Child development最新文献

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Learning (Not) to Know: Examining How White Ignorance Manifests and Functions in White Adolescents' Racial Identity Narratives 学习（不）知道：白人无知在白人青少年种族认同叙事中的表现和作用

IF 4.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development

Pub Date : 2025-01-23 DOI: 10.1111/cdev.14215

Brandon D. Dull, Leoandra Onnie Rogers, Jade Ross

In critical approaches to the study of whiteness, white ignorance refers to systematic and intentional ways of (not) knowing that function to perpetuate racism. The current critical qualitative analysis examines how white ignorance surfaces in the racial identity narratives of white adolescents (N = 69, Mage = 15.91, SD = 0.49, data collected 2017–2019). Using semi‐structured interview data, we identified three manifestations of accommodation to white ignorance: constructing white as disadvantaged, framing race(ism) as unimportant and elsewhere, and the active refusal to know or imagine racial oppression. Alongside this accommodation we also observed a less common but important thread of resistance to white ignorance: seeing (and naming) systemic racism. The findings reveal how white ignorance as a macrosystemic cultural practice becomes embedded in, and strengthened through, the micro‐level racial identities of white adolescents. Implications for conceptualizing and contextualizing white racial identity in developmental science are discussed.

在研究白人的批判性方法中，白人无知指的是系统的和故意的方式（不）知道种族主义的功能。目前的批判性定性分析探讨了白人无知如何在白人青少年的种族认同叙事中显现出来（N = 69, Mage = 15.91, SD = 0.49，数据收集于2017-2019年）。利用半结构化的访谈数据，我们确定了对白人无知的三种适应表现：将白人视为弱势群体，将种族（主义）视为不重要和其他地方，以及主动拒绝了解或想象种族压迫。除了这种迁就，我们还观察到一条不太常见但很重要的抵制白人无知的线索：看到（并指出）系统性种族主义。研究结果揭示了白人无知作为一种宏观系统的文化实践是如何嵌入并通过白人青少年微观层面的种族认同而得到加强的。本文讨论了白人种族认同在发展科学中的概念化和语境化的意义。

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引用次数: 0

Promoting Identity Development, Multicultural Attitudes, and Civic Engagement Through Ethnic Studies: Evidence From a Natural Experiment 通过民族研究促进身份发展、多元文化态度和公民参与：来自自然实验的证据

IF 4.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development

Pub Date : 2025-01-20 DOI: 10.1111/cdev.14219

Sarah Gillespie, Mirinda M. Morency, Elizabeth Fajemirokun, Gail M. Ferguson

This study used a natural experiment design to examine the impact of ethnic studies courses on students' ethnic-racial identity (ERI) development, multicultural attitudes, and civic engagement during the 2021–2022 school year in Minneapolis, MN (N = 535; 33.5% White, 29.5% Black, 21.1% Latine, 10.7% multi-racial; 44.7% female, 7.1% non-binary). Compared to students who were quasi-randomly assigned to a control class, 9th graders taking an ethnic studies class (treatment group) engaged in significantly more midpoint ERI exploration (β = 0.12), resulting in stronger endpoint ERI resolution (β = 0.48–0.57). Increased exploration mediated more favorable attitudes toward multiculturalism (indirect effect = 0.05) and more frequent civic engagement activities (indirect effect = 0.02). Results have implications for policy efforts to expand ethnic studies.

本研究采用自然实验设计，考察了明尼苏达州明尼阿波利斯市2021-2022学年的民族研究课程对学生的民族-种族认同（ERI）发展、多元文化态度和公民参与的影响(N = 535；33.5%白人，29.5%黑人，21.1%拉丁裔，10.7%多种族；44.7%女性，7.1%非二元)。与准随机分配到对照组的学生相比，参加种族研究班（治疗组）的九年级学生参与了更多的中点ERI探索（β = 0.12），导致更强的终点ERI分辨率（β = 0.48-0.57）。增加的探索介导了对多元文化主义更有利的态度（间接影响= 0.05）和更频繁的公民参与活动（间接影响= 0.02）。结果对扩大种族研究的政策努力具有启示意义。

引用次数: 0

Connecting Language Abilities and Social Competence in Children: A Meta‐Analytic Review 儿童语言能力与社会能力的关联：一项元分析综述

IF 4.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development

Pub Date : 2025-01-17 DOI: 10.1111/cdev.14218

Karolina Wieczorek, Megan DeGroot, Heather Ganshorn, Susan A. Graham

Research examining relations between language skills and social competence has yielded mixed findings. Three meta‐analyses investigated links between language skills (overall, receptive, and expressive) and social competence in 2‐ to 12‐year‐old children. Data from 130 studies representing 62,120 children (M age at language assessment = 4.70 years; 52% male), predominantly from North America and Europe, and identifying as White (33%), Black (17%), Hispanic (14%), Asian (2%), Mixed (4%), Indigenous (1%), and Other/Unspecified (29%) were analyzed. Analyses indicated significant medium‐sized associations between social competence and: overall language (r = 0.27), receptive language (r = 0.23), and expressive language (r = 0.20). Exploratory analyses indicated significant moderating effects of study design, publication status, social type, and geographic region. Results and implications are discussed.

对语言技能和社交能力之间关系的研究得出了不同的结论。三项荟萃分析调查了2 - 12岁儿童的语言技能（总体、接受和表达）与社会能力之间的联系。数据来自130项研究，涉及62,120名儿童(语言评估时M年龄= 4.70岁；52%男性)，主要来自北美和欧洲，并确定为白人（33%），黑人（17%），西班牙裔（14%），亚洲人（2%），混合（4%），土著（1%）和其他/未指定（29%）。分析表明，社交能力与整体语言（r = 0.27）、接受语言（r = 0.23）和表达语言（r = 0.20）之间存在显著的中等关联。探索性分析表明，研究设计、出版状况、社会类型和地理区域具有显著的调节作用。讨论了结果和意义。

引用次数: 0

Exploring the Dynamic Interplays of Morphological Awareness and Reading Skills in Chinese Children. 汉语儿童词形意识与阅读技能的动态相互作用探讨。

IF 3.9 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development

Pub Date : 2025-01-17 DOI: 10.1111/cdev.14214

Zhenliang Wang, Wan Ding, Ruibo Xie, Xinchun Wu, Shiqing Wenren, Yue Xia

Theoretical work has suggested close associations between morphological awareness (MA) and reading skills in Chinese; however, the nature and direction of these time-ordered links are little known. This study examined the interplays of MA and reading skills using a continuous-time modeling approach to three waves of two-year longitudinal data from first- (N = 149; 69 girls) and third-grade (N = 142; 74 girls) Chinese children. Results showed that (a) increases in MA predicted subsequent increases in reading skills (i.e., word-reading accuracy, word-reading fluency, and sentence-reading comprehension) and vice versa, (b) age only moderated the predictive effect of MA on sentence-reading comprehension, and (c) the magnitude of these effects was time-sensitive. The theoretical and educational implications of these findings are discussed.

理论研究表明，语素意识与汉语阅读能力之间存在密切联系；然而，这些时间顺序链接的性质和方向却鲜为人知。本研究采用连续时间建模方法对三波为期两年的纵向数据(N = 149；69名女孩)和三年级(N = 142；中国孩子。结果表明：(a) MA的增加预测了随后阅读技能（即单词阅读准确性、单词阅读流畅性和句子阅读理解）的提高，反之亦然；(b)年龄仅调节了MA对句子阅读理解的预测作用，并且(c)这些影响的大小具有时间敏感性。讨论了这些发现的理论和教育意义。

引用次数: 0

The parent–child relationship and child shame and guilt: A meta-analytic systematic review 亲子关系与儿童羞耻感和内疚感：一项元分析系统回顾

IF 4.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development

Pub Date : 2025-01-16 DOI: 10.1111/cdev.14212

Rahel L. van Eickels, Magdalena Siegel, Alice J. Juhasz, Martina Zemp

Empirical findings on the associations of positive and dysfunctional parent–child relationship (PPCR/DPCR) characteristics with child shame, adaptive guilt, and maladaptive guilt were synthesized in six meta-analyses. The 65 included samples yielded 633 effect sizes (N_total = 19,144; M_age = 15.24 years; 59.0% female; 67.7% U.S. samples, n = 12,036 with 65% White, 12.3% Hispanic and Latinx, 10.8% Black, 6.3% mixed race, 5.6% Asian American, 0.3% Native American participants). Small positive correlations were found between DPCR and shame (r = .17), DPCR and maladaptive guilt (r = .15), and PPCR and adaptive guilt (r = .14). A small negative correlation was found between PPCR and shame (r = −.12). Sample and study moderators and sources of bias are investigated and discussed.

本文通过六项meta分析综合了积极和功能失调亲子关系（PPCR/DPCR）特征与儿童羞耻感、适应性内疚感和适应不良内疚感之间的关系。纳入的65个样本产生633个效应量(Ntotal = 19,144；法师= 15.24岁；59.0%的女性;67.7%的美国样本，n = 12,036，其中65%为白人，12.3%为西班牙裔和拉丁裔，10.8%为黑人，6.3%为混血儿，5.6%为亚裔美国人，0.3%为印第安人)。DPCR与羞耻感（r = 0.17）、DPCR与适应不良内疚感（r = 0.15）、PPCR与适应内疚感（r = 0.14）呈微小正相关。PPCR与羞耻感之间存在较小的负相关（r = - 0.12）。调查和讨论了样本和研究的调节因素和偏倚的来源。

引用次数: 0

Young Children's and Caregivers' Evaluations About Household Helping: Balancing the Interests of Helper and Recipient 幼儿和照顾者对家务帮助的评价：平衡帮助者和接受者的利益

IF 4.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development

Pub Date : 2025-01-11 DOI: 10.1111/cdev.14216

Marie Grace Martinez‐Mora, Audun Dahl

Young children's helping can benefit both recipient and helper. This study examined how children and caregivers incorporate helper and recipient interests in evaluations of household helping. Data were collected throughout 2022. US children 4–6 years (N = 87; 47 girls, 40 boys; 71% European American, 23% Asian American, 14% Latinx, 3% Black, 2% Native American) and their caregivers were evaluated whether and why a child in hypothetical scenarios should help their parent. Children's judgments and reasoning incorporated both child helper and parent recipient interests, whereas caregivers' evaluations weighed child interests more heavily, ORs > 0.239. Caregiver judgments about obligation predicted children's judgments. Findings suggest that perceptions of whose interests are served shape judgments and decisions around young children's everyday prosocial behaviors.

幼儿的帮助对接受者和帮助者都有好处。本研究考察了儿童和照顾者如何在评估家庭帮助时将帮助者和接受者的利益结合起来。数据收集于整个2022年。美国儿童4-6岁(N = 87；47名女生，40名男生；（71%的欧洲裔美国人，23%的亚裔美国人，14%的拉丁裔，3%的黑人，2%的印第安人）和他们的照顾者被评估是否以及为什么一个孩子在假设的场景中应该帮助他们的父母。儿童的判断和推理同时考虑了儿童帮助者和父母接受者的利益，而照顾者的评价更看重儿童的利益。0.239. 照顾者对义务的判断预测了儿童的判断。研究结果表明，对谁的利益被服务的感知会影响幼儿日常亲社会行为的判断和决定。

引用次数: 0

Guidance and Considerations When Performing Data‐Validity Checks 执行数据有效性检查时的指导和注意事项

IF 4.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development

Pub Date : 2025-01-07 DOI: 10.1111/cdev.14221

Joseph R. Cimpian, Jennifer D. Timmer, Taek H. Kim

This response to a Commentary by Delgado‐Ron, Jeyabalan, Watt, and Salway (2024) on Cimpian, Timmer, and Kim's (2023) paper discusses and clarifies some key issues in applying the new data‐validity sensitivity analysis proposed by Cimpian et al. (2023). The differences in the applications of the method by Delgado‐Ron et al. (2024) and Cimpian et al. (2023) present an opportunity to recognize the possibilities of this method, while also noting some challenges and limitations. This response‐commentary focuses on five key areas: (1) surmising a set of likely motivations of the survey respondents, (2) selecting the screener items, (3) considering the outcomes examined, (4) reflecting on null results in a sensitivity analysis, and (5) recognizing the advantages and disadvantages of the ease of this new method.

本文是对Delgado - Ron、Jeyabalan、Watt和Salway（2024）对Cimpian、Timmer和Kim（2023）论文的评论的回应，讨论并澄清了应用Cimpian等人（2023）提出的新数据效度敏感性分析的一些关键问题。Delgado - Ron等人（2024）和Cimpian等人（2023）对该方法应用的差异，为认识该方法的可能性提供了机会，同时也注意到一些挑战和局限性。本回应评论集中在五个关键领域：(1)推测调查受访者的一组可能动机，(2)选择筛选项目，(3)考虑检查的结果，(4)反映敏感性分析中的无效结果，以及(5)认识到这种新方法的易用性的优点和缺点。

引用次数: 0

Multimodal Measurement of Pubertal Development: Stage, Timing, Tempo, and Hormones 青春期发育的多模态测量：阶段、时间、节奏和激素

IF 4.6 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development

Pub Date : 2025-01-07 DOI: 10.1111/cdev.14220

Adam Omary, Mark Curtis, Theresa W. Cheng, Patrick Mair, Elizabeth A. Shirtcliff, Deanna M. Barch, Leah H. Somerville

Using data from the Human Connectome Project in Development (N = 1304; ages 5–21 years; 50% male; 59% White, 17% Hispanic, 13% Black, 9% Asian), multiple measures (self-report, salivary hormones) and research designs (longitudinal, cross-sectional) were used to characterize age-related changes and sex differences in pubertal development. Both sexes exhibit a sigmoid trajectory of pubertal development; females show earlier pubertal timing and increased tempo ~9–13 years, while males show greater tempo ~14–18 years. All hormones increased with age, with sex differences in testosterone and DHEA levels and in testosterone rates of change. Higher testosterone and DHEA corresponded with earlier pubertal timing in both sexes. These findings characterize typical pubertal and hormonal development and inform best practices for handling puberty data.

使用来自人类连接组项目发展的数据(N = 1304；5-21岁；男性50%;59%白人，17%西班牙裔，13%黑人，9%亚洲人)，多种测量（自我报告，唾液激素）和研究设计（纵向，横断面）用于表征青春期发育的年龄相关变化和性别差异。两性青春期发育呈s型轨迹；雌性发育期提前，发育期延长至9 ~ 13岁，而雄性发育期延长至14 ~ 18岁。所有的激素都随着年龄的增长而增加，在睾酮和脱氢表雄酮水平以及睾酮变化率方面存在性别差异。无论男女，较高的睾丸激素和脱氢表雄酮与较早的青春期时间相对应。这些发现是典型的青春期和荷尔蒙发育的特征，并为处理青春期数据提供了最佳实践。

引用次数: 0

Bidirectional negative relation between young children's persistence and cheating. 幼儿的坚持性与作弊之间存在双向负相关。

IF 3.9 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development

Pub Date : 2025-01-01 Epub Date: 2024-09-06 DOI: 10.1111/cdev.14159

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; M_age = 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 cheating: the higher children's situational persistence, the less likely they cheated. Study 2 not only replicated the results of Study 1 but also discovered that children who cheated became less persistent afterward. Our research reveals a novel bidirectional relation between situational persistence and cheating and underscores the importance of nurturing persistence in early childhood as a strategy to foster honesty.

本研究考察了3至6岁儿童（2021-2022年，人数=200，男孩100；年龄=4.85岁；均为汉族中产阶级）的持久性与作弊之间的联系。研究1使用一个具有挑战性的游戏来测量儿童在无人监督的情况下玩游戏时是否会作弊。结果表明，儿童的情境持久性（而非特质持久性）与作弊呈负相关：儿童的情境持久性越高，作弊的可能性就越小。研究 2 不仅重复了研究 1 的结果，而且还发现作弊儿童在作弊后的持久性会降低。我们的研究揭示了情境持久性与作弊之间新颖的双向关系，并强调了在幼儿期培养持久性作为培养诚实策略的重要性。

引用次数: 0

How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability. 我的孩子有多聪明？父母对子女认知能力判断的准确性。

IF 3.9 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development

Pub Date : 2025-01-01 Epub Date: 2024-08-22 DOI: 10.1111/cdev.14156

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 for the overall sample and by grade (n_Grade1&2 = 830; n_Grade3&4 = 1516). Characteristics of the child (gender, birth order) and parents (gender, socioeconomic background) were investigated as moderators. Children's cognitive ability explained 34%/25%/37% (overall sample/Grade1&2/Grade3&4) of the variance in parental judgments. Judgments depended more on children's academic achievement than on cognitive ability. Parents judged their son's intelligence more accurately than their daughter's and first-born children more accurately than last-born children. Higher-educated parents showed higher judgment accuracy.

父母对子女认知能力的判断对于提供适当的学习环境非常重要。本研究对 2346 名儿童（男 = 8.94 岁；48.3% 为女孩）及其父母（1283 名母亲、426 名父亲和 637 对父母）的判断准确性进行了调查。数据于 2012 年 9 月至 2014 年 2 月在德国收集。对总体样本和各年级样本（nGrade1&2 = 830；nGrade3&4 = 1516）进行了潜在回归分析。儿童的特征（性别、出生顺序）和父母的特征（性别、社会经济背景）作为调节因素接受了调查。儿童的认知能力解释了父母判断差异的 34%/25%/37%（总体样本/一年级和二年级/三年级和四年级）。与认知能力相比，家长的判断更多地取决于儿童的学习成绩。家长对儿子智力的判断比对女儿智力的判断更准确，对长子智力的判断比对次子智力的判断更准确。受教育程度较高的父母对子女智力的判断准确率更高。

引用次数: 0

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