Pub Date : 2024-05-15DOI: 10.3389/fdpys.2024.1393252
Gustavo Carlo, Rebecca White, Alexandra Curlee, Jenn-Yun Tein, Roushanac Partovi, George Knight, Nancy Gonzales
Altruistic prosocial behaviors (i.e., actions primarily intended to benefit others with little to no regard for self-benefit) are of special interest to researchers interested in growth in character strengths following exposure to adversity and trauma (referred to as the altruism-born-of-suffering hypothesis). The present study was designed to examine this hypothesis. Changes in prosocial behaviors following trauma exposure and whether problem-focused coping and familism facilitated prosocial behaviors were investigated in U.S. Mexican youth.A total of 749 Mexican-origin students (initial M age = 10.42 years, SD = 0.55; 48.9% girls) from the U.S. Southwest completed surveys from 5th grade to early adulthood.U.S. Mexican girls who reported earlier trauma exhibited increases in altruistic behaviors into young adulthood but only when they reported relatively high levels of familism values in middle adolescence. A similar trend pattern was found for U.S. Mexican boys but only when they expressed relatively high levels of problem-focused coping in middle adolescence. There was other evidence of significant relations between both familism and problem focused coping and prosocial behaviors in these youth.Findings demonstrate the potential for prosocial development across adolescence to young adulthood among trauma-exposed youth from a U.S. ethnic/racial minority background.
{"title":"Change in prosocial development following adversity exposure among U.S. Mexican youth","authors":"Gustavo Carlo, Rebecca White, Alexandra Curlee, Jenn-Yun Tein, Roushanac Partovi, George Knight, Nancy Gonzales","doi":"10.3389/fdpys.2024.1393252","DOIUrl":"https://doi.org/10.3389/fdpys.2024.1393252","url":null,"abstract":"Altruistic prosocial behaviors (i.e., actions primarily intended to benefit others with little to no regard for self-benefit) are of special interest to researchers interested in growth in character strengths following exposure to adversity and trauma (referred to as the altruism-born-of-suffering hypothesis). The present study was designed to examine this hypothesis. Changes in prosocial behaviors following trauma exposure and whether problem-focused coping and familism facilitated prosocial behaviors were investigated in U.S. Mexican youth.A total of 749 Mexican-origin students (initial M age = 10.42 years, SD = 0.55; 48.9% girls) from the U.S. Southwest completed surveys from 5th grade to early adulthood.U.S. Mexican girls who reported earlier trauma exhibited increases in altruistic behaviors into young adulthood but only when they reported relatively high levels of familism values in middle adolescence. A similar trend pattern was found for U.S. Mexican boys but only when they expressed relatively high levels of problem-focused coping in middle adolescence. There was other evidence of significant relations between both familism and problem focused coping and prosocial behaviors in these youth.Findings demonstrate the potential for prosocial development across adolescence to young adulthood among trauma-exposed youth from a U.S. ethnic/racial minority background.","PeriodicalId":504972,"journal":{"name":"Frontiers in Developmental Psychology","volume":"45 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-14DOI: 10.3389/fdpys.2024.1335922
Dahlia Henderson, Talia Bailes, Julie Sturza, Michael B. Robb, Jenny Radesky, Tiffany G. Munzer
Infants and toddlers engage with digital media about 1–3 h per day with a growing proportion of time spent on YouTube.Examined content of YouTube videos viewed by children 0–35.9 months of age and predictors of YouTube content characteristics.We completed a secondary analysis of data from the 2020 Common Sense “YouTube and Kids” study. Parents were surveyed about demographics and YouTube viewing history. We developed a novel coding scheme to characterize educational quality and comprehension-aiding approaches (i.e., labels, pacing) in 426 videos watched by 47 children. Videos were previously coded for violence and consumerism. Bivariate analyses compared video-level predictors of higher quality educational content. Multivariable analyses examined child and family predictors of YouTube video content, adjusted for FDR.Only 19% of videos were age-appropriate, 27% were slow paced, 27% included physical violence, and 48% included consumerism. The game genre was associated with faster pace, more physical violence, more scariness, and more consumerism vs. all other videos. The informational genre was associated with more learning goals, slower pace, and less physical violence vs. all other videos. Child age 0–11.9 months vs. 24–35.9 months was associated with more age-inappropriate and violent content.Physical violence and consumerism were prevalent among YouTube videos viewed by this sample, with infants being exposed to more age-inappropriate and violent content compared with toddlers. Caregivers may wish to select videos in the informational genre which tended to include more high-quality indicators and avoid gaming videos and monitor young infant video content.
{"title":"YouTube for young children: what are infants and toddlers watching on the most popular video-sharing app?","authors":"Dahlia Henderson, Talia Bailes, Julie Sturza, Michael B. Robb, Jenny Radesky, Tiffany G. Munzer","doi":"10.3389/fdpys.2024.1335922","DOIUrl":"https://doi.org/10.3389/fdpys.2024.1335922","url":null,"abstract":"Infants and toddlers engage with digital media about 1–3 h per day with a growing proportion of time spent on YouTube.Examined content of YouTube videos viewed by children 0–35.9 months of age and predictors of YouTube content characteristics.We completed a secondary analysis of data from the 2020 Common Sense “YouTube and Kids” study. Parents were surveyed about demographics and YouTube viewing history. We developed a novel coding scheme to characterize educational quality and comprehension-aiding approaches (i.e., labels, pacing) in 426 videos watched by 47 children. Videos were previously coded for violence and consumerism. Bivariate analyses compared video-level predictors of higher quality educational content. Multivariable analyses examined child and family predictors of YouTube video content, adjusted for FDR.Only 19% of videos were age-appropriate, 27% were slow paced, 27% included physical violence, and 48% included consumerism. The game genre was associated with faster pace, more physical violence, more scariness, and more consumerism vs. all other videos. The informational genre was associated with more learning goals, slower pace, and less physical violence vs. all other videos. Child age 0–11.9 months vs. 24–35.9 months was associated with more age-inappropriate and violent content.Physical violence and consumerism were prevalent among YouTube videos viewed by this sample, with infants being exposed to more age-inappropriate and violent content compared with toddlers. Caregivers may wish to select videos in the informational genre which tended to include more high-quality indicators and avoid gaming videos and monitor young infant video content.","PeriodicalId":504972,"journal":{"name":"Frontiers in Developmental Psychology","volume":"19 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140979542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-13DOI: 10.3389/fdpys.2024.1349031
Haerin Chung, Courtney A. Filippi, Amanda L. Woodward
This study examined the potential interplay between motor development and intervention in support of action understanding.Eighty nine-month-old infants completed a tool-use training session and goal imitation paradigm that assessed action understanding in counterbalanced order. A metric of motor development was obtained using the Early Motor Questionnaire.Results indicated that training improved action understanding, particularly for those infants who started out with lower means-end skills. Results further indicated that infants who did not receive any training experience in the lab beforehand, drew on their existing means-end skills.These results emphasize independent contributions of training and motor development on action understanding and shed light on the interaction between training and individual motor readiness in facilitating action understanding in infancy.
{"title":"Infant action understanding: the roles of active training and motor development","authors":"Haerin Chung, Courtney A. Filippi, Amanda L. Woodward","doi":"10.3389/fdpys.2024.1349031","DOIUrl":"https://doi.org/10.3389/fdpys.2024.1349031","url":null,"abstract":"This study examined the potential interplay between motor development and intervention in support of action understanding.Eighty nine-month-old infants completed a tool-use training session and goal imitation paradigm that assessed action understanding in counterbalanced order. A metric of motor development was obtained using the Early Motor Questionnaire.Results indicated that training improved action understanding, particularly for those infants who started out with lower means-end skills. Results further indicated that infants who did not receive any training experience in the lab beforehand, drew on their existing means-end skills.These results emphasize independent contributions of training and motor development on action understanding and shed light on the interaction between training and individual motor readiness in facilitating action understanding in infancy.","PeriodicalId":504972,"journal":{"name":"Frontiers in Developmental Psychology","volume":"41 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-09DOI: 10.3389/fdpys.2024.1332358
Elizabeth Dutemple, Carlye Brokl, Diane Poulin-Dubois
Previous research suggests that metacognition (the knowledge and skills related to knowledge acquisition) and executive functions (skills needed to plan and execute goals) are possible predictors of academic performance, including math and reading abilities. This study sought to clarify the relationship between school readiness and these abilities. A visual identification task was used to measure preschool children's metacognitive skills, specifically their ability to monitor their confidence on their answers (explicit) and ability to ask for a clue only when necessary (implicit). Response time to answering was also measured to obtain a non-verbal implicit measure of metacognition. Executive functions were measured using the Flanker and Dimensional Change Card Sorting (DCCS) tasks from the NIH toolbox. It was hypothesized that both metacognition and executive functions would predict school readiness and that implicit metacognitive skills would be more highly related to school readiness than explicit skills. A hierarchical linear regression was run with age and sex as control variables, and with executive function and metacognition (implicit and explicit) as predictors. Results indicated that both implicit and explicit metacognition remained significant predictors of school readiness scores beyond age and sex. In addition, we found correlations between explicit metacognition and executive functions and a relationship between response time and explicit metacognitive skill. Results highlight the importance of early metacognitive abilities beyond other cognitive skills and the importance of being able to effectively use metacognitive strategies from a young age. The implications relating to academic abilities are discussed.
{"title":"I think therefore I learn: metacognition is a better predictor of school readiness than executive functions","authors":"Elizabeth Dutemple, Carlye Brokl, Diane Poulin-Dubois","doi":"10.3389/fdpys.2024.1332358","DOIUrl":"https://doi.org/10.3389/fdpys.2024.1332358","url":null,"abstract":"Previous research suggests that metacognition (the knowledge and skills related to knowledge acquisition) and executive functions (skills needed to plan and execute goals) are possible predictors of academic performance, including math and reading abilities. This study sought to clarify the relationship between school readiness and these abilities. A visual identification task was used to measure preschool children's metacognitive skills, specifically their ability to monitor their confidence on their answers (explicit) and ability to ask for a clue only when necessary (implicit). Response time to answering was also measured to obtain a non-verbal implicit measure of metacognition. Executive functions were measured using the Flanker and Dimensional Change Card Sorting (DCCS) tasks from the NIH toolbox. It was hypothesized that both metacognition and executive functions would predict school readiness and that implicit metacognitive skills would be more highly related to school readiness than explicit skills. A hierarchical linear regression was run with age and sex as control variables, and with executive function and metacognition (implicit and explicit) as predictors. Results indicated that both implicit and explicit metacognition remained significant predictors of school readiness scores beyond age and sex. In addition, we found correlations between explicit metacognition and executive functions and a relationship between response time and explicit metacognitive skill. Results highlight the importance of early metacognitive abilities beyond other cognitive skills and the importance of being able to effectively use metacognitive strategies from a young age. The implications relating to academic abilities are discussed.","PeriodicalId":504972,"journal":{"name":"Frontiers in Developmental Psychology","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-03DOI: 10.3389/fdpys.2024.1370028
Hyun Young Cho, Marina Vasilyeva, Elida V Laski
Statistical learning—an unconscious cognitive process used to extract regularities—is well-established as a fundamental mechanism underlying learning. Yet, despite the prominence of patterns in the number system and operations, little is known about the relation between statistical learning and mathematics knowledge. This study examined the associations among statistical learning, executive control, and arithmetic knowledge among first graders (N = 54). The relations varied by operation. For addition, children with greater statistical learning capacity responded more quickly to problems that were part of a principle (i.e., commutativity) pair than to unrelated problems, even after accounting for baseline performance, executive control, and age. For subtraction, results indicated an interaction between children's baseline subtraction performance and their statistical learning on accuracy. These findings provide an impetus for testing new models of mathematics learning that include statistical learning as a potentially important mechanism.
{"title":"Statistical learning and mathematics knowledge: the case of arithmetic principles","authors":"Hyun Young Cho, Marina Vasilyeva, Elida V Laski","doi":"10.3389/fdpys.2024.1370028","DOIUrl":"https://doi.org/10.3389/fdpys.2024.1370028","url":null,"abstract":"Statistical learning—an unconscious cognitive process used to extract regularities—is well-established as a fundamental mechanism underlying learning. Yet, despite the prominence of patterns in the number system and operations, little is known about the relation between statistical learning and mathematics knowledge. This study examined the associations among statistical learning, executive control, and arithmetic knowledge among first graders (N = 54). The relations varied by operation. For addition, children with greater statistical learning capacity responded more quickly to problems that were part of a principle (i.e., commutativity) pair than to unrelated problems, even after accounting for baseline performance, executive control, and age. For subtraction, results indicated an interaction between children's baseline subtraction performance and their statistical learning on accuracy. These findings provide an impetus for testing new models of mathematics learning that include statistical learning as a potentially important mechanism.","PeriodicalId":504972,"journal":{"name":"Frontiers in Developmental Psychology","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141015512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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