A bidirectional association between language development and prosocial behavior in childhood: Evidence from a longitudinal birth cohort in the United Kingdom.

IF 3.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Developmental Psychology Pub Date : 2024-11-11 DOI:10.1037/dev0001875

Dimitris I Tsomokos, Limor Raviv

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Abstract

This study investigated a developmental cascade between prosocial and linguistic abilities in a large sample (N = 11,051) from the general youth population in the United Kingdom (50% female, 46% living in disadvantaged neighborhoods, 13% non-White). Cross-lagged panel models showed that verbal ability at age 3 predicted prosociality at age 7, which in turn predicted verbal ability at age 11. Latent growth models also showed that gains in prosociality between 3 and 5 years were associated with increased verbal ability between 5 and 11 years and vice versa. Theory of mind and social competence at age 5 mediated the association between early childhood prosociality and late childhood verbal ability. These results remained robust even after controlling for socioeconomic factors, maternal mental health, parenting microclimate in the home environment, and individual characteristics (sex, ethnicity, and special educational needs). The findings suggest that language skills could be boosted through mentalizing activities and prosocial behaviors. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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儿童时期语言发展与亲社会行为之间的双向联系：来自英国纵向出生队列的证据。

本研究调查了来自英国普通青少年（50%为女性，46%生活在贫困社区，13%为非白人）的大量样本（样本数=11,051）中亲社会能力和语言能力之间的发展级联。交叉滞后面板模型显示，3 岁时的语言能力预示着 7 岁时的亲社会性，而 7 岁时的亲社会性又预示着 11 岁时的语言能力。潜增长模型还显示，3 至 5 岁时亲社会性的提高与 5 至 11 岁时言语能力的提高相关，反之亦然。5 岁时的心智理论和社交能力对儿童早期亲社会性与儿童晚期言语能力之间的联系起着中介作用。即使在控制了社会经济因素、母亲心理健康、家庭环境中的养育小气候和个体特征（性别、种族和特殊教育需求）之后，这些结果仍然是稳健的。研究结果表明，语言技能可以通过心理活动和亲社会行为得到提高。(PsycInfo Database Record (c) 2024 APA, 版权所有）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.80

自引率

2.50%

发文量

329

期刊介绍： Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.