexts. Seventy‐three mostly White middle‐class families participated between 2015 and 2019 when children (49.3% girls) were approximately 29.48 months old. Each child–parent dyad completed a home and playground visit. Findings revealed paternal and maternal sensitivity were significantly
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An early parenting intervention focused on enriched parent–child interactions improves effortful control in the early years of school Child Dev. (IF 3.9) Pub Date : 2024-10-03 C. Bennett, E. M. Westrupp, S. K. Bennetts, J. Love, N. J. Hackworth, D. Berthelsen, J. M. Nicholson
This study examined long‐term mediating effects of the smalltalk parenting intervention on children's effortful control at school age (7.5 years; 2016–2018). In 2010–2012, parents (96% female) of toddlers (N = 1201; aged 12–36 months; 52% female) were randomly assigned to either: standard playgroup, smalltalk playgroup (group‐only), or smalltalk playgroup with additional home coaching (smalltalk plus)
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Modeling individual differences in vocabulary development: A large‐scale study on Japanese heritage speakers Child Dev. (IF 3.9) Pub Date : 2024-09-29 Maki Kubota, Jason Rothman
This study examines when the vocabulary knowledge of Japanese heritage speakers (HSs; N = 427, Mage = 9.96, female = 213) begins to diverge from monolingual counterparts (N = 136, Mage = 6.69, female = 65) and what factors explain individual differences in HS development. Vocabulary of HSs began to diverge from 5.61 years and this difference lasted until they were young adults. We also administered
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Convergence and divergence of empathic concern and empathic happiness in early childhood: Evidence from young infants and children Child Dev. (IF 3.9) Pub Date : 2024-09-29 Maya Zach, Avigail Palgi‐Hacker, Liat Israeli‐Ran, Adi Meidan, Michal Seidmann, Ayah Hijleh, Ramon Birnbaum, Noa Gueron‐Sela, Florina Uzefovsky
While most research focused on empathic responses to negative emotions, little is known about empathy to positive emotions. We aimed to bridge this gap by examining infants' and children's empathic responses to distress and happiness, while differentiating between cognitive and emotional empathy. We conducted three studies with N = 119 3‐month‐old infants; N = 169 10‐19 months‐old infants; and N =
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Toddlers' visual exploration during decisions predicts uncertainty monitoring 1 year later Child Dev. (IF 3.9) Pub Date : 2024-09-27 Sarah Leckey, Christopher Gonzales, Diana Selmeczy, Simona Ghetti
The longitudinal relation between toddlers' behaviors in uncertain situations (e.g., information seeking, hesitation) and preschoolers' uncertainty monitoring was investigated (between 2014 and 2019 in Northern California; Time 1: N = 183, M = 28.99 months, 53% female, 67.8% White; Time 2: N = 159, M = 41.64 months, 52.2% female). Eye movements and response latencies were recorded as children identified
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Parent emotional support alters the association between parent–child interbrain synchrony and interaction quality Child Dev. (IF 3.9) Pub Date : 2024-09-27 Jianjie Xu, Sihan Liu, Yuhao Zhu, Molly E. Hale, Qiandong Wang, Xinni Wang, Mengyu Miranda Gao, Hui Wang, Cynthia Suveg, Zhuo Rachel Han
Using functional near‐infrared spectroscopy (fNIRS) hyperscanning methodology, this study investigated whether parent emotional support moderated the relation between parent–child interbrain synchrony and interaction quality (via behavioral observation and child‐report), controlling for individual emotional distress. Eighty‐eight parent–child dyads (96.6% Han ethnicity), including a school‐age child
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Doing more than expected: The role of the recipient's neediness in children's perception of their relative prosociality Child Dev. (IF 3.9) Pub Date : 2024-09-20 Bar Levy-Friedman, Tehila Kogut
This study examined children's self-assessment of their prosociality, relative to average peers, in situations where the recipient is described as “needy” versus “not needy” (at a school of average socioeconomic level in south Israel; N = 158; aged 6–12 years; 51% males, December–May 2021). The results show that older children exhibited the better-than-average (BTA) effect by seeing themselves as more
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The role of focused attention in learning from early childhood to late adolescence: Implications of neonatal brainstem compromise following preterm birth Child Dev. (IF 3.9) Pub Date : 2024-09-19 Or Burstein, Maya Sabag, Lea Kurtzman, Ronny Geva
This comprehensive longitudinal study explored for the first time the interrelations between neonatal brainstem abnormalities, focused attention (FA), and learning—following a preterm cohort (N = 175; 46.3% female; predominantly White) from birth (2003–2006) to 17 years. The findings indicated that FA during early childhood was associated with language outcomes in toddlerhood (n = 131) and academic
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Finger counting training enhances addition performance in kindergarteners Child Dev. (IF 3.9) Pub Date : 2024-09-18 Céline Poletti, Marie Krenger, Marie Létang, Brune Hennequin, Catherine Thevenot
Our study on 328 five‐ to six‐year‐old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre‐test to post‐test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control group (39.6% to 47.8%) (p < .001, = .15). This result was
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Correction to Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability Child Dev. (IF 3.9) Pub Date : 2024-09-17
Cyr, E. N., Kroeper, K. M., Bergsieker, H. B., Dennehy, T. C., Logel, C., Steele, J. R., … Spencer, S. J. (2024). Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability. Child Development, 95(2), 636–647. In Table 2, two non-focal covariate labels (“Site” and “Year”) were reversed. Row 3 should say “Year” and Row 4 should say “Site (F)”. No intervention-related
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Issue Information Child Dev. (IF 3.9) Pub Date : 2024-09-11
Click on the article title to read more.
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The self‐memory system: Exploring developmental links between self and memory across early to late childhood Child Dev. (IF 3.9) Pub Date : 2024-09-09 Josephine Ross, Jacqui Hutchison, Sheila J. Cunningham
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
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Bidirectional negative relation between young children's persistence and cheating Child Dev. (IF 3.9) Pub Date : 2024-09-06 Li Zhao, Junjie Peng, Kang Lee
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
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Impact of late to moderate preterm birth on minimal pair word‐learning Child Dev. (IF 3.9) Pub Date : 2024-09-05 Clément François, Antoni Rodriguez‐Fornells, Xim Cerda‐Company, Thaïs Agut, Laura Bosch
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)
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Exploration in 4‐year‐old children is guided by learning progress and novelty Child Dev. (IF 3.9) Pub Date : 2024-09-03 Francesco Poli, Marlene Meyer, Rogier B. Mars, Sabine Hunnius
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
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The contribution of the amount of linguistic exposure to bilingual language development: Longitudinal evidence from preschool years Child Dev. (IF 3.9) Pub Date : 2024-08-28 Jose Pérez‐Navarro, Marie Lallier
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
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Face perception and social cognitive development in early autism: A prospective longitudinal study from 3 months to 7 years of age Child Dev. (IF 3.9) Pub Date : 2024-08-22 Xiaomei Zhou, Hasan Siddiqui, M. D. Rutherford
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
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Object exploration is facilitated by the physical and social environment in center‐based child care Child Dev. (IF 3.9) Pub Date : 2024-08-27 Ine H. van Liempd, Ora Oudgenoeg‐Paz, Paul P. M. Leseman
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
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Religious development from adolescence to early adulthood among Muslim and Christian youth in Germany: A person‐oriented approach Child Dev. (IF 3.9) Pub Date : 2024-08-27 Olivia Spiegler, Jan O. Jonsson, Chloe Bracegirdle
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
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How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability Child Dev. (IF 3.9) Pub Date : 2024-08-22 Elena Mack, Vsevolod Scherrer, Franzis Preckel
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
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Connecting the tots: Strong looking‐pointing correlations in preschoolers' word learning and implications for continuity in language development Child Dev. (IF 3.9) Pub Date : 2024-08-22 Sarah C. Creel
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
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Dynamic self‐regulation and coregulation of respiratory sinus arrhythmia in mother–child and father–child interactions: Moderating effects of proximal and distal stressors Child Dev. (IF 3.9) Pub Date : 2024-08-16 Longfeng Li, Erika Lunkenheimer
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
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Remembering history: Autobiographical memory for the COVID‐19 pandemic lockdowns, psychological adjustment, and their relation over time Child Dev. (IF 3.9) Pub Date : 2024-08-14 Tirill Fjellhaugen Hjuler, Daniel Lee, Simona Ghetti
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
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Beyond average outcomes: A latent profile analysis of diverse developmental trajectories in preterm and early term‐born children from the Adolescent Brain Cognitive Development study Child Dev. (IF 3.9) Pub Date : 2024-08-13 Iris Menu, Lanxin Ji, Tanya Bhatia, Mark Duffy, Cassandra L. Hendrix, Moriah E. Thomason
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
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Interactions of gender inequality and parental discipline predicting child aggression in low‐ and middle‐income countries Child Dev. (IF 3.9) Pub Date : 2024-08-12 Kaitlin P. Ward, Andrew C. Grogan‐Kaylor, Julie Ma, Garrett T. Pace, Shawna J. Lee, Pamela E. Davis‐Kean
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
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Trajectories of ethnic discrimination and school adjustment of ethnically minoritized adolescents: The role of school diversity climate Child Dev. (IF 3.9) Pub Date : 2024-08-12 Gülseli Baysu, Eva Grew, Jessie Hillekens, Karen Phalet
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
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Family‐level profiles of parental reactions to emotions: Longitudinal associations with multi‐informant reports of adolescent internalizing and externalizing symptoms Child Dev. (IF 3.9) Pub Date : 2024-08-12 Katherine Edler, Sarah Hoegler Dennis, Lijuan Wang, Kristin Valentino, Patrick T. Davies, E. Mark Cummings
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
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Using latent transition analysis to evaluate the impact of perceived threats on emotional and behavioral development Child Dev. (IF 3.9) Pub Date : 2024-08-08 May I. Conley, Eda Naz Dinc, Zhuoran Xiang, Arielle Baskin‐Sommers
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
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Strong cultural connectedness buffers urban American Indian children from the negative effects of stress on mental health Child Dev. (IF 3.9) Pub Date : 2024-08-08 Monica Tsethlikai, Kevin Korous, Juyoung Kim
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
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A family systems investigation on couple emotional intimacy, parent–child relationships, and child social skills in middle childhood Child Dev. (IF 3.9) Pub Date : 2024-08-08 Qiong Wu, Soojin Han, Dania Tawfiq, Karina Jalapa, Chorong Lee, Kinsey Pocchio
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
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Child temperament and trajectories of student–teacher relationships quality Child Dev. (IF 3.9) Pub Date : 2024-08-08 Elizabeth Harvey, Michèle Déry, Jean‐Pascal Lemelin, Vincent Bégin
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)
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Effects of multisensory stimulation on infants' learning of object pattern and trajectory Child Dev. (IF 3.9) Pub Date : 2024-08-06 Nataşa Ganea, Caspar Addyman, Jiale Yang, Andrew Bremner
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
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Using ECHO program data to develop a brief measure of caregiver support and cognitive stimulation using the home observation for measurement of the environment-infant/toddler (HOME-IT) Child Dev. (IF 3.9) Pub Date : 2024-07-30 Cindy O. Trevino, Jin-Shei Lai, Xiaodan Tang, Kaja Z. LeWinn, Sara S. Nozadi, Adaeze Wosu, Leslie D. Leve, Nissa R. Towe-Goodman, Yu Ni, Joyce Carolyn Graff, Catherine J. Karr, Brent R. Collett
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
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Does adding parent education and workforce training to Head Start promote or interfere with children's development? Child Dev. (IF 3.9) Pub Date : 2024-07-31 Terri J. Sabol, Elise Chor, Teresa Eckrich Sommer, Lauren A. Tighe, P. Lindsay Chase‐Lansdale, Amanda Sheffield Morris, Jeanne Brooks‐Gunn, Hirokazu Yoshikawa, Christopher King
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
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Evocative effects on the early caregiving environment of genetic factors underlying the development of intellectual and academic ability Child Dev. (IF 3.9) Pub Date : 2024-07-31 Chloe Austerberry, Pasco Fearon, Angelica Ronald, Leslie D. Leve, Jody M. Ganiban, Misaki N. Natsuaki, Daniel S. Shaw, Jenae M. Neiderhiser, David Reiss
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
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Cognitive characteristics of children with high mathematics achievement before they start formal schooling Child Dev. (IF 3.9) Pub Date : 2024-07-29 Merel Bakker, Joke Torbeyns, Lieven Verschaffel, Bert De Smedt
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
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Delay of gratification and adult outcomes: The Marshmallow Test does not reliably predict adult functioning Child Dev. (IF 3.9) Pub Date : 2024-07-29 Jessica F. Sperber, Deborah Lowe Vandell, Greg J. Duncan, Tyler W. Watts
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
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Streets ahead: Neighborhood safety and active outdoor play in early childhood using a nationally representative sample of 5‐year‐olds Child Dev. (IF 3.9) Pub Date : 2024-07-29 Suzanne M. Egan, Jennifer Pope
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
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Child‐directed speech in a large sample of U.S. mothers with low income Child Dev. (IF 3.9) Pub Date : 2024-07-29 Shannon Egan‐Dailey, Lisa A. Gennetian, Katherine Magnuson, Greg J. Duncan, Hirokazu Yoshikawa, Nathan A. Fox, Kimberly G. Noble
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)
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Understanding allostasis: Early‐life self‐regulation involves both up‐ and down‐regulation of arousal Child Dev. (IF 3.9) Pub Date : 2024-07-26 S. V. Wass, F. U. Mirza, C. Smith
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
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The NIH Infant and Toddler Toolbox: A new standardized tool for assessing neurodevelopment in children ages 1–42 months Child Dev. (IF 3.9) Pub Date : 2024-07-23 Richard Gershon, Miriam A. Novack, Aaron J. Kaat
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
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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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