Journal of Applied Developmental Psychology最新文献_第3页

Cognitive predictors of reading-arithmetic associations and dissociations: A longitudinal study 阅读算术关联和解离的认知预测因素：一项纵向研究

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-11-01 DOI: 10.1016/j.appdev.2025.101895

Chiara Banfi , Viktoria Jöbstl , Silke M. Göbel , Karin Landerl

Reading and arithmetic are foundational skills for academic development and are positively associated with one another. The underlying basis of this connection remains unclear, because previous research has primarily focused on either their associations or dissociations, thus considering only one aspect at a time. This longitudinal study aims to fill this gap by investigating predictors of shared and unique variance in reading and arithmetic throughout the first three years of formal instruction. We addressed the contribution of domain-general (nonverbal IQ and working memory) and domain-specific (phonological awareness, RAN, counting, magnitude processing and number knowledge) cognitive factors. The sample comprised 357 English- and German-speaking children. Cognitive predictors were assessed in Grade 1. Reading fluency, arithmetic fluency, and arithmetic accuracy were assessed in Grades 1, 2, and 3. Results of partial correlation and multivariate multiple regression analyses indicated that RAN and number knowledge explained most of shared variance between skill domains, and phonological awareness explained additional covariance with arithmetic accuracy. Domain-general predictors played a less important role. Results of cross-lagged panel models showed that phonological awareness and RAN predicted specific variance in reading, magnitude processing contributed specific variance to arithmetic. Our findings are consistent with the notion of partial overlap, as they suggest that reading and arithmetic share a common basis, related to the integration of verbal, visual and semantic information and symbolic processing. However, these two skill-domains also relate to unique cognitive factors that explain their dissociation.

阅读和算术是学术发展的基本技能，两者之间呈正相关。这种联系的潜在基础尚不清楚，因为以前的研究主要集中在它们的联系或分离上，因此一次只考虑一个方面。这项纵向研究旨在通过调查在正式教学的前三年阅读和算术方面的共同和独特差异的预测因素来填补这一空白。我们讨论了领域一般（非语言智商和工作记忆）和领域特定（语音意识，RAN，计数，大小处理和数字知识）认知因素的贡献。样本包括357名说英语和德语的儿童。认知预测因子在1年级进行评估。阅读流畅性、算术流畅性和算术准确性分别在1年级、2年级和3年级进行评估。部分相关分析和多元回归分析结果表明，RAN和数字知识解释了技能领域之间的大部分共同方差，语音意识解释了算术准确性的额外协方差。领域通用预测器的作用不那么重要。交叉滞后面板模型的结果表明，语音意识和RAN预测了阅读的特定方差，幅度处理对算术的特定方差有贡献。我们的研究结果与部分重叠的概念是一致的，因为它们表明阅读和算术有一个共同的基础，与语言、视觉和语义信息以及符号处理的整合有关。然而，这两种技能领域也与解释其分离的独特认知因素有关。

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引用次数: 0

Comparison of group versus one-to-one delivery of an emotion socialization intervention 情绪社会化干预的群体与一对一交付的比较

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-11-01 DOI: 10.1016/j.appdev.2025.101888

Sophie S. Havighurst, Shaminka N. Mangelsdorf, Nikki Boswell, Jonathon Little, Clair Bennett, Ann E. Harley, Alessandra Radovini, Christiane E. Kehoe

Evidence based programs that focus on how parents respond to their children's emotions, such as Tuning in to Kids® (TIK), can be delivered in a number of ways, including in the group setting. However, attending a group does not suit all parents. The current study used a partially randomized controlled design to compare group versus one-to-one delivery of TIK with parents of 4–10-year-old children with challenging behaviors. TIK supports parents to improve their emotion awareness and regulation, and to respond to children using emotion coaching. Parents (n = 229) were randomly allocated to group TIK (n = 76), one-to-one TIK (n = 80), or a 9-month wait-list control (n = 73) with questionnaires for parents and teachers. Results showed both methods of delivery were effective. One-to-one was superior in improving parent emotion dismissing and parent stress as well as child behavior, however, participation in both interventions resulted in clinically significant reductions in child behavior problem intensity.

Trial Registration: Australian and New Zealand Clinical Trials Registry No. ACTRN12618000310268.

以证据为基础的项目，重点关注父母如何应对孩子的情绪，如“收听儿童”（TIK），可以通过多种方式提供，包括在小组环境中。然而，参加小组活动并不适合所有的家长。目前的研究采用部分随机对照设计，比较4 - 10岁有挑战性行为的儿童的父母对TIK的分组和一对一递送。TIK支持家长提高他们的情绪意识和调节，并通过情绪辅导来回应孩子。父母（n = 229）被随机分配到TIK组（n = 76），一对一TIK组（n = 80），或9个月的等候名单对照组（n = 73），父母和老师都有问卷。结果表明，两种方法均有效。一对一干预在改善父母情绪消解、父母压力和儿童行为方面更有优势，然而，参与两种干预导致儿童行为问题强度的临床显著降低。试验注册：澳大利亚和新西兰临床试验注册号：ACTRN12618000310268。

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引用次数: 0

Understanding Korean parents’ expectations and parenting: A sex perspective 理解韩国父母的期望和养育：一个性别视角

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-11-01 DOI: 10.1016/j.appdev.2025.101885

Cho Rong Lee, Qiong Wu, Sungmin Pearl Park, Crystal G. Marroquin, Karina Jalapa, Soojin Han, Dania Tawfiq

Guided by a sociocultural perspective, this study examined how Korean parents' expectations regarding money, fame, and social status (MFS) related to parenting behaviors (warmth and control) and children's academic and peer adjustment, with attention to child sex. Using longitudinal data from the Panel Study on Korean Children (N = 2122), parental MFS expectations were assessed at child age 6 years, parenting at child age 7 years, and child outcomes at age 8 years. Results showed that higher maternal MFS expectations were associated with higher control in mothers. Mothers with high MFS expectations showed greater warmth toward boys than girls, whereas fathers showed lower warmth for both boys and girls, and higher control especially toward boys. Fathers' MFS expectations were negatively related to boys' but not girls' peer adjustment, while paternal warmth was positively associated with academic and peer outcomes across the sexes. These findings highlight culturally embedded, sex-differentiated parenting practices and underscore the influence of paternal warmth in promoting child adjustment within Korea's sociocultural context.

在社会文化视角的指导下，本研究考察了韩国父母对金钱、名声和社会地位（MFS）的期望与养育行为（温暖和控制）、儿童学业和同伴适应（关注儿童性别）之间的关系。使用韩国儿童小组研究（N = 2122）的纵向数据，在儿童6岁时评估父母的MFS期望，在儿童7岁时评估父母的养育方式，以及在儿童8岁时评估儿童结局。结果显示，母亲对MFS的期望越高，母亲的控制力越强。具有高MFS期望的母亲对男孩的温暖程度高于女孩，而父亲对男孩和女孩的温暖程度都较低，尤其是对男孩的控制程度较高。父亲的MFS期望与男孩的同伴适应呈负相关，但与女孩的同伴适应无关，而父亲的温暖与两性的学业和同伴成绩呈正相关。这些发现突出了文化上根深蒂固的、性别差异的育儿实践，并强调了在韩国社会文化背景下，父亲的温暖在促进儿童适应方面的影响。

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引用次数: 0

Stressed out and on screens: Associations between parent stress, child stress, and problematic media use during early-to-middle childhood 压力过大和看屏幕：父母压力、孩子压力和儿童早期到中期有问题的媒体使用之间的联系

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-11-01 DOI: 10.1016/j.appdev.2025.101884

Sarah M. Coyne , Adam A. Rogers , Cara Swit , Cambria Siddoway , Megan Van Alfen , Talise Hirschi , Hailey Holmgren , Blake Jones

Though most research has focused on problematic media use (PMU) in adolescents and adults, PMU may have its roots in early childhood. The current study examined longitudinal predictors of PMU in early-to-mid childhood, with a focus on parent and child stress and parental technoference to deal with stress. Participants included 244 children (M age at T1 = 65.53 months SD = 3.25 months; 52 % male; 63 % white) and a primary caregiver. Primary caregivers completed a number of questionnaires on media, stress, and their child's PMU over a one year period of time. Additionally, child stress was measured using cortisol levels from hair samples. Parent stress was associated with later child PMU, as mediated by technoference to deal with stress. Child stress was not related to PMU. This study has a number of implications for parents and families, and suggestions and coping mechanisms for decreasing parent stress are offered.

虽然大多数研究都集中在青少年和成人的问题媒体使用（PMU）上，但PMU可能起源于儿童早期。目前的研究考察了童年早期到中期PMU的纵向预测因素，重点是父母和孩子的压力以及父母处理压力的技术。参与者包括244名儿童（M年龄T1 = 65.53个月，SD = 3.25个月，52%为男性，63%为白人）和一名主要照顾者。主要照顾者在一年的时间里完成了一系列关于媒体、压力和孩子PMU的调查问卷。此外，儿童压力是通过头发样本中的皮质醇水平来测量的。父母压力与后来的孩子PMU有关，通过技术干预来处理压力。儿童压力与PMU无关。本研究为家长和家庭提供了一些启示，并提出了减少家长压力的建议和应对机制。

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引用次数: 0

The Family Stress Model: Longitudinal relations between Norwegian fathers and preschool children 家庭压力模型：挪威父亲与学龄前儿童的纵向关系

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-11-01 DOI: 10.1016/j.appdev.2025.101890

Agathe Backer-Grøndahl , Thormod Idsoe , Daniel S. Shaw , Ane Nærde

In this study, longitudinal relations in the Family Stress Model (FSM) within a Nordic welfare state were tested, using different indicators of socioeconomic status, father's mental distress, parental stress, and caregiving practices, as well as child physical aggression. A population-based sample of fathers and their children (N = 1157; 48 % girls, years of education father [M = 13.86; SD = 2.60], mother [M = 14.28; SD = 2.58]) was used. More specifically, we investigated if parental education and economic pressure in the child's first year were differentially related to child physical aggression at 48 months via father's mental distress, parental stress, and harsh parenting at 12 and 36 months. An indirect effect from economic pressure via paternal parental stress and harsh parenting on child physical aggression was found. The results are discussed in relation to the mechanisms of the FSM in different sociopolitical contexts, and the importance of considering such pathways in parenting interventions.

在本研究中，对北欧福利国家的家庭压力模型（FSM）中的纵向关系进行了测试，使用了不同的社会经济地位指标，父亲的精神痛苦，父母的压力，照顾实践，以及儿童的身体攻击。采用以人群为基础的父亲及其子女样本（N = 1157； 48%为女孩，父亲受教育年限[M = 13.86; SD = 2.60]，母亲[M = 14.28; SD = 2.58]）。更具体地说，我们调查了孩子第一年的父母教育和经济压力是否通过父亲的精神痛苦、父母的压力和12和36个月的严厉父母对孩子48个月时的身体攻击有差异。研究发现，经济压力通过父母压力和严厉的父母方式间接影响儿童的身体攻击行为。结果讨论了FSM在不同社会政治背景下的机制，以及在育儿干预中考虑这种途径的重要性。

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引用次数: 0

Adults' perceptions of children's age: A developmental approach 成人对儿童年龄的认知：一种发展的方法

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-11-01 DOI: 10.1016/j.appdev.2025.101896

Jessie M. Bridgewater, Tuppett M. Yates

This study examined adults' perceptions of children's age (APCA) using images drawn from a longitudinal investigation of children (N = 245; 49 % assigned female at birth, 88.6 % non-white) who were photographed at 4, 6, 8, 10 and 12 years of age and then rated by 400 college students (65.7 % assigned female at birth; 94.7 % non-white). Multilevel modeling demonstrated that APCA increased with children's chronological age. However, raters overestimated boys' ages more than girls' ages in early development (i.e., ∼ ages 4–5.5 years), whereas they overestimated girls' ages more than boys' ages in later development (i.e., ∼ ages 5.5–12 years). Raters also evaluated children they perceived as having darker skin tone as younger than children they perceived as having lighter skin tone until ∼ age 6, after which they evaluated children they perceived as having darker skin tone as older than children with lighter skin tone. Regarding children's ethnicity/race, raters perceived Black children as younger than non-Black children until ∼ age 6, after which they perceived Black children as older than non-Black children. Rater assigned sex and ethnicity/race also predicted age ratings. For example, female raters overestimated children's ages more than male raters from ∼ ages 4–9 years, after which male raters overestimated children's ages more than female raters. The results suggest that child assigned sex, child ethnicity/race, child skin tone, rater assigned sex, and rater ethnicity/race are associated with APCA across time. Patterns of APCA and developmental shifts therein have implications for applied contexts and future research.

本研究通过对儿童（N = 245； 49%出生时为女性，88.6%为非白人）进行纵向调查，然后对400名大学生（65.7%出生时为女性，94.7%为非白人）进行评分，研究了成年人对儿童年龄的感知（APCA）。多水平模型表明，APCA随儿童实足年龄的增长而增加。然而，评分者在发育早期（即~ 4-5.5岁）高估了男孩的年龄，而在发育后期（即~ 5.5-12岁）高估了女孩的年龄。评分者还评估了他们认为肤色较深的儿童比肤色较浅的儿童年龄小，直到6岁，之后他们评估了他们认为肤色较深的儿童比肤色较浅的儿童年龄大。关于儿童的民族/种族，评分者认为黑人儿童在6岁之前比非黑人儿童小，之后他们认为黑人儿童比非黑人儿童大。评分者指定的性别和种族/种族也能预测年龄评分。例如，从4-9岁开始，女性评价者比男性评价者更高估儿童的年龄，之后男性评价者比女性评价者更高估儿童的年龄。结果表明，儿童指定性别、儿童种族/种族、儿童肤色、指定性别和种族/种族与APCA在时间上存在关联。APCA模式及其发展变化对应用背景和未来研究具有重要意义。

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引用次数: 0

Differentiation effects in school readiness skills across the transition from preschool to kindergarten 学前班到幼稚园过渡阶段入学准备技能的差异效应

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-11-01 DOI: 10.1016/j.appdev.2025.101889

Jasmine R. Ernst , David J. Purpura , Sara A. Schmitt , Robert J. Duncan

Developmental and cognitive theories posit varying relations among skills across age and ability level. Differentiation hypotheses propose skills become less correlated across development in the childhood years (age differentiation) and as abilities increase (ability differentiation). Conversely, dedifferentiation hypotheses propose skills become more strongly correlated across development (age dedifferentiation) and at higher ability levels (ability dedifferentiation). To test these competing hypotheses, we examined school readiness skills measured at four time points in the fall and spring of preschool and kindergarten. Nonlinear factor analyses were applied to school readiness assessments from 684 children (M = 4.80 years at Time 1; SD = 0.31, 47.66 % female%, 42.69 % Black/African American, 31.58 % White, 13.30 % Hispanic/Latinx, 10.53 % multiracial, 0.73 % Asian, 0.44 % not otherwise listed, 0.73 % missing). Results showed consistent evidence for the ability differentiation hypothesis, rather than dedifferentiation. Limited evidence was found for age differentiation and the age modification of ability. Implications for measurement and school readiness interventions are discussed.

发展和认知理论假设不同年龄和能力水平的技能之间存在不同的关系。分化假说认为，技能在童年时期（年龄分化）和能力增长（能力分化）的发展过程中变得不那么相关。相反，去分化假说认为，技能在发展过程中（年龄去分化）和在更高的能力水平上（能力去分化）变得更加紧密相关。为了验证这些相互矛盾的假设，我们检查了在秋季和春季学前班和幼儿园的四个时间点测量的入学准备技能。对684名儿童的入学准备评估应用非线性因素分析（时间1时M = 4.80岁；SD = 0.31，女性占47.66%，黑人/非裔美国人占42.69%，白人占31.58%，西班牙裔/拉丁裔占13.30%，多种族占10.53%，亚洲人占0.73%，未列明的占0.44%，缺失0.73%）。结果显示了与能力分化假说一致的证据，而不是去分化假说。关于能力的年龄分化和年龄修饰的证据有限。讨论了测量和入学准备干预的含义。

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引用次数: 0

Perceptual load increases inattentional blindness in young pedestrians: Developmental threat detection differences 知觉负荷增加年轻行人的不注意盲：发展威胁检测差异

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-11-01 DOI: 10.1016/j.appdev.2025.101894

Feng Liang, Siyun He, Yi Lou, Hui Zhang

Inattentional blindness plays a key role in accident prevention, particularly in traffic environments. Perceptual load—the perceptual processing requirements in a task—is considered a primary determinant of inattentional blindness, directly constraining attention and thereby increasing its occurrence. While previous studies on the effects of perceptual load in traffic-related inattentional blindness have focused on drivers, little is known from the pedestrian perspective. This study explored its impact on pedestrians across different age groups (5–6, 9–10, 13–14, and adults) using animated street-crossing videos. A total of 515 participants from China were tested. Results indicated that: (1) significant age-related differences in inattentional blindness were observed, with 5–6-year-old children exhibiting markedly higher rates than all other age groups under relatively high perceptual load conditions. In contrast, when the perceptual load was extremely low, these differences were substantially reduced, and children's performance became comparable to that of adults. (2) inattentional blindness among 5–6-year-olds was more sensitive to variations in perceptual load within the visual task, whereas older children and adults showed relatively stable performance across load conditions. These findings underscore the attentional vulnerability and elevated safety risks of younger pedestrians, and suggest that reducing irrelevant perceptual load in traffic environments may help mitigate inattentional blindness during early childhood.

无意失明在预防事故中起着关键作用，特别是在交通环境中。知觉负荷——任务中的知觉加工要求——被认为是无意盲的主要决定因素，它直接限制了注意，从而增加了注意的发生。以往关于感知负荷对交通相关的不注意盲的影响的研究主要集中在司机身上，而从行人的角度来看，我们所知甚少。本研究利用动画过马路视频探讨了它对不同年龄组（5-6岁、9-10岁、13-14岁和成人）行人的影响。共有515名来自中国的参与者接受了测试。结果表明：(1)在较高知觉负荷条件下，5 ~ 6岁儿童的不注意盲率显著高于其他年龄组。相比之下，当感知负荷极低时，这些差异大大减少，儿童的表现与成人相当。(2) 5 ~ 6岁儿童的不注意盲对视觉任务中知觉负荷的变化更为敏感，而年龄较大的儿童和成人在不同负荷条件下的表现相对稳定。这些发现强调了年轻行人的注意力脆弱性和更高的安全风险，并表明减少交通环境中不相关的感知负荷可能有助于减轻儿童早期的不注意失明。

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引用次数: 0

A longitudinal analysis of screen time and executive function in young children 儿童屏幕时间与执行功能的纵向分析

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-11-01 DOI: 10.1016/j.appdev.2025.101891

Shaocong Ma , Jingyi Wang , Eva E. Chen

With screen media usage increasingly prevalent in early childhood, understanding its impact on development is critical. This study examined screen time and executive function (EF) in young Taiwanese Chinese children at ages 3 years (N = 2037; 991 girls and 1046 boys), 4 years (N = 1785; 868 girls and 917 boys), and 5 years old (N = 1749; 842 girls and 907 boys). Cross-lagged analyses indicated that greater screen time at one age point predicted lower EF one year later from ages 3 to 5 years (−0.06 ≤ βs ≤ −0.05), whereas EF did not significantly predict later screen time. Parental involvement and family socioeconomic status were consistently associated with less screen time and higher EF. These findings suggest a unidirectional association in which higher screen media use may modestly hinder EF development in early childhood and underscore the potential protective role of parental involvement.

随着屏幕媒体的使用在儿童早期越来越普遍，了解其对发展的影响至关重要。本研究对3岁（N = 2037，女孩991，男孩1046）、4岁（N = 1785，女孩868，男孩917）、5岁（N = 1749，女孩842，男孩907）的台湾大陆儿童的屏幕时间和执行功能（EF）进行了研究。交叉滞后分析表明，一个年龄点屏幕时间越长，1年后3 ~ 5岁儿童的EF越低（- 0.06≤βs≤- 0.05），而EF对以后的屏幕时间无显著预测作用。父母参与和家庭社会经济地位始终与较少的屏幕时间和较高的EF相关。这些研究结果表明，高屏幕媒体使用可能会适度阻碍儿童早期EF的发展，这是一种单向关联，并强调了父母参与的潜在保护作用。

引用次数: 0

Evaluating the Let's Connect® parenting program in a community-based, quasi-experimental program evaluation 在以社区为基础的准实验项目评估中评估Let's Connect®育儿项目

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-11-01 DOI: 10.1016/j.appdev.2025.101892

Kimberly Shipman, Marcela Torres Pauletic, Monica M. Fitzgerald

This project evaluated the outcomes of Let's Connect®(LC), an emotion-focused parenting program that teaches caregivers to identify and respond to children's emotional needs and behaviors in a way that builds connection and warmth and promotes children's emotional competence, mental and behavioral health, and overall wellbeing. LC was evaluated using a quasi-experimental design with parent-child dyads who participated in either the LC intervention group (n = 35) or a ‘Services as Usual’ (SAU) comparison group (n = 45). Caregivers were between 18 and 75 years of age with children 3–13 years of age. The majority of caregivers identified as female (96 %), Hispanic/Latine (76.3 %) and reported low socioeconomic status (72 %). The majority of caregivers in both groups experienced intimate partner violence, poverty, and/or other adverse life events. All services were delivered virtually due to the COVID-19 pandemic. Parents in the LC group, as compared to the SAU group, experienced greater reductions in parent distress with trends towards improvement in parent perception of challenges in the parent-child relationship and the use of mindful discipline practices. Children in the LC group, as compared to the SAU group, experienced a significant increase in their emotional competencies and a significant decrease in internalizing symptoms, behavioral problems, and posttraumatic stress symptoms. Future directions and implications for public health and policy are discussed with regard to the importance of prevention for supporting youth mental and behavioral health and for reducing health disparities.

本项目评估了Let's Connect®（LC）的成果，这是一个以情感为中心的育儿计划，教导照顾者识别和回应儿童的情感需求和行为，以建立联系和温暖的方式，促进儿童的情感能力、心理和行为健康以及整体福祉。LC采用准实验设计进行评估，亲子二人组参与LC干预组（n = 35）或“照常服务”（SAU）对照组（n = 45）。照顾者年龄在18到75岁之间，孩子年龄在3到13岁之间。大多数看护者为女性（96%），西班牙裔/拉丁裔（76.3%），报告社会经济地位较低（72%）。两组中的大多数照顾者都经历过亲密伴侣暴力、贫困和/或其他不良生活事件。由于COVID-19大流行，所有服务都以虚拟方式提供。LC组的父母，与SAU组相比，经历了更大的父母痛苦的减少，父母对亲子关系中挑战的感知有改善的趋势，并使用正念纪律实践。与SAU组相比，LC组儿童的情绪能力显著提高，内化症状、行为问题和创伤后应激症状显著减少。就预防对支持青少年心理和行为健康以及减少健康差距的重要性，讨论了公共卫生和政策的未来方向和影响。

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引用次数: 0