Child development最新文献

This three-wave longitudinal study (2016 to 2018; N = 1,749; Mage = 13.83, SD = 1.67; 50.1% male; 67.8% White, 32.2% Black) in the US examined the reciprocal association between math engagement and perceived teacher expectations over time and their impact on math achievement and explored racial and socioeconomic status differences in these dynamics. Results showed that both math engagement and perceived teacher expectations positively influenced math achievement. Math engagement predicted higher next-year perceived teacher expectations (b = 0.204, SE = 0.050, p < .001), but the reverse was not observed. This effect was stronger among White (vs. Black) and high-SES (vs. low-SES) students. These findings underscore student agency in shaping teacher-student interactions and persistent racial and SES disparities in educational experiences.

Three experiments investigated whether reciprocity in children aged 4-7 (N = 192; 53.12% female; 65.63% White) is sensitive to the cost of a gift from the benefactor's perspective. In the main study, 6- and 7-year-olds, but not 4- and 5-year-olds, preferred to reward a benefactor who valued a gift highly over one who gave an identical gift but valued it less. A follow up study found that 5- but not 4-year-olds at least expected object valuation to impact sharing. In the third study, 6- and 7-year-olds even rewarded a benefactor whose gift they themselves (the children) valued less (than another's gift) if that benefactor herself had valued it highly. Increasingly over age, young children's sharing and reciprocity consider subjective costs.

Using the Dimensional Model of Psychopathology as our theoretical framework, we investigated whether developmental patterns of maternal harshness and quality of the home environment predicted autonomic regulation in a high-risk sample of adolescents. Maternal harshness was assessed at 5-points (infancy-preschool), quality of the caregiving environment was assessed at 3-points (early school age) and autonomic regulation during a social stressor was assessed during early adolescence in 203 mother-child dyads. Quality of the home environment increased over time whereas maternal harshness increased between 7- and 24-months of child age before decreasing from 36- to 48-months of age. Increases in harsh parenting from 7- to 24-months were associated with less RSA reactivity. These findings indicate that developmental changes in an index of threat, but not deprivation, predict autonomic functioning in early adolescence. These findings have significant implications for understanding the long-term physiological consequences of early adversity, particularly harsh parenting.

Inhibition has been suggested to contribute to symbolic and nonsymbolic quantity processing, but conclusions remain inconsistent. Using Structural Equation Modelling, the structure of inhibition and its contributions to symbolic and nonsymbolic arithmetic are explored in predominantly White, high-SES French 5- and 7-year-olds (N = 331, 169 females). Data were collected in Paris schools between January 2020 and March 2021. Results suggest a lack of support for a unitary or binary (Response Inhibition and Distractor Suppression) inhibition construct and highlight a link in both age groups between the Stop-Signal Task and symbolic arithmetic, and a link between the Flanker task and nonsymbolic arithmetic only in 7-year-olds. This study dissects the differential contributions of inhibition facets to arithmetic development in a critical time window.

Little is known about how social network associations are tracked in cognition during adolescence, when social networks change in size and complexity. In 2023, 123 ethnically diverse adolescents and emerging adults (13-24 years; 52.9% female; 68.3% White; 18.7% Asian) completed a task measuring working memory (WM) differences for social and nonsocial network information. Additionally, this sample was combined with an existing sample recruited in the same year (N = 241, 18-65 years; 59.3% female; 64.7% White; 16.6% Asian) to investigate age-related differences in social and nonsocial WM performance. A WM advantage for social over nonsocial networks was observed across adolescence, emerging adulthood, and adulthood, especially for self-relevant social information (R2 = 0.01-0.02). Age was also positively associated with WM performance. Findings provide insights into how individuals learn about social relationships in adolescence and emerging adulthood, the successful formation of which has lasting impacts on wellbeing.