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Delay of gratification and adult outcomes: The Marshmallow Test does not reliably predict adult functioning 延迟满足与成人结果棉花糖测试不能可靠地预测成人功能。
IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-07-29 DOI: 10.1111/cdev.14129
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, or behavior. Although modest bivariate associations were detected with educational attainment (r = .17) and body mass index (r = −.17), almost all regression-adjusted coefficients were nonsignificant. No clear pattern of moderation was detected between delay of gratification and either socioeconomic status or sex. Results indicate that Marshmallow Test performance does not reliably predict adult outcomes. The predictive and construct validity of the ability to delay of gratification are discussed.

本研究扩展了Watts等人(2018)的分析方法,以考察延迟满足的长期预测有效性。参与者(n = 702;83% 白人,46% 男性)在 54 个月时(1995-1996 年)完成了棉花糖测试,并在 26 岁时(2017-2018 年)完成了调查测量。通过预先登记分析,棉花糖测试成绩对成年后的成就、健康或行为没有很强的预测作用。虽然与教育程度(r = .17)和体重指数(r = -.17)之间存在适度的二元关联,但几乎所有回归调整系数都不显著。在延迟满足与社会经济地位或性别之间没有发现明显的调节模式。结果表明,棉花糖测试成绩并不能可靠地预测成人结果。本文讨论了延迟满足能力的预测有效性和建构有效性。
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引用次数: 0
Streets ahead: Neighborhood safety and active outdoor play in early childhood using a nationally representative sample of 5-year-olds 前方的街道:以具有全国代表性的 5 岁儿童为样本,研究幼儿期的邻里安全和积极户外活动。
IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-07-29 DOI: 10.1111/cdev.14132
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 perceptions of their neighborhood (e.g., social cohesion and antisocial behavior). Hierarchical regression analyses indicated that levels of active outdoor play were associated with parental perceptions of neighborhood safety and traffic levels, even after other factors were controlled for (i.e., family income). The results are discussed from a bioecological systems perspective. Implications for policy makers and parents are considered.

本研究利用 "爱尔兰成长研究"(Growing Up in Ireland)中具有全国代表性的 5 岁儿童样本数据(样本数 = 9001,51% 为男性),调查了邻里环境因素对幼儿积极户外游戏水平的影响。主要看护人(98% 为母亲;81% 为爱尔兰人)回答了有关其子女积极户外游戏水平(如追逐)和他们对邻里关系的看法(如社会凝聚力和反社会行为)的问题。分层回归分析表明,即使在控制了其他因素(如家庭收入)后,积极户外活动的水平仍与父母对邻里安全和交通水平的看法有关。本文从生物生态系统的角度对研究结果进行了讨论。还考虑了对政策制定者和家长的影响。
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引用次数: 0
Cognitive characteristics of children with high mathematics achievement before they start formal schooling 开始接受正规教育前数学成绩优秀儿童的认知特点。
IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-07-29 DOI: 10.1111/cdev.14140
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 (M age in preschool: 64 months) included 31 high achievers (12 girls) and 114 average achievers (63 girls). We measured children's early numerical abilities, complex mathematical abilities, and general cognitive abilities in preschool (2017). High mathematics achievers had advantages on most tasks in preschool (ds > 0.62). Number order, numeral recognition, and proportional reasoning were unique predictors of belonging to the high-achieving group in primary school. This study shows that the cognitive advantages of high mathematics achievement are already observed in preschool.

这项为期 5 年的纵向研究考察了小学数学成绩优秀的学生在进入正规教育之前是否具有认知优势。数学成绩优秀的定义是在一年级和三年级的成绩超过 Pc 90。样本主要为白人(学龄前年龄:64 个月),包括 31 名成绩优秀的儿童(12 名女孩)和 114 名成绩一般的儿童(63 名女孩)。我们测量了儿童的早期运算能力、复杂数学能力以及学龄前(2017 年)的一般认知能力。数学成绩优秀的儿童在学前阶段的大多数任务中都具有优势(ds > 0.62)。数序、数字识别和比例推理是预测小学阶段属于高成绩群体的独特指标。这项研究表明,数学成绩优异者的认知优势在学龄前就已显现。
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引用次数: 0
Understanding allostasis: Early-life self-regulation involves both up- and down-regulation of arousal 了解异动:生命早期的自我调节包括对唤醒的上调和下调。
IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-07-26 DOI: 10.1111/cdev.14136
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 in the lab with a still-face paradigm. Overall, our findings suggest that infants who showed more self-regulatory behaviors in the lab were more likely to actively change their behaviors in home settings moment-by-moment “on the fly” following changes in autonomic arousal, and that these changes result in up- as well as down-regulation. Implications for the role of atypical self-regulation in later psychopathology are discussed.

最佳表现处于中等自律神经唤醒状态,但以前的研究从未考察过内源性控制的出现是否与儿童从低度唤醒到过度唤醒的自我调节变化有关。我们使用可穿戴设备对 58 名 12 个月大的婴儿(60% 为白人,58% 为女性)进行了长达一天的记录;同时,我们还在实验室中使用静止脸范式测量了这些婴儿的自我调节能力。总之,我们的研究结果表明,在实验室中表现出更多自我调节行为的婴儿更有可能在家庭环境中根据自律神经唤醒的变化 "即时 "积极改变他们的行为,而这些变化会导致上调和下调。本文讨论了非典型自我调节在日后精神病理学中的作用。
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引用次数: 0
The NIH Infant and Toddler Toolbox: A new standardized tool for assessing neurodevelopment in children ages 1–42 months 美国国立卫生研究院婴幼儿工具箱:用于评估 1-42 个月婴幼儿神经发育的新标准化工具。
IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-07-23 DOI: 10.1111/cdev.14135
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 in a sample of 2550 children demographically representative of the 2020 U.S. census, the Baby Toolbox is slated for release in late 2024. This paper introduces the Baby Toolbox, details its objectives, development, and technological innovations, describes plans for reliability and norming, and invites researchers to consider the Baby Toolbox in the future studies. Ultimately, this initiative stands to enhance cross-study comparability and advance comprehensive developmental evaluation.

发育研究的进展需要可靠的测量技术,但不同实验室、不同子领域和不同环境下的测量技术仍不一致。为了解决这个问题,美国国立卫生研究院神经和行为功能工具箱(NIHTB)® 已经得到扩展,为发育和儿科界创建了一个通用的评估工具:美国国立卫生研究院婴幼儿("婴儿")工具箱。目前,婴儿工具箱正在对具有 2020 年美国人口普查代表性的 2550 名儿童样本进行标准化,预计将于 2024 年底发布。本文介绍了婴儿工具箱,详细介绍了其目标、发展和技术创新,描述了可靠性和规范化计划,并邀请研究人员在未来的研究中考虑婴儿工具箱。最终,这一举措将增强跨研究的可比性,并推动全面的发展评估。
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引用次数: 0
Reading disability is characterized by reduced print–speech convergence 阅读障碍的特点是印刷与语音的衔接减弱。
IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-07-20 DOI: 10.1111/cdev.14134
Xiaohui Yan, Yang Fu, Guoyan Feng, Hui Li, Haibin Su, Xinhong Liu, Yu Wu, Jia Hua, Fan Cao

Reading disability (RD) may be characterized by reduced print–speech convergence, which is the extent to which neurocognitive processes for reading and hearing words overlap. We examined how print–speech convergence changes from children (mean age: 11.07+0.48) to adults (mean age: 21.33+1.80) in 86 readers with or without RD. The participants were recruited in elementary schools and associate degree colleges in China (from 2020 to 2021). Three patterns of abnormalities were revealed: (1) persistent reduction of print–speech convergence in the left inferior parietal cortex in both children and adults with RD, suggesting a neural signature of RD; (2) reduction of print–speech convergence in the left inferior frontal gyrus only evident in children but not adults with RD, suggesting a developmental delay; and (3) increased print–speech convergence in adults with RD than typical adults in the bilateral cerebella/fusiform, suggesting compensations. It provides insights into developmental differences in brain functional abnormalities in RD.

阅读障碍(RD)的特点可能是印刷-语音会聚能力下降,而印刷-语音会聚能力是指阅读和听力文字的神经认知过程重叠的程度。我们研究了86名患有或不患有阅读障碍的读者从儿童(平均年龄:11.07+0.48)到成人(平均年龄:21.33+1.80)期间印刷-语音辐辏的变化情况。研究对象来自中国的小学和副学士学位学院(2020-2021 年)。研究发现了三种异常模式:(1)RD儿童和成人左侧顶叶下皮层的打印-语音会聚持续减少,提示RD的神经特征;(2)左侧额叶下回的打印-语音会聚减少仅在RD儿童中明显,而在RD成人中不明显,提示发育延迟;(3)RD成人双侧小脑/纺锤体的打印-语音会聚比典型成人增加,提示代偿。该研究揭示了 RD 患者大脑功能异常的发育差异。
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引用次数: 0
Olfactory-to-visual facilitation in the infant brain declines gradually from 4 to 12 months 从 4 个月到 12 个月,婴儿大脑中嗅觉对视觉的促进作用会逐渐减弱。
IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-07-18 DOI: 10.1111/cdev.14124
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 at 4 months, decreases with age. In a baseline odor context, the results revealed a face-selective electroencephalographic response that increases and changes qualitatively between 4 and 12 months, marking improved face categorization. At the same time, the benefit of adding maternal odor fades with age (R 2 = .31), indicating an inverse relation with the amplitude of the visual response, and generalizing to olfactory-visual interactions previous evidence from the audiovisual domain.

在婴儿期,随着单感官知觉的发展,感官间的促进作用会逐渐减弱。然而,这种权衡主要是通过视听刺激来研究的。在此,我们于2017-2020年对50名4至12个月大的婴儿(26名女性,主要为白人)进行了测试,以确定之前在4个月大时观察到的母亲体味对神经面孔分类的促进作用是否会随着年龄的增长而降低。结果显示,在基线气味背景下,脸部选择性脑电反应在4至12个月期间会增加并发生质的变化,这标志着脸部分类能力的提高。同时,添加母体气味的益处会随着年龄的增长而减弱(R2 = .31),这表明与视觉反应的振幅成反比关系,并将之前视听领域的证据推广到嗅觉与视觉的相互作用中。
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引用次数: 0
Material hardship and telomere length in children 物质匮乏与儿童端粒长度
IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-06-29 DOI: 10.1111/cdev.14126
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 analyses found a significant association between prior material hardship and shorter TL (β = −.005, p < .01). Additionally, at year 15 (N = 1874), material hardship experienced during infancy and toddlerhood was associated with shorter TL (β = −.009, p < .01), pointing toward infancy and toddlerhood as a sensitive period.

端粒长度(TL)是暴露于包括物质困难在内的压力源的生物标记。我们利用 "家庭未来和儿童福祉研究"(1998-2015 年)的数据来确定以前的物质条件是否与 9 岁和 15 岁时唾液端粒长度较短有关。在第 9 年的研究人群中,49% 为女性,49% 为黑人,25% 为西班牙裔。在第 9 年(N = 1990),回归分析发现以前的物质困难与唾液 TL 缩短之间存在显著关联(β = -.005,p < .01)。此外,在 15 岁时(N = 1874),婴幼儿时期经历的物质困难与较短的总寿命相关(β = -.009, p <.01),表明婴幼儿时期是一个敏感期。
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引用次数: 0
Mothers speak less to infants during detected real-world phone use 在被检测到使用真实世界电话时,母亲对婴儿说话较少。
IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-06-26 DOI: 10.1111/cdev.14125
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 our analyses. Maternal phone use was associated with a 16% decrease in infants' speech input, with shorter intervals of phone use (1–2 min) associated with a greater 26% decrease in speech input relative to longer periods. This work highlights the value of multimodal sensing to access dynamic, within-person, and context-specific predictors of speech to infants in real-world settings.

本研究首次记录了在扩展的真实世界互动中,手机使用与婴儿语言之间的实时关联。在我们的分析中,16 个主要为白人(75%)的母婴二元组(婴儿年龄中位数 = 4.1 个月,标准差 = 2.3;63% 为女性)共享了 16,673 分钟的同步真实世界电话使用和语言环境分析音频数据,时间跨度为一周(收集时间为 2017-2020 年)。母亲使用电话与婴儿语音输入减少 16% 有关,与较长时间相比,较短的电话使用间隔(1-2 分钟)与语音输入减少 26% 有关。这项研究凸显了多模态传感技术的价值,它可以在真实世界环境中获取动态的、针对个人和特定情境的婴儿语音预测指标。
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引用次数: 0
Children and adolescents rectify unequal allocations of leadership duties in the classroom 儿童和青少年纠正了课堂上领导职责分配不均的现象。
IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-06-26 DOI: 10.1111/cdev.14123
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 of high-status leadership positions favoring specific ethnic-racial or gender groups during 2018–2021. Adolescents, more than children, negatively evaluated unequal teacher allocations of leadership duties that resulted in group-based inequalities, expected peers who shared the identity of a group disadvantaged by the teacher's allocation to view it more negatively than others, and rectified inequalities. Understanding perceptions of teacher-based bias provides an opportunity for interventions designed to create fair and just classrooms that motivate all students to achieve.

对于儿童和青少年如何评价教师在课堂上基于种族和性别的不平等领导职责分配,人们知之甚少。美国男孩和女孩,白人(40.7%)、多种族(18.5%)、黑人/非洲裔美国人(16.0%)、拉丁裔(14.2%)、亚裔(5.5%)、太平洋岛民(0.4%)和其他(4.7%)种族-种族背景,8-14 岁,N = 275,在 2018-2021 年期间,对教师分配的有利于特定种族-种族或性别群体的高地位领导职位进行了评价。青少年比儿童更消极地评价教师不平等的领导职责分配,这种分配导致了基于群体的不平等,他们希望那些与教师分配中处于不利地位的群体身份相同的同伴比其他人更消极地看待这种分配,并纠正不平等。了解了对教师偏见的看法,就有机会采取干预措施,创建公平公正的课堂,激励所有学生取得成就。
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引用次数: 0
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Child development
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