JournalTOCs

International Journal of Behavioral Development
Journal Prestige (SJR): 1.188

Citation Impact (citeScore): 2
Number of Followers: 5

Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0165-0254 - ISSN (Online) 1464-0651
Published by Sage Publications

[1174 journals]

Configural properties of face portraits change between childhood and
adulthood
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  Authors: Benjamin Balas, Sarah Weigelt, Kami Koldewyn
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  Adult observers are sensitive to the configuration of facial features within a face, able to distinguish between relative differences in feature spacing, and detecting deviations from typical facial appearance. How does the representation of the typical configuration of facial features develop' While there is a great deal of work describing children’s developing abilities to detect differences in feature spacing across face images, there is substantially less work examining what children think constitutes a typical arrangement of facial features. In the current study, we investigated this issue using a production task in which adults and 5- to 10-year-old children created a face “portrait” by arranging the eyes, nose, and mouth of a standard face within an empty outline. Using this simple task, we found differences in face configuration across age groups, such that children of all ages made far larger errors than adult participants, expanding facial features outward from the center of the face more than adults. These results were not affected by face inversion, potentially implying a domain-general rather than face-specific process. We also found that children of all ages endorsed the correct configuration as a best likeness in a perceptual task. We discuss these results in terms of ongoing debate regarding the extent to which configural processing is a meaningful component of face recognition and the conclusions we can draw from production paradigms as compared to purely perceptual tasks.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-07-29T06:38:33Z
  DOI: 10.1177/01650254221111792
Investigating the developmental timing of self-regulation in early
childhood
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  Authors: Lindsey M. Green, Breana G. Genaro, Kizzann Ashana Ratcliff, Pamela M. Cole, Nilam Ram
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  Self-regulation often refers to the executive influence of cognitive resources to alter prepotent responses. The ability to engage cognitive resources as a form of executive process emerges and improves in the preschool-age years while the dominance of prepotent responses, such as emotional reactions, begins to decline from toddlerhood onward. However, little direct empirical evidence addresses the timing of an age-related increase in executive processes and a decrease in age-related prepotent responses over the course of early childhood. To address this gap, we examined children’s individual trajectories of change in prepotent responses and executive processes over time. At four age points (24 months, 36 months, 48 months, and 5 years), we observed children (46% female) during a procedure in which mothers were busy with work and told their children they had to wait to open a gift. Prepotent responses included children’s interest in and desire for the gift and their anger about the wait. Executive processes included children’s use of focused distraction, which is the strategy considered optimal for self-regulation in a waiting task. We examined individual differences in the timing of age-related changes in the proportion of time spent expressing a prepotent response and engaging executive processes using a series of nonlinear (generalized logistic) growth models. As hypothesized, the average proportion of time children expressed prepotent responses decreased with age, and the average proportion of time engaged in executive processes increased with age. Individual differences in the developmental timing of changes in prepotent responses and executive process were correlated r = .35 such that the timing of decrease in proportion of time expressing prepotent responses was coupled with the timing of increase in proportion of time engaging executive processes.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-07-28T12:35:22Z
  DOI: 10.1177/01650254221111788
Fostering children’s social pretend play competence and social skills
through play tutoring: What is the mechanism of change'
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  Authors: Isabelle Kalkusch, Ann-Kathrin Jaggy, Carine Burkhardt Bossi, Barbara Weiss, Fabio Sticca, Sonja Perren
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  Training studies have shown the positive effects of play tutoring on children’s social skills. This study investigates whether the theoretically suggested mechanism of change—social pretend play quality—explains the effect of play tutoring on social pretend play competence and social skills. Twenty-seven Swiss playgroups (N = 214 three- to four-year-olds) participated in a randomized intervention study with three conditions: the intervention group (play tutoring), the material group (half-dose), and the control group (treatment as usual). Weekly treatment sessions took place for six consecutive weeks. Pre-tests, post-tests, and a follow-up were made. Playgroup educators reported on children’s pretend play competence and social skills using a questionnaire. Children’s pretend play quality during treatment sessions was assessed by standardized behavioral observations. Using latent change models with indirect effects, we investigated whether the intervention effects of play tutoring on children’s pretend play competence and social skills are mediated by their social pretend play quality shown during the intervention sessions. The results indicate mediating effects of social pretend play quality on children’s change in social pretend play competence and self-oriented social skills (sociability and setting limits). The study supports social pretend play as a beneficial ground to promote social development but also indicates a more complex interplay of different change mechanisms.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-07-14T05:28:39Z
  DOI: 10.1177/01650254221108163
A mediation analysis to disentangle relations between maternal education
and early child development
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  Authors: Amanda Telias, Marigen Narea, Alejandra Abufhele
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  Maternal education is associated with early child outcomes. However, the several mechanisms that may explain this relationship remain underexplored. Using data from 1,097 children aged 12–15 months in Chile, we estimate the maternal education gap across child cognitive and language outcomes. Following a bioecological perspective, we explore potential pathways by which maternal education might influence child development, such as child characteristics, the quantity and quality of mother–child interactions, and the availability of home stimulation. We found an average maternal education gap between children with mothers with the lowest and the highest educational levels of 0.36, 0.31, and 0.25 standard deviation in child cognition, expressive language, and receptive language, respectively. The mediational analysis showed that maternal stress and depression and the quality of the home environment mediated the relation between maternal education and child language and cognitive development.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-07-07T11:30:20Z
  DOI: 10.1177/01650254221108143
Development of ambiguity aversion from early adolescence to adulthood: New
insights from the Ellsberg paradox
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  Authors: Anaïs Osmont, Mathieu Cassotti
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  This research aimed to clarify whether middle adolescents’ risk-taking is driven by reduced ambiguity aversion. In Study 1, we explored the development of ambiguity aversion using an adaptation of the classic Ellsberg paradox with early adolescents (10–11 years old), middle adolescents (14–16 years old), and young adults (20–25 years old). Study 2 examined the development of ambiguity aversion depending on the ambiguity level in middle adolescence compared with adults. These two studies revealed that only early adolescents did not demonstrate ambiguity aversion. In contrast, middle adolescents and adults showed strong ambiguity aversion irrespective of ambiguity level. These findings support the idea that the period of young adolescence could be the start of ambiguity aversion development, although this tendency to avoid ambiguous options is already developed in middle adolescence. This finding might have important public health implications and suggests that prevention campaigns should consider early adolescence to be a particularly vulnerable age group for risky behaviors.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-07-01T09:31:05Z
  DOI: 10.1177/01650254221104056
Maturation or disruption' Conscientiousness development in the
transition into adolescence
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  Authors: Yue Ni, G. John Geldhof, Bin-Bin Chen, Robert S. Stawski
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  Research to date has shown longitudinal changes in conscientiousness during early and middle adolescence, but most studies have been conducted in Western countries. The present study aimed to examine the pattern of mean-level conscientiousness change at the transition into early adolescence among a Chinese sample using curve of factors (CUFFS) models. Four waves of data from 661 Chinese children aged 8 years old at baseline in the China Family Panel Studies were used. Parents were asked to rate their children’s level of conscientiousness every 2 years. On average, mean-level conscientiousness showed a decelerating increase. Girls had higher average conscientiousness levels than boys, but they did not differ in change patterns. The inconsistency between the current study and previous research indicates that conscientiousness development may depend, in part, on cultural factors.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-06-20T11:01:20Z
  DOI: 10.1177/01650254221104068
Introduction to the special section on social norms and behavioral
development
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  Authors: René Veenstra
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  This introduction outlines the goals for the special section on social norms and behavioral development. The study of social norms has attracted much interest in peer relations research, and has turned attention to group-level processes, often defined based on the classroom, which create and sustain shared meanings that impact adolescent behavioral and social adjustment. Norms can be differentiated in three ways. First, prescriptive or injunctive norms can be distinguished from descriptive norms. Second, a distinction can be made between what is salient for all classmates or for a subgroup of norm setters, in particular popular peers. Third, social norms can be distinguished from perceived norms. The contributions to this special section invite debate on the future of research on norms, and suggest numerous avenues for further research, with hopes that an understanding of how social norms affect social development will better inform peer relations research as well as norm-based interventions.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-06-07T01:25:33Z
  DOI: 10.1177/01650254221100236
On the microfoundations of the link between classroom social norms and
behavioral development
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  Authors: René Veenstra, Gerine M. A. Lodder
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  This article focuses on the link between social norms and behavioral development as presented in research on norms regarding bullying and aggression. The aim is to present a conceptual framework for how classroom norms may explain children’s decisions to defend others or refrain from defending. Norms emerge from group consensus about what is appropriate in given social circumstances, and can also shape, constrain, and redirect behavior at the individual level. The study of norms has gained much attraction in peer relation research, and has turned attention to group-level processes, often defined at the classroom level, which create and sustain shared meanings that impact behavioral and social adjustment. Norm conformity, pluralistic ignorance, and power balance are presented as potential micro-level mechanisms for the link between classroom popularity (or rejection) norms and defending behavior. Directions for further research are discussed, including the need to assess and test the microfoundations directly, examine gender-specific versus common norms, focus on competing classroom norms, test developmental effects of norms, examine the impact of teachers on social norms, and pay attention to the influence of personal norms.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-06-07T01:15:49Z
  DOI: 10.1177/01650254221100228
Responses to social inequality across the life span: The role of social
status and upward mobility beliefs
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  Authors: David Weiss, Werner Greve, Ute Kunzmann
  First page: 261
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  Economic inequality has been consistently rising in recent decades in many Western countries including Germany. This is a pressing issue as greater economic inequality within a society has detrimental consequences for well-being, social stability, productivity, and even life expectancy. However, little is known about how individuals of different ages experience and respond to social inequality across adulthood. Because status differences are perceived as more malleable in young adulthood (i.e., young adults can expect to move up the social ladder) and only manifest across adulthood, we predicted that negative emotional reactions to the perceived standing in the social hierarchy should become increasingly pronounced with age. Consistently, a first study based on a national representative sample in Germany (N = 2,542; 18–91 years) confirmed that subjective social status had a much stronger effect on the acceptance of social inequality among middle-aged and older, as compared with younger, adults. In a second experimental study (N = 387; 18–89 years), participants of any age responded with negative emotional reactions when rising inequality was made salient. However, subjective social status moderated this effect only in middle-aged and older, but not younger, adults. Finally, a third experimental study (N = 605; 18–82 years) showed that, compared with middle-aged and older adults, younger adults maintained stronger upward mobility beliefs that accounted for the age-differential effects of subjective social status on negative emotional reactivity to rising inequality. We discuss the central role of upward mobility beliefs for individuals’ responses to social inequality across the adult life span.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-04-19T06:14:23Z
  DOI: 10.1177/01650254221089615
The impact of time of entrance to center-based care on children’s
general, language, and behavioral development
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  Authors: Marigen Narea, Patricio Cumsille, Kasim Allel
  First page: 278
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  There are contrasting results of the association between center-based care attendance and child development, mainly related to how the time of entry and permanence in the program relates to developmental outcomes. Using latent class analysis in a nationally representative sample of Chilean children between 6 and 35 months old (n = 3,992), and controlling for the child’s age, maternal education, mother’s marital status, and household income, we identify three different timings of entrance in center-based care programs. The three timings of entrance were defined as early-entry (16%), those children who are more likely to enter before they are 6 months old; middle-entry (16%), those who are more likely to enter when they are between 6 and 18 months old; and late-entry (68%), those children with a low probability of enrollment any time before they are 35 months old. We found that children from the early- and middle-entry classes had higher language development when compared with children from the late-entry class. Still, only those from the middle-entry class showed higher general development in the Battelle test. In contrast, children in the early- and middle-entry classes presented higher scores in the Child Behavior Checklist’s externalizing behavior scale than children in the late-entry class. Our findings highlight the existence of a likely linkage between the timing of entry to center-based care and child development. It is essential to understand the potential advantages of center-based care in younger children, especially in enhancing their vocabulary and general development, and the potential negative association of early-entry with problematic behavior.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-04-23T11:08:38Z
  DOI: 10.1177/01650254221089610
Emerging adults’ cultural values, prosocial behaviors, and mental health
in 14 countries during the COVID-19 pandemic
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  Authors: Laura M. Padilla-Walker, Jolien Van der Graaff, Katey Workman, Gustavo Carlo, Susan Branje, Alexia Carrizales, Maria Gerbino, Zehra Gülseven, Skyler T. Hawk, Paula Luengo Kanacri, Belén Mesurado, Paula Samper-García, Yuh-Ling Shen, Laura K. Taylor, Jessica Trach, Maarten H. W. van Zalk, Rita Žukauskienė
  First page: 286
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  Evidence suggests an impact of the COVID-19 pandemic on mental health, particularly among emerging adults. However, theories on altruism born of suffering or adversarial growth suggest that we might also see prosocial behavior as a function of the pandemic, which may protect against mental health challenges. Because cultural values are central in determining prosocial behavior, the current study explored how cultural values were differentially associated with adaptive prosocial behaviors that might protect against mental health challenges. Participants for the current study included 5,682 young people aged 18–25 years from 14 different countries around the world (68% female, 62% college students). Path analyses suggested that there were few differences in patterns as a function of culture, but revealed that horizontal individualism and horizontal and vertical collectivism were indirectly associated with lower levels of depression via prosocial behavior toward family members. Discussion focuses on the importance of coping by strengthening family relationships via prosocial behavior during the pandemic.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-04-07T06:27:44Z
  DOI: 10.1177/01650254221084098
Youth’s own political interest can explain their political
interactions with important others
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  Authors: Håkan Stattin, Silvia Russo
  First page: 297
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  This study examines the idea that youth’s perceptions of their political interactions with important others are influenced by their own political interest to a greater extent than the perceived political interactions that influence youth’s political interest. Hence, it was proposed that youth’s perceptions of important others’ (parents’, teachers’, friends’) political views, political interest, political influence, and support, as well as of being susceptible to others’ political communication, are all affected by their own political interest. Community samples of 908 13-year-olds and 869 16-year-olds were followed over 1 year. Latent change models supported the idea that youth’s political interest significantly affected their perceptions of important others’ political views, influence, and support over time in both cohorts. In 11 out of 12 longitudinal analyses, youth’s political interest strongly affected perceptions of their political interactions with others, but none of the 12 analyses showed that the perceptions of political interactions with others strongly predicted a change in youth’s political interest. These results suggest that the political interest of young people is an input in their political development, making politically interested youth active agents in their political interactions with their important others.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-05-25T10:30:43Z
  DOI: 10.1177/01650254221095843
Psychosocial factors associated with adolescent depressive and anxiety
symptoms during the COVID-19 pandemic
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  Authors: Alison Fogarty, Stephanie Brown, Deirdre Gartland, Fiona Mensah, Monique Seymour, Priscilla Savopoulos, Kelly FitzPatrick, Sandra Papadopoullos, Rebecca Giallo
  First page: 308
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  The COVID-19 pandemic has created many challenges for adolescents across the world. The current study aimed to investigate the prevalence of depressive and anxiety symptoms and suicidal ideation in adolescents living in Melbourne, Australia, during the state of Victoria’s second lockdown. The study also sought to identify pre-existing and current psychosocial stressors associated with adolescent’s depressive and anxiety symptoms, and to identify the extent to which adolescents experiencing mental health difficulties sought professional help during the pandemic. A COVID-19 sub-study of the Mothers’ and Young People’s Study—an 18-year longitudinal cohort study—was conducted between July and September 2020, an online survey completed by 257 adolescents aged 14–17 years and their mothers, which asked about pandemic-related stressors, remote learning, family life, and mental health. Descriptive statistics and hierarchical multiple regression analysis were conducted. Mental health difficulties were common with 38% and 20% of adolescents reporting clinically significant depressive and anxiety symptoms, respectively, and 21% reporting frequent suicidal or self-harm ideation. Factors associated with depressive and anxiety symptoms included being female, exposure to current maternal depressive symptoms, lower levels of resilience, experiences of loneliness, stressful life events, and school- and family-related stressors. Two-thirds of adolescents who were experiencing clinically significant depressive or anxiety symptoms had not sought professional help. Our findings highlight the urgent mental health need among adolescents and the importance of reducing barriers to accessing support.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-04-01T06:55:37Z
  DOI: 10.1177/01650254221084100
Normative views and resource distribution behavior in childhood:
Dissociated at the group level, but associated at the individual level
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  Authors: Natalie Christner, Monika Wörle, Markus Paulus
  First page: 320
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  Previous research debated whether and to which extent normative views and own resource distribution behavior in childhood are dissociated or aligned. The present study aims to advance this debate by examining the relation from two different methodological viewpoints within the same study. Here, 4–6-year-old children’s (N = 91) normative views and distribution behavior when confronted with a rich friend and a poor non-friend were assessed. Children’s spontaneous protest and affirmation toward distributors, evaluations, and punishment judgments served as normative indicators. Looking at average normative views and behavior, preschoolers held a normative view toward rectifying inequalities while favoring the rich friend themselves. Looking at the consistency of interindividual differences, preschooler’s normative view correlated with behavior. The study highlights that the relation between normative views and behavior is characterized by both dissociation and coherence.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-06-02T05:10:45Z
  DOI: 10.1177/01650254221096813
Behavioral inhibition as an early life predictor of callous-unemotional
traits
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  Authors: Anna L. Dapprich, Anna Tyborowska, Hannah C. M. Niermann, Eni S. Becker, Antonius H. N. Cillessen, Karin Roelofs
  First page: 333
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  Callous-unemotional (CU) traits predict behavioral problems in adolescence. But little is known about early modulatory factors. Behavioral Inhibition (BI) in particular has been suggested to protect against the development of CU-traits. This temperamental predisposition is characterized by heightened environmental sensitivity. The current prospective longitudinal study examined whether BI at 15 months of age predicted lower CU-traits across development to age 21. A longitudinal sample of normatively developing children (n = 125) was used. BI was assessed at 15 months using a standard stranger/robot paradigm. CU-traits were assessed at 2, 5, 9, 12, 14, 17, and 21 years with parent, teacher, and self-reports. Developmental pathways across all available data points were examined using Bayesian mixed models and k-means cluster analysis. Infant BI predicted lower CU-traits across development for girls, suggesting that BI buffers the long-term development of CU-traits for girls. CU-traits peaked in early adulthood. Boys scored higher and showed higher increases in CU-traits than girls from childhood onward. There was no gender difference regarding infant BI. Together, the findings demonstrated gender differences in the development of CU-traits, with a protective role of BI for girls. These results shed new light on the developmental trajectories and protective factors of CU-traits and provide starting points for interventions aiming at increasing children’s responsiveness to external cues to prevent antisocial traits and conduct problems.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-06-09T11:41:32Z
  DOI: 10.1177/01650254221100245
Are adolescent leaders prosocial and aggressive'
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  Authors: Doran C. French, Mengqian Shen, Shenghua Jin
  First page: 346
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  This longitudinal study was initiated to assess the predictors of peer- and teacher-identified Chinese adolescent leaders. Participants were 764 8th grade (14.42 years, 348 girls) and 783 11th grade (17.67 years, 427 girls) students that completed two waves of data collection separated by 1 year. Prosocial behavior, aggression, and the interaction between aggression and effortful control concurrently and longitudinally predicted peer- and teacher-identified leadership. A person-centered analysis revealed that 56.8% of the peer-identified and 37.6% of the teacher-identified leaders exhibited both prosocial and aggressive behavior. Consistent with Confucian ideas, prosocial behavior was strongly associated with leadership in both the variable- and person-centered analyses. These results suggest that the bistrategic model in conjunction with effortful control may be useful for understanding youth leadership contextualized within cultural norms.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-06-09T09:14:25Z
  DOI: 10.1177/01650254221100250
The interchangeability of liking and friend nominations to measure peer
acceptance and friendship
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  Authors: Fanny-Alexandra Guimond, Robert Altman, Frank Vitaro, Mara Brendgen, Brett Laursen
  First page: 358
  Abstract: International Journal of Behavioral Development, Ahead of Print.
  Two studies examine the convergence between measures of friendship and measures of liking in the assessment of friendship and peer acceptance. In the first study, 551 (301 boys and 250 girls) Canadian primary school children (ages 8–11) nominated friends and liked-most classmates. In the second study, 282 (127 boys and 155 girls) US primary school children (ages 9–11) nominated friends and rated classmates on a sociometric preference scale. The results revealed considerable convergence in the assessment of friendship. Most first, second, and third ranked friends were also nominated and rated as liked-peers, suggesting that when measures of liking are used to identify friends, few top-ranked friendships are overlooked. There was less convergence in assessments of peer acceptance. Peer acceptance scores derived from friend nominations were more strongly correlated with peer acceptance scores derived from liking nominations than with those derived from sociometric preference ratings. We conclude that liking nominations accurately capture friendships, particularly best friendships. Friend nominations may be a suitable substitute for assessments of liking, but they are a poor substitute for assessments of sociometric preference.
  Citation: International Journal of Behavioral Development
  PubDate: 2022-03-24T02:07:59Z
  DOI: 10.1177/01650254221084097