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.
{"title":"Delay of gratification and adult outcomes: The Marshmallow Test does not reliably predict adult functioning","authors":"Jessica F. Sperber, Deborah Lowe Vandell, Greg J. Duncan, Tyler W. Watts","doi":"10.1111/cdev.14129","DOIUrl":"10.1111/cdev.14129","url":null,"abstract":"<p>This study extends the analytic approach conducted by Watts et al. (2018) to examine the long-term predictive validity of delay of gratification. Participants (<i>n</i> = 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 (<i>r</i> = .17) and body mass index (<i>r</i> = −.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.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"2015-2029"},"PeriodicalIF":3.9,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141787366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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。
{"title":"Streets ahead: Neighborhood safety and active outdoor play in early childhood using a nationally representative sample of 5-year-olds","authors":"Suzanne M. Egan, Jennifer Pope","doi":"10.1111/cdev.14132","DOIUrl":"10.1111/cdev.14132","url":null,"abstract":"<p>Using data from a nationally representative sample of 5-year-olds in the Growing Up in Ireland study (<i>N</i> = 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.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"2030-2044"},"PeriodicalIF":3.9,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14132","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141787367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 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.
{"title":"Cognitive characteristics of children with high mathematics achievement before they start formal schooling","authors":"Merel Bakker, Joke Torbeyns, Lieven Verschaffel, Bert De Smedt","doi":"10.1111/cdev.14140","DOIUrl":"10.1111/cdev.14140","url":null,"abstract":"<p>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 (<i>M</i>\u0000 <sub>age</sub> 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 (<i>d</i>s > 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.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"2062-2081"},"PeriodicalIF":3.9,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141787365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Understanding allostasis: Early-life self-regulation involves both up- and down-regulation of arousal","authors":"S. V. Wass, F. U. Mirza, C. Smith","doi":"10.1111/cdev.14136","DOIUrl":"10.1111/cdev.14136","url":null,"abstract":"<p>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 <i>N</i> = 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.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"2000-2014"},"PeriodicalIF":3.9,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14136","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141757432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"The NIH Infant and Toddler Toolbox: A new standardized tool for assessing neurodevelopment in children ages 1–42 months","authors":"Richard Gershon, Miriam A. Novack, Aaron J. Kaat","doi":"10.1111/cdev.14135","DOIUrl":"10.1111/cdev.14135","url":null,"abstract":"<p>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.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"2252-2254"},"PeriodicalIF":3.9,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14135","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141747478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Reading disability is characterized by reduced print–speech convergence","authors":"Xiaohui Yan, Yang Fu, Guoyan Feng, Hui Li, Haibin Su, Xinhong Liu, Yu Wu, Jia Hua, Fan Cao","doi":"10.1111/cdev.14134","DOIUrl":"10.1111/cdev.14134","url":null,"abstract":"<p>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<span>+</span>0.48) to adults (mean age: 21.33<span>+</span>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.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"1982-1999"},"PeriodicalIF":3.9,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14134","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 (R2 = .31), indicating an inverse relation with the amplitude of the visual response, and generalizing to olfactory-visual interactions previous evidence from the audiovisual domain.
{"title":"Olfactory-to-visual facilitation in the infant brain declines gradually from 4 to 12 months","authors":"Diane Rekow, Jean-Yves Baudouin, Anna Kiseleva, Bruno Rossion, Karine Durand, Benoist Schaal, Arnaud Leleu","doi":"10.1111/cdev.14124","DOIUrl":"10.1111/cdev.14124","url":null,"abstract":"<p>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 (<i>R</i>\u0000 <sup>2</sup> = .31), indicating an inverse relation with the amplitude of the visual response, and generalizing to olfactory-visual interactions previous evidence from the audiovisual domain.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"1967-1981"},"PeriodicalIF":3.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14124","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141632811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Material hardship and telomere length in children","authors":"Camille Moeckel, Lauren Gaydosh, Lisa Schneper, Colter Mitchell, Daniel A. Notterman","doi":"10.1111/cdev.14126","DOIUrl":"10.1111/cdev.14126","url":null,"abstract":"<p>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 (<i>N</i> = 1990), regression analyses found a significant association between prior material hardship and shorter TL (<i>β</i> = −.005, <i>p</i> < .01). Additionally, at year 15 (<i>N</i> = 1874), material hardship experienced during infancy and toddlerhood was associated with shorter TL (<i>β</i> = −.009, <i>p</i> < .01), pointing toward infancy and toddlerhood as a sensitive period.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"2232-2240"},"PeriodicalIF":3.9,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14126","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141463637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Mothers speak less to infants during detected real-world phone use","authors":"Miriam Mikhelson, Adrian Luong, Alexander Etz, Megan Micheletti, Priyanka Khante, Kaya de Barbaro","doi":"10.1111/cdev.14125","DOIUrl":"10.1111/cdev.14125","url":null,"abstract":"<p>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 <i>M</i> = 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.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 5","pages":"e324-e337"},"PeriodicalIF":3.9,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141455673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Children and adolescents rectify unequal allocations of leadership duties in the classroom","authors":"Melanie Killen, Amanda R. Burkholder, Elizabeth Brey, Dylan Cooper, Kristin Pauker","doi":"10.1111/cdev.14123","DOIUrl":"10.1111/cdev.14123","url":null,"abstract":"<p>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, <i>N</i> = 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.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"1950-1966"},"PeriodicalIF":3.9,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14123","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141455672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}