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British Journal of Developmental Psychology

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https://www.readbyqxmd.com/read/29159812/the-i-in-autism-severity-and-social-functioning-in-autism-are-related-to-self-processing
#1
Karri Gillespie-Smith, Carrie Ballantyne, Holly P Branigan, David J Turk, Sheila J Cunningham
It is well established that children with autism spectrum disorder (ASD) show impaired understanding of others and deficits within social functioning. However, it is still unknown whether self-processing is related to these impairments and to what extent self impacts social functioning and communication. Using an ownership paradigm, we show that children with ASD and chronological- and verbal-age-matched typically developing (TD) children do show the self-referential effect in memory. In addition, the self-bias was dependent on symptom severity and socio-communicative ability...
November 21, 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/29150840/longitudinal-pathways-between-mental-health-difficulties-and-academic-performance-during-middle-childhood-and-early-adolescence
#2
Jessica Deighton, Neil Humphrey, Jay Belsky, Jan Boehnke, Panos Vostanis, Praveetha Patalay
There is a growing appreciation that child functioning in different domains, levels, or systems are interrelated over time. Here, we investigate links between internalizing symptoms, externalizing problems, and academic attainment during middle childhood and early adolescence, drawing on two large data sets (child: mean age 8.7 at enrolment, n = 5,878; adolescent: mean age 11.7, n = 6,388). Using a 2-year cross-lag design, we test three hypotheses - adjustment erosion, academic incompetence, and shared risk - while also examining the moderating influence of gender...
November 18, 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/29134669/unique-contribution-of-ecuadorian-kindergartners-spontaneous-focusing-on-numerosity-to-their-early-numerical-abilities
#3
Joke Torbeyns, Gina Bojorque, Jo Van Hoof, Daniël Van Nijlen, Lieven Verschaffel
Recent evidence indicates that young children's spontaneous focusing on numerosity (SFON) uniquely contributes to their early numerical abilities. This study complements previous findings by validating the relation between young children's SFON and their early numerical abilities in a developing country, namely Ecuador. We analysed 355 Ecuadorian 5- to 6-year-olds' SFON in relation to their early numerical abilities at the start of kindergarten, controlling for children's socio-demographic (socio-economic status, age) and general cognitive (working memory, intelligence) characteristics...
November 14, 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/29134666/children-s-understanding-of-multiplication-and-division-insights-from-a-pooled-analysis-of-seven-studies-conducted-across-7%C3%A2-years
#4
Adam K Dubé, Katherine M Robinson
Research suggests that children's conceptual understanding of multiplication and division is weak and that it remains poor well into the later elementary school years. Further, children's understanding of fundamental concepts such as inversion and associativity does not improve as they progress from grades 6 to 8. Instead, some children simply possess strong understanding while others do not. Other studies have identified an increase across these grades. The present investigation analyses data from seven studies of Grade 6 (n = 226), Grade 7 (n = 221), and Grade 8 (n = 216) children's three-term problem-solving (e...
November 14, 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28980340/longitudinal-development-of-subtraction-performance-in-elementary-school
#5
Christina Artemenko, Silvia Pixner, Korbinian Moeller, Hans-Christoph Nuerk
A major goal of education in elementary mathematics is the mastery of arithmetic operations. However, research on subtraction is rather scarce, probably because subtraction is often implicitly assumed to be cognitively similar to addition, its mathematical inverse. To evaluate this assumption, we examined the relation between the borrow effect in subtraction and the carry effect in addition, and the developmental trajectory of the borrow effect in children using a choice reaction paradigm in a longitudinal study...
October 5, 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28975639/developmental-cascade-models-linking-peer-victimization-depression-and-academic-achievement-in-chinese-children
#6
Junsheng Liu, Amanda Bullock, Robert J Coplan, Xinyin Chen, Dan Li, Ying Zhou
This study explored the longitudinal relations among peer victimization, depression, and academic achievement in Chinese primary school students. Participants were N = 945 fourth-grade students (485 boys, 460 girls; Mage  = 10.16 years, SD = 2 months) attending elementary schools in Shanghai, People's Republic of China. Three waves of data on peer victimization, depression, and academic achievement were collected from peer nominations, self-reports, and school records, respectively. The results indicated that peer victimization had both direct and indirect effects on later depression and academic achievement...
October 4, 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28952154/assessment-and-conceptual-remediation-of-basic-calculation-skills-in-elementary-school-students
#7
Elen S Karakonstantaki, Panagiotis G Simos, Vamvukas Michalis, Sifis Micheloyannis
The specific domain model for math disabilities postulates a core number deficit which presents a prime target for remedial interventions. This longitudinal study identified two groups of Grade 3 students based on their basic calculation abilities: students with persistent difficulties through Grade 4 (PD group) and students whose performance improved into the average range (IP group). Baseline data revealed a distinct cognitive profile for students in the PD group featuring predominant deficits in symbolic number processing...
September 26, 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28944500/social-cognitive-and-physiological-aspects-of-humour-perception-from-4-to-8-months-two-longitudinal-studies
#8
Gina C Mireault, Susan C Crockenberg, Keri Heilman, John E Sparrow, Kassandra Cousineau, Brady Rainville
Infants laugh by 4 months, but whether they understand humour based on social or cognitive factors is unclear. We conducted two longitudinal studies of 4-, 6-, and 8-month-olds (N = 60), and 5-, 6-, and 7-month-olds (N = 53) to pinpoint the onset of independent humour perception and determine when social and cognitive factors are most salient. Infants were shown six events in randomized repeated-measures designs: two ordinary events and two absurd iterations of those events, with parents' affect manipulated (laugh or neutral) during the latter...
September 25, 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28940379/children-s-reasoning-with-peers-in-cooperative-and-competitive-contexts
#9
Andreas Domberg, Bahar Köymen, Michael Tomasello
We report two studies that demonstrate how five- and seven-year-olds adapt their production of arguments to either a cooperative or a competitive context. Two games elicited agreements from peer dyads about placing animals on either of two halves of a playing field owned by either child. Children had to produce arguments to justify these decisions. Played in a competitive context that encouraged placing animals on one's own half, children's arguments showed a bias that was the result of withholding known arguments...
September 21, 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28895170/serial-order-working-memory-and-numerical-ordinal-processing-share-common-processes-and-predict-arithmetic-abilities
#10
Lucie Attout, Steve Majerus
Recent studies have demonstrated that both ordinal number processing and serial order working memory (WM) abilities predict calculation achievement. This raises the question of shared ordinal processes operating in both numerical and WM domains. We explored this question by assessing the interrelations between numerical ordinal, serial order WM, and arithmetic abilities in 102 7- to 9-year-old children. We replicated previous studies showing that ordinal numerical judgement and serial order WM predict arithmetic abilities...
September 12, 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28892236/visualization-instructions-enhance-preschoolers-spatial-problem-solving
#11
Carolyn M Palmquist, Rachel Keen, Vikram K Jaswal
This study explores whether verbal instructions to visualize an event can improve children's ability to make predictions about a difficult spatial problem. Three-year-olds (N = 48) were introduced to two intertwined tubes, and prior to predicting how a ball would travel through a given tube, one group of children was told to imagine the ball rolling down the tube, one group was told an explicit rule about where the ball would land, and a third group was given no instructions. Children were prevented from interacting with the apparatus to investigate the effect of the different verbal instructions alone on their problem-solving...
September 11, 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28857223/perceptual-support-promotes-strategy-generation-evidence-from-equation%C3%A2-solving
#12
Martha W Alibali, Noelle M Crooks, Nicole M McNeil
Over time, children shift from using less optimal strategies for solving mathematics problems to using better ones. But why do children generate new strategies? We argue that they do so when they begin to encode problems more accurately; therefore, we hypothesized that perceptual support for correct encoding would foster strategy generation. Fourth-grade students solved mathematical equivalence problems (e.g., 3 + 4 + 5 = 3 + __) in a pre-test. They were then randomly assigned to one of three perceptual support conditions or to a Control condition...
August 30, 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28851061/the-approximate-number-system-and-domain-general-abilities-as-predictors-of-math-ability-in-children-with-normal-hearing-and-hearing-loss
#13
Rebecca Bull, Marc Marshark, Emily Nordmann, Patricia Sapere, Wendy A Skene
Many children with hearing loss (CHL) show a delay in mathematical achievement compared to children with normal hearing (CNH). This study examined whether there are differences in acuity of the approximate number system (ANS) between CHL and CNH, and whether ANS acuity is related to math achievement. Working memory (WM), short-term memory (STM), and inhibition were considered as mediators of any relationship between ANS acuity and math achievement. Seventy-five CHL were compared with 75 age- and gender-matched CNH...
August 29, 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28901558/-things-aren-t-so-bad-preschoolers-overpredict-the-emotional-intensity-of-negative-outcomes
#14
Leia Kopp, Cristina M Atance, Sean Pearce
Adults often overpredict the emotional intensity of future events, but little is known about whether this 'intensity bias' is present in early childhood. We asked 48 3- to 5-year-olds to (1) predict and (2) report their emotions concerning two desirable (receiving four stickers, scoring up to two points in a ball toss) and two undesirable (receiving one sticker, scoring no points) outcomes. Children showed the intensity bias by overpredicting how negatively they would feel if they received one sticker, but not for scoring no points...
November 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28833301/level-2-perspectives-computed-quickly-and-spontaneously-evidence-from-eight-to-9-5-year-old-children
#15
Fruzsina Elekes, Máté Varga, Ildikó Király
It has been widely assumed that computing how a scene looks from another perspective (level-2 perspective taking, PT) is an effortful process, as opposed to the automatic capacity of tracking visual access to objects (level-1 PT). Recently, adults have been found to compute both forms of visual perspectives in a quick but context-sensitive way, indicating that the two functions share more features than previously assumed. However, the developmental literature still shows the dissociation between automatic level-1 and effortful level-2 PT...
November 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28792602/infants-preferentially-approach-and-explore-the-unexpected
#16
Zi L Sim, Fei Xu
Looking time experiments based on the violation-of-expectation (VOE) method have consistently demonstrated that infants look longer when their expectations are violated. However, it remains an open question whether similar effects will be observed in infants' approach behaviours. Specifically, do infants selectively approach and explore sources that violate their expectations? In this study, we address this question by examining how infants' looking times are related to their approach and exploration behaviours...
November 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28792070/the-developmental-stability-of-inhibition-from-2-to-5%C3%A2-years
#17
Daniela Kloo, Beate Sodian
Executive functions or cognitive self-regulatory control processes are critical for children's ability to successfully navigate their academic and social environment. In this study, we focused on the development of one critical executive function skill, that of inhibitory control. In a longitudinal study, we tested 96 children at 24, 30, 36, 50, and 60 months of age with age-appropriate measures of inhibition. We found evidence for the developmental stability of inhibitory abilities. Inhibitory control at 30 months of age was strongly related to inhibitory control at 60 months of age even when verbal IQ was partialled out...
November 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28727162/-will-i-want-these-stickers-tomorrow-preschoolers-ability-to-predict-current-and-future-needs
#18
Gema Martin-Ordas
Between 3 and 5 years of age, children develop the ability to plan for their own and others' future needs; however, they have great difficulty predicting future needs that conflict with current ones. Importantly, this ability has only been tested in the domain of physiological states (e.g., thirst). Therefore, it is still an open question whether in a different context preschoolers can disengage from their current needs to secure a different future one. In a Resource Allocation task, 4- and 5-year-olds had to distribute three types of rewards between themselves and another child for either 'right now' or 'tomorrow'...
November 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28722173/the-development-of-non-essentialist-concepts-of-ethnicity-among-children-in-a-multicultural-london-community
#19
Ruth Woods
Ethnic constancy, the belief that a person cannot change ethnicity, is an important component of ethnic essentialism, the conviction that members of ethnic groups share an immutable underlying essence. Most children in previous research viewed ethnicity as increasingly immutable with age. However, some evidence suggests that children growing up in communities, which define ethnicity primarily in terms of changeable features (e.g., lifestyle) rather than fixed features (e.g., ancestry), may not follow this trajectory...
November 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28707328/antecedents-of-transition-patterns-of-depressive-symptom-trajectories-from-adolescence-to-young-adulthood
#20
Tae Kyoung Lee, Kandauda A S Wickrama, Josephine A Kwon, Frederick O Lorenz, Assaf Oshri
This study examined (a) transition patterns from adolescent-specific depressive symptom trajectory classes to young adult-specific trajectory classes (N = 537; 15-26 years) and (b) identified risk factors associated with these transition patterns. The latent classes and transition analyses identified three transitional patterns of depressive symptom trajectories, including a deteriorating pattern (8.2%), a recovering pattern (22.5%), and a consistently low pattern (69.3%). Additionally, the results showed that contextual risk factors (i...
November 2017: British Journal of Developmental Psychology
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