Developmental Psychology最新文献

Nowadays, children's reading habits extend beyond traditional printed texts, embracing new practices and forms through digital devices. The influence of such new digital reading habits on reading motivation and comprehension development remains largely underexplored. This study aimed to explore reciprocal causal paths between digital reading habits, reading comprehension and intrinsic reading motivation. To do so, we analyzed longitudinal data of 908 Spanish students from Grades 4 to 6. We estimated random-intercept and cross-lagged panel models to examine long-term associations between our main variables. Results revealed null causal paths between digital reading habits and reading comprehension for both leisure and academic purposes. After controlling for autoregressive effects and considering only within-person variance, one significant path remained from academic digital reading habits in Grade 5 to decreased intrinsic reading motivation in Grade 6. Our study provides new insights about the role of digital reading habits in the development of reading comprehension and intrinsic reading motivation in primary school students. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

A sense of fairness is deeply rooted in human nature, and plays a fundamental role in supporting cooperation. This study investigated the electrophysiological responses to third-party resource allocations and behavioral economics games assessing costly sharing and distributive justice decisions in early and middle childhood across three countries, France, Taiwan, and the United States. To examine the temporal dynamics and cultural differences in the neural development of fairness considerations, both traditional event-related potential and artificial neural network methods were employed. Results demonstrate a marked lack of cross-cultural differences in the electrophysiological profile of fairness yet notable cross-cultural differences in the functional link between electrophysiology and actual distributive behaviors. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Most existing training programs designed to enhance children's sociocognitive abilities, such as emotion understanding and theory of mind, rely heavily on language-based approaches. This study investigated the effectiveness of a novel visuospatial-based block-building training protocol compared with traditional language-based training in improving children's understanding of emotions and minds. A total of 106 4.5-year-old children (M_age = 53.77 months, SD = 2.53 months; 53% girls) from Hong Kong participated in a pretest-posttest training study. Participants were randomly assigned to one of three training conditions: (a) block building with verbal cues, (b) block building with visual-verbal cues, or (c) dialogic reading. Each group received 1.5-hr weekly sessions for 6 weeks. Posttraining assessments showed significant gains in visuospatial perspective-taking and social-cognitive abilities, particularly among children in the block-building group with visual-verbal cues. Notably, the visuospatial-based training was as effective as the language-based approach in improving emotion understanding and theory of mind. These findings illuminate the interconnectedness of visuospatial perspective-taking and sociocognitive abilities and suggest that embodied simulation mechanisms may underlie psychological perspective taking. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Episodic memory, or memory for specific past experiences, can be measured in ways ranging from fully controlled laboratory paradigms to real-world settings. However, it is unknown whether different measures of episodic memory are capturing the same construct. In other words, how do the different tasks that help to define episodic memory relate to one another, or what is the component structure of episodic memory as defined by the tasks that measure it? We examined this question in children between 4 and 7 years (N = 76), using a battery of assessments ranging from measurements of memory for minievents presented in the lab to measures of memory for a cartoon, and most naturalistically, recall of real-world events, that is, autobiographical memory. Most measures of memory improved with age. After controlling for the effects of age and verbal IQ, a factor analysis revealed two distinct components of children's memory. The first component was comprised of our lab-based measures of memory and captured the majority of variance in the data. The second component included autobiographical memory and free recall of previously seen cartoons. This dichotomy may be driven by whether memory was assessed via recall or recognition or by the presence or absence of narrative structure. Without changes to typically used experimental design, current lab-based tasks and more naturalistic assessments of memory may not be measuring the same underlying construct. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

This study investigated how decoding, oral language, cognitive, and code-related skills in both first language (L1) Filipino and second language (L2) English contributed to reading comprehension, both within and across languages, among 193 Grades 1-3 Filipino-English bilingual children in the Philippines. Within-language structural equation modeling analyses revealed that decoding and oral language directly contributed to reading comprehension in both L1 and L2. Cognitive skills and code-related skills contributed indirectly through their effects on oral language and decoding. Cross-linguistically, only decoding and oral language within each language directly contributed to reading comprehension in both L1 and L2. L1 decoding indirectly influenced L2 reading comprehension via L2 decoding. Similarly, L2 decoding influenced L1 reading comprehension indirectly through L1 decoding. These findings underscore the roles of decoding and oral language in early Filipino-English bilingual children's reading comprehension, with language proficiency determining possible cross-language transfer between L1 Filipino and L2 English. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

The present study investigated the role of pride in promoting honesty among children aged 3-6. Children (N = 247; 125 boys, 122 girls; middle-income Chinese families) participated in a temptation resistance paradigm, instructing them not to peek at a toy when unsupervised. Subsequently, children were randomly assigned to one of four experimental conditions: a moral pride condition, induced through a compliance task; a nonmoral pride condition, induced through a success task; a happiness condition, induced through exposure to a comedy video; or a baseline condition, with no emotion induction. Children in the moral pride condition were significantly less likely to lie about peeking than those in the other three conditions. The nonmoral pride and happiness conditions did not differ in lying rates from the baseline condition. These results suggest that fostering moral pride can enhance honesty in young children, offering important insights for parenting and educational practices. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Family math engagement interventions can effectively encourage parent-child math talk, yet no known studies have modeled the shape of this growth. Modeling growth demonstrates how change occurs, not just that it occurred, and is especially valuable in intervention studies to account for growth in families not exposed to the intervention. The present study examined the shape of growth in parent and child math talk across four time points in a pilot study of Math Made 4 Me, a 6-week program tailoring math supports (short video clips and texts) to each family's typical routines. Participants were 76 mostly White, middle-income parents and their 4-year-old children in the United States. At four time points (pretest, after 2 and 4 weeks of intervention, and posttest), parent-child dyads in the Math Made 4 Me and control conditions were videotaped completing picture-sharing and free-play tasks, and their utterances were transcribed and coded for math content. We tested linear and quadratic mixed-effects models and found that linear models best explained growth in parent-child math talk in the Math Made 4 Me condition, while parents and children in the control condition showed no change in math talk. This linear growth was particularly visible in three math subdomains: (a) counting and cardinality, (b) comparison, and (c) addition and subtraction and differed across observational contexts. This study provides valuable insight into the shape of growth in parent-child math talk and contributes evidence to how interventions can increase math talk both in high-frequency subdomains (counting and cardinality) and low-frequency subdomains (comparison, addition, and subtraction). (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Cross-ethnic peer relations are pivotal for ethnic minority adolescents. However, there is limited understanding of how their cross-ethnic friendships with majority peers in school develop over time. Addressing this, this study aimed to investigate individual trajectories of cross-ethnic friendship in school and how they predict long-term school adjustment. Our sample consisted of 1,445 Turkish- and Moroccan-heritage minority adolescents in 70 Belgian middle schools (52.6% boys, M_age = 15.07; 76.3% second generation), followed across three annual waves over 3 years. Latent growth mixture models of their repeated self-reported cross-ethnic friendships with majority peers revealed four distinct trajectories: maintaining (32.7%), gaining (9.3%), losing (10.5%), and never having cross-ethnic friendships (47.6%). Adolescents who maintained or gained cross-ethnic friendships experienced stronger school adjustment, including increased belonging and engagement. Conversely, adolescents who never had or lost such friendships showed poorer school adjustment. These results highlight the importance of cross-ethnic friendships in the school context, particularly for ethnic minority adolescents. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Infant-directed speech (IDS), the register caregivers often use when interacting with infants, has been suggested to facilitate language learning. To assess its didactic role, we examined the acoustic modifications parents make in IDS for words they attribute to their infant as unknown, versus known, by analyzing data from three studies of Norwegian IDS with 8- to 18-month-old infants (N = 132 infants, N = 182 parents). Parents' speech was recorded during a shared-reading interaction with their infant and with an experimenter (as a control register), ensuring that speech content was matched across participants and registers. Contrary to our hypotheses, we found no evidence that parents emphasized IDS for words attributed as unknown. Furthermore, Bayesian analyses suggested that Norwegian parents do not modulate IDS based on infants' attributed word knowledge. Thus, our findings do not support the notion that parents use IDS as a didactic strategy to teach individual words, underscoring alternative motivations for engaging in such speech. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

This study examined longitudinal associations between caregiver-child dyadic unpredictability, children's verbal abilities, and externalizing problems, and the moderating role of temperamental surgency. Participants were 235 families with young children (M_age = 2.97 years, SD = 0.38, range = [2-4], 55.3% female, ethnicity: 55.2% White, 21.3% African American, 16.2% mixed race). Mother-child dyadic unpredictability measured at Wave 1 was linked to lower verbal development over Waves 1 and 2, which was associated with greater increases in externalizing problems over Waves 1 and 3. These effects were particularly salient for children with high surgency. In contrast, father-child dyadic unpredictability was linked to greater verbal ability for children with low temperamental surgency, although this finding did not hold after controlling for the variability in child dysregulation during father-child interaction. Furthermore, findings revealed a curvilinear association between father-child dyadic unpredictability in association with the development of children's verbal ability. The present study has important implications for understanding unpredictability within parent-child interactions and its influence on child development. (PsycInfo Database Record (c) 2026 APA, all rights reserved).