Several developmental theories identify caregiver emotion socialization (ES) as predicting multiple child psychological outcomes, including anxiety. The present study delineated developmental trajectories of mothers' ES practices, specifically the initial levels and growth across time of their supportive and nonsupportive responses to their young children's emotions. To contextualize the developmental role of these processes, we examined multiple predictors (i.e., maternal emotion dysregulation, child negative emotionality, demographic covariates) and one outcome (i.e., child anxiety) of ES trajectories, as well as how trajectories varied by emotion type-sadness, anger, or worry. We investigated these questions in a community sample of 173 predominantly White, non-Hispanic mother-child dyads who participated at four time points when children were aged 2-5 years, with assessments 1 year apart. Mothers reported on study variables. Results varied by ES type. Mothers' supportive global and emotion-specific ES were highly stable across time and did not relate to predictors, outcomes, or demographic covariates. Mothers endorsed gradual decreases in nonsupportive ES across time, with some variations across emotion type. Nonsupportive responses to worry and sadness each comprised two classes varying by intercept and slope. Nonsupportive worry responses linearly decreased, whereas nonsupportive sadness responses linearly increased. Across global and emotion-specific models, maternal emotion dysregulation, child negative emotionality, and demographic covariates showed unique relations with nonsupportive ES intercept and slope. Trajectories were mostly unrelated to later child anxiety, with the exception of class-specific differences for nonsupportive worry responses. Implications and future directions are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
一些发展理论认为,照顾者的情绪社会化(ES)可预测包括焦虑在内的多种儿童心理结果。本研究描绘了母亲情绪社会化实践的发展轨迹,特别是母亲对幼儿情绪的支持性和非支持性反应的初始水平和不同时期的增长情况。为了明确这些过程的发展作用,我们研究了ES轨迹的多个预测因素(即母亲情绪失调、儿童负面情绪、人口统计学协变量)和一个结果(即儿童焦虑),以及不同情绪类型(悲伤、愤怒或担忧)的轨迹差异。我们在一个社区样本中调查了这些问题,样本中有 173 个主要为白人、非西班牙裔的母子二人组,他们在孩子 2-5 岁时参加了四个时间点的评估,评估时间间隔为 1 年。母亲们报告了研究变量。结果因 ES 类型而异。母亲的支持性整体 ES 和情绪特异性 ES 在不同时期高度稳定,与预测因素、结果或人口统计学协变量无关。母亲们的非支持性 ES 随时间逐渐减少,不同情绪类型的 ES 有一些差异。对担忧和悲伤的非支持性反应由截距和斜率不同的两类组成。非支持性担忧反应呈线性下降,而非支持性悲伤反应呈线性上升。在整体模型和情绪特异性模型中,母亲情绪失调、儿童消极情绪和人口统计学协变量与非支持性 ES 的截距和斜率有独特的关系。除了非支持性担忧反应的班级特异性差异外,大部分轨迹与后来的儿童焦虑无关。本文讨论了研究的意义和未来发展方向。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
{"title":"Maternal emotion socialization trajectories in an early-childhood, predominantly White sample.","authors":"Natalee N Price, Elizabeth J Kiel","doi":"10.1037/dev0001792","DOIUrl":"https://doi.org/10.1037/dev0001792","url":null,"abstract":"<p><p>Several developmental theories identify caregiver emotion socialization (ES) as predicting multiple child psychological outcomes, including anxiety. The present study delineated developmental trajectories of mothers' ES practices, specifically the initial levels and growth across time of their supportive and nonsupportive responses to their young children's emotions. To contextualize the developmental role of these processes, we examined multiple predictors (i.e., maternal emotion dysregulation, child negative emotionality, demographic covariates) and one outcome (i.e., child anxiety) of ES trajectories, as well as how trajectories varied by emotion type-sadness, anger, or worry. We investigated these questions in a community sample of 173 predominantly White, non-Hispanic mother-child dyads who participated at four time points when children were aged 2-5 years, with assessments 1 year apart. Mothers reported on study variables. Results varied by ES type. Mothers' supportive global and emotion-specific ES were highly stable across time and did not relate to predictors, outcomes, or demographic covariates. Mothers endorsed gradual decreases in nonsupportive ES across time, with some variations across emotion type. Nonsupportive responses to worry and sadness each comprised two classes varying by intercept and slope. Nonsupportive worry responses linearly decreased, whereas nonsupportive sadness responses linearly increased. Across global and emotion-specific models, maternal emotion dysregulation, child negative emotionality, and demographic covariates showed unique relations with nonsupportive ES intercept and slope. Trajectories were mostly unrelated to later child anxiety, with the exception of class-specific differences for nonsupportive worry responses. Implications and future directions are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alexys S Murillo, Sierra Clifford, Cheuk Hei Cheng, Leah D Doane, Mary C Davis, Kathryn Lemery-Chalfant
Kagan theorized biologically based temperament types that are present in infancy, stable across development, and essential for understanding individual differences. Despite evidence, temperament research remains focused on a few prominent dimensions of temperament, without adequately addressing covariance among dimensions and temperament types. Using longitudinal twin data, we took a person-centered statistical approach to identify temperament types and examined continuity and change across five developmental periods (Ninfancy = 602; Ntoddlerhood = 522; Nearly childhood = 390; Nlate childhood = 718; Nearly adolescence = 700). We then examined the genetic and environmental etiology of temperament types. Twins were boys and girls (51-53% female), primarily Hispanic/Latinx (23-30%) and non-Hispanic/Latinx White (56-63%), and from socioeconomically diverse families (28-38% near-or-below the poverty line). Using latent profile analysis, we identified three temperament types at each age characterized by negative reactivity and dysregulation, positive reactivity and strong self-regulation, and moderate reactivity and regulation. Latent transition analyses revealed considerable continuity in membership type for "negative dysregulated" beginning in infancy, log odds = 1.58 (SE = .65) to 3.16 (SE = .77), p < .01, of remaining relative to transitioning to "typical expressive", and "positive well-regulated" beginning in early childhood, log odds = 1.41 (SE = .56) to 2.25 (SE = .47), p < .05. Twin analyses revealed moderate heritability and a consistent role of the shared environment on positive well-regulated, with negative dysregulated and typical expressive also moderately heritable with the shared environment being important at some ages. Findings support the presence of theorized biologically based temperament types that develop rapidly in infancy and toddlerhood and provide a foundation for the study of individual differences and risk and resilience processes across the lifespan. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"Development of temperament types from infancy to adolescence: Genetic and environmental influences with an economically and racially/ethnically diverse sample.","authors":"Alexys S Murillo, Sierra Clifford, Cheuk Hei Cheng, Leah D Doane, Mary C Davis, Kathryn Lemery-Chalfant","doi":"10.1037/dev0001828","DOIUrl":"10.1037/dev0001828","url":null,"abstract":"<p><p>Kagan theorized biologically based temperament types that are present in infancy, stable across development, and essential for understanding individual differences. Despite evidence, temperament research remains focused on a few prominent dimensions of temperament, without adequately addressing covariance among dimensions and temperament types. Using longitudinal twin data, we took a person-centered statistical approach to identify temperament types and examined continuity and change across five developmental periods (<i>N</i><sub>infancy</sub> = 602; <i>N</i><sub>toddlerhood</sub> = 522; <i>N</i><sub>early childhood</sub> = 390; <i>N</i><sub>late childhood</sub> = 718; Nearly adolescence = 700). We then examined the genetic and environmental etiology of temperament types. Twins were boys and girls (51-53% female), primarily Hispanic/Latinx (23-30%) and non-Hispanic/Latinx White (56-63%), and from socioeconomically diverse families (28-38% near-or-below the poverty line). Using latent profile analysis, we identified three temperament types at each age characterized by negative reactivity and dysregulation, positive reactivity and strong self-regulation, and moderate reactivity and regulation. Latent transition analyses revealed considerable continuity in membership type for \"negative dysregulated\" beginning in infancy, log odds = 1.58 (<i>SE</i> = .65) to 3.16 (<i>SE</i> = .77), <i>p</i> < .01, of remaining relative to transitioning to \"typical expressive\", and \"positive well-regulated\" beginning in early childhood, log odds = 1.41 (<i>SE</i> = .56) to 2.25 (<i>SE</i> = .47), <i>p</i> < .05. Twin analyses revealed moderate heritability and a consistent role of the shared environment on positive well-regulated, with negative dysregulated and typical expressive also moderately heritable with the shared environment being important at some ages. Findings support the presence of theorized biologically based temperament types that develop rapidly in infancy and toddlerhood and provide a foundation for the study of individual differences and risk and resilience processes across the lifespan. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Working memory is the system responsible for maintaining information that is no longer available. Given the long-term impact of working memory in people's lives, it is fundamental to understand which mechanisms underlie it and how these develop with age. A recently proposed mechanism to explain working memory development is attentional refreshing. Refreshing is an attention-based maintenance mechanism that improves the accessibility of mental representations. It is assumed to operate serially, with attention cycling from one mental representation to the other, in order to reactivate all to-be-maintained items. Although it has been suggested that its efficiency increases in children between 7 and 14 years old, recent results contradict this notion. In this article, we modify several important task characteristics of a recently developed paradigm used to detect whether refreshing is spontaneously used in children and to examine whether evidence for spontaneous refreshing could be found. All participants were recruited in public schools in Geneva (Switzerland). In Experiment 1 (68 8-year-olds, 32 girls and 36 boys, and 62 12-year-olds, 35 girls and 27 boys) and Experiment 2 (26 8-year-olds, 11 girls and 15 boys, and 49 12-year-olds, 27 girls and 22 boys), we show that increasing children's motivation and providing more explicitly free time do not result in the spontaneous occurrence of refreshing in 8- and 12-year-olds. The absence of evidence for refreshing in a simple, commonly-used working memory task, despite theory-driven modifications aimed at encouraging it, casts some doubts on the notion that refreshing is crucially involved in children's working memory functioning and development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"Do school-aged children spontaneously use refreshing as maintenance strategy in working memory? Testing the effects of free time and motivation.","authors":"Beatrice Valentini, Evie Vergauwe","doi":"10.1037/dev0001771","DOIUrl":"https://doi.org/10.1037/dev0001771","url":null,"abstract":"<p><p>Working memory is the system responsible for maintaining information that is no longer available. Given the long-term impact of working memory in people's lives, it is fundamental to understand which mechanisms underlie it and how these develop with age. A recently proposed mechanism to explain working memory development is attentional refreshing. Refreshing is an attention-based maintenance mechanism that improves the accessibility of mental representations. It is assumed to operate serially, with attention cycling from one mental representation to the other, in order to reactivate all to-be-maintained items. Although it has been suggested that its efficiency increases in children between 7 and 14 years old, recent results contradict this notion. In this article, we modify several important task characteristics of a recently developed paradigm used to detect whether refreshing is spontaneously used in children and to examine whether evidence for spontaneous refreshing could be found. All participants were recruited in public schools in Geneva (Switzerland). In Experiment 1 (68 8-year-olds, 32 girls and 36 boys, and 62 12-year-olds, 35 girls and 27 boys) and Experiment 2 (26 8-year-olds, 11 girls and 15 boys, and 49 12-year-olds, 27 girls and 22 boys), we show that increasing children's motivation and providing more explicitly free time do not result in the spontaneous occurrence of refreshing in 8- and 12-year-olds. The absence of evidence for refreshing in a simple, commonly-used working memory task, despite theory-driven modifications aimed at encouraging it, casts some doubts on the notion that refreshing is crucially involved in children's working memory functioning and development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Frédéric Thériault-Couture, Jessica Agnew-Blais, Virginia Carter Leno, Andrea Danese, Keertana Ganaesan, Timothy Matthews, Geneviève Morneau-Vaillancourt, Katherine N Thompson, Sania Shakoor, Louise Arseneault
Bullying behaviors and conduct problems are two forms of antisocial behavior that frequently co-occur in childhood. However, it remains unclear whether their developmental trajectories are distinct and the extent to which different aspects of cognitive functioning account for their development. We aimed to disentangle the developmental trajectories of bullying behaviors and conduct problems, test their interrelations across childhood, and assess associations with children's early cognitive functioning (executive functions, intelligent quotient [IQ], and theory of mind). Participants included 2,232 children from the Environmental Risk (E-Risk) Longitudinal Twin Study. We performed dual group-based trajectory modeling on combined parent and teacher reports of children's bullying behaviors and conduct problems at 5, 7, 10, and 12 years. We assessed associations with age 5 cognitive functioning using regression analyses. We identified five developmental trajectories for bullying behaviors and four for conduct problems. The developmental course of both behaviors was interrelated most strongly among those with high levels. A subgroup of children was likely to transition from conduct problems to bullying behaviors as they got older. Lower IQ was associated with both antisocial behavior trajectories, whereas lower theory of mind was only associated with conduct problems trajectories. The developmental course of bullying behaviors and conduct problems is distinct but linked across childhood. Interventions targeting bullying behaviors or conduct problems could benefit from more integration and should take into account children's cognitive functioning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"Trajectories of childhood bullying behaviors and conduct problems: Associations with cognitive functioning in a nationally representative cohort study.","authors":"Frédéric Thériault-Couture, Jessica Agnew-Blais, Virginia Carter Leno, Andrea Danese, Keertana Ganaesan, Timothy Matthews, Geneviève Morneau-Vaillancourt, Katherine N Thompson, Sania Shakoor, Louise Arseneault","doi":"10.1037/dev0001788","DOIUrl":"https://doi.org/10.1037/dev0001788","url":null,"abstract":"<p><p>Bullying behaviors and conduct problems are two forms of antisocial behavior that frequently co-occur in childhood. However, it remains unclear whether their developmental trajectories are distinct and the extent to which different aspects of cognitive functioning account for their development. We aimed to disentangle the developmental trajectories of bullying behaviors and conduct problems, test their interrelations across childhood, and assess associations with children's early cognitive functioning (executive functions, intelligent quotient [IQ], and theory of mind). Participants included 2,232 children from the Environmental Risk (E-Risk) Longitudinal Twin Study. We performed dual group-based trajectory modeling on combined parent and teacher reports of children's bullying behaviors and conduct problems at 5, 7, 10, and 12 years. We assessed associations with age 5 cognitive functioning using regression analyses. We identified five developmental trajectories for bullying behaviors and four for conduct problems. The developmental course of both behaviors was interrelated most strongly among those with high levels. A subgroup of children was likely to transition from conduct problems to bullying behaviors as they got older. Lower IQ was associated with both antisocial behavior trajectories, whereas lower theory of mind was only associated with conduct problems trajectories. The developmental course of bullying behaviors and conduct problems is distinct but linked across childhood. Interventions targeting bullying behaviors or conduct problems could benefit from more integration and should take into account children's cognitive functioning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michael T Willoughby, Siri Warkentien, Erica N Browne, Lisa Gatzke-Kopp, Daniel Berry
Developmental scientists routinely examine how a focal predictor relates to some aspect of children's development. Although covariate adjustment is typically used to test hypotheses, propensity score-based methods, including inverse probability of treatment weighting (IPTW) and marginal structural models (MSM), can strengthen inference and answer more nuanced, developmentally relevant questions. This article provides a didactic introduction to IPTW and MSM methods and demonstrates their use for testing the impact of environmental smoke exposure (continuous treatment) from 6 to 90 months on parent-reported attention deficit hyperactivity disorder behaviors in first grade for 1,053 children (51% male, 44% Black) in the Family Life Project. We highlight differences that result both in conclusions and in the evaluation of assumptions for IPTW and MSM relative to more traditional covariate adjustment methods. Sample Stata syntax is provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"An introduction to inverse probability weighting and marginal structural models: The case of environmental tobacco exposure and attention deficit/hyperactivity disorder behaviors.","authors":"Michael T Willoughby, Siri Warkentien, Erica N Browne, Lisa Gatzke-Kopp, Daniel Berry","doi":"10.1037/dev0001803","DOIUrl":"https://doi.org/10.1037/dev0001803","url":null,"abstract":"<p><p>Developmental scientists routinely examine how a focal predictor relates to some aspect of children's development. Although covariate adjustment is typically used to test hypotheses, propensity score-based methods, including inverse probability of treatment weighting (IPTW) and marginal structural models (MSM), can strengthen inference and answer more nuanced, developmentally relevant questions. This article provides a didactic introduction to IPTW and MSM methods and demonstrates their use for testing the impact of environmental smoke exposure (continuous treatment) from 6 to 90 months on parent-reported attention deficit hyperactivity disorder behaviors in first grade for 1,053 children (51% male, 44% Black) in the Family Life Project. We highlight differences that result both in conclusions and in the evaluation of assumptions for IPTW and MSM relative to more traditional covariate adjustment methods. Sample Stata syntax is provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kendall Soucie, Fanli Jia, Rachel Katzman, Marissa Rakus, Noelle Citron, Ty Partridge, M Kyle Matsuba, Michael W Pratt
Civic engagement during emerging adulthood plays a pivotal role in fostering a sense of community responsibility, providing a sense of societal purpose, and contributes to improved psychological adjustment. In this mixed-method longitudinal study, we further explored how civic engagement and psychological adjustment codevelop across emerging adulthood. Participants were drawn from The Future's Study, a Canadian longitudinal study capturing the transition to adulthood in Southwestern Ontario. The sample was predominantly White (81%), female identifying (71%), and largely affluent with 5.8% reporting lower than average family income. At ages 23, 26, and 32, participants completed measures of civic engagement, depression, and optimism; at age 26, participants had the opportunity to also complete a life story interview where they were asked to recount a key community scene from their lives and reflect on its impact. Random intercept cross-lagged panel models illustrated that civic engagement across ages 23-32 reduced loneliness concurrently and longitudinally. No cross-lagged associations were found for depression or optimism. Four themes illuminated the role of civic engagement in buffering against loneliness during emerging adulthood and into midlife: community unites people through a shared vision, fosters meaningful and long-lasting connections, solidifies the importance of leaving a legacy for future generations, and contributes to personal growth via insight into others' lives, which illuminated an awareness of one's own social advantages and privilege. These results illustrate that the pathway between increased civic engagement and reduced loneliness may be due, in part, to intrinsic and collective motives that tie together personal growth, identity, and generativity. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"A longitudinal, mixed methods study exploring the impact of civic engagement on psychosocial outcomes across early to mid adulthood.","authors":"Kendall Soucie, Fanli Jia, Rachel Katzman, Marissa Rakus, Noelle Citron, Ty Partridge, M Kyle Matsuba, Michael W Pratt","doi":"10.1037/dev0001811","DOIUrl":"https://doi.org/10.1037/dev0001811","url":null,"abstract":"<p><p>Civic engagement during emerging adulthood plays a pivotal role in fostering a sense of community responsibility, providing a sense of societal purpose, and contributes to improved psychological adjustment. In this mixed-method longitudinal study, we further explored how civic engagement and psychological adjustment codevelop across emerging adulthood. Participants were drawn from The Future's Study, a Canadian longitudinal study capturing the transition to adulthood in Southwestern Ontario. The sample was predominantly White (81%), female identifying (71%), and largely affluent with 5.8% reporting lower than average family income. At ages 23, 26, and 32, participants completed measures of civic engagement, depression, and optimism; at age 26, participants had the opportunity to also complete a life story interview where they were asked to recount a key community scene from their lives and reflect on its impact. Random intercept cross-lagged panel models illustrated that civic engagement across ages 23-32 reduced loneliness concurrently and longitudinally. No cross-lagged associations were found for depression or optimism. Four themes illuminated the role of civic engagement in buffering against loneliness during emerging adulthood and into midlife: community unites people through a shared vision, fosters meaningful and long-lasting connections, solidifies the importance of leaving a legacy for future generations, and contributes to personal growth via insight into others' lives, which illuminated an awareness of one's own social advantages and privilege. These results illustrate that the pathway between increased civic engagement and reduced loneliness may be due, in part, to intrinsic and collective motives that tie together personal growth, identity, and generativity. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The development of math skills is widely studied, but there is a lack of longitudinal studies investigating person-oriented developmental patterns of math skills. The present study aims to describe profiles of students with various calculation and word-problem solving skills from Grades 1 to 9, as well as the developmental trajectories of these profiles, how profiles are related to students' further educational pathways, and whether having a specific skill profile in Grade 9 is related to the results of math and language exams at the end of Grade 12. The sample included 1,023 Estonian students who completed calculation and word-problem solving tests in Grades 1, 3, 6, and 9 (ages 6-16 years old). Educational pathway information and results of the math and language exam in Grade 12 were retrieved from the Estonian Education Information System's registry. Socioeconomic status was determined via parental education level. Overall, results indicated that math skills were positively interrelated between the school years. However, person-oriented approach demonstrated that less than half of students tended to stay in a similar profile from Grades 1 to 9. This suggests that, in terms of math skills, most students have diverse developmental trajectories from elementary school through the end of middle school. Profiles were also related to further educational pathways and high school exam results. This study complements previous variable-oriented research to provide unique and valuable information regarding the development of math skills. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"The development of math skills from grades 1 to 12: Novel findings using person-oriented approach.","authors":"Kaja Mädamürk, Eve Kikas","doi":"10.1037/dev0001813","DOIUrl":"https://doi.org/10.1037/dev0001813","url":null,"abstract":"<p><p>The development of math skills is widely studied, but there is a lack of longitudinal studies investigating person-oriented developmental patterns of math skills. The present study aims to describe profiles of students with various calculation and word-problem solving skills from Grades 1 to 9, as well as the developmental trajectories of these profiles, how profiles are related to students' further educational pathways, and whether having a specific skill profile in Grade 9 is related to the results of math and language exams at the end of Grade 12. The sample included 1,023 Estonian students who completed calculation and word-problem solving tests in Grades 1, 3, 6, and 9 (ages 6-16 years old). Educational pathway information and results of the math and language exam in Grade 12 were retrieved from the Estonian Education Information System's registry. Socioeconomic status was determined via parental education level. Overall, results indicated that math skills were positively interrelated between the school years. However, person-oriented approach demonstrated that less than half of students tended to stay in a similar profile from Grades 1 to 9. This suggests that, in terms of math skills, most students have diverse developmental trajectories from elementary school through the end of middle school. Profiles were also related to further educational pathways and high school exam results. This study complements previous variable-oriented research to provide unique and valuable information regarding the development of math skills. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dario Cvencek, Elizabeth A Sanders, M Francisca Del Río, María Inés Susperreguy, Katherine Strasser, Ružica Brečić, Dora Gaćeša, David Skala, Carlo Tomasetto, Silvia Galdi, Mara Cadinu, Manu Kapur, Maria Chiara Passolunghi, Tania I Rueda Ferreira, Alberto Mirisola, Beatrice Mariani, Andrew N Meltzoff
Based on data for N = 2,756 children (1,410 girls; Mage = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math achievement, favoring boys over girls (Trends in International Mathematics and Science Study Grade 4). Three novel findings emerged. First, girls' results from a Child Implicit Association Test showed that implicit associations linking boys with math and girls with reading were positively related to both national male advantages in socioeconomic standing and national boy advantages in Trends in International Mathematics and Science Study. Second, these relations were obtained for implicit but not explicit measures of children's beliefs linking gender and academic subjects. Third, implicit associations linking gender to academic subjects increased significantly as a function of children's age. We propose a psychological account of why national gender disparities are likely to influence children's developing implicit associations about gender and academic subjects, especially for girls. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
本研究基于来自五个国家 16 个数据集的 N = 2,756 名儿童(1,410 名女孩;年龄 = 8.10 岁)的数据,调查了国家性别差异与儿童对性别和学科的看法之间的关系。其中一个国家层面的性别差异涉及社会经济地位的不平等,即成年男性优于女性(联合国人类发展指数)。另一个国家级别的性别差异涉及标准化数学成绩的差距,即男孩优于女孩(国际数学和科学趋势研究四年级)。有三项新发现。首先,女孩的儿童内隐联想测验结果显示,将男孩与数学、女孩与阅读联系起来的内隐联想与全国男性在社会经济地位方面的优势以及全国男孩在国际数学和科学研究趋势方面的优势呈正相关。其次,这些关系是在儿童将性别与学科联系起来的信念的内隐测量中获得的,而不是在外显测量中获得的。第三,将性别与学科联系起来的内隐联系随着儿童年龄的增长而显著增加。我们从心理学角度解释了为什么国家性别差异可能会影响儿童(尤其是女孩)对性别和学科的内隐联想的发展。 (PsycInfo Database Record (c) 2024 APA, all rights reserved)。
{"title":"National disparities favoring males are reflected in girls' implicit associations about gender and academic subjects.","authors":"Dario Cvencek, Elizabeth A Sanders, M Francisca Del Río, María Inés Susperreguy, Katherine Strasser, Ružica Brečić, Dora Gaćeša, David Skala, Carlo Tomasetto, Silvia Galdi, Mara Cadinu, Manu Kapur, Maria Chiara Passolunghi, Tania I Rueda Ferreira, Alberto Mirisola, Beatrice Mariani, Andrew N Meltzoff","doi":"10.1037/dev0001797","DOIUrl":"https://doi.org/10.1037/dev0001797","url":null,"abstract":"<p><p>Based on data for <i>N</i> = 2,756 children (1,410 girls; <i>M</i><sub>age</sub> = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math achievement, favoring boys over girls (Trends in International Mathematics and Science Study Grade 4). Three novel findings emerged. First, girls' results from a Child Implicit Association Test showed that implicit associations linking <i>boys</i> with <i>math and girls</i> with <i>reading</i> were positively related to both national male advantages in socioeconomic standing and national boy advantages in Trends in International Mathematics and Science Study. Second, these relations were obtained for implicit but not explicit measures of children's beliefs linking gender and academic subjects. Third, implicit associations linking gender to academic subjects increased significantly as a function of children's age. We propose a psychological account of why national gender disparities are likely to influence children's developing implicit associations about gender and academic subjects, especially for girls. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tahl I Frenkel, Lindsay C Bowman, Sofie Rousseau, Serena Mon
In the first few months of life, infants display intriguing individual differences in how they react to novel stimuli in their environment. Infant "negative reactive" tendencies have been robustly linked to resting brain activity profiles that confer risk for maladaptive socioemotional outcomes. The present study examines whether and how caregiver behavior in early infancy may interact with infant negative reactivity to alter the extent to which such tendencies predict risk-related brain activity profiles. In the present study, 51 mothers (all White; age M = 32 years, SD = 3; 70.8% monthly household income > 3,400 U.S. dollars) and their infants (39.2% female at birth) participated. We measured infant negative reactivity and maternal contingent responsiveness to infant's gaze during mother-infant interactions at age 4 months. At 10-11 months, we assessed infants' resting electroencephalographic (EEG) 6-9 Hz frontal asymmetry (a marker of risk for maladaptive regulatory behaviors and withdrawal), infant fearful withdrawal, and infant empathic behavior. We found that maternal contingent responsiveness to 4-month-old infant's gaze in naturalistic interactions moderated the relation between 4-month infant negative reactivity and 11-month resting EEG asymmetry. Results suggest that maternal contingent responsiveness alters the extent to which early reactive tendencies end up "embedded" in infant brain activity profiles. Exploratory analyses revealed that the interaction between maternal contingent responsiveness and infant reactivity predicting infant resting EEG asymmetry, in turn predicted infants' fearful withdrawal and empathic behaviors also assessed at 10-11 months. Findings demonstrate the critical buffering role of maternal contingent responsive behaviors in reducing potential maladaptive neural and socioemotional outcomes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"Maternal contingent responsiveness moderates temperamental risk to support adaptive infant brain and socioemotional development across the first year of life.","authors":"Tahl I Frenkel, Lindsay C Bowman, Sofie Rousseau, Serena Mon","doi":"10.1037/dev0001764","DOIUrl":"https://doi.org/10.1037/dev0001764","url":null,"abstract":"<p><p>In the first few months of life, infants display intriguing individual differences in how they react to novel stimuli in their environment. Infant \"negative reactive\" tendencies have been robustly linked to resting brain activity profiles that confer risk for maladaptive socioemotional outcomes. The present study examines whether and how caregiver behavior in early infancy may interact with infant negative reactivity to alter the extent to which such tendencies predict risk-related brain activity profiles. In the present study, 51 mothers (all White; age <i>M</i> = 32 years, <i>SD</i> = 3; 70.8% monthly household income > 3,400 U.S. dollars) and their infants (39.2% female at birth) participated. We measured infant negative reactivity and maternal contingent responsiveness to infant's gaze during mother-infant interactions at age 4 months. At 10-11 months, we assessed infants' resting electroencephalographic (EEG) 6-9 Hz frontal asymmetry (a marker of risk for maladaptive regulatory behaviors and withdrawal), infant fearful withdrawal, and infant empathic behavior. We found that maternal contingent responsiveness to 4-month-old infant's gaze in naturalistic interactions moderated the relation between 4-month infant negative reactivity and 11-month resting EEG asymmetry. Results suggest that maternal contingent responsiveness alters the extent to which early reactive tendencies end up \"embedded\" in infant brain activity profiles. Exploratory analyses revealed that the interaction between maternal contingent responsiveness and infant reactivity predicting infant resting EEG asymmetry, in turn predicted infants' fearful withdrawal and empathic behaviors also assessed at 10-11 months. Findings demonstrate the critical buffering role of maternal contingent responsive behaviors in reducing potential maladaptive neural and socioemotional outcomes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emma R Hart, Lisa A Gennetian, Jessica F Sperber, Renata Penalva, Katherine Magnuson, Greg J Duncan, Sarah Halpern-Meekin, Hirokazu Yoshikawa, Nathan A Fox, Kimberly G Noble
Economic disadvantage has often been associated with poorer performance on measures of early childhood development. However, the causal impacts of income on child development remain unclear. The present study uses data from the Baby's First Years randomized control trial to identify the causal impact of unconditional cash transfers on maternal reports of early childhood development. One thousand racially and ethnically diverse mothers residing in poverty were recruited from four U.S. metropolitan areas shortly after giving birth. Mothers were randomized to receive either a $333/month or $20/month unconditional cash transfer for the first several years of their child's life. Maternal reports of language and socioemotional development, concerns for developmental delay, and enrollment in early intervention services were collected annually at the time of the child's first, second, and third birthdays. In this registered report, we document no statistically detectable impacts of the high-cash gift on maternal reports of child development. We discuss the significance and implications of these findings. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"The effect of unconditional cash transfers on maternal assessments of children's early language and socioemotional development: Experimental evidence from U.S. families residing in poverty.","authors":"Emma R Hart, Lisa A Gennetian, Jessica F Sperber, Renata Penalva, Katherine Magnuson, Greg J Duncan, Sarah Halpern-Meekin, Hirokazu Yoshikawa, Nathan A Fox, Kimberly G Noble","doi":"10.1037/dev0001824","DOIUrl":"https://doi.org/10.1037/dev0001824","url":null,"abstract":"<p><p>Economic disadvantage has often been associated with poorer performance on measures of early childhood development. However, the causal impacts of income on child development remain unclear. The present study uses data from the Baby's First Years randomized control trial to identify the causal impact of unconditional cash transfers on maternal reports of early childhood development. One thousand racially and ethnically diverse mothers residing in poverty were recruited from four U.S. metropolitan areas shortly after giving birth. Mothers were randomized to receive either a $333/month or $20/month unconditional cash transfer for the first several years of their child's life. Maternal reports of language and socioemotional development, concerns for developmental delay, and enrollment in early intervention services were collected annually at the time of the child's first, second, and third birthdays. In this registered report, we document no statistically detectable impacts of the high-cash gift on maternal reports of child development. We discuss the significance and implications of these findings. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}