Congratulations!

[Valid RSS] This is a valid RSS feed.

Recommendations

This feed is valid, but interoperability with the widest range of feed readers could be improved by implementing the following recommendations.

Source: http://onlinelibrary.wiley.com/rss/journal/10.1111/%28ISSN%291467-8624

  1. <?xml version="1.0" encoding="UTF-8"?>
  2. <rss xmlns:atom="http://www.w3.org/2005/Atom"
  3.     xmlns:content="http://purl.org/rss/1.0/modules/content/"
  4.     xmlns:dc="http://purl.org/dc/elements/1.1/"
  5.     xmlns:prism="http://prismstandard.org/namespaces/basic/2.0/"
  6.     version="2.0">
  7.   <channel>
  8.      <title>Wiley: Child Development: Table of Contents</title>
  9.      <link>https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R</link>
  10.      <description>Table of Contents for Child Development. List of articles from both the latest and EarlyView issues.</description>
  11.      <language>en-US</language>
  12.      <copyright>© The Society for Research in Child Development, Inc.</copyright>
  13.      <managingEditor>wileyonlinelibrary@wiley.com (Society for Research in Child Development)</managingEditor>
  14.      <pubDate>Thu, 02 May 2024 07:10:20 +0000</pubDate>
  15.      <lastBuildDate>Thu, 02 May 2024 07:10:20 +0000</lastBuildDate>
  16.      <generator>Atypon® Literatum™</generator>
  17.      <docs>https://validator.w3.org/feed/docs/rss2.html</docs>
  18.      <ttl>10080</ttl>
  19.      <dc:title>Wiley: Child Development: Table of Contents</dc:title>
  20.      <dc:publisher>Wiley</dc:publisher>
  21.      <prism:publicationName>Child Development</prism:publicationName>
  22.      <atom:link href="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R"
  23.                 rel="self"
  24.                 type="application/atom+xml"/>
  25.      <image>
  26.         <title>Wiley: Child Development: Table of Contents</title>
  27.         <url>https://srcd.onlinelibrary.wiley.com/pb-assets/journal-banners/14678624.jpg</url>
  28.         <link>https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R</link>
  29.      </image>
  30.      <item>
  31.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14104?af=R</link>
  32.         <pubDate>Sat, 27 Apr 2024 01:08:05 -0700</pubDate>
  33.         <dc:date>2024-04-27T01:08:05-07:00</dc:date>
  34.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  35.         <prism:coverDate/>
  36.         <prism:coverDisplayDate/>
  37.         <guid isPermaLink="false">10.1111/cdev.14104</guid>
  38.         <title>“She's so pretty”: The development of valuing personal attractiveness among young children</title>
  39.         <description>Child Development, EarlyView. </description>
  40.         <dc:description>
  41. Abstract
  42. The current study sought to understand gender differences in how much children value personal attractiveness, whether age is associated with valuing personal attractiveness, and the role of gender identity development. Three‐ to five‐year‐olds (N = 170; 89 girls, 81 boys, 0 other genders; primarily Latiné, multiethnic, and non‐Hispanic White American) were recruited from child centers across the Los Angeles and Orange County metropolitan areas. Across several indicators (e.g., self‐report, preference for appearance‐related female‐typed occupations and fancy gender‐typed outfits, memory for fancy gender‐typed clothing, and spontaneous reasons for liking a media character), girls highly valued personal attractiveness. Girls also valued personal attractiveness and tied their gender to personal attractiveness to a greater extent than boys. We discuss implications for later well‐being and health.
  43. </dc:description>
  44.         <content:encoded>
  45. &lt;h2&gt;Abstract&lt;/h2&gt;
  46. &lt;p&gt;The current study sought to understand gender differences in how much children value personal attractiveness, whether age is associated with valuing personal attractiveness, and the role of gender identity development. Three- to five-year-olds (&lt;i&gt;N&lt;/i&gt; = 170; 89 girls, 81 boys, 0 other genders; primarily Latiné, multiethnic, and non-Hispanic White American) were recruited from child centers across the Los Angeles and Orange County metropolitan areas. Across several indicators (e.g., self-report, preference for appearance-related female-typed occupations and fancy gender-typed outfits, memory for fancy gender-typed clothing, and spontaneous reasons for liking a media character), girls highly valued personal attractiveness. Girls also valued personal attractiveness and tied their gender to personal attractiveness to a greater extent than boys. We discuss implications for later well-being and health.&lt;/p&gt;</content:encoded>
  47.         <dc:creator>
  48. May Ling D. Halim,
  49. Lyric N. Russo,
  50. Kaelyn N. Echave,
  51. Sachiko Tawa,
  52. Dylan J. Sakamoto,
  53. Miguel A. Portillo
  54. </dc:creator>
  55.         <category>EMPIRICAL ARTICLE</category>
  56.         <dc:title>“She's so pretty”: The development of valuing personal attractiveness among young children</dc:title>
  57.         <dc:identifier>10.1111/cdev.14104</dc:identifier>
  58.         <prism:publicationName>Child Development</prism:publicationName>
  59.         <prism:doi>10.1111/cdev.14104</prism:doi>
  60.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14104?af=R</prism:url>
  61.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  62.      </item>
  63.      <item>
  64.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14106?af=R</link>
  65.         <pubDate>Thu, 25 Apr 2024 21:58:22 -0700</pubDate>
  66.         <dc:date>2024-04-25T09:58:22-07:00</dc:date>
  67.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  68.         <prism:coverDate/>
  69.         <prism:coverDisplayDate/>
  70.         <guid isPermaLink="false">10.1111/cdev.14106</guid>
  71.         <title>Maternal depression, parenting, and child psychological outcomes in the context of maternal pain</title>
  72.         <description>Child Development, EarlyView. </description>
  73.         <dc:description>
  74. Abstract
  75. Parental chronic pain is associated with adverse outcomes in children, but the mechanisms of transmission are largely untested. Mothers with chronic pain (N = 400, Mage = 40.3 years, 90.5% White) and their children (Mage = 10.33 years, 83.3% White, 50.2% female) were recruited in 2016–2018 to test longitudinal pathways of risk transmission from maternal chronic pain to children's psychological symptoms, examining roles of parenting, maternal depression, and child distress tolerance. Maternal pain was associated with positive (β = .28) and pain‐specific (β = .10) parenting behaviors. Maternal depression was associated with lower child distress tolerance (β = −.03), which was associated with greater child psychological symptoms (β = −.62). Parenting and maternal pain were not prospectively associated with child outcomes. When considering the dual‐generational impacts of chronic pain, physical and psychological functioning should be examined.
  76. </dc:description>
  77.         <content:encoded>
  78. &lt;h2&gt;Abstract&lt;/h2&gt;
  79. &lt;p&gt;Parental chronic pain is associated with adverse outcomes in children, but the mechanisms of transmission are largely untested. Mothers with chronic pain (&lt;i&gt;N&lt;/i&gt; = 400, &lt;i&gt;M&lt;/i&gt;
  80. &lt;sub&gt;age&lt;/sub&gt; = 40.3 years, 90.5% White) and their children (&lt;i&gt;M&lt;/i&gt;
  81. &lt;sub&gt;age&lt;/sub&gt; = 10.33 years, 83.3% White, 50.2% female) were recruited in 2016–2018 to test longitudinal pathways of risk transmission from maternal chronic pain to children's psychological symptoms, examining roles of parenting, maternal depression, and child distress tolerance. Maternal pain was associated with positive (&lt;i&gt;β&lt;/i&gt; = .28) and pain-specific (&lt;i&gt;β&lt;/i&gt; = .10) parenting behaviors. Maternal depression was associated with lower child distress tolerance (&lt;i&gt;β&lt;/i&gt; = −.03), which was associated with greater child psychological symptoms (&lt;i&gt;β&lt;/i&gt; = −.62). Parenting and maternal pain were not prospectively associated with child outcomes. When considering the dual-generational impacts of chronic pain, physical and psychological functioning should be examined.&lt;/p&gt;</content:encoded>
  82.         <dc:creator>
  83. Jacqueline R. O'Brien,
  84. Angela H. Lee,
  85. Amanda L. Stone,
  86. Nathan F. Dieckmann,
  87. Maureen Zalewski,
  88. Anna C. Wilson
  89. </dc:creator>
  90.         <category>EMPIRICAL ARTICLE</category>
  91.         <dc:title>Maternal depression, parenting, and child psychological outcomes in the context of maternal pain</dc:title>
  92.         <dc:identifier>10.1111/cdev.14106</dc:identifier>
  93.         <prism:publicationName>Child Development</prism:publicationName>
  94.         <prism:doi>10.1111/cdev.14106</prism:doi>
  95.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14106?af=R</prism:url>
  96.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  97.      </item>
  98.      <item>
  99.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14100?af=R</link>
  100.         <pubDate>Wed, 24 Apr 2024 01:01:01 -0700</pubDate>
  101.         <dc:date>2024-04-24T01:01:01-07:00</dc:date>
  102.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  103.         <prism:coverDate/>
  104.         <prism:coverDisplayDate/>
  105.         <guid isPermaLink="false">10.1111/cdev.14100</guid>
  106.         <title>Leveraging an intensive time series of young children's movement to capture impulsive and inattentive behaviors in a preschool setting</title>
  107.         <description>Child Development, EarlyView. </description>
  108.         <dc:description>
  109. Abstract
  110. Studying within‐person variability in children's behavior is frequently hindered by challenges collecting repeated observations. This study used wearable accelerometers to collect an intensive time series (2.7 million observations) of young children's movement at school (N = 62, Mage = 4.5 years, 54% male, 74% Non‐Hispanic White) in 2021. Machine learning analyses indicated that children's typical forward acceleration was strongly correlated with lower teacher‐reported inhibitory control and attention (r = −.69). Using forward movement intensity as a proxy for impulsivity, we partitioned the intensive time series and found that (1) children modulated their behavior across periods of the school day, (2) children's impulsivity increased across the school week, and (3) children with greater impulsivity showed greater variability in behavior across days.
  111. </dc:description>
  112.         <content:encoded>
  113. &lt;h2&gt;Abstract&lt;/h2&gt;
  114. &lt;p&gt;Studying within-person variability in children's behavior is frequently hindered by challenges collecting repeated observations. This study used wearable accelerometers to collect an intensive time series (2.7 million observations) of young children's movement at school (&lt;i&gt;N&lt;/i&gt; = 62, &lt;i&gt;M&lt;/i&gt;
  115. &lt;sub&gt;age&lt;/sub&gt; = 4.5 years, 54% male, 74% Non-Hispanic White) in 2021. Machine learning analyses indicated that children's typical forward acceleration was strongly correlated with lower teacher-reported inhibitory control and attention (&lt;i&gt;r&lt;/i&gt; = −.69). Using forward movement intensity as a proxy for impulsivity, we partitioned the intensive time series and found that (1) children modulated their behavior across periods of the school day, (2) children's impulsivity increased across the school week, and (3) children with greater impulsivity showed greater variability in behavior across days.&lt;/p&gt;</content:encoded>
  116.         <dc:creator>
  117. Andrew E. Koepp,
  118. Elizabeth T. Gershoff
  119. </dc:creator>
  120.         <category>EMPIRICAL ARTICLE</category>
  121.         <dc:title>Leveraging an intensive time series of young children's movement to capture impulsive and inattentive behaviors in a preschool setting</dc:title>
  122.         <dc:identifier>10.1111/cdev.14100</dc:identifier>
  123.         <prism:publicationName>Child Development</prism:publicationName>
  124.         <prism:doi>10.1111/cdev.14100</prism:doi>
  125.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14100?af=R</prism:url>
  126.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  127.      </item>
  128.      <item>
  129.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14035?af=R</link>
  130.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  131.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  132.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  133.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  134.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  135.         <guid isPermaLink="false">10.1111/cdev.14035</guid>
  136.         <title>Explaining and exploring the dynamics of parent–child interactions and children's causal reasoning at a children's museum exhibit</title>
  137.         <description>Child Development, Volume 95, Issue 3, Page 845-861, May/June 2024. </description>
  138.         <dc:description>
  139. Abstract
  140. This study examines how parents' and children's explanatory talk and exploratory behaviors support children's causal reasoning at a museum in San Jose, CA in 2017. One‐hundred‐nine parent–child dyads (3–6 years; 56 girls, 53 boys; 32 White, 9 Latino/Hispanic, 17 Asian‐American, 17 South Asian, 1 Pacific Islander, 26 mixed ethnicity, 7 unreported) played at an air flow exhibit with a nonobvious causal mechanism. Children's causal reasoning was probed afterward. The timing of parents' explanatory talk and exploratory behaviors was related to children's systematic exploration during play. Children's exploratory behavior, and parents' goal setting during play, were related to children's subsequent causal reasoning. These findings support the hypothesis that children's exploration is related to both internal learning processes and external social scaffolding.
  141. </dc:description>
  142.         <content:encoded>
  143. &lt;h2&gt;Abstract&lt;/h2&gt;
  144. &lt;p&gt;This study examines how parents' and children's explanatory talk and exploratory behaviors support children's causal reasoning at a museum in San Jose, CA in 2017. One-hundred-nine parent–child dyads (3–6 years; 56 girls, 53 boys; 32 White, 9 Latino/Hispanic, 17 Asian-American, 17 South Asian, 1 Pacific Islander, 26 mixed ethnicity, 7 unreported) played at an air flow exhibit with a nonobvious causal mechanism. Children's causal reasoning was probed afterward. The timing of parents' explanatory talk and exploratory behaviors was related to children's systematic exploration during play. Children's exploratory behavior, and parents' goal setting during play, were related to children's subsequent causal reasoning. These findings support the hypothesis that children's exploration is related to both internal learning processes and external social scaffolding.&lt;/p&gt;</content:encoded>
  145.         <dc:creator>
  146. Sam R. McHugh,
  147. Maureen Callanan,
  148. Garrett Jaeger,
  149. Cristine H. Legare,
  150. David M. Sobel
  151. </dc:creator>
  152.         <category>EMPIRICAL ARTICLE</category>
  153.         <dc:title>Explaining and exploring the dynamics of parent–child interactions and children's causal reasoning at a children's museum exhibit</dc:title>
  154.         <dc:identifier>10.1111/cdev.14035</dc:identifier>
  155.         <prism:publicationName>Child Development</prism:publicationName>
  156.         <prism:doi>10.1111/cdev.14035</prism:doi>
  157.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14035?af=R</prism:url>
  158.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  159.         <prism:volume>95</prism:volume>
  160.         <prism:number>3</prism:number>
  161.      </item>
  162.      <item>
  163.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14053?af=R</link>
  164.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  165.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  166.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  167.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  168.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  169.         <guid isPermaLink="false">10.1111/cdev.14053</guid>
  170.         <title>Deterministic or probabilistic: U.S. children's beliefs about genetic inheritance</title>
  171.         <description>Child Development, Volume 95, Issue 3, Page e186-e205, May/June 2024. </description>
  172.         <dc:description>
  173. Abstract
  174. Do children think of genetic inheritance as deterministic or probabilistic? In two novel tasks, children viewed the eye colors of animal parents and judged and selected possible phenotypes of offspring. Across three studies (N = 353, 162 girls, 172 boys, 2 non‐binary; 17 did not report gender) with predominantly White U.S. participants collected in 2019–2021, 4‐ to 12‐year‐old children showed a probabilistic understanding of genetic inheritance, and they accepted and expected variability in the genetic inheritance of eye color. Children did not show a mother bias but they did show two novel biases: perceptual similarity and sex‐matching. These results held for unfamiliar animals and several physical traits (e.g., eye color, ear size, and fin type), and persisted after a lesson.
  175. </dc:description>
  176.         <content:encoded>
  177. &lt;h2&gt;Abstract&lt;/h2&gt;
  178. &lt;p&gt;Do children think of genetic inheritance as deterministic or probabilistic? In two novel tasks, children viewed the eye colors of animal parents and judged and selected possible phenotypes of offspring. Across three studies (&lt;i&gt;N&lt;/i&gt; = 353, 162 girls, 172 boys, 2 non-binary; 17 did not report gender) with predominantly White U.S. participants collected in 2019–2021, 4- to 12-year-old children showed a probabilistic understanding of genetic inheritance, and they accepted and expected variability in the genetic inheritance of eye color. Children did not show a mother bias but they did show two novel biases: perceptual similarity and sex-matching. These results held for unfamiliar animals and several physical traits (e.g., eye color, ear size, and fin type), and persisted after a lesson.&lt;/p&gt;</content:encoded>
  179.         <dc:creator>
  180. David Menendez,
  181. Andrea Marquardt Donovan,
  182. Olympia N. Mathiaparanam,
  183. Vienne Seitz,
  184. Nour F. Sabbagh,
  185. Rebecca E. Klapper,
  186. Charles W. Kalish,
  187. Karl S. Rosengren,
  188. Martha W. Alibali
  189. </dc:creator>
  190.         <category>EMPIRICAL ARTICLE</category>
  191.         <dc:title>Deterministic or probabilistic: U.S. children's beliefs about genetic inheritance</dc:title>
  192.         <dc:identifier>10.1111/cdev.14053</dc:identifier>
  193.         <prism:publicationName>Child Development</prism:publicationName>
  194.         <prism:doi>10.1111/cdev.14053</prism:doi>
  195.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14053?af=R</prism:url>
  196.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  197.         <prism:volume>95</prism:volume>
  198.         <prism:number>3</prism:number>
  199.      </item>
  200.      <item>
  201.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14051?af=R</link>
  202.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  203.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  204.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  205.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  206.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  207.         <guid isPermaLink="false">10.1111/cdev.14051</guid>
  208.         <title>Methodological considerations for more robust and reliable developmental science: How historical conventions bias behavioral measurements</title>
  209.         <description>Child Development, Volume 95, Issue 3, Page e164-e169, May/June 2024. </description>
  210.         <dc:description/>
  211.         <content:encoded/>
  212.         <dc:creator>
  213. Umay Sen,
  214. Gustaf Gredebäck
  215. </dc:creator>
  216.         <category>COMMENTARY</category>
  217.         <dc:title>Methodological considerations for more robust and reliable developmental science: How historical conventions bias behavioral measurements</dc:title>
  218.         <dc:identifier>10.1111/cdev.14051</dc:identifier>
  219.         <prism:publicationName>Child Development</prism:publicationName>
  220.         <prism:doi>10.1111/cdev.14051</prism:doi>
  221.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14051?af=R</prism:url>
  222.         <prism:section>COMMENTARY</prism:section>
  223.         <prism:volume>95</prism:volume>
  224.         <prism:number>3</prism:number>
  225.      </item>
  226.      <item>
  227.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14103?af=R</link>
  228.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  229.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  230.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  231.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  232.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  233.         <guid isPermaLink="false">10.1111/cdev.14103</guid>
  234.         <title>Issue Information</title>
  235.         <description>Child Development, Volume 95, Issue 3, Page 657-662, May/June 2024. </description>
  236.         <dc:description/>
  237.         <content:encoded/>
  238.         <dc:creator/>
  239.         <category>ISSUE INFORMATION</category>
  240.         <dc:title>Issue Information</dc:title>
  241.         <dc:identifier>10.1111/cdev.14103</dc:identifier>
  242.         <prism:publicationName>Child Development</prism:publicationName>
  243.         <prism:doi>10.1111/cdev.14103</prism:doi>
  244.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14103?af=R</prism:url>
  245.         <prism:section>ISSUE INFORMATION</prism:section>
  246.         <prism:volume>95</prism:volume>
  247.         <prism:number>3</prism:number>
  248.      </item>
  249.      <item>
  250.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14004?af=R</link>
  251.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  252.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  253.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  254.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  255.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  256.         <guid isPermaLink="false">10.1111/cdev.14004</guid>
  257.         <title>Correction to “Language and reading impairments are associated with increased prevalence of non‐ right‐ handedness”</title>
  258.         <description>Child Development, Volume 95, Issue 3, Page 1040-1040, May/June 2024. </description>
  259.         <dc:description/>
  260.         <content:encoded/>
  261.         <dc:creator/>
  262.         <category>CORRECTION</category>
  263.         <dc:title>Correction to “Language and reading impairments are associated with increased prevalence of non‐ right‐ handedness”</dc:title>
  264.         <dc:identifier>10.1111/cdev.14004</dc:identifier>
  265.         <prism:publicationName>Child Development</prism:publicationName>
  266.         <prism:doi>10.1111/cdev.14004</prism:doi>
  267.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14004?af=R</prism:url>
  268.         <prism:section>CORRECTION</prism:section>
  269.         <prism:volume>95</prism:volume>
  270.         <prism:number>3</prism:number>
  271.      </item>
  272.      <item>
  273.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14042?af=R</link>
  274.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  275.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  276.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  277.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  278.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  279.         <guid isPermaLink="false">10.1111/cdev.14042</guid>
  280.         <title>Children's overestimation of performance across age, task, and historical time: A meta‐analysis</title>
  281.         <description>Child Development, Volume 95, Issue 3, Page 1001-1022, May/June 2024. </description>
  282.         <dc:description>
  283. Abstract
  284. Children tend to overestimate their performance on a variety of tasks and activities. The present meta‐analysis examines the specificity of this phenomenon across age, tasks, and more than five decades of historical time (1968–2021). Self‐overestimation was operationalized as the ratio between children's prospective self‐estimates of task performance and their actual (i.e., objectively measured) task performance. A total of 246 effect sizes from 43 published articles were analyzed (4277 participants; 49.6% girls; sample mean ages range from 4 to 12; 86.0% of studies conducted in North America or Europe). Children's self‐overestimation was robust across tasks, with their estimates of performance being 1.3 times their actual performance. In addition, children's self‐overestimation decreased with sample age and increased with the year of data collection.
  285. </dc:description>
  286.         <content:encoded>
  287. &lt;h2&gt;Abstract&lt;/h2&gt;
  288. &lt;p&gt;Children tend to overestimate their performance on a variety of tasks and activities. The present meta-analysis examines the specificity of this phenomenon across age, tasks, and more than five decades of historical time (1968–2021). Self-overestimation was operationalized as the ratio between children's prospective self-estimates of task performance and their actual (i.e., objectively measured) task performance. A total of 246 effect sizes from 43 published articles were analyzed (4277 participants; 49.6% girls; sample mean ages range from 4 to 12; 86.0% of studies conducted in North America or Europe). Children's self-overestimation was robust across tasks, with their estimates of performance being 1.3 times their actual performance. In addition, children's self-overestimation decreased with sample age and increased with the year of data collection.&lt;/p&gt;</content:encoded>
  289.         <dc:creator>
  290. Mengtian Xia,
  291. Astrid M. G. Poorthuis,
  292. Sander Thomaes
  293. </dc:creator>
  294.         <category>REVIEW</category>
  295.         <dc:title>Children's overestimation of performance across age, task, and historical time: A meta‐analysis</dc:title>
  296.         <dc:identifier>10.1111/cdev.14042</dc:identifier>
  297.         <prism:publicationName>Child Development</prism:publicationName>
  298.         <prism:doi>10.1111/cdev.14042</prism:doi>
  299.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14042?af=R</prism:url>
  300.         <prism:section>REVIEW</prism:section>
  301.         <prism:volume>95</prism:volume>
  302.         <prism:number>3</prism:number>
  303.      </item>
  304.      <item>
  305.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14016?af=R</link>
  306.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  307.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  308.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  309.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  310.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  311.         <guid isPermaLink="false">10.1111/cdev.14016</guid>
  312.         <title>Young children intuitively organize numbers on straight, horizontal lines from left to right before the onset of formal instruction</title>
  313.         <description>Child Development, Volume 95, Issue 3, Page 1032-1039, May/June 2024. </description>
  314.         <dc:description>
  315. Abstract
  316. The number line estimation task is frequently used to measure children's numerical magnitude understanding. It is unclear whether the resulting straight, horizontal, left‐to‐right‐oriented estimate patterns indicate task constraints or children's intuitive number–space mapping. Three‐ to six‐year‐old children (N = 72, Mage = 4.89, 56% girls, 94% German citizenship) were asked to explain the meaning of numbers to a teddy by laying out a rope and attaching cards showing non‐symbolic numerosities (dots) to it. Most children intuitively created straight, horizontal, and left‐to‐right‐oriented representations. Characteristics of the line correlated with age, mathematical competencies, and home numeracy. This demonstrates the usefulness of the number line estimation task for assessing how children intuitively map numbers onto space.
  317. </dc:description>
  318.         <content:encoded>
  319. &lt;h2&gt;Abstract&lt;/h2&gt;
  320. &lt;p&gt;The number line estimation task is frequently used to measure children's numerical magnitude understanding. It is unclear whether the resulting straight, horizontal, left-to-right-oriented estimate patterns indicate task constraints or children's intuitive number–space mapping. Three- to six-year-old children (&lt;i&gt;N&lt;/i&gt; = 72, &lt;i&gt;M&lt;/i&gt;
  321. &lt;sub&gt;age&lt;/sub&gt; = 4.89, 56% girls, 94% German citizenship) were asked to explain the meaning of numbers to a teddy by laying out a rope and attaching cards showing non-symbolic numerosities (dots) to it. Most children intuitively created straight, horizontal, and left-to-right-oriented representations. Characteristics of the line correlated with age, mathematical competencies, and home numeracy. This demonstrates the usefulness of the number line estimation task for assessing how children intuitively map numbers onto space.&lt;/p&gt;</content:encoded>
  322.         <dc:creator>
  323. Sevim Nuraydin,
  324. Johannes Stricker,
  325. Michael Schneider
  326. </dc:creator>
  327.         <category>EMPIRICAL REPORTS</category>
  328.         <dc:title>Young children intuitively organize numbers on straight, horizontal lines from left to right before the onset of formal instruction</dc:title>
  329.         <dc:identifier>10.1111/cdev.14016</dc:identifier>
  330.         <prism:publicationName>Child Development</prism:publicationName>
  331.         <prism:doi>10.1111/cdev.14016</prism:doi>
  332.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14016?af=R</prism:url>
  333.         <prism:section>EMPIRICAL REPORTS</prism:section>
  334.         <prism:volume>95</prism:volume>
  335.         <prism:number>3</prism:number>
  336.      </item>
  337.      <item>
  338.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14036?af=R</link>
  339.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  340.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  341.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  342.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  343.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  344.         <guid isPermaLink="false">10.1111/cdev.14036</guid>
  345.         <title>Young children's adaptive partner choice in cooperation and competition contexts</title>
  346.         <description>Child Development, Volume 95, Issue 3, Page 1023-1031, May/June 2024. </description>
  347.         <dc:description>
  348. Abstract
  349. Choosing adequate partners is essential for cooperation, but how children calibrate their partner choice to specific social challenges is unknown. In two experiments, 4‐ to 7‐year‐olds (N = 189, 49% girls, mostly White, data collection: 03.2021–09.2022) were presented with partners in possession of different positive qualities. Children then recruited partners for hypothetical tasks that differed with respect to the quality necessary for success. Children and the selected partner either worked together toward a common goal or competed against each other. From age 5, children selectively chose individuals in possession of task‐relevant qualities as cooperative partners while avoiding them as competitors. Younger children chose partners indiscriminately. Children thus learn to strategically adjust their partner choice depending on context‐specific task demands and different social goals.
  350. </dc:description>
  351.         <content:encoded>
  352. &lt;h2&gt;Abstract&lt;/h2&gt;
  353. &lt;p&gt;Choosing adequate partners is essential for cooperation, but how children calibrate their partner choice to specific social challenges is unknown. In two experiments, 4- to 7-year-olds (&lt;i&gt;N&lt;/i&gt; = 189, 49% girls, mostly White, data collection: 03.2021–09.2022) were presented with partners in possession of different positive qualities. Children then recruited partners for hypothetical tasks that differed with respect to the quality necessary for success. Children and the selected partner either worked together toward a common goal or competed against each other. From age 5, children selectively chose individuals in possession of task-relevant qualities as cooperative partners while avoiding them as competitors. Younger children chose partners indiscriminately. Children thus learn to strategically adjust their partner choice depending on context-specific task demands and different social goals.&lt;/p&gt;</content:encoded>
  354.         <dc:creator>
  355. Sebastian Grueneisen,
  356. Georgina Török,
  357. Anushari Wathiyage Don,
  358. Azzurra Ruggeri
  359. </dc:creator>
  360.         <category>EMPIRICAL REPORTS</category>
  361.         <dc:title>Young children's adaptive partner choice in cooperation and competition contexts</dc:title>
  362.         <dc:identifier>10.1111/cdev.14036</dc:identifier>
  363.         <prism:publicationName>Child Development</prism:publicationName>
  364.         <prism:doi>10.1111/cdev.14036</prism:doi>
  365.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14036?af=R</prism:url>
  366.         <prism:section>EMPIRICAL REPORTS</prism:section>
  367.         <prism:volume>95</prism:volume>
  368.         <prism:number>3</prism:number>
  369.      </item>
  370.      <item>
  371.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14049?af=R</link>
  372.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  373.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  374.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  375.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  376.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  377.         <guid isPermaLink="false">10.1111/cdev.14049</guid>
  378.         <title>Thought and language: Effects of group‐mindedness on young children's interpretation of exclusive we</title>
  379.         <description>Child Development, Volume 95, Issue 3, Page e155-e163, May/June 2024. </description>
  380.         <dc:description>
  381. Abstract
  382. The current study investigated whether age‐related changes in the conceptualization of social groups influences interpretation of the pronoun we. Sixty‐four 2‐ and 4‐year‐olds (N = 29 female, 50 White‐identifying) viewed scenarios in which it was ambiguous how many puppets performed an activity together. When asked who performed the activity, a speaker puppet responded, “We did!” In one condition, the speaker was near one and distant from another puppet, implying a dyadic interpretation of we. In another condition, the speaker was distant from both, thus pulling for a group interpretation. In the former condition, 2‐ and 4‐year‐olds favored the dyadic interpretation. In the latter condition, only 4‐year‐olds favored the group interpretation. Age‐related conceptual development “expands” the set of conceivable plural person referents.
  383. </dc:description>
  384.         <content:encoded>
  385. &lt;h2&gt;Abstract&lt;/h2&gt;
  386. &lt;p&gt;The current study investigated whether age-related changes in the conceptualization of social groups influences interpretation of the pronoun &lt;i&gt;we&lt;/i&gt;. Sixty-four 2- and 4-year-olds (&lt;i&gt;N&lt;/i&gt; = 29 female, 50 White-identifying) viewed scenarios in which it was ambiguous how many puppets performed an activity together. When asked who performed the activity, a speaker puppet responded, “We did!” In one condition, the speaker was near one and distant from another puppet, implying a dyadic interpretation of &lt;i&gt;we&lt;/i&gt;. In another condition, the speaker was distant from both, thus pulling for a group interpretation. In the former condition, 2- and 4-year-olds favored the dyadic interpretation. In the latter condition, only 4-year-olds favored the group interpretation. Age-related conceptual development “expands” the set of conceivable plural person referents.&lt;/p&gt;</content:encoded>
  387.         <dc:creator>
  388. Jared Vasil,
  389. Dayna Price,
  390. Michael Tomasello
  391. </dc:creator>
  392.         <category>EMPIRICAL REPORTS</category>
  393.         <dc:title>Thought and language: Effects of group‐mindedness on young children's interpretation of exclusive we</dc:title>
  394.         <dc:identifier>10.1111/cdev.14049</dc:identifier>
  395.         <prism:publicationName>Child Development</prism:publicationName>
  396.         <prism:doi>10.1111/cdev.14049</prism:doi>
  397.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14049?af=R</prism:url>
  398.         <prism:section>EMPIRICAL REPORTS</prism:section>
  399.         <prism:volume>95</prism:volume>
  400.         <prism:number>3</prism:number>
  401.      </item>
  402.      <item>
  403.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14032?af=R</link>
  404.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  405.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  406.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  407.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  408.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  409.         <guid isPermaLink="false">10.1111/cdev.14032</guid>
  410.         <title>Intimate partner violence exposure during infancy and social functioning in middle childhood: An Australian mother and child cohort study</title>
  411.         <description>Child Development, Volume 95, Issue 3, Page 817-830, May/June 2024. </description>
  412.         <dc:description>
  413. Abstract
  414. Social functioning of children with experiences of intimate partner violence (IPV) between caregivers in early childhood has received less attention than emotional–behavioral outcomes. Drawing on data from 1507 ten‐year‐old Australian‐born children and their mothers participating in a community‐based longitudinal study, this study examined the associations between IPV exposure during infancy and social development during middle childhood. IPV during the first 12 months of life was associated with lower social skills, higher peer problems, and peer victimization at age 10 years, while accounting for concurrent IPV. This study provides evidence for the long‐term impacts of early‐life IPV exposure on children's social functioning, and the importance of prevention and early intervention programs focused on social development following experiences of IPV.
  415. </dc:description>
  416.         <content:encoded>
  417. &lt;h2&gt;Abstract&lt;/h2&gt;
  418. &lt;p&gt;Social functioning of children with experiences of intimate partner violence (IPV) between caregivers in early childhood has received less attention than emotional–behavioral outcomes. Drawing on data from 1507 ten-year-old Australian-born children and their mothers participating in a community-based longitudinal study, this study examined the associations between IPV exposure during infancy and social development during middle childhood. IPV during the first 12 months of life was associated with lower social skills, higher peer problems, and peer victimization at age 10 years, while accounting for concurrent IPV. This study provides evidence for the long-term impacts of early-life IPV exposure on children's social functioning, and the importance of prevention and early intervention programs focused on social development following experiences of IPV.&lt;/p&gt;</content:encoded>
  419.         <dc:creator>
  420. Madison L. Schulz,
  421. Catherine E. Wood,
  422. Alison Fogarty,
  423. Stephanie J. Brown,
  424. Deirdre Gartland,
  425. Rebecca Giallo
  426. </dc:creator>
  427.         <category>EMPIRICAL ARTICLE</category>
  428.         <dc:title>Intimate partner violence exposure during infancy and social functioning in middle childhood: An Australian mother and child cohort study</dc:title>
  429.         <dc:identifier>10.1111/cdev.14032</dc:identifier>
  430.         <prism:publicationName>Child Development</prism:publicationName>
  431.         <prism:doi>10.1111/cdev.14032</prism:doi>
  432.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14032?af=R</prism:url>
  433.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  434.         <prism:volume>95</prism:volume>
  435.         <prism:number>3</prism:number>
  436.      </item>
  437.      <item>
  438.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14033?af=R</link>
  439.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  440.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  441.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  442.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  443.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  444.         <guid isPermaLink="false">10.1111/cdev.14033</guid>
  445.         <title>Antecedents to and outcomes associated with teacher–child relationship perceptions in early childhood: Further evidence for child‐driven effects</title>
  446.         <description>Child Development, Volume 95, Issue 3, Page 679-698, May/June 2024. </description>
  447.         <dc:description>
  448. Abstract
  449. Preschool teachers' perceptions about relationships with students (teacher–child relationships [TCRs]) predict children's subsequent social competence (SC) and academic progress. Why this is so remains unclear. Do TCRs shape children's development, or do child attributes influence both TCRs and subsequent development? Relations between TCRs and other measures were examined for 185 preschoolers (107 girls, 89 longitudinal, and ~75% European American). Teachers rated TCRs and child social/affective behaviors. Teacher–child interactions (TCIs) and children's affect expressiveness were observed. Child SC and receptive vocabulary were assessed. TCRs were significantly correlated with each type of outcome. TCIs, SC, expressed affect, and teacher‐rated behaviors also predicted TCRs longitudinally. Results suggest that TCR ratings predict subsequent adaptation because they summarize children's behavioral profiles rather than on TCR quality per se.
  450. </dc:description>
  451.         <content:encoded>
  452. &lt;h2&gt;Abstract&lt;/h2&gt;
  453. &lt;p&gt;Preschool teachers' perceptions about relationships with students (teacher–child relationships [TCRs]) predict children's subsequent social competence (SC) and academic progress. Why this is so remains unclear. Do TCRs shape children's development, or do child attributes influence both TCRs and subsequent development? Relations between TCRs and other measures were examined for 185 preschoolers (107 girls, 89 longitudinal, and ~75% European American). Teachers rated TCRs and child social/affective behaviors. Teacher–child interactions (TCIs) and children's affect expressiveness were observed. Child SC and receptive vocabulary were assessed. TCRs were significantly correlated with each type of outcome. TCIs, SC, expressed affect, and teacher-rated behaviors also predicted TCRs longitudinally. Results suggest that TCR ratings predict subsequent adaptation because they summarize children's behavioral profiles rather than on TCR quality per se.&lt;/p&gt;</content:encoded>
  454.         <dc:creator>
  455. Elif Dede Yildirim,
  456. Cynthia A. Frosch,
  457. António J. Santos,
  458. Manuela Veríssimo,
  459. Kristen Bub,
  460. Brian E. Vaughn
  461. </dc:creator>
  462.         <category>EMPIRICAL ARTICLE</category>
  463.         <dc:title>Antecedents to and outcomes associated with teacher–child relationship perceptions in early childhood: Further evidence for child‐driven effects</dc:title>
  464.         <dc:identifier>10.1111/cdev.14033</dc:identifier>
  465.         <prism:publicationName>Child Development</prism:publicationName>
  466.         <prism:doi>10.1111/cdev.14033</prism:doi>
  467.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14033?af=R</prism:url>
  468.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  469.         <prism:volume>95</prism:volume>
  470.         <prism:number>3</prism:number>
  471.      </item>
  472.      <item>
  473.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14037?af=R</link>
  474.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  475.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  476.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  477.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  478.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  479.         <guid isPermaLink="false">10.1111/cdev.14037</guid>
  480.         <title>Cascading effects of Chinese American parents' COVID‐19 racial discrimination and racial socialization on adolescents' adjustment</title>
  481.         <description>Child Development, Volume 95, Issue 3, Page 862-878, May/June 2024. </description>
  482.         <dc:description>
  483. Abstract
  484. Using a three‐wave longitudinal sample of 108 Chinese American parent‐adolescent dyads (Mparent‐ageW1 = 45.44 years, 17% fathers; Madolescent‐ageW1 = 13.34 years, 50% boys), this study examined the effects of parents' COVID‐19‐related racial discrimination experiences on adolescents' ethnic identity exploration and anxiety as mediated by parents' awareness of discrimination (AOD) socialization and moderated by parents' anxiety and racial socialization competency (RSC). Parents' racial discrimination experiences in 2020 predicted adolescents' greater ethnic identity exploration or greater anxiety in 2022 via parents' greater use of AOD in 2021, depending on the levels of parents' anxiety and RSC. These findings highlighted individual and contextual factors impacting racial socialization processes in Chinese American families.
  485. </dc:description>
  486.         <content:encoded>
  487. &lt;h2&gt;Abstract&lt;/h2&gt;
  488. &lt;p&gt;Using a three-wave longitudinal sample of 108 Chinese American parent-adolescent dyads (&lt;i&gt;M&lt;/i&gt;
  489. &lt;sub&gt;parent-ageW1&lt;/sub&gt; = 45.44 years, 17% fathers; &lt;i&gt;M&lt;/i&gt;
  490. &lt;sub&gt;adolescent-ageW1&lt;/sub&gt; = 13.34 years, 50% boys), this study examined the effects of parents' COVID-19-related racial discrimination experiences on adolescents' ethnic identity exploration and anxiety as mediated by parents' awareness of discrimination (AOD) socialization and moderated by parents' anxiety and racial socialization competency (RSC). Parents' racial discrimination experiences in 2020 predicted adolescents' greater ethnic identity exploration &lt;i&gt;or&lt;/i&gt; greater anxiety in 2022 via parents' greater use of AOD in 2021, depending on the levels of parents' anxiety and RSC. These findings highlighted individual and contextual factors impacting racial socialization processes in Chinese American families.&lt;/p&gt;</content:encoded>
  491.         <dc:creator>
  492. Huiguang Ren,
  493. Charissa S. L. Cheah,
  494. Hyun Su Cho,
  495. Ana Katrina Aquino
  496. </dc:creator>
  497.         <category>EMPIRICAL ARTICLE</category>
  498.         <dc:title>Cascading effects of Chinese American parents' COVID‐19 racial discrimination and racial socialization on adolescents' adjustment</dc:title>
  499.         <dc:identifier>10.1111/cdev.14037</dc:identifier>
  500.         <prism:publicationName>Child Development</prism:publicationName>
  501.         <prism:doi>10.1111/cdev.14037</prism:doi>
  502.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14037?af=R</prism:url>
  503.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  504.         <prism:volume>95</prism:volume>
  505.         <prism:number>3</prism:number>
  506.      </item>
  507.      <item>
  508.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14038?af=R</link>
  509.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  510.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  511.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  512.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  513.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  514.         <guid isPermaLink="false">10.1111/cdev.14038</guid>
  515.         <title>Why adolescents conform to high‐status peers: Associations among conformity, identity alignment, and self‐esteem</title>
  516.         <description>Child Development, Volume 95, Issue 3, Page 879-894, May/June 2024. </description>
  517.         <dc:description>
  518. Abstract
  519. This study examined whether conformity to high‐ but not low‐status e‐confederates was associated with increases in identification with popular peers and subsequent increases in self‐esteem. A sample of 250 adolescents (55.1% male; Mage = 12.70 years; 40.3% White, 28.2% Black, 23.4% Hispanic/Latino, and 7.7% multiracial/other) participated in a well‐established experimental chat room paradigm where they were exposed to norms communicated by high‐ and low‐status e‐confederates. Results revealed that for boys in the high‐status condition only, but not girls, the positive relation between conformity and self‐esteem was mediated by greater response alignment with popular peers. These findings bolster prior research by suggesting that conformity to popular peers may be partly motivated by drives for self‐esteem and alignment with a valued reference group.
  520. </dc:description>
  521.         <content:encoded>
  522. &lt;h2&gt;Abstract&lt;/h2&gt;
  523. &lt;p&gt;This study examined whether conformity to high- but not low-status e-confederates was associated with increases in identification with popular peers and subsequent increases in self-esteem. A sample of 250 adolescents (55.1% male; &lt;i&gt;M&lt;/i&gt;
  524. &lt;sub&gt;age&lt;/sub&gt; = 12.70 years; 40.3% White, 28.2% Black, 23.4% Hispanic/Latino, and 7.7% multiracial/other) participated in a well-established experimental chat room paradigm where they were exposed to norms communicated by high- and low-status e-confederates. Results revealed that for boys in the high-status condition only, but not girls, the positive relation between conformity and self-esteem was mediated by greater response alignment with popular peers. These findings bolster prior research by suggesting that conformity to popular peers may be partly motivated by drives for self-esteem and alignment with a valued reference group.&lt;/p&gt;</content:encoded>
  525.         <dc:creator>
  526. Nathan H. Field,
  527. Sophia Choukas‐Bradley,
  528. Matteo Giletta,
  529. Eva H. Telzer,
  530. Geoffrey L. Cohen,
  531. Mitchell J. Prinstein
  532. </dc:creator>
  533.         <category>EMPIRICAL ARTICLE</category>
  534.         <dc:title>Why adolescents conform to high‐status peers: Associations among conformity, identity alignment, and self‐esteem</dc:title>
  535.         <dc:identifier>10.1111/cdev.14038</dc:identifier>
  536.         <prism:publicationName>Child Development</prism:publicationName>
  537.         <prism:doi>10.1111/cdev.14038</prism:doi>
  538.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14038?af=R</prism:url>
  539.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  540.         <prism:volume>95</prism:volume>
  541.         <prism:number>3</prism:number>
  542.      </item>
  543.      <item>
  544.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14039?af=R</link>
  545.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  546.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  547.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  548.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  549.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  550.         <guid isPermaLink="false">10.1111/cdev.14039</guid>
  551.         <title>A smartphone app effectively facilitates mothers' mind‐mindedness: A randomized controlled trial</title>
  552.         <description>Child Development, Volume 95, Issue 3, Page 831-844, May/June 2024. </description>
  553.         <dc:description>
  554. Abstract
  555. The efficacy of a smartphone app intervention (BabyMind©) in facilitating mind‐mindedness was investigated in a randomized controlled trial, assigning mothers and their 6‐month‐olds (N = 152; 72 girls, 146 White) to intervention or active control conditions. Mothers who had received the BabyMind© app intervention scored higher for appropriate (d = .61, 95% CI .28, .94) and lower for non‐attuned (d = −.55, 95% CI −.92, −.18) mind‐related comments at follow‐up (age 12 months), compared with their control group counterparts. Adjusting for missing data did not alter this pattern of findings. Mothers' baseline parental reflective functioning did not moderate these relations. Results are discussed in terms of the benefits of early intervention and exploring the efficacy of the app in more diverse populations.
  556. </dc:description>
  557.         <content:encoded>
  558. &lt;h2&gt;Abstract&lt;/h2&gt;
  559. &lt;p&gt;The efficacy of a smartphone app intervention (BabyMind©) in facilitating mind-mindedness was investigated in a randomized controlled trial, assigning mothers and their 6-month-olds (&lt;i&gt;N&lt;/i&gt; = 152; 72 girls, 146 White) to intervention or active control conditions. Mothers who had received the BabyMind© app intervention scored higher for appropriate (&lt;i&gt;d&lt;/i&gt; = .61, 95% CI .28, .94) and lower for non-attuned (&lt;i&gt;d&lt;/i&gt; = −.55, 95% CI −.92, −.18) mind-related comments at follow-up (age 12 months), compared with their control group counterparts. Adjusting for missing data did not alter this pattern of findings. Mothers' baseline parental reflective functioning did not moderate these relations. Results are discussed in terms of the benefits of early intervention and exploring the efficacy of the app in more diverse populations.&lt;/p&gt;</content:encoded>
  560.         <dc:creator>
  561. Fionnuala Larkin,
  562. Janine Oostenbroek,
  563. Yujin Lee,
  564. Emily Hayward,
  565. Amy Fernandez,
  566. Ying Wang,
  567. Alex Mitchell,
  568. Lydia Y. Li,
  569. Elizabeth Meins
  570. </dc:creator>
  571.         <category>EMPIRICAL ARTICLE</category>
  572.         <dc:title>A smartphone app effectively facilitates mothers' mind‐mindedness: A randomized controlled trial</dc:title>
  573.         <dc:identifier>10.1111/cdev.14039</dc:identifier>
  574.         <prism:publicationName>Child Development</prism:publicationName>
  575.         <prism:doi>10.1111/cdev.14039</prism:doi>
  576.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14039?af=R</prism:url>
  577.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  578.         <prism:volume>95</prism:volume>
  579.         <prism:number>3</prism:number>
  580.      </item>
  581.      <item>
  582.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14021?af=R</link>
  583.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  584.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  585.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  586.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  587.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  588.         <guid isPermaLink="false">10.1111/cdev.14021</guid>
  589.         <title>Disentangling genetic and environmental influences on early language development: The interplay of genetic propensity for negative emotionality and surgency, and parenting behavior effects on early language skills in an adoption study</title>
  590.         <description>Child Development, Volume 95, Issue 3, Page 699-720, May/June 2024. </description>
  591.         <dc:description>
  592. Abstract
  593. Parenting and children's temperament are important influences on language development. However, temperament may reflect prior parenting, and parenting effects may reflect genes common to parents and children. In 561 U.S. adoptees (57% male) and their birth and rearing parents (70% and 92% White, 13% and 4% African American, and 7% and 2% Latinx, respectively), this study demonstrated how genetic propensity for temperament affects language development, and how this relates to parenting. Genetic propensity for negative emotionality inversely predicted language at 27 months (β = −.15) and evoked greater maternal warmth (β = .12), whereas propensity for surgency positively predicted language at 4.5 years (β = .20), especially when warmth was low. Parental warmth (β = .15) and sensitivity (β = .19) further contributed to language development, controlling for common gene effects.
  594. </dc:description>
  595.         <content:encoded>
  596. &lt;h2&gt;Abstract&lt;/h2&gt;
  597. &lt;p&gt;Parenting and children's temperament are important influences on language development. However, temperament may reflect prior parenting, and parenting effects may reflect genes common to parents and children. In 561 U.S. adoptees (57% male) and their birth and rearing parents (70% and 92% White, 13% and 4% African American, and 7% and 2% Latinx, respectively), this study demonstrated how genetic propensity for temperament affects language development, and how this relates to parenting. Genetic propensity for negative emotionality inversely predicted language at 27 months (&lt;i&gt;β&lt;/i&gt; = −.15) and evoked greater maternal warmth (&lt;i&gt;β&lt;/i&gt; = .12), whereas propensity for surgency positively predicted language at 4.5 years (&lt;i&gt;β&lt;/i&gt; = .20), especially when warmth was low. Parental warmth (&lt;i&gt;β&lt;/i&gt; = .15) and sensitivity (&lt;i&gt;β&lt;/i&gt; = .19) further contributed to language development, controlling for common gene effects.&lt;/p&gt;</content:encoded>
  598.         <dc:creator>
  599. Rachael W. Cheung,
  600. Chloe Austerberry,
  601. Pasco Fearon,
  602. Marianna E. Hayiou‐Thomas,
  603. Leslie D. Leve,
  604. Daniel S. Shaw,
  605. Jody M. Ganiban,
  606. Misaki N. Natsuaki,
  607. Jenae M. Neiderhieser,
  608. David Reiss
  609. </dc:creator>
  610.         <category>EMPIRICAL ARTICLE</category>
  611.         <dc:title>Disentangling genetic and environmental influences on early language development: The interplay of genetic propensity for negative emotionality and surgency, and parenting behavior effects on early language skills in an adoption study</dc:title>
  612.         <dc:identifier>10.1111/cdev.14021</dc:identifier>
  613.         <prism:publicationName>Child Development</prism:publicationName>
  614.         <prism:doi>10.1111/cdev.14021</prism:doi>
  615.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14021?af=R</prism:url>
  616.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  617.         <prism:volume>95</prism:volume>
  618.         <prism:number>3</prism:number>
  619.      </item>
  620.      <item>
  621.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14022?af=R</link>
  622.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  623.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  624.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  625.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  626.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  627.         <guid isPermaLink="false">10.1111/cdev.14022</guid>
  628.         <title>The development of audiovisual speech perception in Mandarin‐speaking children: Evidence from the McGurk paradigm</title>
  629.         <description>Child Development, Volume 95, Issue 3, Page 750-765, May/June 2024. </description>
  630.         <dc:description>
  631. Abstract
  632. The developmental trajectory of audiovisual speech perception in Mandarin‐speaking children remains understudied. This cross‐sectional study in Mandarin‐speaking 3‐ to 4‐year‐old, 5‐ to 6‐year‐old, 7‐ to 8‐year‐old children, and adults from Xiamen, China (n = 87, 44 males) investigated this issue using the McGurk paradigm with three levels of auditory noise. For the identification of congruent stimuli, 3‐ to 4‐year‐olds underperformed older groups whose performances were comparable. For the perception of the incongruent stimuli, a developmental shift was observed as 3‐ to 4‐year‐olds made significantly more audio‐dominant but fewer audiovisual‐integrated responses to incongruent stimuli than older groups. With increasing auditory noise, the difference between children and adults widened in identifying congruent stimuli but narrowed in perceiving incongruent ones. The findings regarding noise effects agree with the statistically optimal hypothesis.
  633. </dc:description>
  634.         <content:encoded>
  635. &lt;h2&gt;Abstract&lt;/h2&gt;
  636. &lt;p&gt;The developmental trajectory of audiovisual speech perception in Mandarin-speaking children remains understudied. This cross-sectional study in Mandarin-speaking 3- to 4-year-old, 5- to 6-year-old, 7- to 8-year-old children, and adults from Xiamen, China (&lt;i&gt;n&lt;/i&gt; = 87, 44 males) investigated this issue using the McGurk paradigm with three levels of auditory noise. For the identification of congruent stimuli, 3- to 4-year-olds underperformed older groups whose performances were comparable. For the perception of the incongruent stimuli, a developmental shift was observed as 3- to 4-year-olds made significantly more audio-dominant but fewer audiovisual-integrated responses to incongruent stimuli than older groups. With increasing auditory noise, the difference between children and adults widened in identifying congruent stimuli but narrowed in perceiving incongruent ones. The findings regarding noise effects agree with the statistically optimal hypothesis.&lt;/p&gt;</content:encoded>
  637.         <dc:creator>
  638. Yi Weng,
  639. Yicheng Rong,
  640. Gang Peng
  641. </dc:creator>
  642.         <category>EMPIRICAL ARTICLE</category>
  643.         <dc:title>The development of audiovisual speech perception in Mandarin‐speaking children: Evidence from the McGurk paradigm</dc:title>
  644.         <dc:identifier>10.1111/cdev.14022</dc:identifier>
  645.         <prism:publicationName>Child Development</prism:publicationName>
  646.         <prism:doi>10.1111/cdev.14022</prism:doi>
  647.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14022?af=R</prism:url>
  648.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  649.         <prism:volume>95</prism:volume>
  650.         <prism:number>3</prism:number>
  651.      </item>
  652.      <item>
  653.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14024?af=R</link>
  654.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  655.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  656.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  657.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  658.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  659.         <guid isPermaLink="false">10.1111/cdev.14024</guid>
  660.         <title>Diversity of spatial activities and parents' spatial talk complexity predict preschoolers' gains in spatial skills</title>
  661.         <description>Child Development, Volume 95, Issue 3, Page 734-749, May/June 2024. </description>
  662.         <dc:description>
  663. Abstract
  664. Children's spatial activities and parental spatial talk were measured to examine their associations with variability in preschoolers' spatial skills (N = 113, Mage = 4 years, 4 months; 51% female; 80% White, 11% Black, and 9% other). Parents who reported more diversity in daily spatial activities and used longer spatial talk utterances during a spatial activity had children with greater gains in spatial skills from ages 4 to 5 (β = .17 and β = .40, respectively). Importantly, this study is the first to move beyond frequency counts of spatial input and investigate the links among the diversity of children's daily spatial activities, as well as the complexity of parents' spatial language across different contexts, and preschoolers' gains in spatial skills, an important predictor of later STEM success.
  665. </dc:description>
  666.         <content:encoded>
  667. &lt;h2&gt;Abstract&lt;/h2&gt;
  668. &lt;p&gt;Children's spatial activities and parental spatial talk were measured to examine their associations with variability in preschoolers' spatial skills (&lt;i&gt;N&lt;/i&gt; = 113, &lt;i&gt;M&lt;/i&gt;
  669. &lt;sub&gt;age&lt;/sub&gt; = 4 years, 4 months; 51% female; 80% White, 11% Black, and 9% other). Parents who reported more diversity in daily spatial activities and used longer spatial talk utterances during a spatial activity had children with greater gains in spatial skills from ages 4 to 5 (&lt;i&gt;β&lt;/i&gt; = .17 and &lt;i&gt;β&lt;/i&gt; = .40, respectively). Importantly, this study is the first to move beyond frequency counts of spatial input and investigate the links among the diversity of children's daily spatial activities, as well as the complexity of parents' spatial language across different contexts, and preschoolers' gains in spatial skills, an important predictor of later STEM success.&lt;/p&gt;</content:encoded>
  670.         <dc:creator>
  671. Danielle S. Fox,
  672. Leanne Elliott,
  673. Heather J. Bachman,
  674. Elizabeth Votruba‐Drzal,
  675. Melissa E. Libertus
  676. </dc:creator>
  677.         <category>EMPIRICAL ARTICLE</category>
  678.         <dc:title>Diversity of spatial activities and parents' spatial talk complexity predict preschoolers' gains in spatial skills</dc:title>
  679.         <dc:identifier>10.1111/cdev.14024</dc:identifier>
  680.         <prism:publicationName>Child Development</prism:publicationName>
  681.         <prism:doi>10.1111/cdev.14024</prism:doi>
  682.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14024?af=R</prism:url>
  683.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  684.         <prism:volume>95</prism:volume>
  685.         <prism:number>3</prism:number>
  686.      </item>
  687.      <item>
  688.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14026?af=R</link>
  689.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  690.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  691.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  692.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  693.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  694.         <guid isPermaLink="false">10.1111/cdev.14026</guid>
  695.         <title>Community violence and early childhood language development: The moderating role of maternal efficacy and satisfaction</title>
  696.         <description>Child Development, Volume 95, Issue 3, Page 800-816, May/June 2024. </description>
  697.         <dc:description>
  698. Abstract
  699. This paper estimates the acute effect of community‐level homicides on early childhood language development and explores the moderating role of maternal efficacy and satisfaction in Chile. It uses data from the 2017 wave of the Early Childhood Longitudinal Survey of Chilean Children (N = 1194, Mage: 52.8 months, 52% girls). Children in municipalities with homicides 1 month before the Peabody Picture Vocabulary assessment scored between 0.18 and 0.41 SDs lower compared to children in the same municipality but for whom homicides happened after the assessment. On average, higher maternal satisfaction appears to have a protective effect, though it dissipates in the most violent municipalities. Evidence that higher maternal efficacy protects children from the negative effects of violence is inconclusive.
  700. </dc:description>
  701.         <content:encoded>
  702. &lt;h2&gt;Abstract&lt;/h2&gt;
  703. &lt;p&gt;This paper estimates the acute effect of community-level homicides on early childhood language development and explores the moderating role of maternal efficacy and satisfaction in Chile. It uses data from the 2017 wave of the Early Childhood Longitudinal Survey of Chilean Children (&lt;i&gt;N&lt;/i&gt; = 1194, &lt;i&gt;M&lt;/i&gt;
  704. &lt;sub&gt;age&lt;/sub&gt;: 52.8 months, 52% girls). Children in municipalities with homicides 1 month before the Peabody Picture Vocabulary assessment scored between 0.18 and 0.41 SDs lower compared to children in the same municipality but for whom homicides happened after the assessment. On average, higher maternal satisfaction appears to have a protective effect, though it dissipates in the most violent municipalities. Evidence that higher maternal efficacy protects children from the negative effects of violence is inconclusive.&lt;/p&gt;</content:encoded>
  705.         <dc:creator>
  706. Alejandra Abufhele,
  707. Agustina Laurito
  708. </dc:creator>
  709.         <category>EMPIRICAL ARTICLE</category>
  710.         <dc:title>Community violence and early childhood language development: The moderating role of maternal efficacy and satisfaction</dc:title>
  711.         <dc:identifier>10.1111/cdev.14026</dc:identifier>
  712.         <prism:publicationName>Child Development</prism:publicationName>
  713.         <prism:doi>10.1111/cdev.14026</prism:doi>
  714.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14026?af=R</prism:url>
  715.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  716.         <prism:volume>95</prism:volume>
  717.         <prism:number>3</prism:number>
  718.      </item>
  719.      <item>
  720.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14028?af=R</link>
  721.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  722.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  723.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  724.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  725.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  726.         <guid isPermaLink="false">10.1111/cdev.14028</guid>
  727.         <title>Generalizability of the effectiveness of a preschool mathematics intervention for low‐socioeconomic status Turkish children</title>
  728.         <description>Child Development, Volume 95, Issue 3, Page 663-678, May/June 2024. </description>
  729.         <dc:description>
  730. Abstract
  731. A socioeconomic status (SES)‐related achievement gap in mathematics emerges in children from many countries before school entry, persists in primary school, and imposes challenges for education systems worldwide. In response, the United Nations' sustainable development goals include universal access to quality preschool education to support universal numeracy. A generalizability study of the effectiveness of an early mathematics intervention was conducted for low‐SES Turkish preschool children (33 boys, 27 girls; Mage = 4.32). Classrooms were randomly assigned to treatment (Pre‐K Mathematics) or control conditions. Children's early mathematical knowledge was assessed by the Child Math Assessment. A statistically significant positive impact was found (ES = 1.32). This indicates some generalizability of the intervention and supports the feasibility of using early intervention to achieve UN goals.
  732. </dc:description>
  733.         <content:encoded>
  734. &lt;h2&gt;Abstract&lt;/h2&gt;
  735. &lt;p&gt;A socioeconomic status (SES)-related achievement gap in mathematics emerges in children from many countries before school entry, persists in primary school, and imposes challenges for education systems worldwide. In response, the United Nations' sustainable development goals include universal access to quality preschool education to support universal numeracy. A generalizability study of the effectiveness of an early mathematics intervention was conducted for low-SES Turkish preschool children (33 boys, 27 girls; &lt;i&gt;M&lt;/i&gt;
  736. &lt;sub&gt;age&lt;/sub&gt; = 4.32). Classrooms were randomly assigned to treatment (&lt;i&gt;Pre-K Mathematics&lt;/i&gt;) or control conditions. Children's early mathematical knowledge was assessed by the Child Math Assessment. A statistically significant positive impact was found (ES = 1.32). This indicates some generalizability of the intervention and supports the feasibility of using early intervention to achieve UN goals.&lt;/p&gt;</content:encoded>
  737.         <dc:creator>
  738. Hilal Karakuş,
  739. Prentice Starkey,
  740. Berrin Akman
  741. </dc:creator>
  742.         <category>EMPIRICAL ARTICLE</category>
  743.         <dc:title>Generalizability of the effectiveness of a preschool mathematics intervention for low‐socioeconomic status Turkish children</dc:title>
  744.         <dc:identifier>10.1111/cdev.14028</dc:identifier>
  745.         <prism:publicationName>Child Development</prism:publicationName>
  746.         <prism:doi>10.1111/cdev.14028</prism:doi>
  747.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14028?af=R</prism:url>
  748.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  749.         <prism:volume>95</prism:volume>
  750.         <prism:number>3</prism:number>
  751.      </item>
  752.      <item>
  753.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14029?af=R</link>
  754.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  755.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  756.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  757.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  758.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  759.         <guid isPermaLink="false">10.1111/cdev.14029</guid>
  760.         <title>The interplay between investment traits and cognitive abilities: Investigating reciprocal effects in elementary school age</title>
  761.         <description>Child Development, Volume 95, Issue 3, Page 780-799, May/June 2024. </description>
  762.         <dc:description>
  763. Abstract
  764. Based on investment theories and guided by Mussel's (2013) intellect model, the present study investigated reciprocal relations over 1 year (2021–2022) between investment traits (need for cognition, achievement motives, epistemic curiosity) and fluid and crystallized cognitive abilities in 565 German elementary school children (298 girls; Mage = 8.40, SD = 0.59; 59.5% with immigration background). Children's fluid and crystallized abilities increased over time, whereas fear of failure and curiosity decreased. Investment traits barely predicted change in cognitive abilities. However, mathematical ability predicted change in most investment traits (.14 ≤ |β| ≤ .20), even after accounting for control variables. Results largely contradict investment theories but support the role of crystallized abilities for the development of investment traits in elementary school age.
  765. </dc:description>
  766.         <content:encoded>
  767. &lt;h2&gt;Abstract&lt;/h2&gt;
  768. &lt;p&gt;Based on investment theories and guided by Mussel's (2013) intellect model, the present study investigated reciprocal relations over 1 year (2021–2022) between investment traits (need for cognition, achievement motives, epistemic curiosity) and fluid and crystallized cognitive abilities in 565 German elementary school children (298 girls; &lt;i&gt;M&lt;/i&gt;
  769. &lt;sub&gt;age&lt;/sub&gt; = 8.40, SD = 0.59; 59.5% with immigration background). Children's fluid and crystallized abilities increased over time, whereas fear of failure and curiosity decreased. Investment traits barely predicted change in cognitive abilities. However, mathematical ability predicted change in most investment traits (.14 ≤ |&lt;i&gt;β&lt;/i&gt;| ≤ .20), even after accounting for control variables. Results largely contradict investment theories but support the role of crystallized abilities for the development of investment traits in elementary school age.&lt;/p&gt;</content:encoded>
  770.         <dc:creator>
  771. Sebastian Bergold,
  772. Ricarda Steinmayr
  773. </dc:creator>
  774.         <category>EMPIRICAL ARTICLE</category>
  775.         <dc:title>The interplay between investment traits and cognitive abilities: Investigating reciprocal effects in elementary school age</dc:title>
  776.         <dc:identifier>10.1111/cdev.14029</dc:identifier>
  777.         <prism:publicationName>Child Development</prism:publicationName>
  778.         <prism:doi>10.1111/cdev.14029</prism:doi>
  779.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14029?af=R</prism:url>
  780.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  781.         <prism:volume>95</prism:volume>
  782.         <prism:number>3</prism:number>
  783.      </item>
  784.      <item>
  785.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14030?af=R</link>
  786.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  787.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  788.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  789.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  790.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  791.         <guid isPermaLink="false">10.1111/cdev.14030</guid>
  792.         <title>Sibling effects on problem and prosocial behavior in childhood: Patterns of intrafamilial “contagion” by birth order</title>
  793.         <description>Child Development, Volume 95, Issue 3, Page 766-779, May/June 2024. </description>
  794.         <dc:description>
  795. Abstract
  796. We investigated longitudinal relations between siblings' problem and prosocial behavior, measured by the Strengths and Difficulties Questionnaire, among different sibship sizes in the UK's Millennium Cohort Study. We identified 3436 families with two children and 1188 families with three children. All children (cohort members and their older sibling [OS]) had valid data on behavior at two time points (in 2004 and 2006). Using structural equation model, we found that for internalizing and externalizing problems, OSs (MOS1 = 6.3 years, MOS2 = 9.1 years at T1) exerted a dominant effect on younger siblings (Mage = 3.12 years at T1; 49.7% boys) across sibship sizes. For prosocial behavior, there was OS dominance in two‐child families and youngest sibling dominance in three‐child families.
  797. </dc:description>
  798.         <content:encoded>
  799. &lt;h2&gt;Abstract&lt;/h2&gt;
  800. &lt;p&gt;We investigated longitudinal relations between siblings' problem and prosocial behavior, measured by the Strengths and Difficulties Questionnaire, among different sibship sizes in the UK's Millennium Cohort Study. We identified 3436 families with two children and 1188 families with three children. All children (cohort members and their older sibling [OS]) had valid data on behavior at two time points (in 2004 and 2006). Using structural equation model, we found that for internalizing and externalizing problems, OSs (&lt;i&gt;M&lt;/i&gt;
  801. &lt;sub&gt;OS1&lt;/sub&gt; = 6.3 years, &lt;i&gt;M&lt;/i&gt;
  802. &lt;sub&gt;OS2&lt;/sub&gt; = 9.1 years at T1) exerted a dominant effect on younger siblings (&lt;i&gt;M&lt;/i&gt;
  803. &lt;sub&gt;age&lt;/sub&gt; = 3.12 years at T1; 49.7% boys) across sibship sizes. For prosocial behavior, there was OS dominance in two-child families and youngest sibling dominance in three-child families.&lt;/p&gt;</content:encoded>
  804.         <dc:creator>
  805. Zhaotian Chi,
  806. Lars‐Erik Malmberg,
  807. Eirini Flouri
  808. </dc:creator>
  809.         <category>EMPIRICAL ARTICLE</category>
  810.         <dc:title>Sibling effects on problem and prosocial behavior in childhood: Patterns of intrafamilial “contagion” by birth order</dc:title>
  811.         <dc:identifier>10.1111/cdev.14030</dc:identifier>
  812.         <prism:publicationName>Child Development</prism:publicationName>
  813.         <prism:doi>10.1111/cdev.14030</prism:doi>
  814.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14030?af=R</prism:url>
  815.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  816.         <prism:volume>95</prism:volume>
  817.         <prism:number>3</prism:number>
  818.      </item>
  819.      <item>
  820.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14040?af=R</link>
  821.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  822.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  823.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  824.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  825.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  826.         <guid isPermaLink="false">10.1111/cdev.14040</guid>
  827.         <title>Relations between early majority language and socioemotional development in children with different language backgrounds</title>
  828.         <description>Child Development, Volume 95, Issue 3, Page 895-912, May/June 2024. </description>
  829.         <dc:description>
  830. Abstract
  831. This study explored whether the directionality of the relation between majority language and various facets of socioemotional development (three to 5 years old) differs between children with different language backgrounds. 12,951 children (49% girls; 85% White, 6% Pakistani and Bangladeshi, 3% Black, 3% Mix, 2% Indian) from the British Millennium Cohort Study (2001–2006) were included in two‐time‐point cross‐lagged analyses. Models controlling for important covariates found a bidirectional association for monolinguals (βs = .05, −.07, −.04), a unidirectional effect of majority language on socioemotional difficulties for dual language learners (DLLs) speaking English and minority language(s) at home (β = .14), and a unidirectional effect of socioemotional strength on majority language for DLLs speaking only minority language(s) at home (β = −.17).
  832. </dc:description>
  833.         <content:encoded>
  834. &lt;h2&gt;Abstract&lt;/h2&gt;
  835. &lt;p&gt;This study explored whether the directionality of the relation between majority language and various facets of socioemotional development (three to 5 years old) differs between children with different language backgrounds. 12,951 children (49% girls; 85% White, 6% Pakistani and Bangladeshi, 3% Black, 3% Mix, 2% Indian) from the British Millennium Cohort Study (2001–2006) were included in two-time-point cross-lagged analyses. Models controlling for important covariates found a bidirectional association for monolinguals (&lt;i&gt;β&lt;/i&gt;s = .05, −.07, −.04), a unidirectional effect of majority language on socioemotional difficulties for dual language learners (DLLs) speaking English and minority language(s) at home (&lt;i&gt;β&lt;/i&gt; = .14), and a unidirectional effect of socioemotional strength on majority language for DLLs speaking only minority language(s) at home (&lt;i&gt;β&lt;/i&gt; = −.17).&lt;/p&gt;</content:encoded>
  836.         <dc:creator>
  837. Wei Huang,
  838. Sabine Weinert,
  839. Anna Volodina
  840. </dc:creator>
  841.         <category>EMPIRICAL ARTICLE</category>
  842.         <dc:title>Relations between early majority language and socioemotional development in children with different language backgrounds</dc:title>
  843.         <dc:identifier>10.1111/cdev.14040</dc:identifier>
  844.         <prism:publicationName>Child Development</prism:publicationName>
  845.         <prism:doi>10.1111/cdev.14040</prism:doi>
  846.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14040?af=R</prism:url>
  847.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  848.         <prism:volume>95</prism:volume>
  849.         <prism:number>3</prism:number>
  850.      </item>
  851.      <item>
  852.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14041?af=R</link>
  853.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  854.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  855.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  856.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  857.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  858.         <guid isPermaLink="false">10.1111/cdev.14041</guid>
  859.         <title>Interactions of perinatal depression versus anxiety and infants' early temperament trajectories</title>
  860.         <description>Child Development, Volume 95, Issue 3, Page 721-733, May/June 2024. </description>
  861.         <dc:description>
  862. Abstract
  863. This study examines the interplay between maternal depression/anxiety and infant temperament's developmental trajectory in 1687 Swedish‐speaking mother–infant dyads from Uppsala County (2009–2019), Sweden. The sample includes a high proportion of university‐educated individuals and a low share of foreign‐born participants. Maternal depressive and anxiety symptoms were assessed using the Edinburgh Postnatal Depression Scale during gestational weeks 17 and 32 and postpartum at week 6. Multinomial regression explored associations between maternal variables and infant temperament trajectories at 6 weeks, 12 months, and 18 months. Prenatal anxiety is associated with the high‐rising infant difficult temperament trajectory, while prenatal depression/anhedonia is associated with the stable‐medium trajectory, attenuated postpartum. Associations between infant temperament and maternal mood depended on timing (pre/postpartum) and symptom type (depression/anhedonia vs. anxiety).
  864. </dc:description>
  865.         <content:encoded>
  866. &lt;h2&gt;Abstract&lt;/h2&gt;
  867. &lt;p&gt;This study examines the interplay between maternal depression/anxiety and infant temperament's developmental trajectory in 1687 Swedish-speaking mother–infant dyads from Uppsala County (2009–2019), Sweden. The sample includes a high proportion of university-educated individuals and a low share of foreign-born participants. Maternal depressive and anxiety symptoms were assessed using the Edinburgh Postnatal Depression Scale during gestational weeks 17 and 32 and postpartum at week 6. Multinomial regression explored associations between maternal variables and infant temperament trajectories at 6 weeks, 12 months, and 18 months. Prenatal anxiety is associated with the high-rising infant difficult temperament trajectory, while prenatal depression/anhedonia is associated with the stable-medium trajectory, attenuated postpartum. Associations between infant temperament and maternal mood depended on timing (pre/postpartum) and symptom type (depression/anhedonia vs. anxiety).&lt;/p&gt;</content:encoded>
  868.         <dc:creator>
  869. Ferdinand Sörensen,
  870. Mary C. Kimmel,
  871. Vera Brenner,
  872. Ingeborg Krägeloh‐Mann,
  873. Alkistis Skalkidou,
  874. Behrang Mahjani,
  875. Emma Fransson
  876. </dc:creator>
  877.         <category>EMPIRICAL ARTICLE</category>
  878.         <dc:title>Interactions of perinatal depression versus anxiety and infants' early temperament trajectories</dc:title>
  879.         <dc:identifier>10.1111/cdev.14041</dc:identifier>
  880.         <prism:publicationName>Child Development</prism:publicationName>
  881.         <prism:doi>10.1111/cdev.14041</prism:doi>
  882.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14041?af=R</prism:url>
  883.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  884.         <prism:volume>95</prism:volume>
  885.         <prism:number>3</prism:number>
  886.      </item>
  887.      <item>
  888.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14043?af=R</link>
  889.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  890.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  891.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  892.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  893.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  894.         <guid isPermaLink="false">10.1111/cdev.14043</guid>
  895.         <title>Gender brilliance stereotype emerges early and predicts children's motivation in South Korea</title>
  896.         <description>Child Development, Volume 95, Issue 3, Page 913-928, May/June 2024. </description>
  897.         <dc:description>
  898. Abstract
  899. Recent work suggests that the stereotype associating brilliance with men may underpin women's underrepresentation in prestigious careers, yet little is known about its development and consequences in non‐Western contexts. The present research examined the onset of this stereotype and its relation to children's motivation in 5‐ to 7‐year‐old Korean children (N = 272, 50% girls, tested 2021 to 2022). At age 7, children attributed brilliance to men when evaluating Asians and Whites, and girls became less interested in participating in intellectually challenging tasks than boys. Notably, this gender difference in interest was mediated by children's endorsement of the stereotype. The generalizable early emergence of the gender brilliance stereotype and its detrimental implications press the need to tackle gender imbalance in early childhood.
  900. </dc:description>
  901.         <content:encoded>
  902. &lt;h2&gt;Abstract&lt;/h2&gt;
  903. &lt;p&gt;Recent work suggests that the stereotype associating brilliance with men may underpin women's underrepresentation in prestigious careers, yet little is known about its development and consequences in non-Western contexts. The present research examined the onset of this stereotype and its relation to children's motivation in 5- to 7-year-old Korean children (&lt;i&gt;N&lt;/i&gt; = 272, 50% girls, tested 2021 to 2022). At age 7, children attributed brilliance to men when evaluating Asians and Whites, and girls became less interested in participating in intellectually challenging tasks than boys. Notably, this gender difference in interest was mediated by children's endorsement of the stereotype. The generalizable early emergence of the gender brilliance stereotype and its detrimental implications press the need to tackle gender imbalance in early childhood.&lt;/p&gt;</content:encoded>
  904.         <dc:creator>
  905. Seowoo Kim,
  906. Kyong‐sun Jin,
  907. Lin Bian
  908. </dc:creator>
  909.         <category>EMPIRICAL ARTICLE</category>
  910.         <dc:title>Gender brilliance stereotype emerges early and predicts children's motivation in South Korea</dc:title>
  911.         <dc:identifier>10.1111/cdev.14043</dc:identifier>
  912.         <prism:publicationName>Child Development</prism:publicationName>
  913.         <prism:doi>10.1111/cdev.14043</prism:doi>
  914.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14043?af=R</prism:url>
  915.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  916.         <prism:volume>95</prism:volume>
  917.         <prism:number>3</prism:number>
  918.      </item>
  919.      <item>
  920.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14044?af=R</link>
  921.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  922.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  923.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  924.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  925.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  926.         <guid isPermaLink="false">10.1111/cdev.14044</guid>
  927.         <title>Peer acceptance and rejection during secondary school: Do associations with subsequent educational outcomes vary by socioeconomic background?</title>
  928.         <description>Child Development, Volume 95, Issue 3, Page 929-947, May/June 2024. </description>
  929.         <dc:description>
  930. Abstract
  931. Research shows that peer relationships are associated with students' school adjustment. However, the importance of advantageous and disadvantageous factors for students' educational outcomes may vary by socioeconomic positioning. Drawing on sociometric and register data from a nationally representative sample of Swedish youth (n = 4996, girls 50%; migration background 19%), this study asks if family socioeconomic status moderates associations between youth's peer relationships and their subsequent educational outcomes. Based on preregistered analyses, associations that peer acceptance and rejection at age 14–15 years share with school grades at ~16 years and completion of upper secondary school at ~20 years were tested. The findings showed that positive and adverse peer relationships are most consequential for the educational outcomes of socioeconomically disadvantaged youth.
  932. </dc:description>
  933.         <content:encoded>
  934. &lt;h2&gt;Abstract&lt;/h2&gt;
  935. &lt;p&gt;Research shows that peer relationships are associated with students' school adjustment. However, the importance of advantageous and disadvantageous factors for students' educational outcomes may vary by socioeconomic positioning. Drawing on sociometric and register data from a nationally representative sample of Swedish youth (&lt;i&gt;n&lt;/i&gt; = 4996, girls 50%; migration background 19%), this study asks if family socioeconomic status moderates associations between youth's peer relationships and their subsequent educational outcomes. Based on preregistered analyses, associations that peer acceptance and rejection at age 14–15 years share with school grades at ~16 years and completion of upper secondary school at ~20 years were tested. The findings showed that positive and adverse peer relationships are most consequential for the educational outcomes of socioeconomically disadvantaged youth.&lt;/p&gt;</content:encoded>
  936.         <dc:creator>
  937. Stephanie Plenty,
  938. Chaïm la Roi
  939. </dc:creator>
  940.         <category>EMPIRICAL ARTICLE</category>
  941.         <dc:title>Peer acceptance and rejection during secondary school: Do associations with subsequent educational outcomes vary by socioeconomic background?</dc:title>
  942.         <dc:identifier>10.1111/cdev.14044</dc:identifier>
  943.         <prism:publicationName>Child Development</prism:publicationName>
  944.         <prism:doi>10.1111/cdev.14044</prism:doi>
  945.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14044?af=R</prism:url>
  946.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  947.         <prism:volume>95</prism:volume>
  948.         <prism:number>3</prism:number>
  949.      </item>
  950.      <item>
  951.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14045?af=R</link>
  952.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  953.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  954.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  955.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  956.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  957.         <guid isPermaLink="false">10.1111/cdev.14045</guid>
  958.         <title>Does early child negative emotionality moderate the association between maternal stimulation and academic readiness and achievement?</title>
  959.         <description>Child Development, Volume 95, Issue 3, Page 948-961, May/June 2024. </description>
  960.         <dc:description>
  961. Abstract
  962. We investigated whether child temperament (negative emotionality, 5 months) moderated the association between maternal stimulation (5 months–2½ years) and academic readiness and achievement (vocabulary, mathematics, and reading). We applied structural equation modeling to the data from the Quebec Longitudinal Study of Child Development (N = 1121–1448; mostly Whites; 47% girls). Compared to children with low negative emotionality, those with high negative emotionality had higher levels of academic readiness (6 years) and mathematics achievement (7 years) when exposed to high levels of maternal stimulation (β = 3.17, p &lt; .01 and β = 2.91, p &lt; .01, respectively). The results support the differential susceptibility model whereby highly emotionally negative children were more susceptible to the influences of low and high levels of maternal stimulation in academic readiness and mathematics achievement's developments.
  963. </dc:description>
  964.         <content:encoded>
  965. &lt;h2&gt;Abstract&lt;/h2&gt;
  966. &lt;p&gt;We investigated whether child temperament (negative emotionality, 5 months) moderated the association between maternal stimulation (5 months–2½ years) and academic readiness and achievement (vocabulary, mathematics, and reading). We applied structural equation modeling to the data from the Quebec Longitudinal Study of Child Development (&lt;i&gt;N&lt;/i&gt; = 1121–1448; mostly Whites; 47% girls). Compared to children with low negative emotionality, those with high negative emotionality had higher levels of academic readiness (6 years) and mathematics achievement (7 years) when exposed to high levels of maternal stimulation (&lt;i&gt;β&lt;/i&gt; = 3.17, &lt;i&gt;p&lt;/i&gt; &amp;lt; .01 and &lt;i&gt;β&lt;/i&gt; = 2.91, &lt;i&gt;p&lt;/i&gt; &amp;lt; .01, respectively). The results support the differential susceptibility model whereby highly emotionally negative children were more susceptible to the influences of low and high levels of maternal stimulation in academic readiness and mathematics achievement's developments.&lt;/p&gt;</content:encoded>
  967.         <dc:creator>
  968. Ophélie A. Collet,
  969. Massimiliano Orri,
  970. Cédric Galéra,
  971. Laura Pryor,
  972. Michel Boivin,
  973. Richard Tremblay,
  974. Sylvana Côté
  975. </dc:creator>
  976.         <category>EMPIRICAL ARTICLE</category>
  977.         <dc:title>Does early child negative emotionality moderate the association between maternal stimulation and academic readiness and achievement?</dc:title>
  978.         <dc:identifier>10.1111/cdev.14045</dc:identifier>
  979.         <prism:publicationName>Child Development</prism:publicationName>
  980.         <prism:doi>10.1111/cdev.14045</prism:doi>
  981.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14045?af=R</prism:url>
  982.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  983.         <prism:volume>95</prism:volume>
  984.         <prism:number>3</prism:number>
  985.      </item>
  986.      <item>
  987.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14046?af=R</link>
  988.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  989.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  990.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  991.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  992.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  993.         <guid isPermaLink="false">10.1111/cdev.14046</guid>
  994.         <title>Early word learning is influenced by physical environments</title>
  995.         <description>Child Development, Volume 95, Issue 3, Page 962-971, May/June 2024. </description>
  996.         <dc:description>
  997. Abstract
  998. During word learning moments, toddlers experience labels and objects in particular environments. Do toddlers learn words better when the physical environment creates contrasts between objects with different labels? Thirty‐six 21‐ to 24‐month‐olds (92% White, 22 female, data collected 8/21–4/22) learned novel words for novel objects presented using an apparatus that mimicked a shape‐sorter toy. The manipulation concerned whether or not the physical features of the environments in which objects occurred heightened the contrasts between the objects. Toddlers only learned labels for objects presented in environments where the apparatus heightened the contrast between the objects (b = .068). These results emphasize the importance of investigating word learning in physical environments that more closely approximate young children's everyday experiences with objects.
  999. </dc:description>
  1000.         <content:encoded>
  1001. &lt;h2&gt;Abstract&lt;/h2&gt;
  1002. &lt;p&gt;During word learning moments, toddlers experience labels and objects in particular environments. Do toddlers learn words better when the physical environment creates contrasts between objects with different labels? Thirty-six 21- to 24-month-olds (92% White, 22 female, data collected 8/21–4/22) learned novel words for novel objects presented using an apparatus that mimicked a shape-sorter toy. The manipulation concerned whether or not the physical features of the environments in which objects occurred heightened the contrasts between the objects. Toddlers only learned labels for objects presented in environments where the apparatus heightened the contrast between the objects (&lt;i&gt;b&lt;/i&gt; = .068). These results emphasize the importance of investigating word learning in physical environments that more closely approximate young children's everyday experiences with objects.&lt;/p&gt;</content:encoded>
  1003.         <dc:creator>
  1004. Elise Breitfeld,
  1005. Jenny R. Saffran
  1006. </dc:creator>
  1007.         <category>EMPIRICAL ARTICLE</category>
  1008.         <dc:title>Early word learning is influenced by physical environments</dc:title>
  1009.         <dc:identifier>10.1111/cdev.14046</dc:identifier>
  1010.         <prism:publicationName>Child Development</prism:publicationName>
  1011.         <prism:doi>10.1111/cdev.14046</prism:doi>
  1012.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14046?af=R</prism:url>
  1013.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1014.         <prism:volume>95</prism:volume>
  1015.         <prism:number>3</prism:number>
  1016.      </item>
  1017.      <item>
  1018.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14047?af=R</link>
  1019.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  1020.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  1021.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1022.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  1023.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  1024.         <guid isPermaLink="false">10.1111/cdev.14047</guid>
  1025.         <title>Control–value appraisals and academic emotions: An intensive longitudinal examination of reciprocal effects</title>
  1026.         <description>Child Development, Volume 95, Issue 3, Page 972-987, May/June 2024. </description>
  1027.         <dc:description>
  1028. Abstract
  1029. This study examined the reciprocal relation between lesson‐specific perceived cognitive appraisals and academic emotions on an intra‐individual level. A daily diary study was conducted using a sample of 266 Chinese Han students (Grades 7–8; 56.8% boys; Mage = 13.70, SDage = 0.52) during 10 mathematics lessons in 2022. Standardized questionnaires were also administered to these students before the daily diary study. The results of the dynamic structural equation modeling revealed significant reciprocal relations between cognitive appraisals and academic emotions within early adolescents and highlighted the role of emotions in guiding cognitive appraisals. Additionally, the study identified similarities and differences in the inter‐individual relation between appraisals and emotions across self‐reported questionnaires and daily diary measures.
  1030. </dc:description>
  1031.         <content:encoded>
  1032. &lt;h2&gt;Abstract&lt;/h2&gt;
  1033. &lt;p&gt;This study examined the reciprocal relation between lesson-specific perceived cognitive appraisals and academic emotions on an intra-individual level. A daily diary study was conducted using a sample of 266 Chinese Han students (Grades 7–8; 56.8% boys; &lt;i&gt;M&lt;/i&gt;
  1034. &lt;sub&gt;age&lt;/sub&gt; = 13.70, &lt;i&gt;SD&lt;/i&gt;
  1035. &lt;sub&gt;age&lt;/sub&gt; = 0.52) during 10 mathematics lessons in 2022. Standardized questionnaires were also administered to these students before the daily diary study. The results of the dynamic structural equation modeling revealed significant reciprocal relations between cognitive appraisals and academic emotions within early adolescents and highlighted the role of emotions in guiding cognitive appraisals. Additionally, the study identified similarities and differences in the inter-individual relation between appraisals and emotions across self-reported questionnaires and daily diary measures.&lt;/p&gt;</content:encoded>
  1036.         <dc:creator>
  1037. Xin Chen,
  1038. Frederick K. S. Leung
  1039. </dc:creator>
  1040.         <category>EMPIRICAL ARTICLE</category>
  1041.         <dc:title>Control–value appraisals and academic emotions: An intensive longitudinal examination of reciprocal effects</dc:title>
  1042.         <dc:identifier>10.1111/cdev.14047</dc:identifier>
  1043.         <prism:publicationName>Child Development</prism:publicationName>
  1044.         <prism:doi>10.1111/cdev.14047</prism:doi>
  1045.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14047?af=R</prism:url>
  1046.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1047.         <prism:volume>95</prism:volume>
  1048.         <prism:number>3</prism:number>
  1049.      </item>
  1050.      <item>
  1051.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14048?af=R</link>
  1052.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  1053.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  1054.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1055.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  1056.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  1057.         <guid isPermaLink="false">10.1111/cdev.14048</guid>
  1058.         <title>Younger, not older, children trust an inaccurate human informant more than an inaccurate robot informant</title>
  1059.         <description>Child Development, Volume 95, Issue 3, Page 988-1000, May/June 2024. </description>
  1060.         <dc:description>
  1061. Abstract
  1062. This study examined preschoolers' trust toward accurate and inaccurate robot informants versus human informants. Singaporean children aged 3–5 years (N = 120, 57 girls, mostly Asian; data collected from 2017 to 2018) viewed either a robot or a human adult label familiar objects either accurately or inaccurately. Children's trust was assessed by examining their subsequent willingness to accept novel object labels provided by the same informant. Regardless of age, children trusted accurate robots to a similar extent as accurate humans. However, while older children (dis)trusted inaccurate robots and humans comparably, younger children trusted inaccurate robots less than inaccurate humans. The results indicate a developmental change in children's reliance on informants' characteristics to decide whom to trust.
  1063. </dc:description>
  1064.         <content:encoded>
  1065. &lt;h2&gt;Abstract&lt;/h2&gt;
  1066. &lt;p&gt;This study examined preschoolers' trust toward accurate and inaccurate robot informants versus human informants. Singaporean children aged 3–5 years (&lt;i&gt;N&lt;/i&gt; = 120, 57 girls, mostly Asian; data collected from 2017 to 2018) viewed either a robot or a human adult label familiar objects either accurately or inaccurately. Children's trust was assessed by examining their subsequent willingness to accept novel object labels provided by the same informant. Regardless of age, children trusted accurate robots to a similar extent as accurate humans. However, while older children (dis)trusted inaccurate robots and humans comparably, younger children trusted inaccurate robots less than inaccurate humans. The results indicate a developmental change in children's reliance on informants' characteristics to decide whom to trust.&lt;/p&gt;</content:encoded>
  1067.         <dc:creator>
  1068. Xiaoqian Li,
  1069. W. Quin Yow
  1070. </dc:creator>
  1071.         <category>EMPIRICAL ARTICLE</category>
  1072.         <dc:title>Younger, not older, children trust an inaccurate human informant more than an inaccurate robot informant</dc:title>
  1073.         <dc:identifier>10.1111/cdev.14048</dc:identifier>
  1074.         <prism:publicationName>Child Development</prism:publicationName>
  1075.         <prism:doi>10.1111/cdev.14048</prism:doi>
  1076.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14048?af=R</prism:url>
  1077.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1078.         <prism:volume>95</prism:volume>
  1079.         <prism:number>3</prism:number>
  1080.      </item>
  1081.      <item>
  1082.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14050?af=R</link>
  1083.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  1084.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  1085.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1086.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  1087.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  1088.         <guid isPermaLink="false">10.1111/cdev.14050</guid>
  1089.         <title>Conceptualizing adverse childhood experiences as a latent factor: Tests of measurement invariance across five racial and ethnic groups</title>
  1090.         <description>Child Development, Volume 95, Issue 3, Page e170-e185, May/June 2024. </description>
  1091.         <dc:description>
  1092. Abstract
  1093. Adverse childhood experiences (ACEs) are conventionally measured using a cumulative‐risk index without consideration of distinct measurement properties across racial and ethnic groups. Drawing from the 2018–2020 National Survey of Children's Health (N = 93,759; 48% female; average age: 9.52 years), we assess the measurement invariance of a latent‐factor ACE model across five groups: Hispanic children (14%) and non‐Hispanic White (73%), Black (7%), Asian/Pacific Islander (5%), and American Indian/Alaskan Native (1%) children. Results support configural and full metric invariance across groups. However, several ACE item thresholds differed across groups. Findings highlight the potential utility of a latent factor approach and underscore the need to assess differences across racial and ethnic groups in terms of the optimal conceptualization and measurement of ACEs.
  1094. </dc:description>
  1095.         <content:encoded>
  1096. &lt;h2&gt;Abstract&lt;/h2&gt;
  1097. &lt;p&gt;Adverse childhood experiences (ACEs) are conventionally measured using a cumulative-risk index without consideration of distinct measurement properties across racial and ethnic groups. Drawing from the 2018–2020 National Survey of Children's Health (&lt;i&gt;N&lt;/i&gt; = 93,759; 48% female; average age: 9.52 years), we assess the measurement invariance of a latent-factor ACE model across five groups: Hispanic children (14%) and non-Hispanic White (73%), Black (7%), Asian/Pacific Islander (5%), and American Indian/Alaskan Native (1%) children. Results support configural and full metric invariance across groups. However, several ACE item thresholds differed across groups. Findings highlight the potential utility of a latent factor approach and underscore the need to assess differences across racial and ethnic groups in terms of the optimal conceptualization and measurement of ACEs.&lt;/p&gt;</content:encoded>
  1098.         <dc:creator>
  1099. Todd M. Jensen,
  1100. Donte Bernard,
  1101. Paul Lanier
  1102. </dc:creator>
  1103.         <category>EMPIRICAL ARTICLE</category>
  1104.         <dc:title>Conceptualizing adverse childhood experiences as a latent factor: Tests of measurement invariance across five racial and ethnic groups</dc:title>
  1105.         <dc:identifier>10.1111/cdev.14050</dc:identifier>
  1106.         <prism:publicationName>Child Development</prism:publicationName>
  1107.         <prism:doi>10.1111/cdev.14050</prism:doi>
  1108.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14050?af=R</prism:url>
  1109.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1110.         <prism:volume>95</prism:volume>
  1111.         <prism:number>3</prism:number>
  1112.      </item>
  1113.      <item>
  1114.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14055?af=R</link>
  1115.         <pubDate>Wed, 17 Apr 2024 06:06:33 -0700</pubDate>
  1116.         <dc:date>2024-04-17T06:06:33-07:00</dc:date>
  1117.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1118.         <prism:coverDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDate>
  1119.         <prism:coverDisplayDate>Wed, 01 May 2024 00:00:00 -0700</prism:coverDisplayDate>
  1120.         <guid isPermaLink="false">10.1111/cdev.14055</guid>
  1121.         <title>The important role of mothers during displacement: Direct and indirect effects of the refugee context on Syrian refugee children's mental health</title>
  1122.         <description>Child Development, Volume 95, Issue 3, Page e206-e223, May/June 2024. </description>
  1123.         <dc:description>
  1124. Abstract
  1125. Refugee children are at increased risk for mental health problems, including post‐traumatic stress, depression, and externalizing problems. The refugee environment, maternal mental health, and parenting may reduce or exacerbate that risk. This study investigated their direct and indirect associations with child mental health cross‐sectionally in a sample of Syrian refugee child–mother dyads in Lebanon in 2017–19. Mediating pathways were tested using structural equation modeling with 1446 dyads (child: Mage = 11.39, 52.1% females) and again 1 year later with 872 (child: Mage = 12.17, 53.1% females) of the original sample. Mediating pathways from the refugee environment through maternal mental health and parenting to child outcomes were detected, emphasizing the importance of a holistic approach to refugee mental health.
  1126. </dc:description>
  1127.         <content:encoded>
  1128. &lt;h2&gt;Abstract&lt;/h2&gt;
  1129. &lt;p&gt;Refugee children are at increased risk for mental health problems, including post-traumatic stress, depression, and externalizing problems. The refugee environment, maternal mental health, and parenting may reduce or exacerbate that risk. This study investigated their direct and indirect associations with child mental health cross-sectionally in a sample of Syrian refugee child–mother dyads in Lebanon in 2017–19. Mediating pathways were tested using structural equation modeling with 1446 dyads (child: &lt;i&gt;M&lt;/i&gt;
  1130. &lt;sub&gt;age&lt;/sub&gt; = 11.39, 52.1% females) and again 1 year later with 872 (child: &lt;i&gt;M&lt;/i&gt;
  1131. &lt;sub&gt;age&lt;/sub&gt; = 12.17, 53.1% females) of the original sample. Mediating pathways from the refugee environment through maternal mental health and parenting to child outcomes were detected, emphasizing the importance of a holistic approach to refugee mental health.&lt;/p&gt;</content:encoded>
  1132.         <dc:creator>
  1133. Cassandra M. Popham,
  1134. Fiona S. McEwen,
  1135. Elie Karam,
  1136. Michael Pluess
  1137. </dc:creator>
  1138.         <category>EMPIRICAL ARTICLE</category>
  1139.         <dc:title>The important role of mothers during displacement: Direct and indirect effects of the refugee context on Syrian refugee children's mental health</dc:title>
  1140.         <dc:identifier>10.1111/cdev.14055</dc:identifier>
  1141.         <prism:publicationName>Child Development</prism:publicationName>
  1142.         <prism:doi>10.1111/cdev.14055</prism:doi>
  1143.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14055?af=R</prism:url>
  1144.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1145.         <prism:volume>95</prism:volume>
  1146.         <prism:number>3</prism:number>
  1147.      </item>
  1148.      <item>
  1149.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14102?af=R</link>
  1150.         <pubDate>Sat, 13 Apr 2024 02:19:53 -0700</pubDate>
  1151.         <dc:date>2024-04-13T02:19:53-07:00</dc:date>
  1152.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1153.         <prism:coverDate/>
  1154.         <prism:coverDisplayDate/>
  1155.         <guid isPermaLink="false">10.1111/cdev.14102</guid>
  1156.         <title>This is me! Neural correlates of self‐recognition in 6‐ to 8‐month‐old infants</title>
  1157.         <description>Child Development, EarlyView. </description>
  1158.         <dc:description>
  1159. Abstract
  1160. Historically, evidence of self‐recognition in development has been associated with the “rouge test”; however, this has been often criticized for providing a reductionist picture of self‐conscious behavior. With two event‐related potential (ERP) experiments, this study investigated the origin of self‐recognition. Six‐ to eight‐month‐old infants (42 males and 35 females, predominately White, tested in the UK in 2022–2023) were presented with images of their face, another peer's face, and their mother's face (N = 38, Exp.1), and images of their own face morphed into another peer's face (N = 39, Exp.2). Results showed an enhanced P100 in infants' ERP response to their own face compared to others' faces (Exp.1 only), suggesting the presence of an enhanced attentional mechanism to one own's face as early as 6 months.
  1161. </dc:description>
  1162.         <content:encoded>
  1163. &lt;h2&gt;Abstract&lt;/h2&gt;
  1164. &lt;p&gt;Historically, evidence of self-recognition in development has been associated with the “rouge test”; however, this has been often criticized for providing a reductionist picture of self-conscious behavior. With two event-related potential (ERP) experiments, this study investigated the origin of self-recognition. Six- to eight-month-old infants (42 males and 35 females, predominately White, tested in the UK in 2022–2023) were presented with images of their face, another peer's face, and their mother's face (&lt;i&gt;N&lt;/i&gt; = 38, Exp.1), and images of their own face morphed into another peer's face (&lt;i&gt;N&lt;/i&gt; = 39, Exp.2). Results showed an enhanced P100 in infants' ERP response to their own face compared to others' faces (Exp.1 only), suggesting the presence of an enhanced attentional mechanism to one own's face as early as 6 months.&lt;/p&gt;</content:encoded>
  1165.         <dc:creator>
  1166. Silvia Rigato,
  1167. Rita De Sepulveda,
  1168. Eleanor Richardson,
  1169. Maria Laura Filippetti
  1170. </dc:creator>
  1171.         <category>REGISTERED REPORT</category>
  1172.         <dc:title>This is me! Neural correlates of self‐recognition in 6‐ to 8‐month‐old infants</dc:title>
  1173.         <dc:identifier>10.1111/cdev.14102</dc:identifier>
  1174.         <prism:publicationName>Child Development</prism:publicationName>
  1175.         <prism:doi>10.1111/cdev.14102</prism:doi>
  1176.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14102?af=R</prism:url>
  1177.         <prism:section>REGISTERED REPORT</prism:section>
  1178.      </item>
  1179.      <item>
  1180.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14101?af=R</link>
  1181.         <pubDate>Sat, 13 Apr 2024 02:13:47 -0700</pubDate>
  1182.         <dc:date>2024-04-13T02:13:47-07:00</dc:date>
  1183.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1184.         <prism:coverDate/>
  1185.         <prism:coverDisplayDate/>
  1186.         <guid isPermaLink="false">10.1111/cdev.14101</guid>
  1187.         <title>Trajectories of digital flourishing in adolescence: The predictive roles of developmental changes and digital divide factors</title>
  1188.         <description>Child Development, EarlyView. </description>
  1189.         <dc:description>
  1190. Abstract
  1191. Digital flourishing refers to the positive perceptions of digital communication use in five dimensions: connectedness, positive social comparison, authentic self‐presentation, civil participation, and self‐control. This three‐wave panel study among 1081 Slovenian adolescents (Mage = 15.34 years, 53.8% boys, 80.7% ethnic majority) explored the trajectories of their digital flourishing dimensions over 1 year (2021–2022). Latent class growth analysis identified two classes. Adolescents in the first class reported high levels of digital flourishing, which remained stable over time, whereas those in the second class reported low levels of digital flourishing with decreased self‐control over time. Autonomy‐supportive restrictive, autonomy‐supportive active, and controlling active parental mediation styles, together with high parental digital skills, predicted adolescents' belongingness to the (more digitally flourishing) first class.
  1192. </dc:description>
  1193.         <content:encoded>
  1194. &lt;h2&gt;Abstract&lt;/h2&gt;
  1195. &lt;p&gt;Digital flourishing refers to the positive perceptions of digital communication use in five dimensions: connectedness, positive social comparison, authentic self-presentation, civil participation, and self-control. This three-wave panel study among 1081 Slovenian adolescents (&lt;i&gt;M&lt;/i&gt;
  1196. &lt;sub&gt;age&lt;/sub&gt; = 15.34 years, 53.8% boys, 80.7% ethnic majority) explored the trajectories of their digital flourishing dimensions over 1 year (2021–2022). Latent class growth analysis identified two classes. Adolescents in the first class reported high levels of digital flourishing, which remained stable over time, whereas those in the second class reported low levels of digital flourishing with decreased self-control over time. Autonomy-supportive restrictive, autonomy-supportive active, and controlling active parental mediation styles, together with high parental digital skills, predicted adolescents' belongingness to the (more digitally flourishing) first class.&lt;/p&gt;</content:encoded>
  1197.         <dc:creator>
  1198. Jasmina Rosič,
  1199. Lara Schreurs,
  1200. Sophie H. Janicke‐Bowles,
  1201. Laura Vandenbosch
  1202. </dc:creator>
  1203.         <category>EMPIRICAL ARTICLE</category>
  1204.         <dc:title>Trajectories of digital flourishing in adolescence: The predictive roles of developmental changes and digital divide factors</dc:title>
  1205.         <dc:identifier>10.1111/cdev.14101</dc:identifier>
  1206.         <prism:publicationName>Child Development</prism:publicationName>
  1207.         <prism:doi>10.1111/cdev.14101</prism:doi>
  1208.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14101?af=R</prism:url>
  1209.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1210.      </item>
  1211.      <item>
  1212.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14097?af=R</link>
  1213.         <pubDate>Sat, 13 Apr 2024 00:00:00 -0700</pubDate>
  1214.         <dc:date>2024-04-13T12:00:00-07:00</dc:date>
  1215.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1216.         <prism:coverDate/>
  1217.         <prism:coverDisplayDate/>
  1218.         <guid isPermaLink="false">10.1111/cdev.14097</guid>
  1219.         <title>How retributive motives shape the emergence of third‐party punishment across intergroup contexts</title>
  1220.         <description>Child Development, EarlyView. </description>
  1221.         <dc:description>
  1222. Abstract
  1223. This study examines how retributive motives—the desire to punish for the purpose of inflicting harm in the absence of future benefits—shape third‐party punishment behavior across intergroup contexts. Six‐ to nine‐year‐olds (N = 151, Mage = 8.00, SDage = 1.15; 54% White, 18% mixed ethnicities, 17% Asian American; 46% female; from the USA) could punish ingroup, outgroup, or non‐group transgressors by removing positive resources and allocating negative ones. Both punishments were described as retributive, yet allocating negative resources was perceived as more retributive than removing positive ones. We predicted that children would punish outgroups more so than ingroups and that this effect would be especially pronounced when punishment is perceived as particularly retributive. The results did not align with this prediction; instead, children similarly punished all agents.
  1224. </dc:description>
  1225.         <content:encoded>
  1226. &lt;h2&gt;Abstract&lt;/h2&gt;
  1227. &lt;p&gt;This study examines how retributive motives—the desire to punish for the purpose of inflicting harm in the absence of future benefits—shape third-party punishment behavior across intergroup contexts. Six- to nine-year-olds (&lt;i&gt;N&lt;/i&gt; = 151, &lt;i&gt;M&lt;/i&gt;
  1228. &lt;sub&gt;age&lt;/sub&gt; = 8.00, SD&lt;sub&gt;age&lt;/sub&gt; = 1.15; 54% White, 18% mixed ethnicities, 17% Asian American; 46% female; from the USA) could punish ingroup, outgroup, or non-group transgressors by removing positive resources and allocating negative ones. Both punishments were described as retributive, yet allocating negative resources was perceived as more retributive than removing positive ones. We predicted that children would punish outgroups more so than ingroups and that this effect would be especially pronounced when punishment is perceived as particularly retributive. The results did not align with this prediction; instead, children similarly punished all agents.&lt;/p&gt;</content:encoded>
  1229.         <dc:creator>
  1230. Julia Marshall,
  1231. Katherine McAuliffe
  1232. </dc:creator>
  1233.         <category>REGISTERED REPORT</category>
  1234.         <dc:title>How retributive motives shape the emergence of third‐party punishment across intergroup contexts</dc:title>
  1235.         <dc:identifier>10.1111/cdev.14097</dc:identifier>
  1236.         <prism:publicationName>Child Development</prism:publicationName>
  1237.         <prism:doi>10.1111/cdev.14097</prism:doi>
  1238.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14097?af=R</prism:url>
  1239.         <prism:section>REGISTERED REPORT</prism:section>
  1240.      </item>
  1241.      <item>
  1242.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14096?af=R</link>
  1243.         <pubDate>Tue, 09 Apr 2024 00:33:35 -0700</pubDate>
  1244.         <dc:date>2024-04-09T12:33:35-07:00</dc:date>
  1245.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1246.         <prism:coverDate/>
  1247.         <prism:coverDisplayDate/>
  1248.         <guid isPermaLink="false">10.1111/cdev.14096</guid>
  1249.         <title>Emotions or cognitions first? Longitudinal relations between executive functions and emotion regulation in childhood</title>
  1250.         <description>Child Development, EarlyView. </description>
  1251.         <dc:description>
  1252. Abstract
  1253. Executive functions and emotion regulation develop from early childhood to adolescence and are predictive of important psychosocial outcomes. However, despite the correlation between the two regulatory capacities, whether they are prospectively related in school‐aged children remains unknown, and the direction of effects is uncertain. In this study, a sample drawn from two birth cohorts in Norway was biennially examined between the ages of 6 and 14 (n = 852, 50.1% girls, 93% Norwegian). Parents completed the Emotion Regulation Checklist, and teachers completed the Behavior Rating Inventory of Executive Function. A random intercept cross‐lagged panel model revealed that improved emotion regulation predicted increased executive functioning to the same extent throughout development, whereas enhanced executive functioning was unrelated to future changes in emotion regulation.
  1254. </dc:description>
  1255.         <content:encoded>
  1256. &lt;h2&gt;Abstract&lt;/h2&gt;
  1257. &lt;p&gt;Executive functions and emotion regulation develop from early childhood to adolescence and are predictive of important psychosocial outcomes. However, despite the correlation between the two regulatory capacities, whether they are prospectively related in school-aged children remains unknown, and the direction of effects is uncertain. In this study, a sample drawn from two birth cohorts in Norway was biennially examined between the ages of 6 and 14 (&lt;i&gt;n&lt;/i&gt; = 852, 50.1% girls, 93% Norwegian). Parents completed the Emotion Regulation Checklist, and teachers completed the Behavior Rating Inventory of Executive Function. A random intercept cross-lagged panel model revealed that improved emotion regulation predicted increased executive functioning to the same extent throughout development, whereas enhanced executive functioning was unrelated to future changes in emotion regulation.&lt;/p&gt;</content:encoded>
  1258.         <dc:creator>
  1259. Marte Halse,
  1260. Silje Steinsbekk,
  1261. Oda Bjørklund,
  1262. Åsa Hammar,
  1263. Lars Wichstrøm
  1264. </dc:creator>
  1265.         <category>EMPIRICAL ARTICLE</category>
  1266.         <dc:title>Emotions or cognitions first? Longitudinal relations between executive functions and emotion regulation in childhood</dc:title>
  1267.         <dc:identifier>10.1111/cdev.14096</dc:identifier>
  1268.         <prism:publicationName>Child Development</prism:publicationName>
  1269.         <prism:doi>10.1111/cdev.14096</prism:doi>
  1270.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14096?af=R</prism:url>
  1271.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1272.      </item>
  1273.      <item>
  1274.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14098?af=R</link>
  1275.         <pubDate>Mon, 08 Apr 2024 00:00:00 -0700</pubDate>
  1276.         <dc:date>2024-04-08T12:00:00-07:00</dc:date>
  1277.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1278.         <prism:coverDate/>
  1279.         <prism:coverDisplayDate/>
  1280.         <guid isPermaLink="false">10.1111/cdev.14098</guid>
  1281.         <title>Disagreement reduces overconfidence and prompts exploration in young children</title>
  1282.         <description>Child Development, EarlyView. </description>
  1283.         <dc:description>
  1284. Abstract
  1285. Can the experience of disagreement lead young children to reason in more sophisticated ways? Across two preregistered studies, four‐ to six‐year‐old US children (N = 136, 50% female, mixed ethnicities, data collected 2020–2022) experienced either a disagreement or an agreement with a confederate about a causal mechanism after being presented with ambiguous evidence. We measured (1) children's confidence in their belief before and after the (dis)agreement, and (2) how long children searched for information about the correct answer. Disagreement, especially with an expert (Experiment 2), reduced overconfidence and prompted children to search longer for information, compared to agreement. Together, our findings suggest possibilities for interventions aimed at fostering humility and learning across the lifespan.
  1286. </dc:description>
  1287.         <content:encoded>
  1288. &lt;h2&gt;Abstract&lt;/h2&gt;
  1289. &lt;p&gt;Can the experience of disagreement lead young children to reason in more sophisticated ways? Across two preregistered studies, four- to six-year-old US children (&lt;i&gt;N&lt;/i&gt; = 136, 50% female, mixed ethnicities, data collected 2020–2022) experienced either a disagreement or an agreement with a confederate about a causal mechanism after being presented with ambiguous evidence. We measured (1) children's confidence in their belief before and after the (dis)agreement, and (2) how long children searched for information about the correct answer. Disagreement, especially with an expert (Experiment 2), reduced overconfidence and prompted children to search longer for information, compared to agreement. Together, our findings suggest possibilities for interventions aimed at fostering humility and learning across the lifespan.&lt;/p&gt;</content:encoded>
  1290.         <dc:creator>
  1291. Antonia F. Langenhoff,
  1292. Mahesh Srinivasan,
  1293. Jan M. Engelmann
  1294. </dc:creator>
  1295.         <category>EMPIRICAL ARTICLE</category>
  1296.         <dc:title>Disagreement reduces overconfidence and prompts exploration in young children</dc:title>
  1297.         <dc:identifier>10.1111/cdev.14098</dc:identifier>
  1298.         <prism:publicationName>Child Development</prism:publicationName>
  1299.         <prism:doi>10.1111/cdev.14098</prism:doi>
  1300.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14098?af=R</prism:url>
  1301.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1302.      </item>
  1303.      <item>
  1304.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14099?af=R</link>
  1305.         <pubDate>Tue, 02 Apr 2024 01:54:23 -0700</pubDate>
  1306.         <dc:date>2024-04-02T01:54:23-07:00</dc:date>
  1307.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1308.         <prism:coverDate/>
  1309.         <prism:coverDisplayDate/>
  1310.         <guid isPermaLink="false">10.1111/cdev.14099</guid>
  1311.         <title>Language development beyond the here‐and‐now: Iconicity and displacement in child‐directed communication</title>
  1312.         <description>Child Development, EarlyView. </description>
  1313.         <dc:description>
  1314. Abstract
  1315. Most language use is displaced, referring to past, future, or hypothetical events, posing the challenge of how children learn what words refer to when the referent is not physically available. One possibility is that iconic cues that imagistically evoke properties of absent referents support learning when referents are displaced. In an audio‐visual corpus of caregiver–child dyads, English‐speaking caregivers interacted with their children (N = 71, 24–58 months) in contexts in which the objects talked about were either familiar or unfamiliar to the child, and either physically present or displaced. The analysis of the range of vocal, manual, and looking behaviors caregivers produced suggests that caregivers used iconic cues especially in displaced contexts and for unfamiliar objects, using other cues when objects were present.
  1316. </dc:description>
  1317.         <content:encoded>
  1318. &lt;h2&gt;Abstract&lt;/h2&gt;
  1319. &lt;p&gt;Most language use is displaced, referring to past, future, or hypothetical events, posing the challenge of how children learn what words refer to when the referent is not physically available. One possibility is that iconic cues that imagistically evoke properties of absent referents support learning when referents are displaced. In an audio-visual corpus of caregiver–child dyads, English-speaking caregivers interacted with their children (&lt;i&gt;N&lt;/i&gt; = 71, 24–58 months) in contexts in which the objects talked about were either familiar or unfamiliar to the child, and either physically present or displaced. The analysis of the range of vocal, manual, and looking behaviors caregivers produced suggests that caregivers used iconic cues especially in displaced contexts and for unfamiliar objects, using other cues when objects were present.&lt;/p&gt;</content:encoded>
  1320.         <dc:creator>
  1321. Yasamin Motamedi,
  1322. Margherita Murgiano,
  1323. Beata Grzyb,
  1324. Yan Gu,
  1325. Viktor Kewenig,
  1326. Ricarda Brieke,
  1327. Ed Donnellan,
  1328. Chloe Marshall,
  1329. Elizabeth Wonnacott,
  1330. Pamela Perniss,
  1331. Gabriella Vigliocco
  1332. </dc:creator>
  1333.         <category>EMPIRICAL ARTICLE</category>
  1334.         <dc:title>Language development beyond the here‐and‐now: Iconicity and displacement in child‐directed communication</dc:title>
  1335.         <dc:identifier>10.1111/cdev.14099</dc:identifier>
  1336.         <prism:publicationName>Child Development</prism:publicationName>
  1337.         <prism:doi>10.1111/cdev.14099</prism:doi>
  1338.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14099?af=R</prism:url>
  1339.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1340.      </item>
  1341.      <item>
  1342.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14093?af=R</link>
  1343.         <pubDate>Tue, 02 Apr 2024 01:40:27 -0700</pubDate>
  1344.         <dc:date>2024-04-02T01:40:27-07:00</dc:date>
  1345.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1346.         <prism:coverDate/>
  1347.         <prism:coverDisplayDate/>
  1348.         <guid isPermaLink="false">10.1111/cdev.14093</guid>
  1349.         <title>She made it with her friend: How social object history influences children's thinking about the value of digital objects</title>
  1350.         <description>Child Development, EarlyView. </description>
  1351.         <dc:description>
  1352. Abstract
  1353. Two studies examine how social object histories from collaborative experiences influenced North American children (N = 160, 5–10 years) thinking about the value of digital objects (48% male/51% female; 51% White/24% Black/11% Asian). With forced‐choice judgments, Study 1 found (moderate–large effects) that children viewed digital and physical objects with social histories as more special than objects without such histories. On a 10‐point scale, Study 2 found (large effects) that children rated digital objects with positive social histories as more special than objects with negative ones. Overall, the studies found that children's tendencies to use object history to understand object value extends into digital contexts. They also reveal how an unexplored kind of history—social history—affects judgments.
  1354. </dc:description>
  1355.         <content:encoded>
  1356. &lt;h2&gt;Abstract&lt;/h2&gt;
  1357. &lt;p&gt;Two studies examine how social object histories from collaborative experiences influenced North American children (&lt;i&gt;N&lt;/i&gt; = 160, 5–10 years) thinking about the value of digital objects (48% male/51% female; 51% White/24% Black/11% Asian). With forced-choice judgments, Study 1 found (moderate–large effects) that children viewed digital and physical objects with social histories as more special than objects without such histories. On a 10-point scale, Study 2 found (large effects) that children rated digital objects with positive social histories as more special than objects with negative ones. Overall, the studies found that children's tendencies to use object history to understand object value extends into digital contexts. They also reveal how an unexplored kind of history—social history—affects judgments.&lt;/p&gt;</content:encoded>
  1358.         <dc:creator>
  1359. Keiana Price,
  1360. Jasmine M. DeJesus,
  1361. Shaylene E. Nancekivell
  1362. </dc:creator>
  1363.         <category>EMPIRICAL ARTICLE</category>
  1364.         <dc:title>She made it with her friend: How social object history influences children's thinking about the value of digital objects</dc:title>
  1365.         <dc:identifier>10.1111/cdev.14093</dc:identifier>
  1366.         <prism:publicationName>Child Development</prism:publicationName>
  1367.         <prism:doi>10.1111/cdev.14093</prism:doi>
  1368.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14093?af=R</prism:url>
  1369.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1370.      </item>
  1371.      <item>
  1372.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14094?af=R</link>
  1373.         <pubDate>Wed, 27 Mar 2024 23:28:36 -0700</pubDate>
  1374.         <dc:date>2024-03-27T11:28:36-07:00</dc:date>
  1375.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1376.         <prism:coverDate/>
  1377.         <prism:coverDisplayDate/>
  1378.         <guid isPermaLink="false">10.1111/cdev.14094</guid>
  1379.         <title>“You gotta tell the camera”: Advancing children's engineering learning opportunities through tinkering and digital storytelling</title>
  1380.         <description>Child Development, EarlyView. </description>
  1381.         <dc:description>
  1382. Abstract
  1383. This study addressed whether combining tinkering with digital storytelling (i.e., narrating and reflecting about experiences to an imagined audience) can engender engineering learning opportunities. Eighty‐four families with 5‐ to 10‐year‐old (M = 7.69) children (48% female children; 57% White, 11% Asian, 6% Black) watched a video introducing a tinkering activity and were randomly assigned either to a digital storytelling condition or a no digital storytelling condition during tinkering. After tinkering, families reflected on their tinkering experience and were randomly assigned to either engage in digital storytelling or not. Children in the digital storytelling condition during tinkering spoke most to an imagined audience during tinkering, talked most about engineering at reflection, and remembered the most information about the experience weeks later.
  1384. </dc:description>
  1385.         <content:encoded>
  1386. &lt;h2&gt;Abstract&lt;/h2&gt;
  1387. &lt;p&gt;This study addressed whether combining tinkering with digital storytelling (i.e., narrating and reflecting about experiences to an imagined audience) can engender engineering learning opportunities. Eighty-four families with 5- to 10-year-old (&lt;i&gt;M&lt;/i&gt; = 7.69) children (48% female children; 57% White, 11% Asian, 6% Black) watched a video introducing a tinkering activity and were randomly assigned either to a digital storytelling condition or a no digital storytelling condition during tinkering. After tinkering, families reflected on their tinkering experience and were randomly assigned to either engage in digital storytelling or not. Children in the digital storytelling condition during tinkering spoke most to an imagined audience during tinkering, talked most about engineering at reflection, and remembered the most information about the experience weeks later.&lt;/p&gt;</content:encoded>
  1388.         <dc:creator>
  1389. Lauren C. Pagano,
  1390. Riley E. George,
  1391. David H. Uttal,
  1392. Catherine A. Haden
  1393. </dc:creator>
  1394.         <category>EMPIRICAL ARTICLE</category>
  1395.         <dc:title>“You gotta tell the camera”: Advancing children's engineering learning opportunities through tinkering and digital storytelling</dc:title>
  1396.         <dc:identifier>10.1111/cdev.14094</dc:identifier>
  1397.         <prism:publicationName>Child Development</prism:publicationName>
  1398.         <prism:doi>10.1111/cdev.14094</prism:doi>
  1399.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14094?af=R</prism:url>
  1400.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1401.      </item>
  1402.      <item>
  1403.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14095?af=R</link>
  1404.         <pubDate>Wed, 27 Mar 2024 01:29:28 -0700</pubDate>
  1405.         <dc:date>2024-03-27T01:29:28-07:00</dc:date>
  1406.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1407.         <prism:coverDate/>
  1408.         <prism:coverDisplayDate/>
  1409.         <guid isPermaLink="false">10.1111/cdev.14095</guid>
  1410.         <title>“Some people will tell jokes to you; some people be racist:” A mixed‐method examination of racist jokes and adolescents’ well‐being</title>
  1411.         <description>Child Development, EarlyView. </description>
  1412.         <dc:description>
  1413. Abstract
  1414. This study examined how adolescents make meaning of racist jokes and their impact on daily well‐being using a sequential mixed‐methods research design with interview (N = 20; 60% girls, 5% gender‐nonconforming; 45% Asian American, 40% Latina/o/x, 10% Black, 5% biracial/multiethnic) and daily diary data (N = 168; 54% girls; 57% Latina/o/x, 21% biracial/multiethnic, 10% Asian American, 9% White, 4% Black). Qualitative results revealed that racist jokes were common, distinct from other overt forms of discrimination, and perceived as harmless when perpetrated by friends. Quantitatively, approximately half of adolescents reported hearing at least one racist joke during the study period, and racist jokes by friends were associated with higher daily angry, anxious, and depressed moods and stress. Racist jokes by known others and strangers were also significantly associated with poorer well‐being, although less consistently. Findings highlight the hidden harmful effects of racist jokes on adolescents’ daily mood and stress.
  1415. </dc:description>
  1416.         <content:encoded>
  1417. &lt;h2&gt;Abstract&lt;/h2&gt;
  1418. &lt;p&gt;This study examined how adolescents make meaning of racist jokes and their impact on daily well-being using a sequential mixed-methods research design with interview (&lt;i&gt;N&lt;/i&gt; = 20; 60% girls, 5% gender-nonconforming; 45% Asian American, 40% Latina/o/x, 10% Black, 5% biracial/multiethnic) and daily diary data (&lt;i&gt;N&lt;/i&gt; = 168; 54% girls; 57% Latina/o/x, 21% biracial/multiethnic, 10% Asian American, 9% White, 4% Black). Qualitative results revealed that racist jokes were common, distinct from other overt forms of discrimination, and perceived as harmless when perpetrated by friends. Quantitatively, approximately half of adolescents reported hearing at least one racist joke during the study period, and racist jokes by friends were associated with higher daily angry, anxious, and depressed moods and stress. Racist jokes by known others and strangers were also significantly associated with poorer well-being, although less consistently. Findings highlight the hidden harmful effects of racist jokes on adolescents’ daily mood and stress.&lt;/p&gt;</content:encoded>
  1419.         <dc:creator>
  1420. Aprile D. Benner,
  1421. Francheska Alers‐Rojas,
  1422. Briana A. López,
  1423. Shanting Chen
  1424. </dc:creator>
  1425.         <category>EMPIRICAL ARTICLE</category>
  1426.         <dc:title>“Some people will tell jokes to you; some people be racist:” A mixed‐method examination of racist jokes and adolescents’ well‐being</dc:title>
  1427.         <dc:identifier>10.1111/cdev.14095</dc:identifier>
  1428.         <prism:publicationName>Child Development</prism:publicationName>
  1429.         <prism:doi>10.1111/cdev.14095</prism:doi>
  1430.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14095?af=R</prism:url>
  1431.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1432.      </item>
  1433.      <item>
  1434.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14088?af=R</link>
  1435.         <pubDate>Wed, 27 Mar 2024 01:19:21 -0700</pubDate>
  1436.         <dc:date>2024-03-27T01:19:21-07:00</dc:date>
  1437.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1438.         <prism:coverDate/>
  1439.         <prism:coverDisplayDate/>
  1440.         <guid isPermaLink="false">10.1111/cdev.14088</guid>
  1441.         <title>Children's moral evaluations of and behaviors toward people who are curious about religion and science</title>
  1442.         <description>Child Development, EarlyView. </description>
  1443.         <dc:description>
  1444. Abstract
  1445. Although children exhibit curiosity regarding science, questions remain regarding how children evaluate others' curiosity and whether evaluations differ across domains that prioritize faith (e.g., religion) versus those that value questioning (e.g., science). In Study 1 (n = 115 5‐ to 8‐year‐olds; 49% female; 66% White), children evaluated actors who were curious, ignorant and non‐curious, or knowledgeable about religion or science; curiosity elicited relatively favorable moral evaluations (ds &gt; .40). Study 2 (n = 62 7‐ to 8‐year‐olds; 48% female; 63% White) found that these evaluations generalized to behaviors, as children acted more pro‐socially and less punitively toward curious, versus not curious, individuals (ηp2$$ {\eta}_{\mathrm{p}}^2 $$ = .37). These findings (data collected 2020–2022) demonstrate children's positive moral evaluations of curiosity and contribute to debates regarding overlap between scientific and religious cognition.
  1446. </dc:description>
  1447.         <content:encoded>
  1448. &lt;h2&gt;Abstract&lt;/h2&gt;
  1449. &lt;p&gt;Although children exhibit curiosity regarding science, questions remain regarding how children evaluate others' curiosity and whether evaluations differ across domains that prioritize faith (e.g., religion) versus those that value questioning (e.g., science). In Study 1 (&lt;i&gt;n&lt;/i&gt; = 115 5- to 8-year-olds; 49% female; 66% White), children evaluated actors who were curious, ignorant and non-curious, or knowledgeable about religion or science; curiosity elicited relatively favorable moral evaluations (&lt;i&gt;d&lt;/i&gt;s &amp;gt; .40). Study 2 (&lt;i&gt;n&lt;/i&gt; = 62 7- to 8-year-olds; 48% female; 63% White) found that these evaluations generalized to behaviors, as children acted more pro-socially and less punitively toward curious, versus not curious, individuals (ηp2$$ {\eta}_{\mathrm{p}}^2 $$ = .37). These findings (data collected 2020–2022) demonstrate children's positive moral evaluations of curiosity and contribute to debates regarding overlap between scientific and religious cognition.&lt;/p&gt;</content:encoded>
  1450.         <dc:creator>
  1451. Ariel J. Mosley,
  1452. Cindel J. M. White,
  1453. Larisa Heiphetz Solomon
  1454. </dc:creator>
  1455.         <category>EMPIRICAL ARTICLE</category>
  1456.         <dc:title>Children's moral evaluations of and behaviors toward people who are curious about religion and science</dc:title>
  1457.         <dc:identifier>10.1111/cdev.14088</dc:identifier>
  1458.         <prism:publicationName>Child Development</prism:publicationName>
  1459.         <prism:doi>10.1111/cdev.14088</prism:doi>
  1460.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14088?af=R</prism:url>
  1461.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1462.      </item>
  1463.      <item>
  1464.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14092?af=R</link>
  1465.         <pubDate>Mon, 25 Mar 2024 00:00:00 -0700</pubDate>
  1466.         <dc:date>2024-03-25T12:00:00-07:00</dc:date>
  1467.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1468.         <prism:coverDate/>
  1469.         <prism:coverDisplayDate/>
  1470.         <guid isPermaLink="false">10.1111/cdev.14092</guid>
  1471.         <title>Ownership‐attributing intuitions are cross‐culturally shared</title>
  1472.         <description>Child Development, EarlyView. </description>
  1473.         <dc:description>
  1474. Abstract
  1475. This study tested intuitions about ownership in children of Dani people, an indigenous Papuan society (N = 79, Mage = 7, 49.4% females). The results show that similar to studies with children from Western societies, children infer ownership from (1) control of permission, (2) ownership of the territory the object is located in, and (3) manmade versus natural origins of the object. By contrast, they did not (4) infer ownership from the first observed possession of an object. Additionally, Papuan children showed (5) an absolute first possession heuristic, whereby they assigned ownership to a person who achieved a goal, in contrast to a person who was first to pursue this goal but failed to be the first to claim it.
  1476. </dc:description>
  1477.         <content:encoded>
  1478. &lt;h2&gt;Abstract&lt;/h2&gt;
  1479. &lt;p&gt;This study tested intuitions about ownership in children of Dani people, an indigenous Papuan society (&lt;i&gt;N&lt;/i&gt; = 79, &lt;i&gt;M&lt;/i&gt;
  1480. &lt;sub&gt;age&lt;/sub&gt; = 7, 49.4% females). The results show that similar to studies with children from Western societies, children infer ownership from (1) control of permission, (2) ownership of the territory the object is located in, and (3) manmade versus natural origins of the object. By contrast, they did not (4) infer ownership from the first observed possession of an object. Additionally, Papuan children showed (5) an absolute first possession heuristic, whereby they assigned ownership to a person who achieved a goal, in contrast to a person who was first to pursue this goal but failed to be the first to claim it.&lt;/p&gt;</content:encoded>
  1481.         <dc:creator>
  1482. Michał Białek,
  1483. Michal Mikolaj Stefanczyk,
  1484. Marta Kowal,
  1485. Piotr Sorokowski
  1486. </dc:creator>
  1487.         <category>EMPIRICAL REPORTS</category>
  1488.         <dc:title>Ownership‐attributing intuitions are cross‐culturally shared</dc:title>
  1489.         <dc:identifier>10.1111/cdev.14092</dc:identifier>
  1490.         <prism:publicationName>Child Development</prism:publicationName>
  1491.         <prism:doi>10.1111/cdev.14092</prism:doi>
  1492.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14092?af=R</prism:url>
  1493.         <prism:section>EMPIRICAL REPORTS</prism:section>
  1494.      </item>
  1495.      <item>
  1496.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14089?af=R</link>
  1497.         <pubDate>Fri, 22 Mar 2024 02:15:05 -0700</pubDate>
  1498.         <dc:date>2024-03-22T02:15:05-07:00</dc:date>
  1499.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1500.         <prism:coverDate/>
  1501.         <prism:coverDisplayDate/>
  1502.         <guid isPermaLink="false">10.1111/cdev.14089</guid>
  1503.         <title>Age differences in generalization, memory specificity, and their overnight fate in childhood</title>
  1504.         <description>Child Development, EarlyView. </description>
  1505.         <dc:description>
  1506. Abstract
  1507. Memory enables generalization to new situations, and memory specificity that preserves individual episodes. This study investigated generalization, memory specificity, and their overnight fate in 141 4‐ to 8‐year‐olds (computerized memory game; 71 females, tested 2020–2021 in Germany). The results replicated age effects in generalization and memory specificity, and a contingency of generalization on object conceptual properties and interobject semantic proximity. Age effects were stronger in generalization than in memory specificity, and generalization was more closely linked to the explicit regularity knowledge in older than in younger children. After an overnight delay, older children retained more generalized and specific memories and showed greater gains but only in generalization. These findings reveal distinct age differences in generalization and memory specificity across childhood.
  1508. </dc:description>
  1509.         <content:encoded>
  1510. &lt;h2&gt;Abstract&lt;/h2&gt;
  1511. &lt;p&gt;Memory enables generalization to new situations, and memory specificity that preserves individual episodes. This study investigated generalization, memory specificity, and their overnight fate in 141 4- to 8-year-olds (computerized memory game; 71 females, tested 2020–2021 in Germany). The results replicated age effects in generalization and memory specificity, and a contingency of generalization on object conceptual properties and interobject semantic proximity. Age effects were stronger in generalization than in memory specificity, and generalization was more closely linked to the explicit regularity knowledge in older than in younger children. After an overnight delay, older children retained more generalized and specific memories and showed greater gains but only in generalization. These findings reveal distinct age differences in generalization and memory specificity across childhood.&lt;/p&gt;</content:encoded>
  1512.         <dc:creator>
  1513. Elisa S. Buchberger,
  1514. Ann‐Kathrin Joechner,
  1515. Chi T. Ngo,
  1516. Ulman Lindenberger,
  1517. Markus Werkle‐Bergner
  1518. </dc:creator>
  1519.         <category>EMPIRICAL ARTICLE</category>
  1520.         <dc:title>Age differences in generalization, memory specificity, and their overnight fate in childhood</dc:title>
  1521.         <dc:identifier>10.1111/cdev.14089</dc:identifier>
  1522.         <prism:publicationName>Child Development</prism:publicationName>
  1523.         <prism:doi>10.1111/cdev.14089</prism:doi>
  1524.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14089?af=R</prism:url>
  1525.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1526.      </item>
  1527.      <item>
  1528.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14087?af=R</link>
  1529.         <pubDate>Fri, 08 Mar 2024 04:44:50 -0800</pubDate>
  1530.         <dc:date>2024-03-08T04:44:50-08:00</dc:date>
  1531.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1532.         <prism:coverDate/>
  1533.         <prism:coverDisplayDate/>
  1534.         <guid isPermaLink="false">10.1111/cdev.14087</guid>
  1535.         <title>Parents' and classmates' influences on adolescents' ethnic prejudice: A longitudinal multi‐informant study</title>
  1536.         <description>Child Development, EarlyView. </description>
  1537.         <dc:description>
  1538. Abstract
  1539. The family and classroom are important contexts that can contribute to the socialization of ethnic prejudice. However, less is known about their unique, relative, and synergic contributions in influencing youth's affective and cognitive prejudice. The current longitudinal study examined these processes and possible moderators among 688 Italian youth (49.13% girls; Mage = 15.61 years), their parents (nmothers = 603, nfathers = 471; Mage = 49.51 years), and classmates between January/February 2022 and January/February 2023. Cross‐lagged panel models highlighted that parents and classmates exert unique and relative influences on different dimensions of adolescents' prejudice. Additionally, different interaction effects also emerged for affective (i.e., adverse compensatory effect) and cognitive (i.e., amplifying effect) prejudice. Thus, adolescents draw from the multiple contexts of development to orient themselves in the social world.
  1540. </dc:description>
  1541.         <content:encoded>
  1542. &lt;h2&gt;Abstract&lt;/h2&gt;
  1543. &lt;p&gt;The family and classroom are important contexts that can contribute to the socialization of ethnic prejudice. However, less is known about their unique, relative, and synergic contributions in influencing youth's affective and cognitive prejudice. The current longitudinal study examined these processes and possible moderators among 688 Italian youth (49.13% girls; &lt;i&gt;M&lt;/i&gt;
  1544. &lt;sub&gt;age&lt;/sub&gt; = 15.61 years), their parents (&lt;i&gt;n&lt;/i&gt;
  1545. &lt;sub&gt;mothers&lt;/sub&gt; = 603, &lt;i&gt;n&lt;/i&gt;
  1546. &lt;sub&gt;fathers&lt;/sub&gt; = 471; &lt;i&gt;M&lt;/i&gt;
  1547. &lt;sub&gt;age&lt;/sub&gt; = 49.51 years), and classmates between January/February 2022 and January/February 2023. Cross-lagged panel models highlighted that parents and classmates exert unique and relative influences on different dimensions of adolescents' prejudice. Additionally, different interaction effects also emerged for affective (i.e., adverse compensatory effect) and cognitive (i.e., amplifying effect) prejudice. Thus, adolescents draw from the multiple contexts of development to orient themselves in the social world.&lt;/p&gt;</content:encoded>
  1548.         <dc:creator>
  1549. Beatrice Bobba,
  1550. Susan Branje,
  1551. Elisabetta Crocetti
  1552. </dc:creator>
  1553.         <category>EMPIRICAL ARTICLE</category>
  1554.         <dc:title>Parents' and classmates' influences on adolescents' ethnic prejudice: A longitudinal multi‐informant study</dc:title>
  1555.         <dc:identifier>10.1111/cdev.14087</dc:identifier>
  1556.         <prism:publicationName>Child Development</prism:publicationName>
  1557.         <prism:doi>10.1111/cdev.14087</prism:doi>
  1558.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14087?af=R</prism:url>
  1559.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1560.      </item>
  1561.      <item>
  1562.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14084?af=R</link>
  1563.         <pubDate>Fri, 08 Mar 2024 04:39:03 -0800</pubDate>
  1564.         <dc:date>2024-03-08T04:39:03-08:00</dc:date>
  1565.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1566.         <prism:coverDate/>
  1567.         <prism:coverDisplayDate/>
  1568.         <guid isPermaLink="false">10.1111/cdev.14084</guid>
  1569.         <title>Do adolescents use choice to learn about their preferences? Development of value refinement and its associations with depressive symptoms in adolescence</title>
  1570.         <description>Child Development, EarlyView. </description>
  1571.         <dc:description>
  1572. Abstract
  1573. Independent decision making requires forming stable estimates of one's preferences. We assessed whether adolescents learn about their preferences through choice deliberation and whether depressive symptoms disrupt this process. Adolescents aged 11–18 (N = 214; participated 2021–22; Female: 53.9%; White/Black/Asian/Mixed/Arab or Latin American: 26/21/19/9/8%) rated multiple activities, chose between pairs of activities and re‐rated those activities. As expected, overall, participants uprated chosen and downrated unchosen activities (dz = .20). This value refinement through choice was not evident in younger participants but emerged across adolescence. Contrary to our predictions, depressive symptoms were associated with greater value refinement. Despite this, more depressed adolescents reported lower value certainty and choice confidence. The cognitive processes through which choice deliberation shapes preference develop over adolescence, and are disrupted in depression.
  1574. </dc:description>
  1575.         <content:encoded>
  1576. &lt;h2&gt;Abstract&lt;/h2&gt;
  1577. &lt;p&gt;Independent decision making requires forming stable estimates of one's preferences. We assessed whether adolescents learn about their preferences through choice deliberation and whether depressive symptoms disrupt this process. Adolescents aged 11–18 (&lt;i&gt;N&lt;/i&gt; = 214; participated 2021–22; Female: 53.9%; White/Black/Asian/Mixed/Arab or Latin American: 26/21/19/9/8%) rated multiple activities, chose between pairs of activities and re-rated those activities. As expected, overall, participants uprated chosen and downrated unchosen activities (&lt;i&gt;dz&lt;/i&gt; = .20). This value refinement through choice was not evident in younger participants but emerged across adolescence. Contrary to our predictions, depressive symptoms were associated with greater value refinement. Despite this, more depressed adolescents reported lower value certainty and choice confidence. The cognitive processes through which choice deliberation shapes preference develop over adolescence, and are disrupted in depression.&lt;/p&gt;</content:encoded>
  1578.         <dc:creator>
  1579. M. E. Moses‐Payne,
  1580. D. G. Lee,
  1581. J. P. Roiser
  1582. </dc:creator>
  1583.         <category>EMPIRICAL ARTICLE</category>
  1584.         <dc:title>Do adolescents use choice to learn about their preferences? Development of value refinement and its associations with depressive symptoms in adolescence</dc:title>
  1585.         <dc:identifier>10.1111/cdev.14084</dc:identifier>
  1586.         <prism:publicationName>Child Development</prism:publicationName>
  1587.         <prism:doi>10.1111/cdev.14084</prism:doi>
  1588.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14084?af=R</prism:url>
  1589.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1590.      </item>
  1591.      <item>
  1592.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14091?af=R</link>
  1593.         <pubDate>Mon, 04 Mar 2024 20:44:32 -0800</pubDate>
  1594.         <dc:date>2024-03-04T08:44:32-08:00</dc:date>
  1595.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1596.         <prism:coverDate/>
  1597.         <prism:coverDisplayDate/>
  1598.         <guid isPermaLink="false">10.1111/cdev.14091</guid>
  1599.         <title>Parental differential treatment of siblings linked with internalizing and externalizing behavior: A meta‐analysis</title>
  1600.         <description>Child Development, EarlyView. </description>
  1601.         <dc:description>
  1602. Abstract
  1603. This meta‐analysis linked relative and absolute parental differential treatment (PDT) with internalizing and externalizing behavior of children and adolescents. Multilevel meta‐analysis data represented 26,451 participants based on 2890 effect sizes coming from 88 sources, nested within 43 samples. Participants were between 3.18 and 18.99 years of age (Mage = 12.64, SD = 3.89; 51.31% female; 82.23% White; 54.68% from the United States). Less‐favored treatment (relative PDT) was linked to more internalizing and externalizing behavior. Additionally, greater differences in parenting between siblings (absolute PDT) were linked to more internalizing and externalizing behavior. Some links were moderated by other factors. For example, some effects were stronger when PDT was reported by children, and others, when siblings were closer in age.
  1604. </dc:description>
  1605.         <content:encoded>
  1606. &lt;h2&gt;Abstract&lt;/h2&gt;
  1607. &lt;p&gt;This meta-analysis linked relative and absolute parental differential treatment (PDT) with internalizing and externalizing behavior of children and adolescents. Multilevel meta-analysis data represented 26,451 participants based on 2890 effect sizes coming from 88 sources, nested within 43 samples. Participants were between 3.18 and 18.99 years of age (&lt;i&gt;M&lt;/i&gt;
  1608. &lt;sub&gt;age&lt;/sub&gt; = 12.64, SD = 3.89; 51.31% female; 82.23% White; 54.68% from the United States). Less-favored treatment (relative PDT) was linked to more internalizing and externalizing behavior. Additionally, greater differences in parenting between siblings (absolute PDT) were linked to more internalizing and externalizing behavior. Some links were moderated by other factors. For example, some effects were stronger when PDT was reported by children, and others, when siblings were closer in age.&lt;/p&gt;</content:encoded>
  1609.         <dc:creator>
  1610. Alexander C. Jensen,
  1611. Alexandra E. Thomsen
  1612. </dc:creator>
  1613.         <category>EMPIRICAL ARTICLE</category>
  1614.         <dc:title>Parental differential treatment of siblings linked with internalizing and externalizing behavior: A meta‐analysis</dc:title>
  1615.         <dc:identifier>10.1111/cdev.14091</dc:identifier>
  1616.         <prism:publicationName>Child Development</prism:publicationName>
  1617.         <prism:doi>10.1111/cdev.14091</prism:doi>
  1618.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14091?af=R</prism:url>
  1619.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1620.      </item>
  1621.      <item>
  1622.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14082?af=R</link>
  1623.         <pubDate>Mon, 04 Mar 2024 04:38:50 -0800</pubDate>
  1624.         <dc:date>2024-03-04T04:38:50-08:00</dc:date>
  1625.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1626.         <prism:coverDate/>
  1627.         <prism:coverDisplayDate/>
  1628.         <guid isPermaLink="false">10.1111/cdev.14082</guid>
  1629.         <title>Differential psychophysiological responses associated with decision‐making in children from different socioeconomic backgrounds</title>
  1630.         <description>Child Development, EarlyView. </description>
  1631.         <dc:description>
  1632. Abstract
  1633. This study examined how socioeconomic status (SES) influences on decision‐making processing. The roles of anticipatory/outcome‐related cardiac activity and awareness of task contingencies were also assessed. One hundred twelve children (Mage = 5.83, SDage = 0.32; 52.7% female, 51.8% low‐SES; data collected October–December 2018 and April–December 2019) performed the Children's Gambling Task, while heart rate activity was recorded. Awareness of gain/loss contingencies was assessed after completing the task. Distinct decision‐making strategies emerged among low and middle/high‐SES children. Despite similar awareness levels between SES groups, future‐oriented decision‐making was linked solely to the middle/high‐SES group. Somatic markers did not manifest unequivocally. However, contrasting cardiac patterns were evident concerning feedback processing and the association between anticipatory activity and awareness (low: acceleration vs. middle/high: deceleration). Results are interpreted from an evolutionary‐developmental perspective.
  1634. </dc:description>
  1635.         <content:encoded>
  1636. &lt;h2&gt;Abstract&lt;/h2&gt;
  1637. &lt;p&gt;This study examined how socioeconomic status (SES) influences on decision-making processing. The roles of anticipatory/outcome-related cardiac activity and awareness of task contingencies were also assessed. One hundred twelve children (&lt;i&gt;M&lt;/i&gt;
  1638. &lt;sub&gt;age&lt;/sub&gt; = 5.83, SD&lt;sub&gt;age&lt;/sub&gt; = 0.32; 52.7% female, 51.8% low-SES; data collected October–December 2018 and April–December 2019) performed the Children's Gambling Task, while heart rate activity was recorded. Awareness of gain/loss contingencies was assessed after completing the task. Distinct decision-making strategies emerged among low and middle/high-SES children. Despite similar awareness levels between SES groups, future-oriented decision-making was linked solely to the middle/high-SES group. Somatic markers did not manifest unequivocally. However, contrasting cardiac patterns were evident concerning feedback processing and the association between anticipatory activity and awareness (low: acceleration vs. middle/high: deceleration). Results are interpreted from an evolutionary-developmental perspective.&lt;/p&gt;</content:encoded>
  1639.         <dc:creator>
  1640. Hernán Delgado,
  1641. Sebastián Lipina,
  1642. M. Carmen Pastor,
  1643. Graciela Muniz‐Terrera,
  1644. Ñeranei Menéndez,
  1645. Richard Rodríguez,
  1646. Alejandra Carboni
  1647. </dc:creator>
  1648.         <category>EMPIRICAL ARTICLE</category>
  1649.         <dc:title>Differential psychophysiological responses associated with decision‐making in children from different socioeconomic backgrounds</dc:title>
  1650.         <dc:identifier>10.1111/cdev.14082</dc:identifier>
  1651.         <prism:publicationName>Child Development</prism:publicationName>
  1652.         <prism:doi>10.1111/cdev.14082</prism:doi>
  1653.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14082?af=R</prism:url>
  1654.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1655.      </item>
  1656.      <item>
  1657.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14090?af=R</link>
  1658.         <pubDate>Mon, 04 Mar 2024 04:14:36 -0800</pubDate>
  1659.         <dc:date>2024-03-04T04:14:36-08:00</dc:date>
  1660.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1661.         <prism:coverDate/>
  1662.         <prism:coverDisplayDate/>
  1663.         <guid isPermaLink="false">10.1111/cdev.14090</guid>
  1664.         <title>DNA methylation variation after a parenting program for child conduct problems: Findings from a randomized controlled trial</title>
  1665.         <description>Child Development, EarlyView. </description>
  1666.         <dc:description>
  1667. Abstract
  1668. This study investigated associations of the Incredible Years (IY) parenting program with children's DNA methylation. Participants were 289 Dutch children aged 3–9 years (75% European ancestry, 48% female) with above‐average conduct problems. Saliva was collected 2.5 years after families were randomized to IY or care as usual (CAU). Using an intention‐to‐treat approach, confirmatory multiple‐regression analyses revealed no significant differences between the IY and CAU groups in children's methylation levels at the NR3C1 and FKBP5 genes. However, exploratory epigenome‐wide analyses revealed nine differentially methylated regions between groups, coinciding with SLAMF1, MITF, FAM200B, PSD3, SNX31, and CELSR1. The study provides preliminary evidence for associations of IY with children's salivary methylation levels and highlights the need for further research into biological outcomes of parenting programs.
  1669. </dc:description>
  1670.         <content:encoded>
  1671. &lt;h2&gt;Abstract&lt;/h2&gt;
  1672. &lt;p&gt;This study investigated associations of the Incredible Years (IY) parenting program with children's DNA methylation. Participants were 289 Dutch children aged 3–9 years (75% European ancestry, 48% female) with above-average conduct problems. Saliva was collected 2.5 years after families were randomized to IY or care as usual (CAU). Using an intention-to-treat approach, confirmatory multiple-regression analyses revealed no significant differences between the IY and CAU groups in children's methylation levels at the NR3C1 and FKBP5 genes. However, exploratory epigenome-wide analyses revealed nine differentially methylated regions between groups, coinciding with &lt;i&gt;SLAMF1&lt;/i&gt;, &lt;i&gt;MITF&lt;/i&gt;, &lt;i&gt;FAM200B&lt;/i&gt;, &lt;i&gt;PSD3&lt;/i&gt;, &lt;i&gt;SNX31&lt;/i&gt;, and &lt;i&gt;CELSR1&lt;/i&gt;. The study provides preliminary evidence for associations of IY with children's salivary methylation levels and highlights the need for further research into biological outcomes of parenting programs.&lt;/p&gt;</content:encoded>
  1673.         <dc:creator>
  1674. Nicole Creasey,
  1675. Patty Leijten,
  1676. Marieke S. Tollenaar,
  1677. Marco P. Boks,
  1678. Geertjan Overbeek
  1679. </dc:creator>
  1680.         <category>EMPIRICAL ARTICLE</category>
  1681.         <dc:title>DNA methylation variation after a parenting program for child conduct problems: Findings from a randomized controlled trial</dc:title>
  1682.         <dc:identifier>10.1111/cdev.14090</dc:identifier>
  1683.         <prism:publicationName>Child Development</prism:publicationName>
  1684.         <prism:doi>10.1111/cdev.14090</prism:doi>
  1685.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14090?af=R</prism:url>
  1686.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1687.      </item>
  1688.      <item>
  1689.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14085?af=R</link>
  1690.         <pubDate>Fri, 01 Mar 2024 23:54:56 -0800</pubDate>
  1691.         <dc:date>2024-03-01T11:54:56-08:00</dc:date>
  1692.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1693.         <prism:coverDate/>
  1694.         <prism:coverDisplayDate/>
  1695.         <guid isPermaLink="false">10.1111/cdev.14085</guid>
  1696.         <title>Children in ethnically diverse classrooms and those with cross‐ethnic friendships excel at understanding others' minds</title>
  1697.         <description>Child Development, EarlyView. </description>
  1698.         <dc:description>
  1699. Abstract
  1700. This study examined the link between classroom ethnic diversity, cross‐ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and teacher‐reported demographic characteristics, greater classroom ethnic diversity provided opportunities for cross‐ethnic friendships, and children with cross‐ethnic friendships performed better than peers without cross‐ethnic friendships on theory of mind. These results extend accounts of intergroup contact by using direct assessments of children's theory of mind and advance social accounts of theory of mind by demonstrating how experiences outside the family are linked with theory of mind.
  1701. </dc:description>
  1702.         <content:encoded>
  1703. &lt;h2&gt;Abstract&lt;/h2&gt;
  1704. &lt;p&gt;This study examined the link between classroom ethnic diversity, cross-ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and teacher-reported demographic characteristics, greater classroom ethnic diversity provided opportunities for cross-ethnic friendships, and children with cross-ethnic friendships performed better than peers without cross-ethnic friendships on theory of mind. These results extend accounts of intergroup contact by using direct assessments of children's theory of mind and advance social accounts of theory of mind by demonstrating how experiences outside the family are linked with theory of mind.&lt;/p&gt;</content:encoded>
  1705.         <dc:creator>
  1706. Rory T. Devine,
  1707. Imogen Grumley Traynor,
  1708. Luca Ronchi,
  1709. Serena Lecce
  1710. </dc:creator>
  1711.         <category>EMPIRICAL ARTICLE</category>
  1712.         <dc:title>Children in ethnically diverse classrooms and those with cross‐ethnic friendships excel at understanding others' minds</dc:title>
  1713.         <dc:identifier>10.1111/cdev.14085</dc:identifier>
  1714.         <prism:publicationName>Child Development</prism:publicationName>
  1715.         <prism:doi>10.1111/cdev.14085</prism:doi>
  1716.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14085?af=R</prism:url>
  1717.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1718.      </item>
  1719.      <item>
  1720.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14083?af=R</link>
  1721.         <pubDate>Fri, 01 Mar 2024 04:54:29 -0800</pubDate>
  1722.         <dc:date>2024-03-01T04:54:29-08:00</dc:date>
  1723.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1724.         <prism:coverDate/>
  1725.         <prism:coverDisplayDate/>
  1726.         <guid isPermaLink="false">10.1111/cdev.14083</guid>
  1727.         <title>Individual differences in working memory predict the efficacy of experimenter‐manipulated gestures in first‐grade children</title>
  1728.         <description>Child Development, EarlyView. </description>
  1729.         <dc:description>
  1730. Abstract
  1731. Why is instructional gesture ineffective in some contexts? And what is it about learners that predicts whether they will learn from gestures? This between‐subjects linear measurement training study compares gesture instruction to two controls—operant action and transient action—in a diverse sample of first‐grade students (N = 174, Mage = 7.01 years; Nfemale = 84; Nmale = 90, 10% Latinx‐identified; 70% White; 6% Black; 6% Asian; 18% multiple racial categories, Mincome = $59,750, SDincome ≈ $25,000; data collected 03/16–03/19). Results show that instructor‐manipulated gestures may be less effective than demonstrative actions in part because they are iterative and do not leave a lasting trace. Verbal working memory, but not spatial, positively predicted an ability to learn from gesture and transient action in children with the lowest context knowledge.
  1732. </dc:description>
  1733.         <content:encoded>
  1734. &lt;h2&gt;Abstract&lt;/h2&gt;
  1735. &lt;p&gt;Why is instructional gesture ineffective in some contexts? And what is it about learners that predicts whether they will learn from gestures? This between-subjects linear measurement training study compares gesture instruction to two controls—operant action and transient action—in a diverse sample of first-grade students (&lt;i&gt;N&lt;/i&gt; = 174, &lt;i&gt;M&lt;/i&gt;
  1736. &lt;sub&gt;age&lt;/sub&gt; = 7.01 years; &lt;i&gt;N&lt;/i&gt;
  1737. &lt;sub&gt;female&lt;/sub&gt; = 84; &lt;i&gt;N&lt;/i&gt;
  1738. &lt;sub&gt;male&lt;/sub&gt; = 90, 10% Latinx-identified; 70% White; 6% Black; 6% Asian; 18% multiple racial categories, &lt;i&gt;M&lt;/i&gt;
  1739. &lt;sub&gt;income&lt;/sub&gt; = $59,750, SD&lt;sub&gt;income&lt;/sub&gt; ≈ $25,000; data collected 03/16–03/19). Results show that instructor-manipulated gestures may be less effective than demonstrative actions in part because they are iterative and do not leave a lasting trace. Verbal working memory, but not spatial, positively predicted an ability to learn from gesture and transient action in children with the lowest context knowledge.&lt;/p&gt;</content:encoded>
  1740.         <dc:creator>
  1741. Eliza L. Congdon
  1742. </dc:creator>
  1743.         <category>EMPIRICAL ARTICLE</category>
  1744.         <dc:title>Individual differences in working memory predict the efficacy of experimenter‐manipulated gestures in first‐grade children</dc:title>
  1745.         <dc:identifier>10.1111/cdev.14083</dc:identifier>
  1746.         <prism:publicationName>Child Development</prism:publicationName>
  1747.         <prism:doi>10.1111/cdev.14083</prism:doi>
  1748.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14083?af=R</prism:url>
  1749.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1750.      </item>
  1751.      <item>
  1752.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14080?af=R</link>
  1753.         <pubDate>Fri, 23 Feb 2024 20:45:09 -0800</pubDate>
  1754.         <dc:date>2024-02-23T08:45:09-08:00</dc:date>
  1755.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1756.         <prism:coverDate/>
  1757.         <prism:coverDisplayDate/>
  1758.         <guid isPermaLink="false">10.1111/cdev.14080</guid>
  1759.         <title>Letter–speech sound integration in typical reading development during the first years of formal education</title>
  1760.         <description>Child Development, EarlyView. </description>
  1761.         <dc:description>
  1762. Abstract
  1763. This study investigated the neural basis of letter and speech sound (LS) integration in 53 typical readers (35 girls, all White) during the first 2 years of reading education (ages 7–9). Changes in both sensory (multisensory vs unisensory) and linguistic (congruent vs incongruent) aspects of LS integration were examined. The left superior temporal cortex and bilateral inferior frontal cortex showed increasing activation for multisensory over unisensory LS over time, driven by reduced activation to speech sounds. No changes were noted in the congruency effect. However, at age nine, heightened activation to incongruent over congruent LS pairs were observed, correlating with individual differences in reading development. This suggests that the incongruency effect evolves at varying rates depending on reading skills.
  1764. </dc:description>
  1765.         <content:encoded>
  1766. &lt;h2&gt;Abstract&lt;/h2&gt;
  1767. &lt;p&gt;This study investigated the neural basis of letter and speech sound (LS) integration in 53 typical readers (35 girls, all White) during the first 2 years of reading education (ages 7–9). Changes in both sensory (multisensory vs unisensory) and linguistic (congruent vs incongruent) aspects of LS integration were examined. The left superior temporal cortex and bilateral inferior frontal cortex showed increasing activation for multisensory over unisensory LS over time, driven by reduced activation to speech sounds. No changes were noted in the congruency effect. However, at age nine, heightened activation to incongruent over congruent LS pairs were observed, correlating with individual differences in reading development. This suggests that the incongruency effect evolves at varying rates depending on reading skills.&lt;/p&gt;</content:encoded>
  1768.         <dc:creator>
  1769. Joanna Beck,
  1770. Katarzyna Chyl,
  1771. Agnieszka Dębska,
  1772. Magdalena Łuniewska,
  1773. Nienke van Atteveldt,
  1774. Katarzyna Jednoróg
  1775. </dc:creator>
  1776.         <category>EMPIRICAL ARTICLE</category>
  1777.         <dc:title>Letter–speech sound integration in typical reading development during the first years of formal education</dc:title>
  1778.         <dc:identifier>10.1111/cdev.14080</dc:identifier>
  1779.         <prism:publicationName>Child Development</prism:publicationName>
  1780.         <prism:doi>10.1111/cdev.14080</prism:doi>
  1781.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14080?af=R</prism:url>
  1782.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1783.      </item>
  1784.      <item>
  1785.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14075?af=R</link>
  1786.         <pubDate>Wed, 21 Feb 2024 06:23:03 -0800</pubDate>
  1787.         <dc:date>2024-02-21T06:23:03-08:00</dc:date>
  1788.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1789.         <prism:coverDate/>
  1790.         <prism:coverDisplayDate/>
  1791.         <guid isPermaLink="false">10.1111/cdev.14075</guid>
  1792.         <title>Becoming fictional storytellers: African American children's oral narrative development in early elementary school</title>
  1793.         <description>Child Development, EarlyView. </description>
  1794.         <dc:description>
  1795. Abstract
  1796. Oral storytelling skills are a complex oral discourse competency with implications for children's academic and social well‐being, yet few studies have investigated the development of these skills among typically developing African American children. The current study used longitudinal data, collected between 2012 and 2013, from 130 African American children (59–95 months old; 66 girls) to explore the development of fictional oral narrative skills. Results showed growth in macrostructure (i.e., story grammar) and microstructure productivity (i.e., number of total words; number of different words) over the school year. There was no evidence of growth in microstructure complexity. Nonverbal cognitive skills emerged as an individual difference in predicting oral narrative production. This study contributes to increasing the knowledge base needed to support African American children's oral language development.
  1797. </dc:description>
  1798.         <content:encoded>
  1799. &lt;h2&gt;Abstract&lt;/h2&gt;
  1800. &lt;p&gt;Oral storytelling skills are a complex oral discourse competency with implications for children's academic and social well-being, yet few studies have investigated the development of these skills among typically developing African American children. The current study used longitudinal data, collected between 2012 and 2013, from 130 African American children (59–95 months old; 66 girls) to explore the development of fictional oral narrative skills. Results showed growth in macrostructure (i.e., story grammar) and microstructure productivity (i.e., number of total words; number of different words) over the school year. There was no evidence of growth in microstructure complexity. Nonverbal cognitive skills emerged as an individual difference in predicting oral narrative production. This study contributes to increasing the knowledge base needed to support African American children's oral language development.&lt;/p&gt;</content:encoded>
  1801.         <dc:creator>
  1802. Nicole Gardner‐Neblett
  1803. </dc:creator>
  1804.         <category>EMPIRICAL ARTICLE</category>
  1805.         <dc:title>Becoming fictional storytellers: African American children's oral narrative development in early elementary school</dc:title>
  1806.         <dc:identifier>10.1111/cdev.14075</dc:identifier>
  1807.         <prism:publicationName>Child Development</prism:publicationName>
  1808.         <prism:doi>10.1111/cdev.14075</prism:doi>
  1809.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14075?af=R</prism:url>
  1810.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1811.      </item>
  1812.      <item>
  1813.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14081?af=R</link>
  1814.         <pubDate>Sat, 17 Feb 2024 01:24:57 -0800</pubDate>
  1815.         <dc:date>2024-02-17T01:24:57-08:00</dc:date>
  1816.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1817.         <prism:coverDate/>
  1818.         <prism:coverDisplayDate/>
  1819.         <guid isPermaLink="false">10.1111/cdev.14081</guid>
  1820.         <title>Do reflection prompts promote children's conflict monitoring and revision of misconceptions?</title>
  1821.         <description>Child Development, EarlyView. </description>
  1822.         <dc:description>
  1823. Abstract
  1824. We tested whether reflection prompts enhance conflict monitoring and facilitate the revision of misconceptions. German children (N = 97, Mage = 7.20, 56% female) were assigned to a prediction or a prediction with reflection condition that included reflection prompts. Children in the prediction with reflection condition (1) showed greater error‐related response times and pupil dilation responses, indicating better conflict monitoring, and (2) performed closer to an optimal Bayesian learner, indicating better monitoring‐based control. However, by the end of the study, all children had similar levels of misconception revision. Thus, reflection prompts can enhance learning from anomalous evidence by improving conflict monitoring, but they may need to be repeated often to sustain their beneficial effects.
  1825. </dc:description>
  1826.         <content:encoded>
  1827. &lt;h2&gt;Abstract&lt;/h2&gt;
  1828. &lt;p&gt;We tested whether reflection prompts enhance conflict monitoring and facilitate the revision of misconceptions. German children (&lt;i&gt;N&lt;/i&gt; = 97, &lt;i&gt;M&lt;/i&gt;
  1829. &lt;sub&gt;age&lt;/sub&gt; = 7.20, 56% female) were assigned to a prediction or a prediction with reflection condition that included reflection prompts. Children in the prediction with reflection condition (1) showed greater error-related response times and pupil dilation responses, indicating better conflict monitoring, and (2) performed closer to an optimal Bayesian learner, indicating better monitoring-based control. However, by the end of the study, all children had similar levels of misconception revision. Thus, reflection prompts can enhance learning from anomalous evidence by improving conflict monitoring, but they may need to be repeated often to sustain their beneficial effects.&lt;/p&gt;</content:encoded>
  1830.         <dc:creator>
  1831. Maria Theobald,
  1832. Joseph Colantonio,
  1833. Igor Bascandziev,
  1834. Elizabeth Bonawitz,
  1835. Garvin Brod
  1836. </dc:creator>
  1837.         <category>EMPIRICAL ARTICLE</category>
  1838.         <dc:title>Do reflection prompts promote children's conflict monitoring and revision of misconceptions?</dc:title>
  1839.         <dc:identifier>10.1111/cdev.14081</dc:identifier>
  1840.         <prism:publicationName>Child Development</prism:publicationName>
  1841.         <prism:doi>10.1111/cdev.14081</prism:doi>
  1842.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14081?af=R</prism:url>
  1843.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1844.      </item>
  1845.      <item>
  1846.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14068?af=R</link>
  1847.         <pubDate>Wed, 14 Feb 2024 05:13:38 -0800</pubDate>
  1848.         <dc:date>2024-02-14T05:13:38-08:00</dc:date>
  1849.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1850.         <prism:coverDate/>
  1851.         <prism:coverDisplayDate/>
  1852.         <guid isPermaLink="false">10.1111/cdev.14068</guid>
  1853.         <title>Supporting cognitive catch‐up: The effects of cluster‐randomized psychosocial stimulation interventions on preterm low birthweight children in rural China</title>
  1854.         <description>Child Development, EarlyView. </description>
  1855.         <dc:description>
  1856. Abstract
  1857. Improved survival of preterm low birthweight (LBW) infants due to advances in neonatal care has brought issues such as postnatal development trajectories to the foreground. This study pools evidence from three cluster‐randomized experiments evaluating community‐based psychosocial stimulation programs conducted from 2014 to 2017 that included 3571 rural Chinese children aged 6–24 months (51.1% male, 96.2% Han Chinese). The risk of severe cognitive delay was found to be 26.5 percentage points higher for preterm LBW children than for their peers at age 2.5, with a prevalence rate of 48.3%. Results show that psychosocial stimulation interventions can improve child cognitive development at scale, with beneficial impacts on child cognition disproportionately larger for preterm LBW children, helping them to catch up developmentally.
  1858. </dc:description>
  1859.         <content:encoded>
  1860. &lt;h2&gt;Abstract&lt;/h2&gt;
  1861. &lt;p&gt;Improved survival of preterm low birthweight (LBW) infants due to advances in neonatal care has brought issues such as postnatal development trajectories to the foreground. This study pools evidence from three cluster-randomized experiments evaluating community-based psychosocial stimulation programs conducted from 2014 to 2017 that included 3571 rural Chinese children aged 6–24 months (51.1% male, 96.2% Han Chinese). The risk of severe cognitive delay was found to be 26.5 percentage points higher for preterm LBW children than for their peers at age 2.5, with a prevalence rate of 48.3%. Results show that psychosocial stimulation interventions can improve child cognitive development at scale, with beneficial impacts on child cognition disproportionately larger for preterm LBW children, helping them to catch up developmentally.&lt;/p&gt;</content:encoded>
  1862.         <dc:creator>
  1863. Dorien Emmers,
  1864. Wenjing Yu,
  1865. Yun Shen,
  1866. Cindy Feng,
  1867. Marat Misra,
  1868. Andrew Peng,
  1869. Jerry Wang,
  1870. Florence Wu,
  1871. Sean Ye,
  1872. Scott Rozelle
  1873. </dc:creator>
  1874.         <category>EMPIRICAL ARTICLE</category>
  1875.         <dc:title>Supporting cognitive catch‐up: The effects of cluster‐randomized psychosocial stimulation interventions on preterm low birthweight children in rural China</dc:title>
  1876.         <dc:identifier>10.1111/cdev.14068</dc:identifier>
  1877.         <prism:publicationName>Child Development</prism:publicationName>
  1878.         <prism:doi>10.1111/cdev.14068</prism:doi>
  1879.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14068?af=R</prism:url>
  1880.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1881.      </item>
  1882.      <item>
  1883.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14074?af=R</link>
  1884.         <pubDate>Fri, 09 Feb 2024 04:25:42 -0800</pubDate>
  1885.         <dc:date>2024-02-09T04:25:42-08:00</dc:date>
  1886.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1887.         <prism:coverDate/>
  1888.         <prism:coverDisplayDate/>
  1889.         <guid isPermaLink="false">10.1111/cdev.14074</guid>
  1890.         <title>What curves are parallel? The core feature of preschoolers’ intuitive parallel category</title>
  1891.         <description>Child Development, EarlyView. </description>
  1892.         <dc:description>
  1893. Abstract
  1894. Existing evidence has revealed that humans can spontaneously categorize many geometric shapes without formal education. Children around 4 years could distinguish between intersecting lines and parallel lines. Three features can be used to identify parallel lines, namely “translational congruence,” “never meet,” and “constant distance.” This study separated them by using pairs of curves that possess only one of these features. Two experiments across 2021–2023, respectively, compared the relative priority of “translational congruence” with “constant distance,” and “never meet” with “constant distance” among 3‐ to 5‐year‐old Chinese preschoolers (Ntotal = 314, 48% female). The results showed that preschoolers consistently grouped “constant distance” curves with parallel lines. This suggests that the core feature of intuitive parallel category is “constant distance” at this age.
  1895. </dc:description>
  1896.         <content:encoded>
  1897. &lt;h2&gt;Abstract&lt;/h2&gt;
  1898. &lt;p&gt;Existing evidence has revealed that humans can spontaneously categorize many geometric shapes without formal education. Children around 4 years could distinguish between intersecting lines and parallel lines. Three features can be used to identify parallel lines, namely “translational congruence,” “never meet,” and “constant distance.” This study separated them by using pairs of curves that possess only one of these features. Two experiments across 2021–2023, respectively, compared the relative priority of “translational congruence” with “constant distance,” and “never meet” with “constant distance” among 3- to 5-year-old Chinese preschoolers (&lt;i&gt;N&lt;/i&gt;
  1899. &lt;sub&gt;total&lt;/sub&gt; = 314, 48% female). The results showed that preschoolers consistently grouped “constant distance” curves with parallel lines. This suggests that the core feature of intuitive parallel category is “constant distance” at this age.&lt;/p&gt;</content:encoded>
  1900.         <dc:creator>
  1901. Shaojing Gao,
  1902. Qingfen Hu
  1903. </dc:creator>
  1904.         <category>EMPIRICAL ARTICLE</category>
  1905.         <dc:title>What curves are parallel? The core feature of preschoolers’ intuitive parallel category</dc:title>
  1906.         <dc:identifier>10.1111/cdev.14074</dc:identifier>
  1907.         <prism:publicationName>Child Development</prism:publicationName>
  1908.         <prism:doi>10.1111/cdev.14074</prism:doi>
  1909.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14074?af=R</prism:url>
  1910.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1911.      </item>
  1912.      <item>
  1913.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14072?af=R</link>
  1914.         <pubDate>Fri, 09 Feb 2024 04:19:25 -0800</pubDate>
  1915.         <dc:date>2024-02-09T04:19:25-08:00</dc:date>
  1916.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1917.         <prism:coverDate/>
  1918.         <prism:coverDisplayDate/>
  1919.         <guid isPermaLink="false">10.1111/cdev.14072</guid>
  1920.         <title>This too shall pass, but when? Children's and adults' beliefs about the time duration of emotions, desires, and preferences</title>
  1921.         <description>Child Development, EarlyView. </description>
  1922.         <dc:description>
  1923. Abstract
  1924. This research investigated children's and adults' understanding of the mind by assessing beliefs about the temporal features of mental states. English‐speaking North American participants, varying in socioeconomic status (Study 1: N = 50 adults; Study 2: N = 112, 8‐ to 10‐year‐olds and adults; and Study 3: N = 116, 5‐ to 7‐year‐olds and adults; tested 2017–2022), estimated the duration (seconds to a lifetime) of emotions, desires (wanting), preferences (liking), and control trials (e.g., napping and having eyes). Participants were 56% female and 44% male; 32% Asian, 1% Black, 13% Hispanic/Latino, 38% White (non‐Hispanic/Latino), and 16% multiracial or another race/ethnicity. Children and adults judged that preferences last longer than emotions and desires, with age differences in distinguishing specific emotions by duration (ηp2s&gt;.03$$ {\eta}_{\mathrm{p}}^2\mathrm{s}&gt;.03 $$). By 5 to 7 years, ideas about the mind include consideration of time.
  1925. </dc:description>
  1926.         <content:encoded>
  1927. &lt;h2&gt;Abstract&lt;/h2&gt;
  1928. &lt;p&gt;This research investigated children's and adults' understanding of the mind by assessing beliefs about the temporal features of mental states. English-speaking North American participants, varying in socioeconomic status (Study 1: &lt;i&gt;N&lt;/i&gt; = 50 adults; Study 2: &lt;i&gt;N&lt;/i&gt; = 112, 8- to 10-year-olds and adults; and Study 3: &lt;i&gt;N&lt;/i&gt; = 116, 5- to 7-year-olds and adults; tested 2017–2022), estimated the duration (seconds to a lifetime) of emotions, desires (wanting), preferences (liking), and control trials (e.g., napping and having eyes). Participants were 56% female and 44% male; 32% Asian, 1% Black, 13% Hispanic/Latino, 38% White (non-Hispanic/Latino), and 16% multiracial or another race/ethnicity. Children and adults judged that preferences last longer than emotions and desires, with age differences in distinguishing specific emotions by duration (ηp2s&amp;gt;.03$$ {\eta}_{\mathrm{p}}^2\mathrm{s}&amp;gt;.03 $$). By 5 to 7 years, ideas about the mind include consideration of time.&lt;/p&gt;</content:encoded>
  1929.         <dc:creator>
  1930. Hannah J. Kramer,
  1931. Karen Hjortsvang Lara,
  1932. Hyowon Gweon,
  1933. Jamil Zaki,
  1934. Maritza Miramontes,
  1935. Kristin Hansen Lagattuta
  1936. </dc:creator>
  1937.         <category>EMPIRICAL ARTICLE</category>
  1938.         <dc:title>This too shall pass, but when? Children's and adults' beliefs about the time duration of emotions, desires, and preferences</dc:title>
  1939.         <dc:identifier>10.1111/cdev.14072</dc:identifier>
  1940.         <prism:publicationName>Child Development</prism:publicationName>
  1941.         <prism:doi>10.1111/cdev.14072</prism:doi>
  1942.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14072?af=R</prism:url>
  1943.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1944.      </item>
  1945.      <item>
  1946.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14076?af=R</link>
  1947.         <pubDate>Wed, 07 Feb 2024 00:00:00 -0800</pubDate>
  1948.         <dc:date>2024-02-07T12:00:00-08:00</dc:date>
  1949.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1950.         <prism:coverDate/>
  1951.         <prism:coverDisplayDate/>
  1952.         <guid isPermaLink="false">10.1111/cdev.14076</guid>
  1953.         <title>Investigating if high‐quality kindergarten teachers sustain the pre‐K boost to children's emergent literacy skill development in North Carolina</title>
  1954.         <description>Child Development, EarlyView. </description>
  1955.         <dc:description>
  1956. Abstract
  1957. This study tested the hypothesis that high‐quality kindergarten teachers sustain and amplify the skill development of children who participated in North Carolina's NC Pre‐K program during the previous year, compared to matched non‐participants (N = 17,330; 42% African American, 40% Non‐Hispanic White, 15% Hispanic; 51% male; Mage = 4.5 years at fall of pre‐K). Kindergarten teacher quality was measured using a “value‐added” approach. NC Pre‐K participants outperformed non‐participants in the fall of kindergarten (β = .22) and 11% of this boost remained evident by the spring of kindergarten. Higher value‐added teachers promoted the skill development of all children (β = .30 in the spring) but did not differentially benefit the skill development of former NC Pre‐K participants compared to non‐participants.
  1958. </dc:description>
  1959.         <content:encoded>
  1960. &lt;h2&gt;Abstract&lt;/h2&gt;
  1961. &lt;p&gt;This study tested the hypothesis that high-quality kindergarten teachers sustain and amplify the skill development of children who participated in North Carolina's NC Pre-K program during the previous year, compared to matched non-participants (&lt;i&gt;N&lt;/i&gt; = 17,330; 42% African American, 40% Non-Hispanic White, 15% Hispanic; 51% male; &lt;i&gt;M&lt;/i&gt;
  1962. &lt;sub&gt;age&lt;/sub&gt; = 4.5 years at fall of pre-K). Kindergarten teacher quality was measured using a “value-added” approach. NC Pre-K participants outperformed non-participants in the fall of kindergarten (&lt;i&gt;β&lt;/i&gt; = .22) and 11% of this boost remained evident by the spring of kindergarten. Higher value-added teachers promoted the skill development of all children (&lt;i&gt;β&lt;/i&gt; = .30 in the spring) but did not differentially benefit the skill development of former NC Pre-K participants compared to non-participants.&lt;/p&gt;</content:encoded>
  1963.         <dc:creator>
  1964. Robert C. Carr,
  1965. Jade M. Jenkins,
  1966. Tyler W. Watts,
  1967. Ellen S. Peisner‐Feinberg,
  1968. Kenneth A. Dodge
  1969. </dc:creator>
  1970.         <category>EMPIRICAL ARTICLE</category>
  1971.         <dc:title>Investigating if high‐quality kindergarten teachers sustain the pre‐K boost to children's emergent literacy skill development in North Carolina</dc:title>
  1972.         <dc:identifier>10.1111/cdev.14076</dc:identifier>
  1973.         <prism:publicationName>Child Development</prism:publicationName>
  1974.         <prism:doi>10.1111/cdev.14076</prism:doi>
  1975.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14076?af=R</prism:url>
  1976.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  1977.      </item>
  1978.      <item>
  1979.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14070?af=R</link>
  1980.         <pubDate>Mon, 05 Feb 2024 05:09:06 -0800</pubDate>
  1981.         <dc:date>2024-02-05T05:09:06-08:00</dc:date>
  1982.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  1983.         <prism:coverDate/>
  1984.         <prism:coverDisplayDate/>
  1985.         <guid isPermaLink="false">10.1111/cdev.14070</guid>
  1986.         <title>Exploration, exploitation, and development: Developmental shifts in decision‐making</title>
  1987.         <description>Child Development, EarlyView. </description>
  1988.         <dc:description>
  1989. Abstract
  1990. Decision‐making requires balancing exploration with exploitation, yet children are highly exploratory, with exploration decreasing with development. Less is known about what drives these changes. We examined the development of decision‐making in 188 three‐ to eight‐year‐old children (M = 64 months; 98 girls) and 26 adults (M = 19 years; 13 women). Children were recruited from ethnically diverse suburban middle‐class neighborhoods of Columbus, Ohio, USA. Results indicate that mature reward‐based choices emerge relatively late in development, with children tending to over‐explore. Computational modeling suggests that this exploration is systematic rather than random, as children tend to avoid repeating choices made on the previous trial. This pattern of exploration (reminiscent of novelty preference) decreased with development, whereas the tendency to exploit increased.
  1991. </dc:description>
  1992.         <content:encoded>
  1993. &lt;h2&gt;Abstract&lt;/h2&gt;
  1994. &lt;p&gt;Decision-making requires balancing exploration with exploitation, yet children are highly exploratory, with exploration decreasing with development. Less is known about what drives these changes. We examined the development of decision-making in 188 three- to eight-year-old children (&lt;i&gt;M&lt;/i&gt; = 64 months; 98 girls) and 26 adults (&lt;i&gt;M&lt;/i&gt; = 19 years; 13 women). Children were recruited from ethnically diverse suburban middle-class neighborhoods of Columbus, Ohio, USA. Results indicate that mature reward-based choices emerge relatively late in development, with children tending to over-explore. Computational modeling suggests that this exploration is systematic rather than random, as children tend to avoid repeating choices made on the previous trial. This pattern of exploration (reminiscent of novelty preference) decreased with development, whereas the tendency to exploit increased.&lt;/p&gt;</content:encoded>
  1995.         <dc:creator>
  1996. Nathaniel J. Blanco,
  1997. Vladimir M. Sloutsky
  1998. </dc:creator>
  1999.         <category>EMPIRICAL ARTICLE</category>
  2000.         <dc:title>Exploration, exploitation, and development: Developmental shifts in decision‐making</dc:title>
  2001.         <dc:identifier>10.1111/cdev.14070</dc:identifier>
  2002.         <prism:publicationName>Child Development</prism:publicationName>
  2003.         <prism:doi>10.1111/cdev.14070</prism:doi>
  2004.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14070?af=R</prism:url>
  2005.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  2006.      </item>
  2007.      <item>
  2008.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14078?af=R</link>
  2009.         <pubDate>Thu, 01 Feb 2024 21:13:51 -0800</pubDate>
  2010.         <dc:date>2024-02-01T09:13:51-08:00</dc:date>
  2011.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2012.         <prism:coverDate/>
  2013.         <prism:coverDisplayDate/>
  2014.         <guid isPermaLink="false">10.1111/cdev.14078</guid>
  2015.         <title>Language brokering profiles of Mexican‐origin adolescents in immigrant communities: Social‐cultural contributors and developmental outcomes</title>
  2016.         <description>Child Development, EarlyView. </description>
  2017.         <dc:description>
  2018. Abstract
  2019. This study examines social‐cultural contributors and developmental outcomes of language brokers. From 2012 to 2020, three waves of data were collected from 604 Mexican‐origin adolescent language brokers (Mage = 12.92, SD = 0.92, 54% girls). The study (1) identified four distinct subgroups of language brokers (efficacious, conservative, nonchalant, and burdened) who translated for mothers and fathers, after incorporating objective bilingual proficiency along with multiple dimensions of language brokering; (2) showed that early adolescents' Mexican, rather than U.S., cultural values and orientation were related to later language brokering profiles; and (3) showed that the efficacious group was the most resilient while burdened was the most vulnerable to developmental problems. Preservation of Mexican culture may facilitate language brokering experiences related to more positive developmental outcomes.
  2020. </dc:description>
  2021.         <content:encoded>
  2022. &lt;h2&gt;Abstract&lt;/h2&gt;
  2023. &lt;p&gt;This study examines social-cultural contributors and developmental outcomes of language brokers. From 2012 to 2020, three waves of data were collected from 604 Mexican-origin adolescent language brokers (&lt;i&gt;M&lt;/i&gt;
  2024. &lt;sub&gt;age&lt;/sub&gt; = 12.92, SD = 0.92, 54% girls). The study (1) identified four distinct subgroups of language brokers (&lt;i&gt;efficacious&lt;/i&gt;, &lt;i&gt;conservative&lt;/i&gt;, &lt;i&gt;nonchalant&lt;/i&gt;, and &lt;i&gt;burdened&lt;/i&gt;) who translated for mothers and fathers, after incorporating objective bilingual proficiency along with multiple dimensions of language brokering; (2) showed that early adolescents' Mexican, rather than U.S., cultural values and orientation were related to later language brokering profiles; and (3) showed that the &lt;i&gt;efficacious&lt;/i&gt; group was the most resilient while &lt;i&gt;burdened&lt;/i&gt; was the most vulnerable to developmental problems. Preservation of Mexican culture may facilitate language brokering experiences related to more positive developmental outcomes.&lt;/p&gt;</content:encoded>
  2025.         <dc:creator>
  2026. Su Yeong Kim,
  2027. Jiaxiu Song,
  2028. Wen Wen,
  2029. Jinjin Yan,
  2030. Hin Wing Tse,
  2031. Shanting Chen,
  2032. Belem G. López,
  2033. Yishan Shen,
  2034. Yang Hou
  2035. </dc:creator>
  2036.         <category>EMPIRICAL ARTICLE</category>
  2037.         <dc:title>Language brokering profiles of Mexican‐origin adolescents in immigrant communities: Social‐cultural contributors and developmental outcomes</dc:title>
  2038.         <dc:identifier>10.1111/cdev.14078</dc:identifier>
  2039.         <prism:publicationName>Child Development</prism:publicationName>
  2040.         <prism:doi>10.1111/cdev.14078</prism:doi>
  2041.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14078?af=R</prism:url>
  2042.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  2043.      </item>
  2044.      <item>
  2045.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14079?af=R</link>
  2046.         <pubDate>Thu, 01 Feb 2024 20:34:05 -0800</pubDate>
  2047.         <dc:date>2024-02-01T08:34:05-08:00</dc:date>
  2048.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2049.         <prism:coverDate/>
  2050.         <prism:coverDisplayDate/>
  2051.         <guid isPermaLink="false">10.1111/cdev.14079</guid>
  2052.         <title>Co‐recovery of physical size and cognitive ability from infancy to adolescence: A twin study</title>
  2053.         <description>Child Development, EarlyView. </description>
  2054.         <dc:description>
  2055. Abstract
  2056. This study tested phenotypic and biometric associations between physical and cognitive catch‐up growth in a community sample of twins (n = 1285, 51.8% female, 89.3% White). Height and weight were measured at up to 17 time points between birth and 15 years, and cognitive ability was assessed at up to 16 time points between 3 months and 15 years. Weight and length at birth were positively associated with cognitive abilities in infancy and adolescence (r's = .16–.51). More rapid weight catch‐up growth was associated with slower, steadier cognitive catch‐up growth. Shared and nonshared environmental factors accounted for positive associations between physical size at birth and cognitive outcomes. Findings highlight the role of prenatal environmental experiences in physical and cognitive co‐development.
  2057. </dc:description>
  2058.         <content:encoded>
  2059. &lt;h2&gt;Abstract&lt;/h2&gt;
  2060. &lt;p&gt;This study tested phenotypic and biometric associations between physical and cognitive catch-up growth in a community sample of twins (&lt;i&gt;n&lt;/i&gt; = 1285, 51.8% female, 89.3% White). Height and weight were measured at up to 17 time points between birth and 15 years, and cognitive ability was assessed at up to 16 time points between 3 months and 15 years. Weight and length at birth were positively associated with cognitive abilities in infancy and adolescence (&lt;i&gt;r&lt;/i&gt;'s = .16–.51). More rapid weight catch-up growth was associated with slower, steadier cognitive catch-up growth. Shared and nonshared environmental factors accounted for positive associations between physical size at birth and cognitive outcomes. Findings highlight the role of prenatal environmental experiences in physical and cognitive co-development.&lt;/p&gt;</content:encoded>
  2061.         <dc:creator>
  2062. Sean R. Womack,
  2063. Christopher R. Beam,
  2064. Evan J. Giangrande,
  2065. Xin Tong,
  2066. Rebecca J. Scharf,
  2067. Deborah Finkel,
  2068. Deborah W. Davis,
  2069. Eric Turkheimer
  2070. </dc:creator>
  2071.         <category>EMPIRICAL ARTICLE</category>
  2072.         <dc:title>Co‐recovery of physical size and cognitive ability from infancy to adolescence: A twin study</dc:title>
  2073.         <dc:identifier>10.1111/cdev.14079</dc:identifier>
  2074.         <prism:publicationName>Child Development</prism:publicationName>
  2075.         <prism:doi>10.1111/cdev.14079</prism:doi>
  2076.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14079?af=R</prism:url>
  2077.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  2078.      </item>
  2079.      <item>
  2080.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14071?af=R</link>
  2081.         <pubDate>Wed, 31 Jan 2024 22:19:32 -0800</pubDate>
  2082.         <dc:date>2024-01-31T10:19:32-08:00</dc:date>
  2083.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2084.         <prism:coverDate/>
  2085.         <prism:coverDisplayDate/>
  2086.         <guid isPermaLink="false">10.1111/cdev.14071</guid>
  2087.         <title>Instability, changes, and internal structure of children's attitudes toward mathematics in primary school: A four‐wave investigation</title>
  2088.         <description>Child Development, EarlyView. </description>
  2089.         <dc:description>
  2090. Abstract
  2091. The longitudinal person‐oriented study aimed to explore profiles, stability, gender differences, and compositional relations of math attitudes by tracking Chinese third graders (Ntotal = 1013, Mage(T1) = 8.92 ± 0.46, Ngirls = 404) in four waves with 1‐year intervals. Five profiles and unstable transitional probabilities were identified among the four waves. The relations between enjoyment to confidence and value shifted from reciprocity to enjoyment dominance, but value negatively predicted later enjoyment and confidence. Additionally, boys' advantages were significant in late elementary school (fifth, sixth grades) and girls benefited from initial positive attitudes. These findings suggest that Chinese students' math attitudes in middle childhood are unstable, shaped by internal and external environmental dynamics, and need to be further explored in cross‐cultural research.
  2092. </dc:description>
  2093.         <content:encoded>
  2094. &lt;h2&gt;Abstract&lt;/h2&gt;
  2095. &lt;p&gt;The longitudinal person-oriented study aimed to explore profiles, stability, gender differences, and compositional relations of math attitudes by tracking Chinese third graders (&lt;i&gt;N&lt;/i&gt;
  2096. &lt;sub&gt;total&lt;/sub&gt; = 1013, &lt;i&gt;M&lt;/i&gt;
  2097. &lt;sub&gt;age(T1)&lt;/sub&gt; = 8.92 ± 0.46, &lt;i&gt;N&lt;/i&gt;
  2098. &lt;sub&gt;girls&lt;/sub&gt; = 404) in four waves with 1-year intervals. Five profiles and unstable transitional probabilities were identified among the four waves. The relations between enjoyment to confidence and value shifted from reciprocity to enjoyment dominance, but value negatively predicted later enjoyment and confidence. Additionally, boys' advantages were significant in late elementary school (fifth, sixth grades) and girls benefited from initial positive attitudes. These findings suggest that Chinese students' math attitudes in middle childhood are unstable, shaped by internal and external environmental dynamics, and need to be further explored in cross-cultural research.&lt;/p&gt;</content:encoded>
  2099.         <dc:creator>
  2100. Hongmin Feng,
  2101. Yanli Xu,
  2102. Bijuan Huang,
  2103. Hongxia Li,
  2104. Mingliang Zhang,
  2105. Shuang Cui,
  2106. Kaiyue Guo,
  2107. Xiaoyu Liu,
  2108. Jiwei Si
  2109. </dc:creator>
  2110.         <category>EMPIRICAL ARTICLE</category>
  2111.         <dc:title>Instability, changes, and internal structure of children's attitudes toward mathematics in primary school: A four‐wave investigation</dc:title>
  2112.         <dc:identifier>10.1111/cdev.14071</dc:identifier>
  2113.         <prism:publicationName>Child Development</prism:publicationName>
  2114.         <prism:doi>10.1111/cdev.14071</prism:doi>
  2115.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14071?af=R</prism:url>
  2116.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  2117.      </item>
  2118.      <item>
  2119.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14077?af=R</link>
  2120.         <pubDate>Wed, 31 Jan 2024 21:15:01 -0800</pubDate>
  2121.         <dc:date>2024-01-31T09:15:01-08:00</dc:date>
  2122.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2123.         <prism:coverDate/>
  2124.         <prism:coverDisplayDate/>
  2125.         <guid isPermaLink="false">10.1111/cdev.14077</guid>
  2126.         <title>Know thy audience: Children teach basic or complex facts depending on the learner's maturity</title>
  2127.         <description>Child Development, EarlyView. </description>
  2128.         <dc:description>
  2129. Abstract
  2130. What kind of information is appropriate to teach depends on learner characteristics. In three experiments, 5‐ to 7‐year‐old children (N = 170, 50% female, 68% White; data collection: 2022–2023) chose between basic and complex information to teach an infant or adult audience. The older, but not younger, children, taught more complex information to adults and more basic information to infants, (OR = 2.03). Both ages overcame their own preference for complex information when teaching infants (h = .45). Children's reflections on why they made particular pedagogical choices did not predict audience‐contingent teaching. The findings suggest that young children can infer what kind of information is suitable given a learner's maturity, with a key developmental progression between ages 5 and 7.
  2131. </dc:description>
  2132.         <content:encoded>
  2133. &lt;h2&gt;Abstract&lt;/h2&gt;
  2134. &lt;p&gt;What kind of information is appropriate to teach depends on learner characteristics. In three experiments, 5- to 7-year-old children (&lt;i&gt;N&lt;/i&gt; = 170, 50% female, 68% White; data collection: 2022–2023) chose between basic and complex information to teach an infant or adult audience. The older, but not younger, children, taught more complex information to adults and more basic information to infants, (OR = 2.03). Both ages overcame their own preference for complex information when teaching infants (&lt;i&gt;h&lt;/i&gt; = .45). Children's reflections on why they made particular pedagogical choices did not predict audience-contingent teaching. The findings suggest that young children can infer what kind of information is suitable given a learner's maturity, with a key developmental progression between ages 5 and 7.&lt;/p&gt;</content:encoded>
  2135.         <dc:creator>
  2136. Fanxiao Wani Qiu,
  2137. Canan Ipek,
  2138. Elizabeth Gottesman,
  2139. Henrike Moll
  2140. </dc:creator>
  2141.         <category>EMPIRICAL REPORTS</category>
  2142.         <dc:title>Know thy audience: Children teach basic or complex facts depending on the learner's maturity</dc:title>
  2143.         <dc:identifier>10.1111/cdev.14077</dc:identifier>
  2144.         <prism:publicationName>Child Development</prism:publicationName>
  2145.         <prism:doi>10.1111/cdev.14077</prism:doi>
  2146.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14077?af=R</prism:url>
  2147.         <prism:section>EMPIRICAL REPORTS</prism:section>
  2148.      </item>
  2149.      <item>
  2150.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14073?af=R</link>
  2151.         <pubDate>Wed, 31 Jan 2024 06:28:49 -0800</pubDate>
  2152.         <dc:date>2024-01-31T06:28:49-08:00</dc:date>
  2153.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2154.         <prism:coverDate/>
  2155.         <prism:coverDisplayDate/>
  2156.         <guid isPermaLink="false">10.1111/cdev.14073</guid>
  2157.         <title>The cognitive underpinnings and early development of children's selective trust</title>
  2158.         <description>Child Development, EarlyView. </description>
  2159.         <dc:description>
  2160. Abstract
  2161. Young children learn selectively from reliable over unreliable sources. However, the cognitive underpinnings of their selectivity (attentional biases or trait ascriptions) and its early ontogeny are unclear. Thus, across three studies (N = 139, monolingual German speakers, 67 female), selective‐trust tasks were adapted to test both preschoolers (5‐year‐olds) and toddlers (24‐month‐olds), using eye‐tracking and interactive measures. These data show that preschoolers' selectivity is not based on attentional biases, but on person‐specific trait ascriptions. In contrast, toddlers showed no selective trust, even in the eye‐tracking tasks. They succeeded, however, in eye‐tracking tasks with the same word‐learning demands, if no ascriptions of reliability were required. Thus, these findings suggest that preschoolers, but not toddlers, use trait‐like ascriptions of reliability to guide their selective learning.
  2162. </dc:description>
  2163.         <content:encoded>
  2164. &lt;h2&gt;Abstract&lt;/h2&gt;
  2165. &lt;p&gt;Young children learn selectively from reliable over unreliable sources. However, the cognitive underpinnings of their selectivity (attentional biases or trait ascriptions) and its early ontogeny are unclear. Thus, across three studies (&lt;i&gt;N&lt;/i&gt; = 139, monolingual German speakers, 67 female), selective-trust tasks were adapted to test both preschoolers (5-year-olds) and toddlers (24-month-olds), using eye-tracking and interactive measures. These data show that preschoolers' selectivity is not based on attentional biases, but on person-specific trait ascriptions. In contrast, toddlers showed no selective trust, even in the eye-tracking tasks. They succeeded, however, in eye-tracking tasks with the same word-learning demands, if no ascriptions of reliability were required. Thus, these findings suggest that preschoolers, but not toddlers, use trait-like ascriptions of reliability to guide their selective learning.&lt;/p&gt;</content:encoded>
  2166.         <dc:creator>
  2167. Benjamin Schmid,
  2168. Natalie Bleijlevens,
  2169. Nivedita Mani,
  2170. Tanya Behne
  2171. </dc:creator>
  2172.         <category>EMPIRICAL ARTICLE</category>
  2173.         <dc:title>The cognitive underpinnings and early development of children's selective trust</dc:title>
  2174.         <dc:identifier>10.1111/cdev.14073</dc:identifier>
  2175.         <prism:publicationName>Child Development</prism:publicationName>
  2176.         <prism:doi>10.1111/cdev.14073</prism:doi>
  2177.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14073?af=R</prism:url>
  2178.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  2179.      </item>
  2180.      <item>
  2181.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14069?af=R</link>
  2182.         <pubDate>Wed, 31 Jan 2024 04:38:22 -0800</pubDate>
  2183.         <dc:date>2024-01-31T04:38:22-08:00</dc:date>
  2184.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2185.         <prism:coverDate/>
  2186.         <prism:coverDisplayDate/>
  2187.         <guid isPermaLink="false">10.1111/cdev.14069</guid>
  2188.         <title>Seeing awe: How children perceive awe‐inspiring visual experiences</title>
  2189.         <description>Child Development, EarlyView. </description>
  2190.         <dc:description>
  2191. Abstract
  2192. Awe is a profound, self‐transcendent emotion. To illuminate its origin, four preregistered studies examined how U.S. 4‐ to 9‐year‐old children perceive awe‐inspiring stimuli (N = 444, 55% female, 58% White, tested in 2020–2023). Awe‐inspiring expansive nature (Study 1) and natural disaster scenes (Study 2) evoked perceived vastness, motivation to explore, and awareness of the unknown more than everyday scenes did (d ranging 0.32–1.76). Compared to expansive social stimuli, expansive nature stimuli more positively affected children's sense of self (Study 3). Diverse awe‐inspiring scenes (vast nature, natural disasters, and slow‐motion objects) all elicited awe and higher learning motivation than everyday scenes did (Study 4). These findings suggest that children appreciate awe‐inspiring visual experiences, illuminating the origins and nature of awe as a self‐transcendent experience.
  2193. </dc:description>
  2194.         <content:encoded>
  2195. &lt;h2&gt;Abstract&lt;/h2&gt;
  2196. &lt;p&gt;Awe is a profound, self-transcendent emotion. To illuminate its origin, four preregistered studies examined how U.S. 4- to 9-year-old children perceive awe-inspiring stimuli (&lt;i&gt;N&lt;/i&gt; = 444, 55% female, 58% White, tested in 2020–2023). Awe-inspiring expansive nature (Study 1) and natural disaster scenes (Study 2) evoked perceived vastness, motivation to explore, and awareness of the unknown more than everyday scenes did (&lt;i&gt;d&lt;/i&gt; ranging 0.32–1.76). Compared to expansive social stimuli, expansive nature stimuli more positively affected children's sense of self (Study 3). Diverse awe-inspiring scenes (vast nature, natural disasters, and slow-motion objects) all elicited awe and higher learning motivation than everyday scenes did (Study 4). These findings suggest that children appreciate awe-inspiring visual experiences, illuminating the origins and nature of awe as a self-transcendent experience.&lt;/p&gt;</content:encoded>
  2197.         <dc:creator>
  2198. Artemisia O'bi,
  2199. Fan Yang
  2200. </dc:creator>
  2201.         <category>EMPIRICAL ARTICLE</category>
  2202.         <dc:title>Seeing awe: How children perceive awe‐inspiring visual experiences</dc:title>
  2203.         <dc:identifier>10.1111/cdev.14069</dc:identifier>
  2204.         <prism:publicationName>Child Development</prism:publicationName>
  2205.         <prism:doi>10.1111/cdev.14069</prism:doi>
  2206.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14069?af=R</prism:url>
  2207.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  2208.      </item>
  2209.      <item>
  2210.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14067?af=R</link>
  2211.         <pubDate>Tue, 30 Jan 2024 06:04:12 -0800</pubDate>
  2212.         <dc:date>2024-01-30T06:04:12-08:00</dc:date>
  2213.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2214.         <prism:coverDate/>
  2215.         <prism:coverDisplayDate/>
  2216.         <guid isPermaLink="false">10.1111/cdev.14067</guid>
  2217.         <title>Interparental conflict dimensions and children's psychological problems: Emotion recognition as a mediator</title>
  2218.         <description>Child Development, EarlyView. </description>
  2219.         <dc:description>
  2220. Abstract
  2221. This study tested children's emotion recognition as a mediator of associations between their exposure to hostile and cooperative interparental conflict and their internalizing and externalizing symptoms. From 2018 to 2022, 238 mothers, their partners, and preschool children (Mage = 4.38, 52% female; 68% White; 18% Black; 14% Multiracial or another race; and 16% Latinx) participated in three annual measurement occasions. Path analyses indicated that Wave 1 observations of hostile interparental conflict predicted residualized increases in children's emotion recognition accuracy (i.e., angry, sad, and happy) at Wave 2 (β = .27). Wave 2 emotion recognition, in turn, predicted residualized decreases in children's internalizing symptoms at Wave 3 (β = −.22). Mediational findings were partly attributable to children's accuracy in identifying angry and high‐intensity expressions.
  2222. </dc:description>
  2223.         <content:encoded>
  2224. &lt;h2&gt;Abstract&lt;/h2&gt;
  2225. &lt;p&gt;This study tested children's emotion recognition as a mediator of associations between their exposure to hostile and cooperative interparental conflict and their internalizing and externalizing symptoms. From 2018 to 2022, 238 mothers, their partners, and preschool children (&lt;i&gt;M&lt;/i&gt;
  2226. &lt;sub&gt;age&lt;/sub&gt; = 4.38, 52% female; 68% White; 18% Black; 14% Multiracial or another race; and 16% Latinx) participated in three annual measurement occasions. Path analyses indicated that Wave 1 observations of hostile interparental conflict predicted residualized increases in children's emotion recognition accuracy (i.e., angry, sad, and happy) at Wave 2 (&lt;i&gt;β&lt;/i&gt; = .27). Wave 2 emotion recognition, in turn, predicted residualized decreases in children's internalizing symptoms at Wave 3 (&lt;i&gt;β&lt;/i&gt; = −.22). Mediational findings were partly attributable to children's accuracy in identifying angry and high-intensity expressions.&lt;/p&gt;</content:encoded>
  2227.         <dc:creator>
  2228. Patrick T. Davies,
  2229. Kassidy C. Colton,
  2230. Carson Schmitz,
  2231. Brandon E. Gibb
  2232. </dc:creator>
  2233.         <category>EMPIRICAL ARTICLE</category>
  2234.         <dc:title>Interparental conflict dimensions and children's psychological problems: Emotion recognition as a mediator</dc:title>
  2235.         <dc:identifier>10.1111/cdev.14067</dc:identifier>
  2236.         <prism:publicationName>Child Development</prism:publicationName>
  2237.         <prism:doi>10.1111/cdev.14067</prism:doi>
  2238.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14067?af=R</prism:url>
  2239.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  2240.      </item>
  2241.      <item>
  2242.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14066?af=R</link>
  2243.         <pubDate>Sat, 13 Jan 2024 00:00:00 -0800</pubDate>
  2244.         <dc:date>2024-01-13T12:00:00-08:00</dc:date>
  2245.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2246.         <prism:coverDate/>
  2247.         <prism:coverDisplayDate/>
  2248.         <guid isPermaLink="false">10.1111/cdev.14066</guid>
  2249.         <title>Using the Mobile Toolbox in child and adolescent samples: A feasibility study</title>
  2250.         <description>Child Development, EarlyView. </description>
  2251.         <dc:description>
  2252. Abstract
  2253. Cognitive research with developmental samples requires improved methods that support large‐scale, diverse, and open science. This paper offers initial evidence to support the Mobile Toolbox (MTB), a self‐administered remote smartphone‐based cognitive battery, in youth populations, from a pilot sample of 99 children (Mage = 11.79 years; 36% female; 53% White, 33% Black or African American, 9% Asian, and 15% Hispanic). Completion rates (95%–99%), practice performance (96%–100%), internal consistency (0.60–0.98), and correlations with similar NIHTB measures (0.55–0.77) provide the first evidence to support the MTB in a youth sample, although there were some inconsistencies across measures. Preliminary findings provide promising evidence of the MTB in developmental populations, and further studies are encouraged.
  2254. </dc:description>
  2255.         <content:encoded>
  2256. &lt;h2&gt;Abstract&lt;/h2&gt;
  2257. &lt;p&gt;Cognitive research with developmental samples requires improved methods that support large-scale, diverse, and open science. This paper offers initial evidence to support the Mobile Toolbox (MTB), a self-administered remote smartphone-based cognitive battery, in youth populations, from a pilot sample of 99 children (&lt;i&gt;M&lt;/i&gt;
  2258. &lt;sub&gt;age&lt;/sub&gt; = 11.79 years; 36% female; 53% White, 33% Black or African American, 9% Asian, and 15% Hispanic). Completion rates (95%–99%), practice performance (96%–100%), internal consistency (0.60–0.98), and correlations with similar NIHTB measures (0.55–0.77) provide the first evidence to support the MTB in a youth sample, although there were some inconsistencies across measures. Preliminary findings provide promising evidence of the MTB in developmental populations, and further studies are encouraged.&lt;/p&gt;</content:encoded>
  2259.         <dc:creator>
  2260. Stephanie Ruth Young,
  2261. Miriam Alana Novack,
  2262. Elizabeth M. Dworak,
  2263. Aaron J. Kaat,
  2264. Zahra Hosseinian,
  2265. Richard C. Gershon
  2266. </dc:creator>
  2267.         <category>EMPIRICAL REPORTS</category>
  2268.         <dc:title>Using the Mobile Toolbox in child and adolescent samples: A feasibility study</dc:title>
  2269.         <dc:identifier>10.1111/cdev.14066</dc:identifier>
  2270.         <prism:publicationName>Child Development</prism:publicationName>
  2271.         <prism:doi>10.1111/cdev.14066</prism:doi>
  2272.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14066?af=R</prism:url>
  2273.         <prism:section>EMPIRICAL REPORTS</prism:section>
  2274.      </item>
  2275.      <item>
  2276.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14054?af=R</link>
  2277.         <pubDate>Sun, 07 Jan 2024 23:18:37 -0800</pubDate>
  2278.         <dc:date>2024-01-07T11:18:37-08:00</dc:date>
  2279.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2280.         <prism:coverDate/>
  2281.         <prism:coverDisplayDate/>
  2282.         <guid isPermaLink="false">10.1111/cdev.14054</guid>
  2283.         <title>Co‐rumination between friends: Considering the roles of outcome expectations, relationship provisions, and perceptions of problems</title>
  2284.         <description>Child Development, EarlyView. </description>
  2285.         <dc:description>
  2286. Abstract
  2287. Despite its implications for adjustment, little is known about factors that support co‐rumination in friendships. The current multi‐method, longitudinal study addressed this question with 554 adolescents (Mage = 14.50; 52% girls; 62% White; 31% Black; 7% Asian American) from the Midwestern United States in 2007–2010. Adolescents were observed talking about problems with a friend and reported on their outcome expectations for problem disclosures, relationship provisions during problem talk, and problem perceptions after problem talk. Participants reported on outcome expectations again 9 months later. Results indicate that the positive relationship provisions associated with co‐rumination may outweigh negative problem perceptions in predicting adolescents' outcome expectations for problem disclosures over time. Implications for the potentially reinforcing nature of co‐rumination are discussed.
  2288. </dc:description>
  2289.         <content:encoded>
  2290. &lt;h2&gt;Abstract&lt;/h2&gt;
  2291. &lt;p&gt;Despite its implications for adjustment, little is known about factors that support co-rumination in friendships. The current multi-method, longitudinal study addressed this question with 554 adolescents (&lt;i&gt;M&lt;/i&gt;
  2292. &lt;sub&gt;age&lt;/sub&gt; = 14.50; 52% girls; 62% White; 31% Black; 7% Asian American) from the Midwestern United States in 2007–2010. Adolescents were observed talking about problems with a friend and reported on their outcome expectations for problem disclosures, relationship provisions during problem talk, and problem perceptions after problem talk. Participants reported on outcome expectations again 9 months later. Results indicate that the positive relationship provisions associated with co-rumination may outweigh negative problem perceptions in predicting adolescents' outcome expectations for problem disclosures over time. Implications for the potentially reinforcing nature of co-rumination are discussed.&lt;/p&gt;</content:encoded>
  2293.         <dc:creator>
  2294. Sarah K. Borowski,
  2295. Amanda J. Rose
  2296. </dc:creator>
  2297.         <category>EMPIRICAL ARTICLE</category>
  2298.         <dc:title>Co‐rumination between friends: Considering the roles of outcome expectations, relationship provisions, and perceptions of problems</dc:title>
  2299.         <dc:identifier>10.1111/cdev.14054</dc:identifier>
  2300.         <prism:publicationName>Child Development</prism:publicationName>
  2301.         <prism:doi>10.1111/cdev.14054</prism:doi>
  2302.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14054?af=R</prism:url>
  2303.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  2304.      </item>
  2305.      <item>
  2306.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14065?af=R</link>
  2307.         <pubDate>Sun, 07 Jan 2024 22:48:22 -0800</pubDate>
  2308.         <dc:date>2024-01-07T10:48:22-08:00</dc:date>
  2309.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2310.         <prism:coverDate/>
  2311.         <prism:coverDisplayDate/>
  2312.         <guid isPermaLink="false">10.1111/cdev.14065</guid>
  2313.         <title>Illuminating the landscape of sibling relationship quality: An evidence and gap map</title>
  2314.         <description>Child Development, EarlyView. </description>
  2315.         <dc:description>
  2316. Abstract
  2317. This paper used an evidence and gap map (EGM) to advance the scientific understanding of sibling relationship quality among children aged 2 to 18 years by synthesizing literature on 277 empirical studies from 1985 to 2022 to delineate patterns of study design, sampling, and measurement. Most existing research has utilized majority of White, middle‐to‐upper class, and/or two‐caregiver family samples. Nearly 85% (n = 235) of studies used quantitative methods to measure sibling relationship quality across eight domains: conflict, warmth/affection, quality, cohesion, hostility, power/control, positive engagement, and conflict management. A total of 122 studies used a measure of sibling relationship quality as a predictor of sibling behavior, social, psychological, cognitive, health, or physiological outcomes. Future directions for research are discussed.
  2318. </dc:description>
  2319.         <content:encoded>
  2320. &lt;h2&gt;Abstract&lt;/h2&gt;
  2321. &lt;p&gt;This paper used an evidence and gap map (EGM) to advance the scientific understanding of sibling relationship quality among children aged 2 to 18 years by synthesizing literature on 277 empirical studies from 1985 to 2022 to delineate patterns of study design, sampling, and measurement. Most existing research has utilized majority of White, middle-to-upper class, and/or two-caregiver family samples. Nearly 85% (&lt;i&gt;n&lt;/i&gt; = 235) of studies used quantitative methods to measure sibling relationship quality across eight domains: conflict, warmth/affection, quality, cohesion, hostility, power/control, positive engagement, and conflict management. A total of 122 studies used a measure of sibling relationship quality as a predictor of sibling behavior, social, psychological, cognitive, health, or physiological outcomes. Future directions for research are discussed.&lt;/p&gt;</content:encoded>
  2322.         <dc:creator>
  2323. Megan R. Holmes,
  2324. Anna E. Bender,
  2325. Kari A. O'Donnell,
  2326. Emily K. Miller,
  2327. Ivan T. Conard
  2328. </dc:creator>
  2329.         <category>REVIEW</category>
  2330.         <dc:title>Illuminating the landscape of sibling relationship quality: An evidence and gap map</dc:title>
  2331.         <dc:identifier>10.1111/cdev.14065</dc:identifier>
  2332.         <prism:publicationName>Child Development</prism:publicationName>
  2333.         <prism:doi>10.1111/cdev.14065</prism:doi>
  2334.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14065?af=R</prism:url>
  2335.         <prism:section>REVIEW</prism:section>
  2336.      </item>
  2337.      <item>
  2338.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14060?af=R</link>
  2339.         <pubDate>Thu, 28 Dec 2023 05:03:36 -0800</pubDate>
  2340.         <dc:date>2023-12-28T05:03:36-08:00</dc:date>
  2341.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2342.         <prism:coverDate/>
  2343.         <prism:coverDisplayDate/>
  2344.         <guid isPermaLink="false">10.1111/cdev.14060</guid>
  2345.         <title>Specialized and versatile antisocial behavioral profiles in preschoolers: Associations with persistent behavioral problems</title>
  2346.         <description>Child Development, EarlyView. </description>
  2347.         <dc:description>
  2348. Abstract
  2349. This study investigated specialized and versatile antisocial patterns in preschoolers and examined the link between these patterns and the risk of developing chronic antisocial behaviors throughout childhood. A total of 556 children (50.6% boys, 88% White) participated in this three‐wave longitudinal study at 3–5, 6–8, and 10–12 years old. A latent transition analysis revealed that most preschoolers (89.5%) who adopt several subtypes of antisocial behaviors simultaneously exhibit stable and severe antisocial behaviors throughout childhood. In contrast, most preschoolers (60%) who favor one specific subtype of antisocial behaviors desist from such behaviors between preschool and preadolescence. Importantly, aggression accompanied by other subtypes of antisocial behaviors predicted chronicity better than aggression alone, casting doubt on the notion that aggression is the strongest predictor of chronicity.
  2350. </dc:description>
  2351.         <content:encoded>
  2352. &lt;h2&gt;Abstract&lt;/h2&gt;
  2353. &lt;p&gt;This study investigated specialized and versatile antisocial patterns in preschoolers and examined the link between these patterns and the risk of developing chronic antisocial behaviors throughout childhood. A total of 556 children (50.6% boys, 88% White) participated in this three-wave longitudinal study at 3–5, 6–8, and 10–12 years old. A latent transition analysis revealed that most preschoolers (89.5%) who adopt several subtypes of antisocial behaviors simultaneously exhibit stable and severe antisocial behaviors throughout childhood. In contrast, most preschoolers (60%) who favor one specific subtype of antisocial behaviors desist from such behaviors between preschool and preadolescence. Importantly, aggression accompanied by other subtypes of antisocial behaviors predicted chronicity better than aggression alone, casting doubt on the notion that aggression is the strongest predictor of chronicity.&lt;/p&gt;</content:encoded>
  2354.         <dc:creator>
  2355. Marie‐Pier Paré‐Ruel,
  2356. Dale M. Stack,
  2357. Paul D. Hastings,
  2358. Lisa A. Serbin
  2359. </dc:creator>
  2360.         <category>EMPIRICAL ARTICLE</category>
  2361.         <dc:title>Specialized and versatile antisocial behavioral profiles in preschoolers: Associations with persistent behavioral problems</dc:title>
  2362.         <dc:identifier>10.1111/cdev.14060</dc:identifier>
  2363.         <prism:publicationName>Child Development</prism:publicationName>
  2364.         <prism:doi>10.1111/cdev.14060</prism:doi>
  2365.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14060?af=R</prism:url>
  2366.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  2367.      </item>
  2368.      <item>
  2369.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14064?af=R</link>
  2370.         <pubDate>Thu, 28 Dec 2023 04:59:33 -0800</pubDate>
  2371.         <dc:date>2023-12-28T04:59:33-08:00</dc:date>
  2372.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2373.         <prism:coverDate/>
  2374.         <prism:coverDisplayDate/>
  2375.         <guid isPermaLink="false">10.1111/cdev.14064</guid>
  2376.         <title>Enhancing early language and literacy skills for racial/ethnic minority children with low incomes through a randomized clinical trial: The mediating role of cognitively stimulating parent–child interactions</title>
  2377.         <description>Child Development, EarlyView. </description>
  2378.         <dc:description>
  2379. Abstract
  2380. Parenting is a critical mediator of children's school readiness. In line with this theory of change, data from the randomized clinical trial of Smart Beginnings (tiered Video Interaction Project and Family Check‐Up; N = 403, treatment arm n = 201) were used to examine treatment impacts on early language and literacy skills at child age 4 years (nLatinx = 168, nBlack = 198, nMale = 203), as well as indirect impacts through parental support of cognitive stimulation at child age 2 years. Although results did not reveal direct effects on children's early skills, there were significant indirect effects for early literacy (β = .03, p = .05) and early language (β = .04, p = .04) via improvements in parental cognitive stimulation. Implications for interventions targeting parenting to improve children's school readiness beginning at birth are discussed.
  2381. </dc:description>
  2382.         <content:encoded>
  2383. &lt;h2&gt;Abstract&lt;/h2&gt;
  2384. &lt;p&gt;Parenting is a critical mediator of children's school readiness. In line with this theory of change, data from the randomized clinical trial of Smart Beginnings (tiered Video Interaction Project and Family Check-Up; &lt;i&gt;N&lt;/i&gt; = 403, treatment arm &lt;i&gt;n&lt;/i&gt; = 201) were used to examine treatment impacts on early language and literacy skills at child age 4 years (&lt;i&gt;n&lt;/i&gt;
  2385. &lt;sub&gt;Latinx&lt;/sub&gt; = 168, &lt;i&gt;n&lt;/i&gt;
  2386. &lt;sub&gt;Black&lt;/sub&gt; = 198, &lt;i&gt;n&lt;/i&gt;
  2387. &lt;sub&gt;Male&lt;/sub&gt; = 203), as well as indirect impacts through parental support of cognitive stimulation at child age 2 years. Although results did not reveal direct effects on children's early skills, there were significant indirect effects for early literacy (&lt;i&gt;β&lt;/i&gt; = .03, &lt;i&gt;p&lt;/i&gt; = .05) and early language (&lt;i&gt;β&lt;/i&gt; = .04, &lt;i&gt;p&lt;/i&gt; = .04) via improvements in parental cognitive stimulation. Implications for interventions targeting parenting to improve children's school readiness beginning at birth are discussed.&lt;/p&gt;</content:encoded>
  2388.         <dc:creator>
  2389. Elizabeth B. Miller,
  2390. Caitlin F. Canfield,
  2391. Erin Roby,
  2392. Helena Wippick,
  2393. Daniel S. Shaw,
  2394. Alan L. Mendelsohn,
  2395. Pamela A. Morris‐Perez
  2396. </dc:creator>
  2397.         <category>EMPIRICAL ARTICLE</category>
  2398.         <dc:title>Enhancing early language and literacy skills for racial/ethnic minority children with low incomes through a randomized clinical trial: The mediating role of cognitively stimulating parent–child interactions</dc:title>
  2399.         <dc:identifier>10.1111/cdev.14064</dc:identifier>
  2400.         <prism:publicationName>Child Development</prism:publicationName>
  2401.         <prism:doi>10.1111/cdev.14064</prism:doi>
  2402.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14064?af=R</prism:url>
  2403.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  2404.      </item>
  2405.      <item>
  2406.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14052?af=R</link>
  2407.         <pubDate>Tue, 26 Dec 2023 21:47:47 -0800</pubDate>
  2408.         <dc:date>2023-12-26T09:47:47-08:00</dc:date>
  2409.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2410.         <prism:coverDate/>
  2411.         <prism:coverDisplayDate/>
  2412.         <guid isPermaLink="false">10.1111/cdev.14052</guid>
  2413.         <title>Am I a good person? Academic correlates of explicit and implicit self‐esteem during early childhood</title>
  2414.         <description>Child Development, EarlyView. </description>
  2415.         <dc:description>
  2416. Abstract
  2417. Implicit and explicit self‐esteem are not commonly measured in the same children. Using a cross‐sectional design, data from 354 Croatian children (184 girls) in Grade 1 (Mage = 7.55 years) and Grade 5 (Mage = 11.58 years) were collected in Spring 2019. All children completed explicit and implicit self‐esteem measures; math and language grades were obtained. For the explicit measure, older children showed lower self‐esteem than younger children, and girls showed lower self‐esteem than boys. For the implicit measure, there were no age effects, and girls showed higher self‐esteem than boys. Although both types of self‐esteem were positively associated with academic achievement, implicit self‐esteem was associated more strongly with language than with math achievement. Discussion is provided about why self‐esteem relates to academic achievement during childhood.
  2418. </dc:description>
  2419.         <content:encoded>
  2420. &lt;h2&gt;Abstract&lt;/h2&gt;
  2421. &lt;p&gt;Implicit and explicit self-esteem are not commonly measured in the same children. Using a cross-sectional design, data from 354 Croatian children (184 girls) in Grade 1 (&lt;i&gt;M&lt;/i&gt;
  2422. &lt;sub&gt;age&lt;/sub&gt; = 7.55 years) and Grade 5 (&lt;i&gt;M&lt;/i&gt;
  2423. &lt;sub&gt;age&lt;/sub&gt; = 11.58 years) were collected in Spring 2019. All children completed explicit and implicit self-esteem measures; math and language grades were obtained. For the explicit measure, older children showed lower self-esteem than younger children, and girls showed lower self-esteem than boys. For the implicit measure, there were no age effects, and girls showed higher self-esteem than boys. Although both types of self-esteem were positively associated with academic achievement, implicit self-esteem was associated more strongly with language than with math achievement. Discussion is provided about why self-esteem relates to academic achievement during childhood.&lt;/p&gt;</content:encoded>
  2424.         <dc:creator>
  2425. Dario Cvencek,
  2426. Ružica Brečić,
  2427. Elizabeth A. Sanders,
  2428. Dora Gaćeša,
  2429. David Skala,
  2430. Andrew N. Meltzoff
  2431. </dc:creator>
  2432.         <category>EMPIRICAL ARTICLE</category>
  2433.         <dc:title>Am I a good person? Academic correlates of explicit and implicit self‐esteem during early childhood</dc:title>
  2434.         <dc:identifier>10.1111/cdev.14052</dc:identifier>
  2435.         <prism:publicationName>Child Development</prism:publicationName>
  2436.         <prism:doi>10.1111/cdev.14052</prism:doi>
  2437.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14052?af=R</prism:url>
  2438.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  2439.      </item>
  2440.      <item>
  2441.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14058?af=R</link>
  2442.         <pubDate>Tue, 19 Dec 2023 20:45:04 -0800</pubDate>
  2443.         <dc:date>2023-12-19T08:45:04-08:00</dc:date>
  2444.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2445.         <prism:coverDate/>
  2446.         <prism:coverDisplayDate/>
  2447.         <guid isPermaLink="false">10.1111/cdev.14058</guid>
  2448.         <title>Maltreatment type differences in cortisol stress response trajectories across adolescence</title>
  2449.         <description>Child Development, EarlyView. </description>
  2450.         <dc:description>
  2451. Abstract
  2452. This study examined cortisol stress response trajectories across adolescence in 454 maltreated and comparison youth recruited from Los Angeles County between 2002 and 2005 (66.7% maltreated; 46.7% girls; 39.0% Latino; 37.7% Black; 12.3% Mixed or Biracial; 11.0% White; Mage = 10.9 years, SD = 1.2). Adolescents' peak activation and cortisol reactivity and recovery slopes following the Trier Social Stress Test for Children were calculated at four waves, then used to model peak activation and cortisol reactivity and recovery trajectories arrayed by age. Maltreated youth had blunted cortisol reactivity at age 9 relative to comparison youth (b = −.19, p = .02). Sexually and physically abused youth showed blunted cortisol reactivity and recovery trajectories relative to emotionally abused and neglected youth.
  2453. </dc:description>
  2454.         <content:encoded>
  2455. &lt;h2&gt;Abstract&lt;/h2&gt;
  2456. &lt;p&gt;This study examined cortisol stress response trajectories across adolescence in 454 maltreated and comparison youth recruited from Los Angeles County between 2002 and 2005 (66.7% maltreated; 46.7% girls; 39.0% Latino; 37.7% Black; 12.3% Mixed or Biracial; 11.0% White; &lt;i&gt;M&lt;/i&gt;
  2457. &lt;sub&gt;age&lt;/sub&gt; = 10.9 years, SD = 1.2). Adolescents' peak activation and cortisol reactivity and recovery slopes following the Trier Social Stress Test for Children were calculated at four waves, then used to model peak activation and cortisol reactivity and recovery trajectories arrayed by age. Maltreated youth had blunted cortisol reactivity at age 9 relative to comparison youth (&lt;i&gt;b&lt;/i&gt; = −.19, &lt;i&gt;p&lt;/i&gt; = .02). Sexually and physically abused youth showed blunted cortisol reactivity and recovery trajectories relative to emotionally abused and neglected youth.&lt;/p&gt;</content:encoded>
  2458.         <dc:creator>
  2459. Melissa K. Peckins,
  2460. Sonya Negriff,
  2461. Elana B. Gordis,
  2462. Anna Zhen,
  2463. Elizabeth J. Susman
  2464. </dc:creator>
  2465.         <category>EMPIRICAL ARTICLE</category>
  2466.         <dc:title>Maltreatment type differences in cortisol stress response trajectories across adolescence</dc:title>
  2467.         <dc:identifier>10.1111/cdev.14058</dc:identifier>
  2468.         <prism:publicationName>Child Development</prism:publicationName>
  2469.         <prism:doi>10.1111/cdev.14058</prism:doi>
  2470.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14058?af=R</prism:url>
  2471.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  2472.      </item>
  2473.      <item>
  2474.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14061?af=R</link>
  2475.         <pubDate>Mon, 18 Dec 2023 01:44:21 -0800</pubDate>
  2476.         <dc:date>2023-12-18T01:44:21-08:00</dc:date>
  2477.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2478.         <prism:coverDate/>
  2479.         <prism:coverDisplayDate/>
  2480.         <guid isPermaLink="false">10.1111/cdev.14061</guid>
  2481.         <title>Children's distinct drive to reproduce costly rituals</title>
  2482.         <description>Child Development, EarlyView. </description>
  2483.         <dc:description>
  2484. Abstract
  2485. Costly rituals are ubiquitous and adaptive. Yet, little is known about how children develop to acquire them. The current study examined children's imitation of costly rituals. Ninety‐three 4–6 year olds (47 girls, 45% Oceanians, tested in 2022) were shown how to place tokens into a tube to earn stickers, using either a ritualistic or non‐ritualistic costly action sequence. Children shown the ritualistic actions imitated faithfully at the expense of gaining stickers; conversely, those shown the non‐ritualistic actions ignored them and obtained maximum reward. This highlights how preschool children are adept at and motivated to learn rituals, despite significant material cost. This study provides insights into the early development of cultural learning and the adaptive value of rituals in group cognition.
  2486. </dc:description>
  2487.         <content:encoded>
  2488. &lt;h2&gt;Abstract&lt;/h2&gt;
  2489. &lt;p&gt;Costly rituals are ubiquitous and adaptive. Yet, little is known about how children develop to acquire them. The current study examined children's imitation of costly rituals. Ninety-three 4–6 year olds (47 girls, 45% Oceanians, tested in 2022) were shown how to place tokens into a tube to earn stickers, using either a ritualistic or non-ritualistic costly action sequence. Children shown the ritualistic actions imitated faithfully at the expense of gaining stickers; conversely, those shown the non-ritualistic actions ignored them and obtained maximum reward. This highlights how preschool children are adept at and motivated to learn rituals, despite significant material cost. This study provides insights into the early development of cultural learning and the adaptive value of rituals in group cognition.&lt;/p&gt;</content:encoded>
  2490.         <dc:creator>
  2491. Mingxuan Zhao,
  2492. Frankie T. K. Fong,
  2493. Andrew Whiten,
  2494. Mark Nielsen
  2495. </dc:creator>
  2496.         <category>EMPIRICAL ARTICLE</category>
  2497.         <dc:title>Children's distinct drive to reproduce costly rituals</dc:title>
  2498.         <dc:identifier>10.1111/cdev.14061</dc:identifier>
  2499.         <prism:publicationName>Child Development</prism:publicationName>
  2500.         <prism:doi>10.1111/cdev.14061</prism:doi>
  2501.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14061?af=R</prism:url>
  2502.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  2503.      </item>
  2504.      <item>
  2505.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14056?af=R</link>
  2506.         <pubDate>Fri, 15 Dec 2023 22:24:18 -0800</pubDate>
  2507.         <dc:date>2023-12-15T10:24:18-08:00</dc:date>
  2508.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2509.         <prism:coverDate/>
  2510.         <prism:coverDisplayDate/>
  2511.         <guid isPermaLink="false">10.1111/cdev.14056</guid>
  2512.         <title>Effects of homicide timing on test scores: Quasi‐experimental evidence from two cities in Colombia</title>
  2513.         <description>Child Development, EarlyView. </description>
  2514.         <dc:description>
  2515. Abstract
  2516. This study examines the effect of homicides around schools on the standardized test scores of fifth and ninth graders (N = 4729; Mage = 12.71 years, SDage = 2.13) using a quasi‐experimental design in two Colombian cities. Exposure to homicides occurring within 7 days of the test and within 500 m of the school decreases test scores by 0.10 SD. Effects show a greater sensitivity to timing than distance, becoming null as the time to the testing date increases but remaining consistent across larger radii. Since students in the study are on average exposed to 12.1 homicides per year, even short‐lived learning losses can accumulate to impair learning for substantial portions of the school year. Findings are discussed, considering previous empirical work.
  2517. </dc:description>
  2518.         <content:encoded>
  2519. &lt;h2&gt;Abstract&lt;/h2&gt;
  2520. &lt;p&gt;This study examines the effect of homicides around schools on the standardized test scores of fifth and ninth graders (&lt;i&gt;N&lt;/i&gt; = 4729; &lt;i&gt;M&lt;/i&gt;
  2521. &lt;sub&gt;age&lt;/sub&gt; = 12.71 years, SD&lt;sub&gt;age&lt;/sub&gt; = 2.13) using a quasi-experimental design in two Colombian cities. Exposure to homicides occurring within 7 days of the test and within 500 m of the school decreases test scores by 0.10 SD. Effects show a greater sensitivity to timing than distance, becoming null as the time to the testing date increases but remaining consistent across larger radii. Since students in the study are on average exposed to 12.1 homicides per year, even short-lived learning losses can accumulate to impair learning for substantial portions of the school year. Findings are discussed, considering previous empirical work.&lt;/p&gt;</content:encoded>
  2522.         <dc:creator>
  2523. Juan C. Cristancho,
  2524. Drew H. Bailey,
  2525. Greg J. Duncan,
  2526. Andres Molano,
  2527. Arturo Harker,
  2528. Ervyn Norza
  2529. </dc:creator>
  2530.         <category>EMPIRICAL ARTICLE</category>
  2531.         <dc:title>Effects of homicide timing on test scores: Quasi‐experimental evidence from two cities in Colombia</dc:title>
  2532.         <dc:identifier>10.1111/cdev.14056</dc:identifier>
  2533.         <prism:publicationName>Child Development</prism:publicationName>
  2534.         <prism:doi>10.1111/cdev.14056</prism:doi>
  2535.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14056?af=R</prism:url>
  2536.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  2537.      </item>
  2538.      <item>
  2539.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14059?af=R</link>
  2540.         <pubDate>Fri, 15 Dec 2023 21:39:52 -0800</pubDate>
  2541.         <dc:date>2023-12-15T09:39:52-08:00</dc:date>
  2542.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2543.         <prism:coverDate/>
  2544.         <prism:coverDisplayDate/>
  2545.         <guid isPermaLink="false">10.1111/cdev.14059</guid>
  2546.         <title>A metascience investigation of inclusive, open, and reproducible science practices in research posters at the 2021 SRCD biennial meeting</title>
  2547.         <description>Child Development, EarlyView. </description>
  2548.         <dc:description>
  2549. Abstract
  2550. Over the past decade, there has been a growing appreciation of metascience issues in psychological science. Using data collected from 2615 posters presented at the 2021 biennial meeting of the Society for Research in Child Development, this article examines the use of transparent research practices to increase rigor and reproducibility as well as generalizability through greater inclusivity of diverse samples. Research presented through poster presentations was heavily skewed toward quantitative studies featuring American researchers using Western hemisphere samples. Sharing of data/materials, preregistrations, and replications were uncommon. During a time when governments are increasingly requiring more open practices and access, this research provides an important baseline by which developmental science can benchmark progress toward the goals of greater inclusivity and openness.
  2551. </dc:description>
  2552.         <content:encoded>
  2553. &lt;h2&gt;Abstract&lt;/h2&gt;
  2554. &lt;p&gt;Over the past decade, there has been a growing appreciation of metascience issues in psychological science. Using data collected from 2615 posters presented at the 2021 biennial meeting of the Society for Research in Child Development, this article examines the use of transparent research practices to increase rigor and reproducibility as well as generalizability through greater inclusivity of diverse samples. Research presented through poster presentations was heavily skewed toward quantitative studies featuring American researchers using Western hemisphere samples. Sharing of data/materials, preregistrations, and replications were uncommon. During a time when governments are increasingly requiring more open practices and access, this research provides an important baseline by which developmental science can benchmark progress toward the goals of greater inclusivity and openness.&lt;/p&gt;</content:encoded>
  2555.         <dc:creator>
  2556. Matthew H. Kim,
  2557. Kristen Buford,
  2558. Alexa Ellis,
  2559. Pamela E. Davis‐Kean,
  2560. Chellam Antony,
  2561. Claire Braun,
  2562. Tabetha Hurst,
  2563. Julia Todd
  2564. </dc:creator>
  2565.         <category>EMPIRICAL ARTICLE</category>
  2566.         <dc:title>A metascience investigation of inclusive, open, and reproducible science practices in research posters at the 2021 SRCD biennial meeting</dc:title>
  2567.         <dc:identifier>10.1111/cdev.14059</dc:identifier>
  2568.         <prism:publicationName>Child Development</prism:publicationName>
  2569.         <prism:doi>10.1111/cdev.14059</prism:doi>
  2570.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14059?af=R</prism:url>
  2571.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  2572.      </item>
  2573.      <item>
  2574.         <link>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14057?af=R</link>
  2575.         <pubDate>Tue, 12 Dec 2023 06:58:35 -0800</pubDate>
  2576.         <dc:date>2023-12-12T06:58:35-08:00</dc:date>
  2577.         <source url="https://srcd.onlinelibrary.wiley.com/journal/14678624?af=R">Wiley: Child Development: Table of Contents</source>
  2578.         <prism:coverDate/>
  2579.         <prism:coverDisplayDate/>
  2580.         <guid isPermaLink="false">10.1111/cdev.14057</guid>
  2581.         <title>A longitudinal examination of executive function abilities, attention‐deficit/hyperactivity disorder, and puberty in adolescence</title>
  2582.         <description>Child Development, EarlyView. </description>
  2583.         <dc:description>
  2584. Abstract
  2585. Executive function (EF) abilities have been linked to numerous important life outcomes. We longitudinally characterized EF and attention‐deficit/hyperactivity disorder (ADHD) trajectories across adolescence (initial ages 8–19). Utilizing 3 years of annual data in 99 youth collected between years 2016 and 2020 (70.7% White, 40 females), we examined how age, puberty, and ADHD symptom burden related to EF across time. Age and puberty levels interacted to predict EF such that older youth with higher puberty had lower EF. While EF and ADHD significantly predicted each other, cross‐lagged panel models revealed that earlier EF predicted later ADHD burden while controlling for baseline ADHD burden, but not vice versa. These findings inform our understanding of the dynamics between EF and mental health in adolescence.
  2586. </dc:description>
  2587.         <content:encoded>
  2588. &lt;h2&gt;Abstract&lt;/h2&gt;
  2589. &lt;p&gt;Executive function (EF) abilities have been linked to numerous important life outcomes. We longitudinally characterized EF and attention-deficit/hyperactivity disorder (ADHD) trajectories across adolescence (initial ages 8–19). Utilizing 3 years of annual data in 99 youth collected between years 2016 and 2020 (70.7% White, 40 females), we examined how age, puberty, and ADHD symptom burden related to EF across time. Age and puberty levels interacted to predict EF such that older youth with higher puberty had lower EF. While EF and ADHD significantly predicted each other, cross-lagged panel models revealed that earlier EF predicted later ADHD burden while controlling for baseline ADHD burden, but not vice versa. These findings inform our understanding of the dynamics between EF and mental health in adolescence.&lt;/p&gt;</content:encoded>
  2590.         <dc:creator>
  2591. Blaire M. Porter,
  2592. Mary Abbe Roe,
  2593. Mackenzie E. Mitchell,
  2594. Jessica A. Church
  2595. </dc:creator>
  2596.         <category>EMPIRICAL ARTICLE</category>
  2597.         <dc:title>A longitudinal examination of executive function abilities, attention‐deficit/hyperactivity disorder, and puberty in adolescence</dc:title>
  2598.         <dc:identifier>10.1111/cdev.14057</dc:identifier>
  2599.         <prism:publicationName>Child Development</prism:publicationName>
  2600.         <prism:doi>10.1111/cdev.14057</prism:doi>
  2601.         <prism:url>https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14057?af=R</prism:url>
  2602.         <prism:section>EMPIRICAL ARTICLE</prism:section>
  2603.      </item>
  2604.   </channel>
  2605. </rss>
  2606.  

If you would like to create a banner that links to this page (i.e. this validation result), do the following:

  1. Download the "valid RSS" banner.

  2. Upload the image to your own server. (This step is important. Please do not link directly to the image on this server.)

  3. Add this HTML to your page (change the image src attribute if necessary):

If you would like to create a text link instead, here is the URL you can use:

http://www.feedvalidator.org/check.cgi?url=http%3A//onlinelibrary.wiley.com/rss/journal/10.1111/%28ISSN%291467-8624

Home · About · News · Docs · Terms

 
Copyright © 2002-9 Sam Ruby, Mark Pilgrim, Joseph Walton, and Phil Ringnalda