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Margoni, Francesco; Nava, Elena; Surian, Luca – Developmental Psychology, 2022
Most cooperative interactions involve interpersonal trust and the expectation of mutual reciprocation. Thus, understanding when and how humans acquire interpersonal trust can help unveil the origins and development of children's cooperative behavior. Here, we investigated whether prior sociomoral information about trading partners modulates the…
Descriptors: Trust (Psychology), Young Children, Prosocial Behavior, Antisocial Behavior
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Gaudreau, Caroline; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Developmental Psychology, 2022
Although questions fuel children's learning, adult "cell phone use" may preoccupy parents, affecting the frequency of questions parents and children ask and answer. We ask whether parental cell phone use will lead to a decrease in the number of questions children and parents ask one another while playing with a novel toy. Fifty-seven…
Descriptors: Telecommunications, Handheld Devices, Parent Child Relationship, Parent Influence
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Loh, Karin; Fintor, Edina; Nolden, Sophie; Fels, Janina – Developmental Psychology, 2022
Children's development and education take place in educational buildings with highly complex acoustic scenes, including spatially distributed target speakers, many surrounding distracting sounds, and general background noises. Auditory selective attention, therefore, is a valuable tool to orient oneself, to focus on specific sound sources, and to…
Descriptors: Attention, Auditory Stimuli, Acoustics, Attention Control
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Xing, Xiaopei; Wei, Yutong; Wang, Meifang – Developmental Psychology, 2022
By using a three-time longitudinal design, the present study focuses on three components of executive function (EF), respectively, to examine whether the relation between EF and receptive vocabulary was reciprocal and whether the direction of the above relation would differ by EF components and child gender. A total of 320 Chinese preschool…
Descriptors: Preschool Children, Executive Function, Receptive Language, Vocabulary
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Foglia, Victoria; Zhang, Haichao; Walsh, Jennifer A.; Rutherford, M. D. – Developmental Psychology, 2022
When perceiving emotional facial expressions, adults use a template-matching strategy, comparing the perceived face with a stored representation. A rejection of unnaturally exaggerated faces is characteristic of this strategy because the exaggerated expressions do not match the stored template. In contrast, a rule-based perceptual strategy (e.g.,…
Descriptors: Nonverbal Communication, Perception, Children, Adolescents
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Lany, Jill; Thompson, Abbie; Aguero, Ariel – Developmental Psychology, 2022
Words influence cognition well before infants know their meanings. For example, three-month-olds are more likely to form visually based categories when exemplars are paired with spoken words than with sine-wave tones, a likely precursor to learning symbolic relations between words and their referents. However, it is unclear why words have these…
Descriptors: Infants, Naming, Nonverbal Communication, Classification
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Mills-Koonce, W. Roger; Towe-Goodman, Nissa; Swingler, Margaret M.; Willoughby, Michael T. – Developmental Psychology, 2022
This study utilized latent profile analyses to identify unique configurations of children's family-based social experiences during the first 3 years of life and examine differences across profiles with respect to developmental outcomes at 36 and 48 months of age. Seven family process variables were used: maternal emotional functioning, maternal…
Descriptors: Social Experience, Preschool Children, Family Environment, Child Rearing
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Chimed-Ochir, Ulziimaa; Bai, Liu; Whitesell, Corey J.; Teti, Douglas M. – Developmental Psychology, 2022
The second year of life is a time of formative developmental change as basic behavioral systems undergo rapid integration and expansion. This study examined the developmental trajectories of social-emotional (SoE) outcomes and the effects of infant sex and household chaos (HC) on the development of SoE outcomes across the second year of life. The…
Descriptors: Family Environment, Child Behavior, Child Development, Behavior Development
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Hyun, Sunah; McWayne, Christine M.; Guetterman, Timothy C. – Developmental Psychology, 2022
Currently, despite the rapid growth of the population of Chinese immigrant families and children in the United States, preschool-aged Chinese-heritage children are an underrepresented group in research. The overarching purpose of this project was to provide a deeper understanding of Head Start Chinese immigrant parents' beliefs about children's…
Descriptors: Immigrants, Asians, Parents, Parent Attitudes
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Babik, Iryna; Galloway, James Cole; Lobo, Michele A. – Developmental Psychology, 2022
Early exploratory behaviors have been proposed to facilitate children's learning, impacting motor, cognitive, language, and social development. This study related the performance of behaviors used to explore oneself to behaviors used to explore objects, and then related both types of exploratory behaviors to motor, language, and cognitive measures…
Descriptors: Child Behavior, Child Development, Cognitive Development, Motor Development
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Ravindran, Niyantri; McElwain, Nancy L.; Berry, Daniel; Kramer, Laurie – Developmental Psychology, 2022
Our primary objective was to examine the extent to which moment-to-moment associations between preschool-aged children's behavior and maternal emotional support differed for mothers showing different levels of parasympathetic engagement. We used behavioral observations of maternal and child behavior and maternal changes in cardiac vagal tone…
Descriptors: Mothers, Physiology, Behavior Problems, Parent Child Relationship
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Cho, Daniel; Zatto, Brenna R. L.; Hoglund, Wendy L. G. – Developmental Psychology, 2022
Peer victimization is a common concern in adolescence that includes both relational (e.g., exclusion, rumor spreading) and overt (e.g., hitting, threatening) forms (Crick & Bigbee, 1998). Relational and overt peer victimization have shown to be differentially associated with depressive symptoms, with relational peer victimization showing a…
Descriptors: Peer Relationship, Victims, Aggression, Bullying
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Bégel, Valentin; Dalla Bella, Simone; Devignes, Quentin; Vandenbergue, Madeline; Lemaître, Marie-Pierre; Dellacherie, Delphine – Developmental Psychology, 2022
Temporal accounts of Developmental Dyslexia (DD) postulate that a timing impairment plays an important role in this learning disorder. However, DD has been associated with timing disorders as well as other motor and cognitive dysfunctions. It is still unclear whether nonverbal timing skills per se may be considered as independent determinants of…
Descriptors: Dyslexia, Developmental Disabilities, Music, Predictor Variables
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Waroquier, Laurent; Abadie, Marlène; Blaye, Agnès – Developmental Psychology, 2022
Evaluative conditioning (EC) refers to a change in liking of a conditioned stimulus (CS) consecutive to its repeated pairing with a valent unconditioned stimulus (US). We relied on a multinomial processing tree model to compare the processes underlying EC in middle-aged children (n = 57, M[subscript age] = 8.65, range = 6.94-11.03; 31 females) and…
Descriptors: Age Differences, Children, Young Adults, Evaluative Thinking
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Glynn, Ruth; Salmon, Karen; Low, Jason – Developmental Psychology, 2022
We investigated whether selective discussion of autobiographical memory narratives would impact the quality of young people's recall of their nondiscussed memory narratives. Children (ages 8-9 years, n = 65) and adolescents (ages 13-15 years, n = 58) completed an adapted version of the retrieval-induced forgetting (RIF) paradigm for self-generated…
Descriptors: Memory, Recall (Psychology), Children, Adolescents
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