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1.
The current study took a person-centered approach to examine the heterogeneity of changes in children’s emotions and persistence during a goal-blocking task and examined how different profiles of emotions and persistence related to children’s self-regulation. Children’s anger, sadness, and persistence were rated in a goal-blocking task in toddlerhood (T1; N = 140, 72 boys, Mage = 2.67 years, 90.7% White) and preschool (T2). Children’s self-regulation, specifically sustained attention and engagement, was assessed at T1, T2, and early school-age (T3) from 2005 to 2012. Growth mixture modeling revealed two classes of children at T1 and three classes at T2 with different patterns of anger, sadness, and persistence. Children’s classification at T2, but not T1, significantly predicted their sustained attention and engagement both concurrently and longitudinally.  相似文献   

2.
Children's behavior changes from day to day, but the factors that contribute to its variability are understudied. We developed a novel repeated measures paradigm to study children's persistence by capitalizing on a task that children complete every day: toothbrushing (N = 81; 48% female; 36–47 months; 80% white, 14% Multiracial, 10% Hispanic, 2% Asian, 1% Black; 1195 observations collected between January 2019 and March 2020). Children brushed longer on days when their parents used more praise (d = .23) and less instruction (d = −.22). Sensitivity to mood, sleep, and parent stress varied across children, suggesting that identifying the factors that shape an individual child's persistence could lead to personalized interventions.  相似文献   

3.
Are mother–child conflict discussions shaped by time-varying, reciprocal influences, even after accounting for stable contributions from each individual? Mothers were filmed discussing a conflict for 5 min, separately with their younger (ages 5–9, N = 217) and older (ages 7–13, N = 220) children. Each person’s conflict constructiveness was coded in 20-s intervals and data were analyzed using dynamic structural equation modeling, which separates individual and influence effects. Children influenced their mothers’ behavior under certain conditions, with evidence for developmental differences in the magnitude and direction of influence, whereas mothers did not influence their children under any circumstance. Results are discussed in the context of child effects on parent behavior and changes in parenting across middle childhood.  相似文献   

4.
Parents visiting a gear exhibit at a children's museum were instructed to encourage their children (N = 65; ages 4–6) to explain, explore, or engage as usual. Instructions led to different patterns of play at the exhibit: Encouragement to explain led to greater discussion of gear mechanisms, whereas encouragement to explore led to more time connecting gears. In the explain condition, parents’ questions predicted their children's discussion and further testing of gears. Questions also predicted the amount of time children spent on a follow-up task. Parents’ exploration predicted an increase in exploration by their children. These data indicate that minimal interventions impact parent–child interaction at a museum exhibit and that prompts to explore or explain uniquely influence parent and child behavior.  相似文献   

5.
This study examined the associations among maternal depression, mothers’ emotional and material investment in their child, and children's cognitive functioning. Middle-class Chilean mothers and children (N = 875; 52% males) were studied when children were 1, 5, 10, and 16 years (1991–2007). Results indicated that highly depressed mothers provided less emotional and material support to their child across all ages, which related to children's lower IQ. Children with lower mental abilities at age 1 received less learning-material support at age 5, which led to mothers’ higher depression at child age 10. Mothers’ low support was more strongly linked to maternal depression as children got older. Findings elucidate the dynamic and enduring effects of depression on mothers’ parenting and children's development.  相似文献   

6.
Warm caregiving is associated with concurrent hypothalamic–pituitary–adrenocortical (HPA) axis function, although the persistence of this association over time is less established. Using longitudinal and intervention studies, this meta‐analysis examined the enduring association of parental warmth (measured when children were ages < 1 through 15 years) with basal cortisol, reactivity and recovery (measured when children were ages < 1 through 25 years; k = 38; N = 6,608). These studies demonstrate no overall associations between parenting and children's HPA axis; instead there are small associations that vary based on moderators such as socioeconomic status, developmental stage, study design and stressor type, though many moderators are confounded. This first wave of studies indicates that the enduring association between parenting and cortisol is small and only understood in the context of other factors, and directly informs four sets of methodological and theoretical recommendations to strengthen this literature.  相似文献   

7.
Children’s math learning (N = 217; Mage = 4.87 years; 63% European American, 96% college-educated families) from an intelligent character game was examined via social meaningfulness (parasocial relationships [PSRs]) and social contingency (parasocial interactions, e.g., math talk). In three studies (data collected in the DC area: 12/2015–10/2017), children’s parasocial relationships and math talk with the intelligent character predicted quicker, more accurate math responses during virtual game play. Children performed better on a math transfer task with physical objects when exposed to an embodied character (Study 2), and when the character used socially contingent replies, which was mediated by math talk (Study 3). Results suggest that children’s parasocial relationships and parasocial interactions with intelligent characters provide new frontiers for 21st century learning.  相似文献   

8.
This study examined whether executive functions impact how flexibly children represent task context in performing repeated sequential actions. Japanese children in Experiments 1 (N = 52; 3–6 years) and 2 (N = 50, 4–6 years) performed sequential actions repeatedly; one group received reminders. Experiment 1 indicated that reminders promote flexible changes in contextual representations. Experiment 2 observed such effects in younger children and showed executive functions were associated with the flexible representation of task context. Reminders did not perfectly compensate for the role of executive functions but wiped out individual differences in executive functions that contribute to children’s acquisition of routines. Therefore, setting goals before context-dependent actions is necessary, but not sufficient, to modulate contextual representations in routines.  相似文献   

9.
This research takes a dyadic approach to study early word learning and focuses on toddlers’ (N = 20, age: 17–23 months) information seeking and parents’ information providing behaviors and the ways the two are coupled in real-time parent–child interactions. Using head-mounted eye tracking, this study provides the first detailed comparison of children’s and their parents’ behavioral and attentional patterns in two free-play contexts: one with novel objects with to-be-learned names (Learning condition) and the other with familiar objects with known names (Play condition). Children and parents in the Learning condition modified their individual and joint behaviors when encountering novel objects with to-be-learned names, which created clearer signals that reduced referential ambiguity and potentially facilitated word learning.  相似文献   

10.
Children, mothers, and fathers in 12 ethnic and regional groups in nine countries (N = 1,338 families) were interviewed annually for 8 years (Mage child = 8–16 years) to model four domains of parenting as a function of child age, puberty, or both. Latent growth curve models revealed that for boys and girls, parents decrease their warmth, behavioral control, rules/limit-setting, and knowledge solicitation in conjunction with children’s age and pubertal status as children develop from ages 8 to 16 across a range of diverse contexts, with steeper declines after age 11 or 12 in three of the four parenting domains. National, ethnic, and regional differences and similarities in the trajectories as a function of age and puberty are discussed.  相似文献   

11.
This study investigated the longitudinal associations between children’s early mathematics and their home numeracy environment (HNE). Chilean children from families who varied widely in socioeconomic status were assessed at the beginning and end of prekindergarten in 2016 (N = 419, Mage = 4:7 [years:months]), and at the end of kindergarten in 2017 (N = 368, Mage = 5:10). Children whose parents provided frequent operational numeracy activities (e.g., learning simple sums) at prekindergarten showed better arithmetic performance and growth in nonsymbolic and symbolic number comparison at the end of kindergarten. Parents’ knowledge of number-related games predicted children’s arithmetic skills and growth in nonsymbolic number comparison. These findings underscore the persistent relations between the HNE and the development of children’s mathematical skills.  相似文献   

12.
Both salient visual events and scene-based memories can influence attention, but it is unclear how they interact in children and adults. In Experiment 1, children (N = 27; ages 7–12) were faster to discriminate targets when they appeared at the same versus different location as they had previously learned or as a salient visual event. In contrast, adults (N = 30; ages 18–31) responded faster only when cued by visual events. While Experiment 2 confirmed that adults (N = 27) can use memories to orient attention, Experiment 3 showed that, even in the absence of visual events, the effects of memories on attention were larger in children (N = 27) versus adults (N = 28). These findings suggest that memories may be a robust source of influence on children's attention.  相似文献   

13.
Emotional expressions are abundant in children’s lives. What role do they play in children’s causal inference and exploration? This study investigates whether preschool-aged children use others’ emotional expressions to infer the presence of unknown causal functions and guide their exploration accordingly. Children (age: 3.0–4.9; N = 112, the United States) learned about one salient causal function of a novel toy and then saw an adult play with it. Children explored the toy more when the adult expressed surprise than when she expressed happiness (Experiment 1), but only when the adult already knew about the toy’s salient function (Experiment 2). These results suggest that children consider others’ knowledge and selectively interpret others’ surprise as vicarious prediction error to guide their own exploration.  相似文献   

14.
The authors examined how children’s frontal electroencephalogram (EEG) theta/beta ratio—an index of neurocognitive control—changed from baseline to a social stressor, and whether these EEG changes moderated the relation between temperament and anxiety. Children (N = 152; Mage = 7.82 years, 52% male, 81% White) had their EEG recorded during a baseline and speech anticipation condition. Children’s frontal theta/beta ratio decreased from baseline to speech anticipation, and this baseline-to-task change moderated the relation between temperamental shyness and social anxiety. Temperamental shyness was related to higher state and trait social anxiety only among children with large baseline-to-task decreases in theta/beta ratio. Findings are consistent with theoretical models hypothesizing that temperamentally shy children with heightened neurocognitive control may be at greater risk for anxiety.  相似文献   

15.
This study conceptualizes parental migration as a dynamic family process that exposes children to parental absence and family instability. Using detailed migration histories, this study identifies the left-behind trajectories of rural Chinese children throughout childhood (age 1–12) and examines the impact on psychological well-being (N = 3,961). Results indicate heterogeneity in children’s experience of parental migration, which is characterized by both persistence (prolonged parental absence) and instability (repeated parental migration). A quarter of rural children experienced prolonged parental migration, and for half of these, by both parents. Another 50% of rural children experienced repeated parental migration. Children continuously left behind by both parents and children who experienced substantial family instability both fared worse in psychological development than those in stable two-parent families.  相似文献   

16.
There is growing interest in the role of linguistic cues (accents, dialects, language) in driving children’s social preferences. This meta-analysis integrated 131 effect sizes involving 2,680 infants and children from 2 days old to 11 years. Overall, children prefer native-accent, native-dialect, and native-language speakers over non-native counterparts (d = 0.57). Meta-regression highlighted that bilinguals (d = 0.93) do not exhibit less native-speaker preference compared to monolinguals (d = 0.62). Children displayed stronger preferences based on accent (d = 1.04) than dialect (d = 0.44) and language (d = 0.39). Children’s cultural background, exposure to non-native speech, age, and preference measure were not significant moderators. The data are discussed in light of several theoretical explanations for when and why children show linguistic-based social preferences.  相似文献   

17.
Children (predominantly white and middle class) between 3 and 6 years (M = 55.12 months, N = 145 at Time 1, N = 102 at Time 2) participated in the prosocial choice test at two time points approximately 10 months apart. Children could share with strangers, close friends, nonfriends, and in a control, no recipient condition. Children shared more rewards with friends over time. Age interacted with recipient type such that older children had a higher probability of prosocial allocations toward friends and strangers compared to younger children. Theory of mind (ToM) predicted more prosocial allocations to friends over time, and the youngest children with higher ToM scores showed the largest increase in sharing with friends over time.  相似文献   

18.
This study investigated whether children learn from exploration and act as effective informants by providing informative demonstrations tailored to observers’ goals and competence. Children (4.0–6.9 years, N = 98) explored a causally ambiguous toy to discover its causal structure and then demonstrated the toy to a naive observer. Children provided more costly and informative evidence when the observer wanted to learn about the toy than observe its effects (Experiment 1) and when the observer was ordinary than exceptionally intelligent (Experiment 2). Relative to the evidence they generated during exploration, children produced fewer, less costly actions when the observer wanted or needed less evidence. Children understand the difference between acting-to-learn and acting-to-inform; after learning from exploration, they consider others’ goals and competence to provide “uninstructed instruction”.  相似文献   

19.
Gender-nonconforming (GN) children are often perceived less positively, which may harm their well-being. We examined the development of such perceptions and an intervention to modify them. Chinese children’s appraisals were assessed using multiple measures (verbal responses, sharing, and rank order task) after viewing vignettes of gender-conforming (GC) and GN hypothetical peers. In Study 1, children (N = 210; 4-, 5-, 8-, and 9-year-olds) were less positive toward GN than GC peers, especially if they were older or if the peers were boys. In Study 2 (N = 211, 8- and 9-year-olds), showing children exemplars of GN peers who displayed positive and GC characteristics subsequently reduced bias against gender nonconformity. These findings inform strategies aimed at reducing bias against gender nonconformity.  相似文献   

20.
Selective attention is the ability to focus on goal-relevant information while filtering out irrelevant information. This work examined the development of selective attention to natural scenes and objects with a rapid serial visual presentation paradigm. Children (N = 69, ages 4–6 years) and adults (N = 80) were asked to attend to either objects or scenes, while ignoring the other type of stimulus. A multinomial processing tree model was used to decompose selective attention into focusing and filtering components. The results suggest that attention is object-biased in children, due to difficulty filtering attention to goal-irrelevant objects, whereas attention in adults is relatively unbiased. The findings suggest important developmental asymmetries in selective attention to scenes and objects.  相似文献   

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