Júlia Florit-Pons, Mariia Pronina, Alfonso Igualada, Pilar Prieto, Courtenay Norbury
To see whether communicative-based multimodal skills (compared to non-communicative motor skills) predicted complex language skills, this study examined the predictive power of multimodal and motor skills on narrative and expressive pragmatic abilities across two groups. Participants were children with typical development (N = 88, Mage = 5.34, 48% female) and with neurodevelopmental disorders (N = 51, Mage = 5.01, 25% female) mostly of white ethnicity (86.3%). We evaluated children's multimodal accuracy, motor skills, core language skills, and narrative and pragmatic skills. Results revealed that, in all groups, both multimodal skills and core language significantly predicted narrative (R2 = 0.569) and pragmatic skills (R2 = 0.621), while motor skills did not. These findings highlight the relevance of multimodality in the assessment of children's complex language skills.
{"title":"Multimodal Skills, but Not Motor Skills, Predict Narrative and Expressive Pragmatic Skills in Children With Typical Development and Neurodevelopmental Disorders","authors":"Júlia Florit-Pons, Mariia Pronina, Alfonso Igualada, Pilar Prieto, Courtenay Norbury","doi":"10.1111/cdev.70015","DOIUrl":"10.1111/cdev.70015","url":null,"abstract":"<p>To see whether communicative-based multimodal skills (compared to non-communicative motor skills) predicted complex language skills, this study examined the predictive power of multimodal and motor skills on narrative and expressive pragmatic abilities across two groups. Participants were children with typical development (<i>N</i> = 88, <i>M</i><sub>age</sub> = 5.34, 48% female) and with neurodevelopmental disorders (<i>N</i> = 51, <i>M</i><sub>age</sub> = 5.01, 25% female) mostly of white ethnicity (86.3%). We evaluated children's multimodal accuracy, motor skills, core language skills, and narrative and pragmatic skills. Results revealed that, in all groups, both multimodal skills and core language significantly predicted narrative (<i>R</i><sup>2</sup> = 0.569) and pragmatic skills (<i>R</i><sup>2</sup> = 0.621), while motor skills did not. These findings highlight the relevance of multimodality in the assessment of children's complex language skills.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 5","pages":"1807-1824"},"PeriodicalIF":3.8,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://srcd.onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.70015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144640127","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}
This study describes a novel measure of children's Theory of Mind (ToM) development—called the Comprehensive Assessment of ToM (CAT)—that addresses limitations in existing ToM measures. This behavioral measure includes three–six items each about diverse desires, diverse beliefs, knowledge access, knowledge expertise, false belief, and visual perspective taking, as well as nonsocial representational reasoning (i.e., false-sign). All items include a prediction, explanation, and general comprehension question. The measure is psychometrically valid and robust in 3- to 8-year-old children (n = 206; 104 boys; 101 girls; 1 gender fluid; 37.7% White non-Hispanic). Children's performance replicates prior findings with the commonly used Wellman and Liu (2004) ToM scale, but also reveals a novel and nuanced pattern of mental-state scaling over early to middle childhood.
{"title":"The Comprehensive Assessment of Theory of Mind (CAT): A Novel Measure of 3- to 8-Year-Old Children's Theory of Mind and an Evaluation of Mental-State Scaling","authors":"Megan J. Heise, Lindsay C. Bowman","doi":"10.1111/cdev.14263","DOIUrl":"10.1111/cdev.14263","url":null,"abstract":"<p>This study describes a novel measure of children's Theory of Mind (ToM) development—called the Comprehensive Assessment of ToM (CAT)—that addresses limitations in existing ToM measures. This behavioral measure includes three–six items each about diverse desires, diverse beliefs, knowledge access, knowledge expertise, false belief, and visual perspective taking, as well as nonsocial representational reasoning (i.e., false-sign). All items include a prediction, explanation, and general comprehension question. The measure is psychometrically valid and robust in 3- to 8-year-old children (<i>n</i> = 206; 104 boys; 101 girls; 1 gender fluid; 37.7% White non-Hispanic). Children's performance replicates prior findings with the commonly used Wellman and Liu (2004) ToM scale, but also reveals a novel and nuanced pattern of mental-state scaling over early to middle childhood.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 5","pages":"1787-1806"},"PeriodicalIF":3.8,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://srcd.onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14263","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144611051","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}
Acquiring robust semantic representations of numbers is crucial for math achievement. However, the learning stage where magnitude becomes automatically elicited by number symbols (i.e., digits from 1 to 9) remains unknown due to the difficulty to measure automatic semantic processing. We used a frequency-tagging EEG paradigm targeting automatic magnitude processing in children (N = 33, 5–10-year-old, predominantly of White or Mixed ethnicity). A stream of digits (1–9) was presented at 10 Hz with small digits as standards, and large digits as deviants at 1.25 Hz (and the reverse). Frequency-tagged responses to the deviants show that magnitude is a salient semantic feature associated with digits in long-term memory. Automatic access to magnitude can be measured with EEG in children at the end of preschool.
{"title":"Automatic Extraction of Meaning From Visual Number Symbols Detected by Frequency-Tagged EEG in Children","authors":"Amandine Van Rinsveld, Christine Schiltz","doi":"10.1111/cdev.70002","DOIUrl":"10.1111/cdev.70002","url":null,"abstract":"<div>\u0000 \u0000 <p>Acquiring robust semantic representations of numbers is crucial for math achievement. However, the learning stage where magnitude becomes automatically elicited by number symbols (i.e., digits from 1 to 9) remains unknown due to the difficulty to measure automatic semantic processing. We used a frequency-tagging EEG paradigm targeting automatic magnitude processing in children (<i>N</i> = 33, 5–10-year-old, predominantly of White or Mixed ethnicity). A stream of digits (1–9) was presented at 10 Hz with small digits as standards, and large digits as deviants at 1.25 Hz (and the reverse). Frequency-tagged responses to the deviants show that magnitude is a salient semantic feature associated with digits in long-term memory. Automatic access to magnitude can be measured with EEG in children at the end of preschool.</p>\u0000 </div>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 5","pages":"1777-1786"},"PeriodicalIF":3.8,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513248","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}
Despite substantial improvements to memory precision in childhood, the neural mechanisms underlying these changes remain unclear. Here, 40 children (7–9 years; 22 females, 18 males; majority White) and 42 adults (24–35 years; 22 females, 20 males; majority White) modulated their approaches to memory formation—focusing on the specific details to encourage precision or general category to encourage imprecision. Children and adults alike formed more precise memories under the specific task, yet adults' neural states were more cohesive as a group than were children's. Moreover, children's adoption of an adult-like neural approach explained age-related gains in memory precision (β = 0.08). Development unfolds as children—initially varying in their memory control—eventually adopt an adult-like approach that benefits memory precision around age 9.
{"title":"Neural Maturity of Encoding States Supports Gains to Memory Precision in Childhood","authors":"Sagana Vijayarajah, Margaret L. Schlichting","doi":"10.1111/cdev.70003","DOIUrl":"10.1111/cdev.70003","url":null,"abstract":"<p>Despite substantial improvements to memory precision in childhood, the neural mechanisms underlying these changes remain unclear. Here, 40 children (7–9 years; 22 females, 18 males; majority White) and 42 adults (24–35 years; 22 females, 20 males; majority White) modulated their approaches to memory formation—focusing on the specific details to encourage precision or general category to encourage imprecision. Children and adults alike formed more precise memories under the specific task, yet adults' neural states were more cohesive as a group than were children's. Moreover, children's adoption of an adult-like neural approach explained age-related gains in memory precision (<i>β</i> = 0.08). Development unfolds as children—initially varying in their memory control—eventually adopt an adult-like approach that benefits memory precision around age 9.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 5","pages":"1852-1861"},"PeriodicalIF":3.8,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://srcd.onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.70003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513247","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}
When determining what others know, we intuitively consider not only whether they succeed but also their probability of success in the absence of knowledge (e.g., random guessing). Across three experiments (n = 240 North American 4–6-year-olds, data collected between 2020–2023) we find that 4-year-olds understand that tasks with a lower probability of chance success are harder. However, it is not until age 6 that children use this understanding to gauge (Experiment 1) and infer (Experiments 2–3) what others know. These results suggest that, although basic probabilistic reasoning and representations of knowledge are well in place by age 4, children do not integrate the two to make mental-state inferences until much later, pointing to an area of important developmental change in Theory of Mind.
{"title":"Six-Year-Olds, but Not Younger Children, Consider the Probability of Being Right by Chance When Inferring Others' Knowledge","authors":"Rosie Aboody, Julianna Lu, Stephanie Denison, Julian Jara-Ettinger","doi":"10.1111/cdev.14265","DOIUrl":"10.1111/cdev.14265","url":null,"abstract":"<div>\u0000 \u0000 <p>When determining what others know, we intuitively consider not only whether they succeed but also their probability of success in the absence of knowledge (e.g., random guessing). Across three experiments (<i>n</i> = 240 North American 4–6-year-olds, data collected between 2020–2023) we find that 4-year-olds understand that tasks with a lower probability of chance success are harder. However, it is not until age 6 that children use this understanding to gauge (Experiment 1) and infer (Experiments 2–3) what others know. These results suggest that, although basic probabilistic reasoning and representations of knowledge are well in place by age 4, children do not integrate the two to make mental-state inferences until much later, pointing to an area of important developmental change in Theory of Mind.</p>\u0000 </div>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 5","pages":"1765-1776"},"PeriodicalIF":3.8,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144494933","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}
Kimberly A. Updegraff, Adriana J. Umaña-Taylor, Annabella Gallagher, Karina M. Cahill, Daye Son, Julissa G. Duran, Daniel Jose Sanchez, Mark E. Feinberg, Damon E. Jones
This pre-registered randomized clinical trial examined the efficacy of a prevention program on parenting of siblings and sibling relationships among Latinxs. Participants were 272 sibling dyads (82.9% Mexican) with 5th graders (Mage = 10.63; SD = 0.38; 51.8% female), their younger siblings in 1st to 4th grades (Mage = 8.18; SD = 1.06; 54.8% female), and their caregivers. Families were randomized to Siblings Are Special (SIBS; n = 161) or an alternative academic skills program (n = 111). Data were collected pre- and post-program (2018–2022). Significant effects were detected for sibling-focused parenting in the expected direction for authoritarian control and non-intervention in sibling conflicts, but there were no effects for sibling relationship quality. Implications of COVID-19 and future directions are discussed.
{"title":"Sibling-Focused Family Prevention With Latinx Siblings in Middle Childhood: A Randomized Clinical Trial Spanning the COVID-19 Pandemic","authors":"Kimberly A. Updegraff, Adriana J. Umaña-Taylor, Annabella Gallagher, Karina M. Cahill, Daye Son, Julissa G. Duran, Daniel Jose Sanchez, Mark E. Feinberg, Damon E. Jones","doi":"10.1111/cdev.14257","DOIUrl":"10.1111/cdev.14257","url":null,"abstract":"<div>\u0000 \u0000 <p>This pre-registered randomized clinical trial examined the efficacy of a prevention program on parenting of siblings and sibling relationships among Latinxs. Participants were 272 sibling dyads (82.9% Mexican) with 5th graders (<i>M</i><sub><i>age</i></sub> = 10.63; SD = 0.38; 51.8% female), their younger siblings in 1st to 4th grades (<i>M</i><sub><i>age</i></sub> = 8.18; SD = 1.06; 54.8% female), and their caregivers. Families were randomized to <i>Siblings Are Special</i> (<i>SIBS; n</i> = 161) or an alternative academic skills program (<i>n</i> = 111). Data were collected pre- and post-program (2018–2022). Significant effects were detected for sibling-focused parenting in the expected direction for authoritarian control and non-intervention in sibling conflicts, but there were no effects for sibling relationship quality. Implications of COVID-19 and future directions are discussed.</p>\u0000 </div>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 5","pages":"1749-1764"},"PeriodicalIF":3.8,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144290145","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}
S. Henry Sherwood, Alberto Amadori, Stephen T. Russell, Salvatore Ioverno
This study examined school outness, school climate, and country inclusivity to assess their associations with bias-based bullying and cyberbullying among sexual and gender minority youth (SGMY) in Europe in 2020–2021 (N = 12,764; Mage = 16.07; 69% female; 43% cisgender girls; 31% bisexual). Outness was positively related to bias-based bullying (β = 0.10, R2 = 0.21) and cyberbullying (β = 0.04, R2 = 0.15). Interaction results indicate that in less inclusive countries, outness remained significantly associated with both forms of bullying. However, effect sizes were lower when school safety and peer support were high compared to when they were low. In less inclusive countries, school efforts to promote safety and peer support can reduce bullying experiences for out SGMY.
{"title":"School Outness, Bias-Based Bullying, and Bias-Based Cyberbullying Across Europe","authors":"S. Henry Sherwood, Alberto Amadori, Stephen T. Russell, Salvatore Ioverno","doi":"10.1111/cdev.14266","DOIUrl":"10.1111/cdev.14266","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examined school outness, school climate, and country inclusivity to assess their associations with bias-based bullying and cyberbullying among sexual and gender minority youth (SGMY) in Europe in 2020–2021 (<i>N</i> = 12,764; <i>M</i><sub>age</sub> = 16.07; 69% female; 43% cisgender girls; 31% bisexual). Outness was positively related to bias-based bullying (<i>β</i> = 0.10, <i>R</i><sup>2</sup> = 0.21) and cyberbullying (<i>β</i> = 0.04, <i>R</i><sup>2</sup> = 0.15). Interaction results indicate that in less inclusive countries, outness remained significantly associated with both forms of bullying. However, effect sizes were lower when school safety and peer support were high compared to when they were low. In less inclusive countries, school efforts to promote safety and peer support can reduce bullying experiences for out SGMY.</p>\u0000 </div>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 5","pages":"1730-1748"},"PeriodicalIF":3.8,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://srcd.onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14266","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144265393","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}
Using three-wave data from 962 Chinese adolescents (45.1% boys, Mage = 12.369, SD = 0.699 at T1, September 2022), this study examined the link between parental social comparison shaming and adolescents' life meaning, with adolescents' satisfaction of need for competence tested as a mediator and filial piety tested as a moderator. Parental social comparison shaming (T1) was negatively associated with adolescents' presence of life meaning (T3, September 2023, controlling for baseline) through a negative association with adolescents' satisfaction of competence need (T2, March 2023, controlling for baseline). The link between social comparison shaming and satisfaction of competence need was more pronounced among adolescents with higher (versus lower) reciprocal filial piety. The identified indirect effect was also stronger among adolescents with higher (versus lower) reciprocal filial piety.
{"title":"Parental Social Comparison Shaming Hinders Chinese Adolescents' Presence of Life Meaning Through Thwarting Satisfaction of Need for Competence, Especially for Those Endorsing Reciprocal Filial Piety","authors":"Hongjian Cao, Nan Zhou, Yuhan Wang, Yang Liu","doi":"10.1111/cdev.70000","DOIUrl":"10.1111/cdev.70000","url":null,"abstract":"<p>Using three-wave data from 962 Chinese adolescents (45.1% boys, <i>M</i><sub>age</sub> = 12.369, SD = 0.699 at T1, September 2022), this study examined the link between parental social comparison shaming and adolescents' life meaning, with adolescents' satisfaction of need for competence tested as a mediator and filial piety tested as a moderator. Parental social comparison shaming (T1) was negatively associated with adolescents' presence of life meaning (T3, September 2023, controlling for baseline) through a negative association with adolescents' satisfaction of competence need (T2, March 2023, controlling for baseline). The link between social comparison shaming and satisfaction of competence need was more pronounced among adolescents with higher (versus lower) reciprocal filial piety. The identified indirect effect was also stronger among adolescents with higher (versus lower) reciprocal filial piety.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 5","pages":"1700-1717"},"PeriodicalIF":3.8,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://srcd.onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.70000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144257441","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}
Yilin Wang, Brian K. Lo, In Young Park, Katherine W. Bauer, Kirsten K. Davison, Jess Haines, Rebekah Levine Coley
Racial and ethnic disparities in children's diets are prevalent. Little is known about how fathers' food parenting practices may contribute to these disparities. We examined racial and ethnic variations in food parenting practices and their associations with 2–6-year-old children's diets in a cross-sectional sample of U.S. fathers surveyed in 2021–2023 (N = 1015; 16% Asian, 9% Black, 6% Hispanic, 70% White; Mage = 37 years) using path analysis. Fathers' food parenting practices were significantly associated with children's diets, yet little evidence emerged that fathers' food parenting practices explained racial and ethnic disparities in children's diets. These findings suggest the potential importance of structural constraints on healthy eating (e.g., access to healthy food) among minoritized children beyond fathers' food parenting practices.
{"title":"Racial and Ethnic Disparities in Fathers' Food Parenting Practices and Children's Diets","authors":"Yilin Wang, Brian K. Lo, In Young Park, Katherine W. Bauer, Kirsten K. Davison, Jess Haines, Rebekah Levine Coley","doi":"10.1111/cdev.70001","DOIUrl":"10.1111/cdev.70001","url":null,"abstract":"<p>Racial and ethnic disparities in children's diets are prevalent. Little is known about how fathers' food parenting practices may contribute to these disparities. We examined racial and ethnic variations in food parenting practices and their associations with 2–6-year-old children's diets in a cross-sectional sample of U.S. fathers surveyed in 2021–2023 (<i>N</i> = 1015; 16% Asian, 9% Black, 6% Hispanic, 70% White; <i>M</i><sub>age</sub> = 37 years) using path analysis. Fathers' food parenting practices were significantly associated with children's diets, yet little evidence emerged that fathers' food parenting practices explained racial and ethnic disparities in children's diets. These findings suggest the potential importance of structural constraints on healthy eating (e.g., access to healthy food) among minoritized children beyond fathers' food parenting practices.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 5","pages":"1718-1729"},"PeriodicalIF":3.8,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://srcd.onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.70001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144257442","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}
Dashiell D. Sacks, Viviane Valdes, Carol L. Wilkinson, April R. Levin, Charles A. Nelson, Michelle Bosquet Enlow
Aperiodic electroencephalography (EEG) activity is hypothesized to index biological mechanisms that underpin brain functioning. This longitudinal study characterized the developmental trajectories of the aperiodic slope (i.e., aperiodic exponent) and offset from infancy to 7 years of age in a US community sample (N = 391, 46.5% female, predominantly White; data collection 2013-2023). The study further examined whether differential developmental trajectories resulted in differential associations between child aperiodic activity and maternal anxiety symptoms. Developmental trajectories for slope and offset were nonlinear and characterized by relative increases in early childhood and a subsequent decrease or stabilization by Age 7, with variation by brain region and sex. Maternal anxiety was negatively associated with slope at 3 years and positively associated with slope at 7 years. Implications for child brain development are discussed.
{"title":"Longitudinal Trajectories of Aperiodic EEG Activity in Early to Middle Childhood","authors":"Dashiell D. Sacks, Viviane Valdes, Carol L. Wilkinson, April R. Levin, Charles A. Nelson, Michelle Bosquet Enlow","doi":"10.1111/cdev.14261","DOIUrl":"10.1111/cdev.14261","url":null,"abstract":"<div>\u0000 \u0000 <p>Aperiodic electroencephalography (EEG) activity is hypothesized to index biological mechanisms that underpin brain functioning. This longitudinal study characterized the developmental trajectories of the aperiodic slope (i.e., aperiodic exponent) and offset from infancy to 7 years of age in a US community sample (<i>N</i> = 391, 46.5% female, predominantly White; data collection 2013-2023). The study further examined whether differential developmental trajectories resulted in differential associations between child aperiodic activity and maternal anxiety symptoms. Developmental trajectories for slope and offset were nonlinear and characterized by relative increases in early childhood and a subsequent decrease or stabilization by Age 7, with variation by brain region and sex. Maternal anxiety was negatively associated with slope at 3 years and positively associated with slope at 7 years. Implications for child brain development are discussed.</p>\u0000 </div>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 5","pages":"1688-1699"},"PeriodicalIF":3.8,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144233363","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号