Child development最新文献

Relational reasoning (RR) is a higher-order cognitive ability associated with academic performance. Most prior studies on RR-mathematics association have used a cross-sectional design. The current study aimed to examine their longitudinal relations and underlying mechanisms. A sample of 235 sixth graders (138 boys, mean age = 12.32 years, SD = .903) in Hong Kong were tested on RR (nonverbal and verbal) and mathematics achievement (numerical operations and mathematical problem-solving). One hundred and ninety-five (118 boys, mean age = 13.32 years, SD = .945) of them were re-assessed after one year on mathematics achievement and potential mediators (word problem reasoning, arithmetic fluency, and arithmetic principle understanding). Results indicated that nonverbal RR predicted numerical operations through arithmetic principle understanding, and both nonverbal and verbal RR predicted mathematical problem solving through word problem reasoning. The findings advanced the literature on RR-mathematics association and suggested directions for interventions.

Applying intergroup contact theory to children's thinking about social inequalities, this study investigated whether and why 8- to 12-year-old American children (N = 379, 50% girls, 48% white, SSS M = 6.92, in 2023-2024) who experienced more direct or indirect intergroup contact with immigrants also treated immigrants more fairly in a scenario reflecting a social inequality. Older children and children with more indirect intergroup contact were more likely to detect and negatively evaluate discrimination, because they knew more about what it means to be an immigrant and had stronger social preferences for immigrants, respectively; βs .39-.16. Children who perceived immigrants faced more barriers in society distributed more resources to immigrants; β = .10. Intergroup contact can inform children's thinking about societal intergroup relations.

This study examined adolescents' reasoning about intergroup social class friendships and marriage in rural Nepal. Participants (N = 591; 54% girls; Mage = 14.03; 20% Nepalese ethnic/caste minority; data collected in 2018) evaluated the potential for friendship and marriage between hypothetical pairs from different social class backgrounds. Adolescents demonstrated a strong awareness of social barriers to equality and autonomy in social relationships, including concerns about family reputation. Nevertheless, a high percentage anticipated resisting negative parental expectations and expressed overall optimism about social change. Notably, adolescents' social experiences influenced their views: Those who had experienced discrimination were less optimistic, whereas those attending schools with high social class diversity were more optimistic about social mobility.

This study examined whether early language ability influences adolescents' well-being, using longitudinal data from 502 children (223 females, 279 males; 86% White, 12% Black, 1% Hispanic, and 1% Asian). Measures of oral language, performance IQ, and socioeconomic status were obtained during elementary grades. At ages 16-17, psychological well-being was assessed using the Perceived Competence Scale (comprising scholastic ability, self-esteem, and friends factors) and Satisfaction with Life scale. Structural equation modeling showed language ability significantly predicted later scholastic ability and friendship. Scholastic ability mediated the association between language ability and satisfaction with life. Socioeconomic status moderated associations between language and scholastic ability. Findings support that individual differences in oral language ability affect adolescents' academic and social self-competence perceptions and life satisfaction.

While children evaluate bystanders who do not offend victims negatively, it is unclear whether they would punish them. This study consolidates findings from 1 pre-study and 4 experiments (3-8-year-olds; N = 192; 49% girls; 100% Asian) that examine children's punishment judgment of bystanders in various contexts. The results revealed that children engaged in punishment not only of the wrongdoer but also of the non-intervening bystander. However, they did not punish the bystander who intervened in the negative situation. Additionally, children adjusted their punishment judgment for the bystander upon considering whether the wrongdoer and bystander shared group membership and the intention to harm the victim (odds ratio = 5.08). Implications for how bystanders are morally judged are discussed.

Using seven waves of longitudinal data collected from 1,459 3- to 11-year-old children in Massachusetts from 2018 to 2024 (50% female, 78% White, 18% Hispanic, 11% Black, 12% Other race), this study identified joint trajectories of internalizing, externalizing, and adaptive behaviors before, during, and since the COVID-19 pandemic and examined associations between children's early ecological contexts and their developmental trajectories. Parallel-process latent class growth analyses revealed four joint trajectories of behavioral health: High, Stable (44%), Below Average, Variable (40%), Low, Variable (8%), and Low Adaptive, Stable (7%). Across classes, children's internalizing and externalizing behaviors slightly improved post-pandemic onset but adaptive behaviors declined. Parental stress, household chaos, and preschool teacher-child relationship conflict were associated with trajectories characterized by pandemic-era declines in adaptive behaviors.

Understanding early language outcomes for low-income children in the wake of the COVID-19 pandemic is an important concern for researchers, policymakers, and educators. We examined language environments and language development among infants and toddlers in Early Head Start from pre-COVID, through the pandemic peak and beyond to 2025. Study children were aged 2-43 months (N = 2,763; 47% girls; 42% Hispanic of any race; 46% Black or African American, non-Hispanic; 6% White, non-Hispanic; 4% multiracial or biracial, non-Hispanic; 3% other race or unspecified, non-Hispanic). On average, measures of children's classroom language environments improved postpandemic, but children experienced declines in parent-reported language skills and growth lags in child vocalizations in the pandemic's wake. We examine potential moderators and discuss implications for future research and practice.

Observational coding systems are invaluable for understanding child-caregiver interactions, but their reliance on language comprehension limits their use with linguistically diverse populations. We developed the Behavioral Recognition in Displaced Group Exchanges (BRIDGE) coding system to measure the quality of refugee child-caregiver relationships through paralinguistic cues (e.g., tone) and kinetic behavioral signals (e.g., gestures). Here BRIDGE was tested on 1,092 videos featuring 287 Syrian refugee mothers and their children in Jordan (Mage = 6, range 4-8; 1:1 gender ratio). Most coders were unable to understand the language the dyads spoke, yet all demonstrated excellent intra- and interrater reliability across preregistered analyses. Coding patterns also showed convergence, divergence, sensitivity to contextual factors, and temporal stability, establishing BRIDGE as a robust linguistically agnostic tool.

Given the significance of executive function (EF) for longer-term outcomes, it is important to understand the trajectory of EF in childhood and how COVID-19 influenced this trajectory. 139 (71 girls) children were examined longitudinally from 2.5 to 6.5 years using the Minnesota Executive Function Scale. Individual differences in EF abilities were stable longitudinally, and children with a more highly educated mother had higher EF scores. Children tested 1-3 years after the first lockdown showed greater variation in individual differences over time. Additional analyses examined linear growth curves for children assessed 3-4 times from 2.5 to 6.5 years. Children who were in preschool during the first lockdown had steeper growth curve trajectories than children in the first year of primary school.

We examine caregiver sensitivity to infant distress across the day in home environments. Families with infants (N = 38, Mage = 4.5 months, SD = 2.3 months, 58% White non-Hispanic, 53% girls) shared full-day infant-worn audio recordings (M = 22.98 hr, SD = 4.06 hr). For each episode of distress, we annotated caregiver sensitivity and episode context. Infants experienced wide variability in sensitivity to distress across the day (77% of variance within-person). Media use predicted lower sensitivity between mothers (β = -0.46), and emotionally intense interactions predicted lower sensitivity both within (β = -0.11) and between mothers (β = -0.23). Overall, at home, responses to infant distress were heterogeneous, and everyday contexts predicted the quality of caregiving infants received.