Psychological researchers have been criticized for making broad presumptions about human behavior based on limited sampling. In part, presumptive generalizability is reflected in the limited representation of sociodemographic variation in research reports. In this analysis, we examine time-trends in reporting of a key sociodemographic construct relevant to many aspects of child development—socioeconomic status (SES)—across six mainstream developmental journals (Infancy, Child Development, Developmental Science, Developmental Psychology, Infant and Child Development, and Infant Behavior & Development) between 2016 and 2022. Findings point to limited reporting of SES across developmental journals and across time. Reporting rates varied significantly by region and by topic of development. In terms of specific indicators of SES, there was consistent use of income and caregiver education as SES indicators. The epistemic costs of the lack of integration of socio-economic factors in developmental research are addressed. Pathways to greater integration of SES are proposed.
Research Highlights
We analyzed reporting and representation of socioeconomic status in published studies on early child development.
A large proportion of published studies did not report any socio-economic information.
Suggestions for greater attention to socioeconomic status are proposed.
心理学研究人员因根据有限的抽样对人类行为做出广泛的推断而受到批评。在一定程度上，推定的普遍性反映在研究报告中对社会人口变异的有限表述上。在本分析中，我们考察了 2016 年至 2022 年间六种主流发展期刊（《婴儿学》、《儿童发展》、《发展科学》、《发展心理学》、《婴幼儿发展》和《婴幼儿行为与发展》）对与儿童发展诸多方面相关的关键社会人口结构--社会经济地位（SES）--的报道的时间趋势。研究结果表明，不同发展期刊和不同时期对 SES 的报道都很有限。不同地区和不同发展主题的报告率差异很大。在SES的具体指标方面，收入和照顾者的教育程度被一致用作SES指标。本文探讨了发展研究中缺乏社会经济因素整合所带来的认识代价。提出了进一步整合社会经济因素的途径。研究亮点：我们分析了已发表的儿童早期发展研究中社会经济地位的报告和代表性。很大一部分已发表的研究没有报告任何社会经济信息。我们提出了更多关注社会经济地位的建议。
{"title":"Greater attention to socioeconomic status in developmental research can improve the external validity, generalizability, and replicability of developmental science","authors":"Leher Singh, Sarah J. Rajendra","doi":"10.1111/desc.13521","DOIUrl":"10.1111/desc.13521","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Psychological researchers have been criticized for making broad presumptions about human behavior based on limited sampling. In part, presumptive generalizability is reflected in the limited representation of sociodemographic variation in research reports. In this analysis, we examine time-trends in reporting of a key sociodemographic construct relevant to many aspects of child development—socioeconomic status (SES)—across six mainstream developmental journals (<i>Infancy, Child Development, Developmental Science, Developmental Psychology, Infant and Child Development</i>, and <i>Infant Behavior & Development</i>) between 2016 and 2022. Findings point to limited reporting of SES across developmental journals and across time. Reporting rates varied significantly by region and by topic of development. In terms of specific indicators of SES, there was consistent use of income and caregiver education as SES indicators. The epistemic costs of the lack of integration of socio-economic factors in developmental research are addressed. Pathways to greater integration of SES are proposed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>We analyzed reporting and representation of socioeconomic status in published studies on early child development.</li>\u0000 \u0000 <li>A large proportion of published studies did not report any socio-economic information.</li>\u0000 \u0000 <li>Suggestions for greater attention to socioeconomic status are proposed.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13521","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140658913","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}
Attachment theory proposes that young children's experiences with their caregivers has a tremendous influence on how children navigate their social relationships. By the end of early childhood, intergroup contexts play an important role in their social life and children build strong ties to their ingroups. Although both domains relate to the same psychological processes-children's affective ties to others-surprisingly very little research has addressed how children's attachment relates to their intergroup attitudes and behavior. In this study, we investigate the link. For that purpose, 5-year-old children (n = 100) first underwent the German Attachment Story Completion Task (GEV-B). Then we allocated children into minimal groups based on T-Shirt color and assessed their intergroup attitudes and intergroup behavior. Results showed that while most children showed a strong and robust ingroup bias in their attitudes and behavior, children with an insecure-ambivalent attachment representation treated in- and outgroup similarly. Overall, this study provides novel perspectives on the relationship between children's attachment representation and their interactions in the social world. RESEARCH HIGHLIGHTS: This study provides novel insights into the relationship between children's attachment security and the development of intergroup bias in a minimal group context Children with secure, insecure-avoidant and disorganized attachment representation showed a strong intergroup bias in explicit attitudes and behavior Children with insecure-ambivalent attachment representation displayed no intergroup bias Insecure-ambivalent attachment representations might be detrimental to the formation of ingroup attachment.
{"title":"The relationship between attachment representations and minimal intergroup bias in preschool-aged children.","authors":"Antonia Misch, Andrea Kramer, Markus Paulus","doi":"10.1111/desc.13514","DOIUrl":"https://doi.org/10.1111/desc.13514","url":null,"abstract":"Attachment theory proposes that young children's experiences with their caregivers has a tremendous influence on how children navigate their social relationships. By the end of early childhood, intergroup contexts play an important role in their social life and children build strong ties to their ingroups. Although both domains relate to the same psychological processes-children's affective ties to others-surprisingly very little research has addressed how children's attachment relates to their intergroup attitudes and behavior. In this study, we investigate the link. For that purpose, 5-year-old children (n = 100) first underwent the German Attachment Story Completion Task (GEV-B). Then we allocated children into minimal groups based on T-Shirt color and assessed their intergroup attitudes and intergroup behavior. Results showed that while most children showed a strong and robust ingroup bias in their attitudes and behavior, children with an insecure-ambivalent attachment representation treated in- and outgroup similarly. Overall, this study provides novel perspectives on the relationship between children's attachment representation and their interactions in the social world. RESEARCH HIGHLIGHTS: This study provides novel insights into the relationship between children's attachment security and the development of intergroup bias in a minimal group context Children with secure, insecure-avoidant and disorganized attachment representation showed a strong intergroup bias in explicit attitudes and behavior Children with insecure-ambivalent attachment representation displayed no intergroup bias Insecure-ambivalent attachment representations might be detrimental to the formation of ingroup attachment.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140668838","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}
Mark Wade, Victoria Parker, Alva Tang, Nathan A Fox, C. Zeanah, Charles A. Nelson
There is no relationship more vital than the one a child shares with their primary caregivers early in development. Yet many children worldwide are raised in settings that lack the warmth, connection, and stimulation provided by a responsive primary caregiver. In this study, we used data from the Bucharest Early Intervention Project (BEIP), a longitudinal study of institutionally-reared and family-reared children, to test how caregiving quality during infancy is associated with average EEG power over the first 3.5 years of life in alpha, beta, and theta frequency bands, and associations with later executive function (EF) at age 8 years. The sample comprised 189 children (129 institutionally-reared; 60 family-reared) who contributed data on observed caregiving quality during infancy (baseline; average age of 22 months), resting EEG power at baseline, 30, and 42 months, and performance-based data on a series of EF tasks at 8 years. Using Bayesian estimation, observed caregiving quality at baseline was marginally linked with higher average alpha and beta power, and lower theta power, from baseline to 42 months. In turn, higher average beta power and lower average theta power were marginally associated with higher EF at 8 years. In indirect effects models, higher caregiving quality at baseline was associated with higher EF at 8 years, with a marginal indirect effect through average theta power from baseline to 42 months. Variation in the quality of the early caregiving environment may be associated with later executive function, which is partially underpinned by individual differences in brain activity during early childhood. RESEARCH HIGHLIGHTS: Examined associations between caregiving quality during infancy, brain activity during early childhood, and executive function during mid-childhood in sample of never-institutionalized and institutionally-reared children. Significant associations between higher quality caregiving during infancy and higher executive function during middle childhood. Marginal associations between caregiving quality during infancy and brain activity during early childhood. Marginal associations between brain activity during early childhood and executive function during mid-childhood.
{"title":"Linking caregiving quality during infancy to brain activity in early childhood and later executive function.","authors":"Mark Wade, Victoria Parker, Alva Tang, Nathan A Fox, C. Zeanah, Charles A. Nelson","doi":"10.1111/desc.13517","DOIUrl":"https://doi.org/10.1111/desc.13517","url":null,"abstract":"There is no relationship more vital than the one a child shares with their primary caregivers early in development. Yet many children worldwide are raised in settings that lack the warmth, connection, and stimulation provided by a responsive primary caregiver. In this study, we used data from the Bucharest Early Intervention Project (BEIP), a longitudinal study of institutionally-reared and family-reared children, to test how caregiving quality during infancy is associated with average EEG power over the first 3.5 years of life in alpha, beta, and theta frequency bands, and associations with later executive function (EF) at age 8 years. The sample comprised 189 children (129 institutionally-reared; 60 family-reared) who contributed data on observed caregiving quality during infancy (baseline; average age of 22 months), resting EEG power at baseline, 30, and 42 months, and performance-based data on a series of EF tasks at 8 years. Using Bayesian estimation, observed caregiving quality at baseline was marginally linked with higher average alpha and beta power, and lower theta power, from baseline to 42 months. In turn, higher average beta power and lower average theta power were marginally associated with higher EF at 8 years. In indirect effects models, higher caregiving quality at baseline was associated with higher EF at 8 years, with a marginal indirect effect through average theta power from baseline to 42 months. Variation in the quality of the early caregiving environment may be associated with later executive function, which is partially underpinned by individual differences in brain activity during early childhood. RESEARCH HIGHLIGHTS: Examined associations between caregiving quality during infancy, brain activity during early childhood, and executive function during mid-childhood in sample of never-institutionalized and institutionally-reared children. Significant associations between higher quality caregiving during infancy and higher executive function during middle childhood. Marginal associations between caregiving quality during infancy and brain activity during early childhood. Marginal associations between brain activity during early childhood and executive function during mid-childhood.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140668544","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}
Blind adults display language-specificity in their packaging and ordering of events in speech. These differences affect the representation of events in co-speech gesture–gesturing with speech–but not in silent gesture–gesturing without speech. Here we examine when in development blind children begin to show adult-like patterns in co-speech and silent gesture. We studied speech and gestures produced by 30 blind and 30 sighted children learning Turkish, equally divided into 3 age groups: 5–6, 7–8, 9–10 years. The children were asked to describe three-dimensional spatial event scenes (e.g., running out of a house) first with speech, and then without speech using only their hands. We focused on physical motion events, which, in blind adults, elicit cross-linguistic differences in speech and co-speech gesture, but cross-linguistic similarities in silent gesture. Our results showed an effect of language on gesture when it was accompanied by speech (co-speech gesture), but not when it was used without speech (silent gesture) across both blind and sighted learners. The language-specific co-speech gesture pattern for both packaging and ordering semantic elements was present at the earliest ages we tested the blind and sighted children. The silent gesture pattern appeared later for blind children than sighted children for both packaging and ordering. Our findings highlight gesture as a robust and integral aspect of the language acquisition process at the early ages and provide insight into when language does and does not have an effect on gesture, even in blind children who lack visual access to gesture.
Research Highlights
Gestures, when produced with speech (i.e., co-speech gesture), follow language-specific patterns in event representation in both blind and sighted children.
Gestures, when produced without speech (i.e., silent gesture), do not follow the language-specific patterns in event representation in both blind and sighted children.
Language-specific patterns in speech and co-speech gestures are observable at the same time in blind and sighted children.
The cross-linguistic similarities in silent gestures begin slightly later in blind children than in sighted children.
{"title":"Is vision necessary for the timely acquisition of language-specific patterns in co-speech gesture and their lack in silent gesture?","authors":"Şeyda Özçalışkan, Ché Lucero, Susan Goldin-Meadow","doi":"10.1111/desc.13507","DOIUrl":"10.1111/desc.13507","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Blind adults display language-specificity in their packaging and ordering of events in speech. These differences affect the representation of events in <i>co-speech gesture</i>–gesturing with speech–but not in <i>silent gesture–</i>gesturing without speech. Here we examine when in development blind children begin to show adult-like patterns in co-speech and silent gesture. We studied speech and gestures produced by 30 blind and 30 sighted children learning Turkish, equally divided into 3 age groups: 5–6, 7–8, 9–10 years. The children were asked to describe three-dimensional spatial event scenes (e.g., running out of a house) first with speech, and then without speech using only their hands. We focused on physical motion events, which, in blind adults, elicit cross-linguistic differences in speech and co-speech gesture, but cross-linguistic similarities in silent gesture. Our results showed an effect of language on gesture when it was accompanied by speech (co-speech gesture), but <i>not</i> when it was used without speech (silent gesture) across both blind and sighted learners. The language-specific co-speech gesture pattern for both packaging and ordering semantic elements was present at the earliest ages we tested the blind and sighted children. The silent gesture pattern appeared later for blind children than sighted children for both packaging and ordering. Our findings highlight gesture as a robust and integral aspect of the language acquisition process at the early ages and provide insight into when language does and does <i>not</i> have an effect on gesture, even in blind children who lack visual access to gesture.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Gestures, when produced with speech (i.e., co-speech gesture), follow language-specific patterns in event representation in both blind and sighted children.</li>\u0000 \u0000 <li>Gestures, when produced without speech (i.e., silent gesture), do not follow the language-specific patterns in event representation in both blind and sighted children.</li>\u0000 \u0000 <li>Language-specific patterns in speech and co-speech gestures are observable at the same time in blind and sighted children.</li>\u0000 \u0000 <li>The cross-linguistic similarities in silent gestures begin slightly later in blind children than in sighted children.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140617847","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}
Eddie Brummelman, Peter A. Bos, Eva de Boer, Barbara Nevicka, Constantine Sedikides
Feeling loved by one's parents is critical for children's health and well-being. How can such feelings be fostered? A vital feature of loving interactions is reciprocal self-disclosure, where individuals disclose intimate information about themselves. In a proof-of-concept experiment, we examined whether encouraging reciprocal self-disclosure in parent-child dyads would make children feel more loved during the conversation. Participants were 218 children (ages 8–13, 50% girls, 94% Dutch) and one of their parents (ages 28–56, 62% women, 90% Dutch). Parent-child dyads received a list of 14 questions and took turns asking them each other for 9 min. Dyads were assigned randomly to engage in self-disclosure (questions invoking escalated intimacy) or small talk (questions invoking minimal intimacy). Before and after, children reported how loved they felt by their parent during the conversation. Self-disclosure made children feel more loved during the conversation than did small talk. Compared to small talk, self-disclosure did not instigate conversations that were lengthier or more positive; rather, it instigated conversations that were more emotionally charged (reflecting anger, anxiety, and sadness), social (discussing family and friends), reflective (creating insight), and meaningful (addressing deeply personal topics, including the passing of loved ones). The dyad's gender composition did not significantly moderate these effects. Our research suggests that reciprocal self-disclosure can make children feel more loved in the moment, uncovers linguistic signatures of reciprocal self-disclosure, and offers developmental scientists a tool to examine causal effects of reciprocal self-disclosure in parent-child dyads. Future work should examine long-term effects in everyday parent-child interactions.
{"title":"Reciprocal self-disclosure makes children feel more loved by their parents in the moment: A proof-of-concept experiment","authors":"Eddie Brummelman, Peter A. Bos, Eva de Boer, Barbara Nevicka, Constantine Sedikides","doi":"10.1111/desc.13516","DOIUrl":"https://doi.org/10.1111/desc.13516","url":null,"abstract":"Feeling loved by one's parents is critical for children's health and well-being. How can such feelings be fostered? A vital feature of loving interactions is reciprocal self-disclosure, where individuals disclose intimate information about themselves. In a proof-of-concept experiment, we examined whether encouraging reciprocal self-disclosure in parent-child dyads would make children feel more loved during the conversation. Participants were 218 children (ages 8–13, 50% girls, 94% Dutch) and one of their parents (ages 28–56, 62% women, 90% Dutch). Parent-child dyads received a list of 14 questions and took turns asking them each other for 9 min. Dyads were assigned randomly to engage in self-disclosure (questions invoking escalated intimacy) or small talk (questions invoking minimal intimacy). Before and after, children reported how loved they felt by their parent during the conversation. Self-disclosure made children feel more loved during the conversation than did small talk. Compared to small talk, self-disclosure did not instigate conversations that were lengthier or more positive; rather, it instigated conversations that were more emotionally charged (reflecting anger, anxiety, and sadness), social (discussing family and friends), reflective (creating insight), and meaningful (addressing deeply personal topics, including the passing of loved ones). The dyad's gender composition did not significantly moderate these effects. Our research suggests that reciprocal self-disclosure can make children feel more loved in the moment, uncovers linguistic signatures of reciprocal self-disclosure, and offers developmental scientists a tool to examine causal effects of reciprocal self-disclosure in parent-child dyads. Future work should examine long-term effects in everyday parent-child interactions.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574430","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}
Thao Ha, Masumi Iida, Selena I. Quiroz, Olivia Maras, Andrea Savord
A profound developmental experience is the emergence of adolescent romantic relationships and first feelings of love. However, the daily nature of feeling loved in adolescents’ everyday lives is poorly understood. We investigated how daily stress severity was associated with adolescents’ levels of feeling loved and whether romantic partner support moderated these associations. Furthermore, we investigated this for non‐interpersonal and interpersonal stressors. N = 97 mixed‐gender adolescent romantic couples (age M = 16.38, SD = 1.02) from an ethnically diverse sample (42.2% Hispanic/Latino/a/x, 44.7% White) participated in dyadic diary assessments twice a week for 12 consecutive weeks. Both partners independently completed open‐ended questions about a daily stressor, indicating stress severity, perceived partner support, and feeling loved. Daily stressors were coded for non‐interpersonal and various types of interpersonal stressors. Results from the dyadic multilevel model showed that days with lower than average support from a romantic partner amplify the adverse effects of stress severity on feeling loved, especially when the partner is involved in the stressor. We discuss the spillover of stress in romantic relationships and the stress‐buffering functions of adolescent romantic partner support. Adolescent romantic partners are potentially essential regulators of stress, increasing adolescents’ feelings of love.Research HighlightsRomantic love is central in adolescents’ lives; we showed that adolescents generally feel loved by romantic partners.Feeling loved fluctuates daily as adolescents feel less loved on stressful days.However, when adolescents perceive their partner as supportive, there is no association between stress and feeling loved. Partner support is protective for feeling loved.The current study provides essential insights into when adolescents and why adolescents feel loved.
{"title":"Feeling loved in mixed‐gender adolescent romantic relationships in the face of daily stress and support: A dyadic diary study","authors":"Thao Ha, Masumi Iida, Selena I. Quiroz, Olivia Maras, Andrea Savord","doi":"10.1111/desc.13511","DOIUrl":"https://doi.org/10.1111/desc.13511","url":null,"abstract":"<jats:label />A profound developmental experience is the emergence of adolescent romantic relationships and first feelings of love. However, the daily nature of feeling loved in adolescents’ everyday lives is poorly understood. We investigated how daily stress severity was associated with adolescents’ levels of feeling loved and whether romantic partner support moderated these associations. Furthermore, we investigated this for non‐interpersonal and interpersonal stressors. <jats:italic>N</jats:italic> = 97 mixed‐gender adolescent romantic couples (age <jats:italic>M </jats:italic>= 16.38, <jats:italic>SD </jats:italic>= 1.02) from an ethnically diverse sample (42.2% Hispanic/Latino/a/x, 44.7% White) participated in dyadic diary assessments twice a week for 12 consecutive weeks. Both partners independently completed open‐ended questions about a daily stressor, indicating stress severity, perceived partner support, and feeling loved. Daily stressors were coded for non‐interpersonal and various types of interpersonal stressors. Results from the dyadic multilevel model showed that days with lower than average support from a romantic partner amplify the adverse effects of stress severity on feeling loved, especially when the partner is involved in the stressor. We discuss the spillover of stress in romantic relationships and the stress‐buffering functions of adolescent romantic partner support. Adolescent romantic partners are potentially essential regulators of stress, increasing adolescents’ feelings of love.Research Highlights<jats:list list-type=\"bullet\"> <jats:list-item>Romantic love is central in adolescents’ lives; we showed that adolescents generally feel loved by romantic partners.</jats:list-item> <jats:list-item>Feeling loved fluctuates daily as adolescents feel less loved on stressful days.</jats:list-item> <jats:list-item>However, when adolescents perceive their partner as supportive, there is no association between stress and feeling loved. Partner support is protective for feeling loved.</jats:list-item> <jats:list-item>The current study provides essential insights into when adolescents and why adolescents feel loved.</jats:list-item> </jats:list>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574807","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}
Everyday caregiver-infant interactions are dynamic and multidimensional. However, existing research underestimates the dimensionality of infants’ experiences, often focusing on one or two communicative signals (e.g., speech alone, or speech and gesture together). Here, we introduce “infant-directed communication” (IDC): the suite of communicative signals from caregivers to infants including speech, action, gesture, emotion, and touch. We recorded 10 min of at-home play between 44 caregivers and their 18- to 24-month-old infants from predominantly white, middle-class, English-speaking families in the United States. Interactions were coded for five dimensions of IDC as well as infants’ gestures and vocalizations. Most caregivers used all five dimensions of IDC throughout the interaction, and these dimensions frequently overlapped. For example, over 60% of the speech that infants heard was accompanied by one or more non-verbal communicative cues. However, we saw marked variation across caregivers in their use of IDC, likely reflecting tailored communication to the behaviors and abilities of their infant. Moreover, caregivers systematically increased the dimensionality of IDC, using more overlapping cues in response to infant gestures and vocalizations, and more IDC with infants who had smaller vocabularies. Understanding how and when caregivers use all five signals—together and separately—in interactions with infants has the potential to redefine how developmental scientists conceive of infants’ communicative environments, and enhance our understanding of the relations between caregiver input and early learning.
Research Highlights
Infants’ everyday interactions with caregivers are dynamic and multimodal, but existing research has underestimated the multidimensionality (i.e., the diversity of simultaneously occurring communicative cues) inherent in infant-directed communication.
Over 60% of the speech that infants encounter during at-home, free play interactions overlap with one or more of a variety of non-speech communicative cues.
The multidimensionality of caregivers’ communicative cues increases in response to infants’ gestures and vocalizations, providing new information about how infants’ own behaviors shape their input.
These findings emphasize the importance of understanding how caregivers use a diverse set of communicative behaviors—both separately and together—during everyday interactions with infants.
{"title":"Infant-directed communication: Examining the many dimensions of everyday caregiver-infant interactions","authors":"Jessica E. Kosie, Casey Lew-Williams","doi":"10.1111/desc.13515","DOIUrl":"10.1111/desc.13515","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Everyday caregiver-infant interactions are dynamic and multidimensional. However, existing research underestimates the dimensionality of infants’ experiences, often focusing on one or two communicative signals (e.g., speech alone, or speech and gesture together). Here, we introduce “infant-directed communication” (IDC): the suite of communicative signals from caregivers to infants including speech, action, gesture, emotion, and touch. We recorded 10 min of at-home play between 44 caregivers and their 18- to 24-month-old infants from predominantly white, middle-class, English-speaking families in the United States. Interactions were coded for five dimensions of IDC as well as infants’ gestures and vocalizations. Most caregivers used all five dimensions of IDC throughout the interaction, and these dimensions frequently overlapped. For example, over 60% of the speech that infants heard was accompanied by one or more non-verbal communicative cues. However, we saw marked variation across caregivers in their use of IDC, likely reflecting tailored communication to the behaviors and abilities of their infant. Moreover, caregivers systematically increased the dimensionality of IDC, using more overlapping cues in response to infant gestures and vocalizations, and more IDC with infants who had smaller vocabularies. Understanding how and when caregivers use all five signals—together and separately—in interactions with infants has the potential to redefine how developmental scientists conceive of infants’ communicative environments, and enhance our understanding of the relations between caregiver input and early learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Infants’ everyday interactions with caregivers are dynamic and multimodal, but existing research has underestimated the multidimensionality (i.e., the diversity of simultaneously occurring communicative cues) inherent in infant-directed communication.</li>\u0000 \u0000 <li>Over 60% of the speech that infants encounter during at-home, free play interactions overlap with one or more of a variety of non-speech communicative cues.</li>\u0000 \u0000 <li>The multidimensionality of caregivers’ communicative cues increases in response to infants’ gestures and vocalizations, providing new information about how infants’ own behaviors shape their input.</li>\u0000 \u0000 <li>These findings emphasize the importance of understanding how caregivers use a diverse set of communicative behaviors—both separately and together—during everyday interactions with infants.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 ","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13515","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574805","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}
Naz Deniz Atik, Alexander LaTourrette, Sandra R. Waxman
To learn the meaning of a new word, or to recognize the meaning of a known one, both children and adults benefit from surrounding words, or the sentential context. Most of the evidence from children is based on their accuracy and efficiency when listening to speech in their familiar native accent: they successfully use the words they know to identify other words’ referents. Here, we assess how accurately and efficiently 4-year-old children use sentential context to identify referents of known and novel nouns in unfamiliar-accented speech, as compared to familiar-accented speech. In a looking-while-listening task, children showed considerable success in processing unfamiliar-accented speech. Children robustly mapped known nouns produced in an unfamiliar accent to their target referents rather than novel competitors, and they used informative surrounding verbs (e.g., “You can eat the dax”) to identify the referents of both known and novel nouns—although there was a processing cost for unfamiliar-accented speech in some cases. This demonstrates that 4-year-olds successfully and rapidly process unfamiliar-accented speech by recruiting the same strategies available to them in familiar-accented speech, revealing impressive flexibility in word recognition and word learning across diverse linguistic environments.
Research Highlights
We examined 4-year-old children's accuracy and processing efficiency in comprehending known and novel nouns embedded in sentences produced in familiar-accented or unfamiliar-accented speech.
Children showed limited processing costs for unfamiliar-accented speech and mapped known words to their referents even when these were produced in unfamiliar-accented speech.
Children used known verbs to predict the referents of upcoming nouns in both familiar- and unfamiliar-accented speech, but processing costs were evident for unfamiliar-accented speech.
Thus, the strategies that support children's word comprehension and word learning in familiar-accented speech are available to them in unfamiliar accents as well.
{"title":"Preschoolers benefit from sentential context in familiar- and unfamiliar-accented speech","authors":"Naz Deniz Atik, Alexander LaTourrette, Sandra R. Waxman","doi":"10.1111/desc.13508","DOIUrl":"10.1111/desc.13508","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>To learn the meaning of a new word, or to recognize the meaning of a known one, both children and adults benefit from surrounding words, or the sentential context. Most of the evidence from children is based on their accuracy and efficiency when listening to speech in their familiar native accent: they successfully use the words they know to identify other words’ referents. Here, we assess how accurately and efficiently 4-year-old children use sentential context to identify referents of known and novel nouns in unfamiliar-accented speech, as compared to familiar-accented speech. In a looking-while-listening task, children showed considerable success in processing unfamiliar-accented speech. Children robustly mapped known nouns produced in an unfamiliar accent to their target referents rather than novel competitors, and they used informative surrounding verbs (e.g., “You can <i>eat</i> the dax”) to identify the referents of both known and novel nouns—although there was a processing cost for unfamiliar-accented speech in some cases. This demonstrates that 4-year-olds successfully and rapidly process unfamiliar-accented speech by recruiting the same strategies available to them in familiar-accented speech, revealing impressive flexibility in word recognition and word learning across diverse linguistic environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>We examined 4-year-old children's accuracy and processing efficiency in comprehending known and novel nouns embedded in sentences produced in familiar-accented or unfamiliar-accented speech.</li>\u0000 \u0000 <li>Children showed limited processing costs for unfamiliar-accented speech and mapped known words to their referents even when these were produced in unfamiliar-accented speech.</li>\u0000 \u0000 <li>Children used known verbs to predict the referents of upcoming nouns in both familiar- and unfamiliar-accented speech, but processing costs were evident for unfamiliar-accented speech.</li>\u0000 \u0000 <li>Thus, the strategies that support children's word comprehension and word learning in familiar-accented speech are available to them in unfamiliar accents as well.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13508","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574905","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}
Layla Unger, Tyler Chang, Olivera Savic, Benjamin K. Bergen, Vladimir M. Sloutsky
Although identifying the referents of single words is often cited as a key challenge for getting word learning off the ground, it overlooks the fact that young learners consistently encounter words in the context of other words. How does this company help or hinder word learning? Prior investigations into early word learning from children's real-world language input have yielded conflicting results, with some influential findings suggesting an advantage for words that keep a diverse company of other words, and others suggesting the opposite. Here, we sought to triangulate the source of this conflict, comparing different measures of diversity and approaches to controlling for correlated effects of word frequency across multiple languages. The results were striking: while different diversity measures on their own yielded conflicting results, once nonlinear relationships with word frequency were controlled, we found convergent evidence that contextual consistency supports early word learning.
Research Highlights
The words children learn occur in a sea of other words. The company words keep ranges from highly variable to highly consistent and circumscribed.
Prior findings conflict over whether variability versus consistency helps early word learning.
Accounting for correlated effects of word frequency resolved the conflict across multiple languages.
Results reveal convergent evidence that consistency helps early word learning.
{"title":"When is a word in good company for learning?","authors":"Layla Unger, Tyler Chang, Olivera Savic, Benjamin K. Bergen, Vladimir M. Sloutsky","doi":"10.1111/desc.13510","DOIUrl":"10.1111/desc.13510","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Although identifying the referents of single words is often cited as a key challenge for getting word learning off the ground, it overlooks the fact that young learners consistently encounter words in the context of other words. How does this company help or hinder word learning? Prior investigations into early word learning from children's real-world language input have yielded conflicting results, with some influential findings suggesting an advantage for words that keep a diverse company of other words, and others suggesting the opposite. Here, we sought to triangulate the source of this conflict, comparing different measures of diversity and approaches to controlling for correlated effects of word frequency across multiple languages. The results were striking: while different diversity measures on their own yielded conflicting results, once nonlinear relationships with word frequency were controlled, we found convergent evidence that contextual consistency supports early word learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>The words children learn occur in a sea of other words. The company words keep ranges from highly variable to highly consistent and circumscribed.</li>\u0000 \u0000 <li>Prior findings conflict over whether variability versus consistency helps early word learning.</li>\u0000 \u0000 <li>Accounting for correlated effects of word frequency resolved the conflict across multiple languages.</li>\u0000 \u0000 <li>Results reveal convergent evidence that consistency helps early word learning.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13510","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574739","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}
Saz P. Ahmed, Blanca Piera Pi-Sunyer, Madeleine E. Moses-Payne, Anne-Lise Goddings, Lydia G. Speyer, Willem Kuyken, Tim Dalgleish, Sarah-Jayne Blakemore
Adolescence is marked by the onset of puberty, which is associated with an increase in mental health difficulties, particularly in girls. Social and self-referential processes also develop during this period: adolescents become more aware of others’ perspectives, and judgements about themselves become less favourable. In the current study, data from 119 girls (from London, UK) aged 9–16 years were collected at two-time points (between 2019 and 2021) to investigate the relationship between puberty and difficulties in mental health and emotion regulation, as well as the role of self-referential and social processing in this relationship. Structural equation modelling showed that advanced pubertal status predicted greater mental health and emotion regulation difficulties, including depression and anxiety, rumination and overall difficulties in emotion regulation, and in mental health and behaviour. Advanced pubertal status also predicted greater perspective-taking abilities and negative self-schemas. Exploratory analyses showed that negative self-schemas mediated the relationships between puberty and rumination, overall emotion regulation difficulties, and depression (although these effects were small and would not survive correction for multiple comparisons). The results suggest that advanced pubertal status is associated with higher mental health and emotion regulation problems during adolescence and that negative self-schemas may play a role in this association.
Research Highlights
This study investigates the relationship between puberty, mental health, emotion regulation difficulties, and social and self-referential processing in girls aged 9–16 years.
Advanced pubertal status was associated with worse mental health and greater emotion regulation difficulties, better perspective-taking abilities and negative self-schemas.
Negative self-schemas may play a role in the relationships between advanced pubertal status and depression, and advanced pubertal status and emotion regulation difficulties, including rumination.
{"title":"The role of self-referential and social processing in the relationship between pubertal status and difficulties in mental health and emotion regulation in adolescent girls in the UK","authors":"Saz P. Ahmed, Blanca Piera Pi-Sunyer, Madeleine E. Moses-Payne, Anne-Lise Goddings, Lydia G. Speyer, Willem Kuyken, Tim Dalgleish, Sarah-Jayne Blakemore","doi":"10.1111/desc.13503","DOIUrl":"10.1111/desc.13503","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Adolescence is marked by the onset of puberty, which is associated with an increase in mental health difficulties, particularly in girls. Social and self-referential processes also develop during this period: adolescents become more aware of others’ perspectives, and judgements about themselves become less favourable. In the current study, data from 119 girls (from London, UK) aged 9–16 years were collected at two-time points (between 2019 and 2021) to investigate the relationship between puberty and difficulties in mental health and emotion regulation, as well as the role of self-referential and social processing in this relationship. Structural equation modelling showed that advanced pubertal status predicted greater mental health and emotion regulation difficulties, including depression and anxiety, rumination and overall difficulties in emotion regulation, and in mental health and behaviour. Advanced pubertal status also predicted greater perspective-taking abilities and negative self-schemas. Exploratory analyses showed that negative self-schemas mediated the relationships between puberty and rumination, overall emotion regulation difficulties, and depression (although these effects were small and would not survive correction for multiple comparisons). The results suggest that advanced pubertal status is associated with higher mental health and emotion regulation problems during adolescence and that negative self-schemas may play a role in this association.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Research Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>This study investigates the relationship between puberty, mental health, emotion regulation difficulties, and social and self-referential processing in girls aged 9–16 years.</li>\u0000 \u0000 <li>Advanced pubertal status was associated with worse mental health and greater emotion regulation difficulties, better perspective-taking abilities and negative self-schemas.</li>\u0000 \u0000 <li>Negative self-schemas may play a role in the relationships between advanced pubertal status and depression, and advanced pubertal status and emotion regulation difficulties, including rumination.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13503","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574983","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}
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