This study examined genetic and environmental influences on twins' and parents' positive and negative affect during a parent-child conflict discussion and a positive discussion, captured by automated facial coding. Associations with internalizing, externalizing, and ADHD symptoms were examined. Twins (N = 560 50.94%; female; Mage = 9.72, SD = .94; data collected 2017-2020) and parents (N = 302; 583 videos) were from socioeconomically diverse families, and primarily White (57.07%) or Hispanic (26.78%). Child and parent positive affect were influenced by the shared and nonshared environment and child negative affect was heritable, with similar etiology across tasks. Only child positive affect during the conflict discussion consistently related to lower internalizing, externalizing, and ADHD symptoms (R2: 1.3%-3.6% of variance). Findings support positive affect under stress as an environmentally influenced resilience factor.
Learning to capitalize in English requires identifying a word's type and sentence position. In two cloze studies (2021–2022), Australian students of all genders (95% White, monolingual) spelled words with one and two capitalization cues (proper nouns, sentence-initial words) and no-cue control words. High school (12–18 years, n = 59) and university students (18–63 years, n = 78) exhibited near-perfect capitalization. Primary school students (8–12 years) writing single words (n = 99) used proper-noun cues more than sentence-initial cues (ds > 0.49), but when writing consecutive words (n = 101), capitalized more accurately with two cues than one (ds > 0.32). Early capitalization appears better with more cues, but task format influences children's use of grammatical context.
Using three-wave longitudinal data of 554 Chinese youth (mean age = 13.35 years; 50% girls; T1 = July 2020, T2 = January 2021, T3 = July 2021), this study examined how youth's views of teens regarding family obligation predict their academic functioning and relationship with parents, with attention to the mediating role of youth's sense of responsibility to parents. Results showed that views of teens regarding family obligation predicted youth's greater academic delay of gratification, motivational response to academic failure, and attachment security to mother and father over time. Importantly, youth's sense of responsibility to parents mediated the longitudinal associations between views of teens and their academic and social adjustment. Taken together, the findings elucidate why and how views of teens matter for positive youth development in a culturally sensitive manner.
As adults, we do not expect ignorant agents to behave randomly or always get things wrong. Instead, we expect them to act reasonably, guided by past experiences. We test whether 4-to-6-year-olds share this intuition and use it to infer others' knowledge, or whether they rely on a simple “ignorance = error” heuristic identified in past work. Across three pre-registered experiments (n = 264 4-to-6-year-olds recruited in the US between 2018-2022; demographic data not collected), we find that 4-year-olds expect agents to draw on past experiences when acting in new situations. However, only 6-year-olds reliably use this expectation to infer others' knowledge from behavior. These findings suggest that by age 6, children use a causal model of how ignorance shapes behavior, and not just a cue-based understanding of epistemic states.
Previous studies employing cross-lagged panel models (CLPMs) found mixed results regarding reciprocal relations between competence beliefs and intrinsic motivation. CLPMs have been criticized for leading to erroneous causal inference in certain situations. Two datasets were analyzed regarding reciprocal relations between competence beliefs and intrinsic motivation with the alternative random-intercept cross-laged panel models (RI-CLPMs). One dataset contained 670 2nd to 3rd grade students (M = 8.80 years old, 98% white, 55.7% female) and the second dataset contained 542 2nd to 4th grade students (M = 7.96 years old, 76.7% native German speakers, no information on ethnicity, 50.2% female) in Germany. The results revealed little to no evidence for reciprocal relations between the constructs.
How do caregivers perceive the world around their infants? A virtual task was created to assess how the perception of potential threats is influenced by parental experience and an infant's capacity to explore. Sixty-five parents (Mage = 35.52, %female = 61.54, %White = 84.62) and 31 non-parents (Mage = 19.52, %female = 74.19, %White = 32.26) were recruited from Ithaca, NY, a mid-sized city in the northeastern region of the United States. All data were collected between October 2021 and October 2023. Participants completed a computer-based task in which infants of varying locomotor maturity explored near a roadside (Study 1). To assess the potency of infantile cues, 16 parents (Mage = 34.56, %female = 68.75, %White = 81.25) and 21 non-parents (Mage = 19.10, %female = 71.43, %White = 19.05) completed the task with a virtual robot and dog instead (Study 2). Adults were quicker to detect traffic and rated it as moving faster in the presence of a locomoting infant, suggesting that infantile appearance and locomotor behavior shape adults' perceptual experiences.
Examination of the effectiveness of an attention intervention using a randomized controlled trial for toddlers with suspected or confirmed autism spectrum disorder (ASD). Data was collected from Alberta, Ontario, and Nova Scotia, Canada between February 2018 and February 2020 (halted due to COVID-19 pandemic). Participants were 35 toddlers randomized to the attention condition (age at start: 25.49 + 3.91 months; 29 boys; mother’s ethnicity: 65% white) and 34 toddlers randomized to a control condition. (age at start: 26.32 + 3.55 months; 24 boys; mother’s ethnicity: 29% white). The results suggest that the attentional skills can be improved by a computer-based attention intervention, which in turn affects behavior observed in a real-world setting.
This meta-analysis examined main effects and heterogeneity in associations between popularity and academic adjustment in the U.S. and China across 41 studies. The aggregated sample included 22,151 children and adolescents (10,934 boys; 11,217 girls) from both countries, with U.S. students from various ethnic backgrounds. Results in the U.S. were characterized by developmental differences, with popularity positively linked to academic functioning only in childhood (r = 0.26) but not adolescence (r = 0.01). Conversely, popularity was consistently related to academic adjustment in China across developmental stages (overall r = 0.36). Patterns in both nations were unaffected by other demographic meta-moderators but shifted after social acceptance was partialled out. Observed cross-national differences should be interpreted with caution, and potential caveats were discussed.
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