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Developmental Psychology

Cecilia Wainryb, Monisha Pasupathi, Stacia Bourne, Kris Oldroyd
The study's goals were twofold: (a) to examine the effectiveness of narrating an angry experience, compared with relying on distraction or mere reexposure to the experience, for anger reduction across childhood and adolescence, and (b) to identify the features of narratives that are associated with more and less anger reduction for younger and older youths and for boys and girls. Participants were 241 youths (117 boys) between the ages of 8 and 17. When compared with mere reexposure, narration was effective at reducing youth's anger both concurrently and in lasting ways; though narration was less effective than distraction at concurrently reducing anger, its effect was longer lasting...
March 19, 2018: Developmental Psychology
Tasha Posid, Sara Cordes
While much research has focused on understanding the process by which young children learn to count, little work has explored the effects of direct instruction on this process. In the current study, we explored the impacts of training children in an explicit counting procedure on two distinct cardinality tasks. Two- to 5-year-old children first participated in a Give-N task in which counting proficiency was assessed, and then participated in a short instruction session where explicit counting was modeled and encouraged...
March 8, 2018: Developmental Psychology
Oda Bjørklund, Jay Belsky, Lars Wichstrøm, Silje Steinsbekk
Children's eating behavior influences energy intake and thus weight through choices of type and amount of food. One type of eating behavior, food responsiveness, defined as eating in response to external cues such as the sight and smell of food, is particularly related to increased caloric intake and weight. Because little is known about the potential determinants of such behavior, we focus herein on child and parent predictors of food responsiveness in a large community sample of Norwegian 6-year-olds, followed up at ages 8 and 10...
March 8, 2018: Developmental Psychology
Saskia D M van Schaik, Ora Oudgenoeg-Paz, Osnat Atun-Einy
The present study explored cultural differences in parental beliefs about motor development across 2 Western cultures: Israel and the Netherlands. Can 2 cultural models be distinguished regarding infant motor development in Israel and the Netherlands or are parental beliefs about motor development similar across these cultures? Using a questionnaire containing closed and open questions, beliefs of 206 Israeli and 198 Dutch parents of first-born children between 2 and 7 months old were analyzed. Based on both quantitative and qualitative analyses, distinct cultural models were found showing that the Dutch attributed a bigger role to maturation and children's own pace than to stimulation...
March 5, 2018: Developmental Psychology
Paul S Strand, Andrew Downs
We investigated the role of sociocultural (between-groups) and individual (within-group) factors on the development of preschoolers' resource-allocation preferences. We tested claims of the joint impact hypothesis of social values development that social-emotional understanding skills would predict the transition from simpler (individualistic allocations) to more complex (cooperative, competitive allocations) social values and that cultural background would determine which values emerged. American children ages 37-67 months from Spanish-speaking Latino (n = 134), English-speaking Latino (n = 50), and English-speaking Caucasian (n = 98) backgrounds twice completed a resource-allocation task and a social-emotional understanding assessment, separated by 6 months...
March 5, 2018: Developmental Psychology
Xinyin Chen, Rui Fu, Junsheng Liu, Li Wang, Lynne Zarbatany, Wendy Ellis
This study examined relations of social sensitivity to social, school, and psychological adjustment in rural Chinese, urban Chinese, and Canadian children. Participants were 4th to 6th grade students (Mage = 11 years) in China (n = 593 and 443 for the rural and urban samples) and Canada (n = 325). A self-report measure of social sensitivity was developed for the study. In addition to data on social sensitivity, information on adjustment was obtained from multiple sources. The analyses revealed that social sensitivity was associated with positive adjustment in rural Chinese children but with adjustment problems in Canadian children...
March 5, 2018: Developmental Psychology
Tomotaka Umemura, Manami Watanabe, Kohei Tazuke, Shintaro Asada-Hirano, Shimpei Kudo
The universality of secure base construct, which suggests that one's use of an attachment figure as a secure base from which to explore the environment is an evolutionary outcome, is one of the core ideas of attachment theory. However, this universality idea has been critiqued because exploration is not as valued in Japanese culture as it is in Western cultures. Waters and Waters (2006) hypothesized that one's experiences of secure base behaviors are stored as a script in memory, and developed a narrative assessment called the Attachment Script Assessment (ASA) to evaluate one's secure base script...
January 25, 2018: Developmental Psychology
Beverley Lim Høeg, Christoffer Johansen, Jane Christensen, Kirsten Frederiksen, Susanne Oksbjerg Dalton, Atle Dyregrov, Per Bøge, Annemarie Dencker, Pernille Envold Bidstrup
Being able to form and maintain intimate relationships is an essential part of development and the early loss of a parent may negatively affect this ability. This study investigates the association between parental loss before the age of 18 years and the formation and dissolution of marriage and cohabitation relationships in adulthood, in relation to factors that may help identify potentially vulnerable subgroups of bereaved children, that is, sex of the deceased parent, cause of death and child's age at the time of death...
January 25, 2018: Developmental Psychology
Sam V Wass, Kaya de Barbaro, Kaili Clackson, Victoria Leong
Previous research is inconsistent as to whether a more labile (faster-changing) autonomic system confers performance advantages, or disadvantages, in infants and children. To examine this, we presented a stimulus battery consisting of mixed static and dynamic viewing materials to a cohort of 63 typical 12-month-old infants. While viewing the battery, infants' spontaneous visual attention (looks to and away from the screen) was measured. Concurrently, arousal was recorded via heart rate (HR), electrodermal activity, head velocity, and peripheral movement levels...
January 22, 2018: Developmental Psychology
Jessica A Stern, R Chris Fraley, Jason D Jones, Jacquelyn T Gross, Phillip R Shaver, Jude Cassidy
The first months after becoming a new parent are a unique and important period in human development. Despite substantial research on the many social and biological changes that occur during the first months of parenthood, little is known about changes in mothers' attachment. The present study examines developmental stability and change in first-time mothers' attachment style across the first 2 years of motherhood. At Time 1, 162 economically stressed primiparous mothers (Mage = 23.98 years, SD = 5.18) completed measures of attachment anxiety and avoidance at five time points: when their children were 0, 6, 12, 18, and 24 months of age...
January 22, 2018: Developmental Psychology
Haley E Kragness, Laurel J Trainor
Proper segmentation of auditory streams is essential for understanding music. Many cues, including meter, melodic contour, and harmony, influence adults' perception of musical phrase boundaries. To date, no studies have examined young children's musical grouping in a production task. We used a musical self-pacing method to investigate (1) whether dwell times index young children's musical phrase grouping and, if so, (2) whether children dwell longer on phrase boundaries defined by harmonic cues specifically...
January 22, 2018: Developmental Psychology
Marc Jambon, Judith G Smetana
Drawing on the framework of social domain theory, this multi-method, multi-informant longitudinal study examined whether callous-unemotional (CU) tendencies moderated the association between U.S. 4 to 7 year olds' (n = 135; Mage = 5.65, 50% male; 75% White) ability to differentiate hypothetical, prototypical moral and conventional transgressions along theoretical criteria and teacher (n = 49) and parent (n = 128, 91% mothers) ratings of physical aggression. Deficits in domain distinction ability were associated with greater teacher-reported aggression both concurrently and 9 months later, but only for children high in CU traits...
January 22, 2018: Developmental Psychology
H J Broadbent, T Osborne, M Rea, A Peng, D Mareschal, N Z Kirkham
Multisensory information has been shown to facilitate learning (Bahrick & Lickliter, 2000; Broadbent, White, Mareschal, & Kirkham, 2017; Jordan & Baker, 2011; Shams & Seitz, 2008). However, although research has examined the modulating effect of unisensory and multisensory distractors on multisensory processing, the extent to which a concurrent unisensory or multisensory cognitive load task would interfere with or support multisensory learning remains unclear. This study examined the role of concurrent task modality on incidental category learning in 6- to 10-year-olds...
January 8, 2018: Developmental Psychology
Joan Christodoulou, David S Leland, David S Moore
Although looking-time methods have long been used to measure infant attention and investigate aspects of cognitive development, steady-state visually evoked potential (SSVEP) measures may be more sensitive or practical in some contexts. Here, we demonstrate habituation of infants' SSVEP amplitudes to a flickering checkerboard stimulus, and recovery of attention upon presentation of a novel checkerboard stimulus. This modulation of SSVEP amplitude was more robust than the modulation of looking time. In addition, we provide evidence of enhanced SSVEPs in response to covertly attended checkerboards flickering in peripheral visual fields, even while infants are fixating a central stimulus...
December 28, 2017: Developmental Psychology
Erika Hoff, Andrea Burridge, Krystal M Ribot, David Giguere
The robust relation between maternal education and child language that is observed in monolingual populations has not been reliably replicated among bilingual children from immigrant families in the United States. We hypothesized that a variable that operates in immigrant populations-the language in which mothers achieved their highest level of education, is relevant to the benefits of maternal education to children's language growth. The participants were 92 U.S.-born bilingually developing children (47 boys, 45 girls) with native Spanish-speaking immigrant mothers...
December 28, 2017: Developmental Psychology
Arianne E Eason, Daniel Doctor, Ellen Chang, Tamar Kushnir, Jessica A Sommerville
Our social world is rich with information about other people's choices, which subsequently inform our inferences about their future behavior. For individuals socialized within the American cultural context, which places a high value on autonomy and independence, outcomes that are the result of an agent's own choices may hold more predictive value than similar outcomes that are the result of another person's choices. Across two experiments we test the ontogeny of this phenomenon; that is, whether infants are sensitive to the causal history associated with an agent's acquisition of an object...
December 28, 2017: Developmental Psychology
(no author information available yet)
Reports an error in "Perceived age discrimination across age in Europe: From an ageing society to a society for all ages" by Christopher Bratt, Dominic Abrams, Hannah J. Swift, Christin-Melanie Vauclair and Sibila Marques ( Developmental Psychology , 2018[Jan], Vol 54[1], 167-180). In the article, the copyright license has been changed to the Creative Commons CC-BY Attribution License. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2017-47508-001...
March 2018: Developmental Psychology
Giovanni Anobile, Roberto Arrighi, Elisa Castaldi, Eleonora Grassi, Lara Pedonese, Paula A M Moscoso, David C Burr
Humans and other animals are able to make rough estimations of quantities using what has been termed the approximate number system (ANS). Much evidence suggests that sensitivity to numerosity correlates with symbolic math capacity, leading to the suggestion that the ANS may serve as a start-up tool to develop symbolic math. Many experiments have demonstrated that numerosity perception transcends the sensory modality of stimuli and their presentation format (sequential or simultaneous), but it remains an open question whether the relationship between numerosity and math generalizes over stimulus format and modality...
March 2018: Developmental Psychology
Samuel Ronfard, Eva E Chen, Paul L Harris
Although children often believe an adult's claims, they may have opportunities to check these claims by gathering relevant empirical evidence themselves. Here, we examine whether children seize such opportunities, especially when the claim is counterintuitive. Chinese preschool and elementary schoolchildren were presented with five different-sized Russian dolls and asked to indicate the heaviest doll. Almost all children selected the biggest doll. Half of the children then heard a false, counterintuitive claim (i...
March 2018: Developmental Psychology
Elizabeth A Gunderson, Nicole S Sorhagen, Sarah J Gripshover, Carol S Dweck, Susan Goldin-Meadow, Susan C Levine
In a previous study, parent-child praise was observed in natural interactions at home when children were 1, 2, and 3 years of age. Children who received a relatively high proportion of process praise (e.g., praise for effort and strategies) showed stronger incremental motivational frameworks, including a belief that intelligence can be developed and a greater desire for challenge, when they were in 2nd or 3rd grade (Gunderson et al., 2013). The current study examines these same children's (n = 53) academic achievement 1 to 2 years later, in 4th grade...
March 2018: Developmental Psychology
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