 Subjects -> PSYCHOLOGY (Total: 983 journals)
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- Creativity and flexibility in young children's use of external cognitive
strategies.-
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Abstract: A cardinal feature of adult cognition is the awareness of our own cognitive struggles and the capacity to draw upon this awareness to offload internal demand into the environment. In this preregistered study conducted in Australia, we investigated whether 3–8-year-olds (N = 72, 36 male, 36 female, mostly White) could self-initiate such an external metacognitive strategy and transfer it across contexts. Children watched as an experimenter demonstrated how to mark the location of a hidden prize, thus helping them successfully retrieve that prize in the future. Children were then given the opportunity to spontaneously adopt an external marking strategy across six test trials. Children who did so at least once were then introduced to a conceptually similar but structurally distinct transfer task. Although most 3-year-olds deployed the demonstrated strategy in the initial test phase, none of them modified that strategy to solve the transfer task. By contrast, many children aged 4 years and older spontaneously devised more than one previously unseen reminder-setting strategy across the six transfer trials, with this tendency increasing with age. From age 6, children deployed effective external strategies on most trials, with the number, combination, and order of unique strategies used varying widely both within and across the older age groups. These results demonstrate young children's remarkable flexibility in the transferral of external strategies across contexts and point to pronounced individual differences in the strategies children devise. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
PubDate: Thu, 27 Apr 2023 00:00:00 GMT
DOI: 10.1037/dev0001562
- Bidirectional associations between sleep duration and emotion
dysregulation across adolescence.-
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Abstract: Throughout adolescence, both sleep and emotion regulation abilities undergo significant developmental changes. The maturational systems that govern sleep and emotion regulation are closely intertwined leading many researchers to posit a mutually reinforcing relationship. Although there is support for a bidirectional relationship among adults, empirical support for reciprocal relationships among adolescents is lacking. Given the notable developmental changes and instability that occur throughout adolescence, this is a critical period to examine whether sleep and emotion regulation abilities may be reciprocally related. Using a latent curve model with structured residuals, this study examined within-person reciprocal associations between sleep duration and emotion dysregulation among 12,711 Canadian adolescents (Mage = 14.30 years; 50% female). Participants self-reported their sleep duration and emotion dysregulation each year for 3 years beginning in Grade 9. After accounting for underlying developmental trajectories, the results did not support a bidirectional relationship between sleep duration and emotion dysregulation from one year to the next. However, there was evidence of contemporaneous associations between the residuals at each wave of assessment (r = −.12) such that less sleep than expected was concurrently associated with higher-than-expected deviations in emotion dysregulation, or, conversely, that reporting greater emotion dysregulation than expected was associated with lower-than-expected sleep duration. In contrast to previous findings, the between-person associations were not supported. Taken together, these results indicate that the relationship between sleep duration and emotion dysregulation is primarily a within-person process rather than reflecting differences between individuals and likely operates on a more proximal timescale. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
PubDate: Thu, 27 Apr 2023 00:00:00 GMT
DOI: 10.1037/dev0001560
- Smart or just lucky' Inferring question-asking competence from
strategies’ efficiency versus effectiveness.-
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Abstract: Previous research shows that children evaluate the competence of others based on how effectively someone accomplished a goal, that is, based on the observed outcome of an action (e.g., number of attempts needed). Here, we investigate whether 5- to 10-year-old children and adults infer competence from how efficiently someone solves a task by implementing question-asking strategies of varying expected information gains (EIG). Whereas the efficiency of a strategy defined as EIG is a reliable indicator of competence, the observed effectiveness of actions may depend on unrelated external factors, such as luck. Across two experiments conducted in Germany, we varied how efficiently and how effectively different agents solved a 20-questions game (Experiments 1 and 2) and a maze-exploration game (Experiment 2). In Experiment 1 (N = 121), only adults identified a more efficient agent as more competent, and all participants attributed higher competence to agents needing fewer questions even when they employed the same inefficient strategy. In Experiment 2 (N = 220), adults and children from about 8 years onward successfully identified the agents using the more efficient strategy as more competent. Overall, our results suggest that observed effectiveness is a powerful cue for competence even when such an inference may not be warranted and that the ability to make explicit competence judgments based on the efficiency of a strategy alone emerges around 8 years of age, although, as shown in previous work, a more implicit understanding of competence may already be present during the preschool years. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
PubDate: Mon, 24 Apr 2023 00:00:00 GMT
DOI: 10.1037/dev0001516
- Tinkering to innovation: How children refine tools over multiple attempts.
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Abstract: The human capacity for technological innovation and creative problem-solving far surpasses that of any species but develops quite late. Prior work has typically presented children with problems requiring a single solution, a limited number of resources, and a limited amount of time. Such tasks do not allow children to utilize one of their strengths: their ability to engage in broad search and exploration. Thus, we hypothesized that a more open-ended innovation task might allow children to demonstrate greater innovative capacity by allowing them to discover and refine a solution over multiple attempts. Children were recruited from a museum and a children's science event in the United Kingdom. We presented 129 children (66 girls, M = 6.91, SD = 2.18) between 4 and 12 years old with a variety of materials and asked children to use those materials to create tools to remove rewards from a box within 10 min. We coded the variety of tools children created each time they attempted to remove the rewards. By comparing successive attempts, we were able to obtain insights about how children built successful tools. Consistent with prior research, we found that older children were more likely than younger children to create successful tools. However, controlling for age, children who engaged in more tinkering—who retained a greater proportion of objects from their failed tools in subsequent attempts and who added more novel objects to their tools following failure—were more likely to build successful tools than children who did not. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
PubDate: Thu, 13 Apr 2023 00:00:00 GMT
DOI: 10.1037/dev0001512
- The system of academic task values: The development of cross-domain
comparisons of values and college major choice.-
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Abstract: This study synthesizes theories of achievement motivation to better understand the development of academic task values in high school students and their relation to college major selection. We utilize longitudinal structural equation modeling to understand how grades relate to task values, how task values across domains relate to one another over time, and how the system of task values relates to college major choice. In our sample of 1,279 high students from Michigan, we find evidence that task value for math negatively relates to task value for English and vice versa. We also find that task value for math and physical science positively relates to the math-intensiveness of selected college majors, whereas English and biology task value negatively relates to math-intensiveness of majors. Gender differences in college major selection are mediated by differences in task values. Our findings have implications for theories of achievement motivation and motivational interventions. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
PubDate: Thu, 13 Apr 2023 00:00:00 GMT
DOI: 10.1037/dev0001519
- Domain-specific and cross-domain effects of the home literacy and numeracy
environment at 3 years on children's academic competencies at 5 and 9
years.-
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Abstract: This study examined whether children's formal and informal home literacy (HLE) and home numeracy (HNE) environments at 3 years old demonstrated domain-specific, and cross-domain effects on children's academic performance at 5 and 9 years old. Participants were 7,110 children (49.4% male; 84.4% Irish), recruited between 2007 and 2008 in Ireland. Structural equation modeling revealed that only the informal HLE and HNE demonstrated both domain-specific and cross-domain positive effects on children's language and numeracy outcomes but not on socioemotional outcomes, at 5 and 9 years old. Effect sizes ranged from small (β = 0.020) to moderate (β = 0.209). These results suggest that even casual cognitively stimulating activities that do not directly focus on active teaching may benefit children's educational outcomes. Findings bear implications for cost-effective interventions with far-reaching, and enduring, effects across multiple child outcomes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
PubDate: Thu, 13 Apr 2023 00:00:00 GMT
DOI: 10.1037/dev0001515
- A longitudinal study of families formed through third-party assisted
reproduction: Mother–child relationships and child adjustment from
infancy to adulthood.-
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Abstract: The seventh phase of this longitudinal study investigated whether children born through third-party assisted reproduction experienced psychological problems, or difficulties in their relationship with their mothers, in early adulthood. The impact of disclosure of their biological origins, and quality of mother–child relationships from age 3 onward, were also examined. Sixty-five assisted reproduction families, including 22 surrogacy families, 17 egg donation families, and 26 sperm donation families, were compared with 52 unassisted conception families when the children were aged 20. Less than half of the mothers had completed tertiary education and less than 5% were from ethnic minority backgrounds. Standardized interviews and questionnaires were administered to mothers and young adults. There were no differences between assisted reproduction and unassisted conception families in mothers’ or young adults’ psychological well-being, or the quality of family relationships. However, within the gamete donation families, egg donation mothers reported less positive family relationships than sperm donation mothers, and young adults conceived by sperm donation reported poorer family communication than those conceived by egg donation. Young adults who learned about their biological origins before age 7 had less negative relationships with their mothers, and their mothers showed lower levels of anxiety and depression. Associations between parenting and child adjustment did not differ between assisted and unassisted reproduction families from ages 3 to 20. The findings suggest that the absence of a biological connection between children and their parents in assisted reproduction families does not interfere with the development of positive mother–child relationships or psychological adjustment in adulthood. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
PubDate: Thu, 13 Apr 2023 00:00:00 GMT
DOI: 10.1037/dev0001526
- The minds of machines: Children's beliefs about the experiences, thoughts,
and morals of familiar interactive technologies.-
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Abstract: Children are developing alongside interactive technologies that can move, talk, and act like agents, but it is unclear if children's beliefs about the agency of these household technologies are similar to their beliefs about advanced, humanoid robots used in lab research. This study investigated 4–11-year-old children's (N = 127, Mage = 7.50, SDage = 2.27, 53% females, 75% White; from the Northeastern United States) beliefs about the mental, physical, emotional, and moral features of two familiar technologies (Amazon Alexa and Roomba) in comparison to their beliefs about a humanoid robot (Nao). Children's beliefs about the agency of these technologies were organized into three distinct clusters—having experiences, having minds, and deserving moral treatment. Children endorsed some agent-like features for each technology type, but the extent to which they did so declined with age. Furthermore, children's judgment of the technologies’ freedom to “act otherwise” in moral scenarios changed with age, suggesting a development shift in children's understanding of technologies’ limitations. Importantly, there were systematic differences between Alexa, Roomba, and Nao, that correspond to the unique characteristics of each. Together these findings suggest that children's intuitive theories of agency are informed by an increasingly technological world. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
PubDate: Mon, 10 Apr 2023 00:00:00 GMT
DOI: 10.1037/dev0001524
- How children judge affordances when walking and bicycling across virtual
roads: Does mode of locomotion matter'-
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Abstract: This investigation examined whether the mode of locomotion matters in how 8-, 10-, 12-, and 14-year-old children (N = 91) judge dynamic affordances in a complex perception-action task with significant safety risks. The primarily European American children in the sample came from the area of Iowa City, Iowa and were balanced for gender. The same children crossed a single lane of continuous traffic on foot and on bike (order counterbalanced) in identical immersive virtual environments. We found that although 8-year-olds chose significantly larger gaps when crossing on bike than on foot, these gaps were not large enough to compensate for their delay in entering the gap and their slowness in crossing the road. As a result, they ended up with less time to spare when exiting the roadway on bike than on foot. In contrast, 14-year-olds exhibited no difference in their gap choices on bike than on foot, nor did they exhibit a difference in their timing of entry into the gap. However, they crossed the road much more quickly on bike, resulting in significantly more time to spare when crossing on bike than on foot. The 10- and 12-year-olds' performance fit neatly between that of the 8- and 14-year-olds. We conclude that as children gained better control over the bike with age, they were better able to match their gap decisions with their crossing movements such that bicycling afforded even safer road-crossing than walking for 14-year-olds. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
PubDate: Mon, 10 Apr 2023 00:00:00 GMT
DOI: 10.1037/dev0001520
- Preliminary evidence for progressions in ownership reasoning over the
preschool period.-
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Abstract: Defining developmental progressions can be an important step in identifying developmental precursors and mechanisms of change, within and across areas of reasoning. In one exploratory study, we examine whether the development of children's thinking about ownership follows a systematic progression wherein some components emerge reliably before others. We examine this issue in a sample of 72 children: 40 older 2-year-olds, Mage = 2.78 (.14); R = 2.50–3.00, and 32 older 4-year-olds, Mage = 4.77 (.16); R = 4.50–5.00, living in Michigan in the United States. We use a battery of four established ownership tasks that tested different aspects of children's ownership thinking. A Guttman test revealed a reliable sequence that explained 81.9% of children's performance. Namely, we discovered that identifying familiar owned objects emerged first, control of permission as a cue to ownership second, understanding ownership transfers third, and the tracking of sets of identical objects last. This ordering suggests two foundational ownership abilities on which more complex reasoning may be built: the ability to include information about familiar owners in children's mental models of objects and recognizing that control is central to ownership. The observed progression is an important first step toward developing a formal ownership scale. This study paves the way for mapping the conceptual and information-processing demands (e.g., executive functioning, memory) that likely underlie change in ownership thinking across childhood. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
PubDate: Mon, 27 Mar 2023 00:00:00 GMT
DOI: 10.1037/dev0001531
- Compensatory effects of maternal and paternal supportive parenting in
early childhood on children's school-age adjustment.-
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Abstract: Both maternal and paternal supportive parenting (i.e., sensitivity, warmth, stimulation, and engagement) across early childhood have been found to be associated with multiple domains of children's positive socioemotional functioning. However, few studies have considered how maternal and paternal supportive parenting may interact to impact child development. Thus, the present study assessed direct and moderated longitudinal relations between maternal and paternal supportive parenting in toddlerhood (24 and 36 months, respectively) and fathers' and teachers' reports of children's socioemotional and behavioral adjustment in first grade. Data were drawn from a large, sample of Norwegian parents and children (N = 455, 51% female, 49% male, 10% endorsed financial strain, 75% of fathers and 86% of mothers born in Norway). After controlling for child temperamental activity level and soothability in infancy, path analysis revealed that higher paternal supportive parenting was associated with fewer symptoms of father-reported child hyperactivity/impulsivity in first grade. In addition, a significant interaction between maternal and paternal supportive parenting was evident for three out of the four assessed outcomes (per both father- and teacher-reports): externalizing problems, hyperactivity/impulsivity symptoms, and social skills. Simple slope analyses revealed a negative relation between parental supportive parenting and children's externalizing (father-reported) and hyperactivity/impulsivity problems (father- and teacher-reported) when the child's other parent engaged in low levels of supportive parenting. Similarly, paternal supportive parenting was positively associated with children's social skills (father-report) when mothers engaged in low levels of supportive parenting. Results are discussed with implications for including both mothers and fathers in early childhood research, intervention, and social policy. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
PubDate: Mon, 06 Mar 2023 00:00:00 GMT
DOI: 10.1037/dev0001523
- Mind-mindedness in a high-risk sample: Differential benefits for
developmental outcomes based on child maltreatment.-
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Abstract: Mind-mindedness is associated with positive developmental outcomes. However, much of the literature uses mostly White, middle to high socioeconomic status (SES) samples despite evidence that the benefits of mind-mindedness may vary based on degree of social risk. Additionally, few studies have examined relations between mind-mindedness and language development. The current study investigates whether mind-mindedness predicts children’s language development and behavioral functioning and if family history of childhood maltreatment moderates the relation of mind-mindedness to these outcomes. Participants were 98 mothers (49.0% Black, 24.5% White, 13.3% Latina, 7.2% multiracial; 81.6% low SES per Hollingshead classifications) and their children (49 boys, 49 girls) from the Rochester, New York area recruited at Time 1 (Mage = 13.34 months) and followed up twice (Mages = 27.51 [Time 2] and 39.31 months [Time 3]). Mother–child dyads participated in videotaped free play interactions at Times 1 and 2. Using transcripts of these interactions, we coded mind-mindedness at Times 1 and 2 and children’s internal state language at Time 2. Mothers reported on children’s behavioral functioning at Time 3. Findings revealed that Time 2 mind-mindedness predicted fewer Time 3 behavioral difficulties in children from maltreating families but did not predict behavioral difficulties in children from nonmaltreating families. Additionally, Time 1 mind-mindedness predicted children’s Time 2 use of decontextualized internal state language. Findings highlight the importance of examining mind-mindedness in higher risk populations and how mind-mindedness can be leveraged as a protective factor to prevent future maladjustment in children at risk for adverse outcomes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
PubDate: Thu, 05 Jan 2023 00:00:00 GMT
DOI: 10.1037/dev0001506
- Children’s social information processing predicts both their own and
peers’ conversational remarks.-
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Abstract: The goal of the current study was to investigate whether children’s social information processing (SIP) predicts their conversations with peers, including both their remarks to peers and peers’ remarks to them. When children (N = 156; 55% male; United States; Representation by Race: 60% African American, 18% Mixed race, 15% European American, 7% Other; Representation by Latino/a Ethnicity: 22% Latino/a, 78% Not Latino/a; Mincome = $39,419) were 8 years old, we assessed their aggressive and prosocial SIP using the Social Information Processing Application (SIP-AP). When children were 9 years old, they participated in playgroups typically consisting of four same-sex unfamiliar children who interacted in a round-robin format. Each dyad completed a five-minute frustration task and a five-minute planning task. Observers coded children’s verbalizations into six prosocial categories (Suggest, Agree, Solicit Input, Ask, Encourage, State Personal) and four antisocial categories (Command, Disagree, Discourage, Aggress). Children with higher aggressive SIP made more antisocial and fewer prosocial statements, whereas children with higher prosocial SIP made more prosocial and fewer antisocial statements. Furthermore, children with higher aggressive SIP elicited more antisocial and fewer prosocial statements from peers, whereas children with higher prosocial SIP elicited more prosocial and fewer antisocial statements from peers. Children’s antisocial and prosocial remarks mediated relations between their aggressive SIP and peers’ subsequent antisocial and prosocial remarks. Findings are discussed in terms of: (a) the use of SIP to predict more subtle social behaviors in children’s social interaction, and (b) cycles of social interactions that maintain and reinforce children’s SIP patterns. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
PubDate: Thu, 22 Dec 2022 00:00:00 GMT
DOI: 10.1037/dev0001510
- Orientation effects support specialist processing of upright unfamiliar
faces in children and adults.-
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Abstract: It is considerably harder to generalize identity across different pictures of unfamiliar faces, compared with familiar faces. This finding hints strongly at qualitatively distinct processing of unfamiliar face stimuli—for which we have less expertise. Yet, the extent to which face selective versus generic visual processes drive outcomes during this task has yet to be determined. To explore the relative contributions of each, we contrasted performance on a version of the popular Telling Faces Together unfamiliar face matching task, implemented in both upright and inverted orientations. Furthermore, we included different age groups (132 British children ages 6 to 11 years [69.7% White], plus 37 British White adults) to investigate how participants’ experience with faces as a category influences their selective utilization of specialized processes for unfamiliar faces. Results revealed that unfamiliar face matching is highly orientation-selective. Accuracy was higher for upright compared with inverted faces from 6 years of age, which is consistent with selective utilization of specialized processes for upright versus inverted unfamiliar faces during this task. The effect of stimulus orientation did not interact significantly with age, and there was no graded increase in the magnitude of inversion effects observed across childhood. Still, a numerically larger inversion effect in adults compared to children provides a degree of support for developmental changes in these specialized face abilities with increasing age/experience. Differences in the pattern of errors across age groups are also consistent with a qualitative shift in unfamiliar face processing that occurs some time after 11 years of age. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
PubDate: Mon, 12 Sep 2022 00:00:00 GMT
DOI: 10.1037/dev0001454
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