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1.
Developmental Relations Among Behavioral Inhibition,Anxiety, and Attention Biases to Threat and Positive Information 
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下载免费PDF全文 Lauren K. White Kathryn A. Degnan Heather A. Henderson Koraly Pérez‐Edgar Olga L. Walker Tomer Shechner Ellen Leibenluft Yair Bar‐Haim Daniel S. Pine Nathan A. Fox 《Child development》2017,88(1):141-155
This study examined relations between behavioral inhibition (BI) assessed in toddlerhood (n = 268) and attention biases (AB) to threat and positive faces and maternal‐reported anxiety assessed when children were 5‐ and 7‐year‐old. Results revealed that BI predicted anxiety at age 7 in children with AB toward threat, away from positive, or with no bias, at age 7; BI did not predict anxiety for children displaying AB away from threat or toward positive. Five‐year AB did not moderate the link between BI and 7‐year anxiety. No direct association between AB and BI or anxiety was detected; moreover, children did not show stable AB across development. These findings extend our understanding of the developmental links among BI, AB, and anxiety. 相似文献
2.
“American = English Speaker” Before “American = White”: The Development of Children's Reasoning About Nationality 下载免费PDF全文
下载免费PDF全文 Jasmine M. DeJesus Hyesung G. Hwang Jocelyn B. Dautel Katherine D. Kinzler 《Child development》2018,89(5):1752-1767
Adults implicitly judge people from certain social backgrounds as more “American” than others. This study tests the development of children's reasoning about nationality and social categories. Children across cultures (White and Korean American children in the United States, Korean children in South Korea) judged the nationality of individuals varying in race and language. Across cultures, 5‐ to 6‐year‐old children (N = 100) categorized English speakers as “American” and Korean speakers as “Korean” regardless of race, suggesting that young children prioritize language over race when thinking about nationality. Nine‐ and 10‐year‐olds (N = 181) attended to language and race and their nationality judgments varied across cultures. These results suggest that associations between nationality and social category membership emerge early in life and are shaped by cultural context. 相似文献
3.
Children display an “essentialist” bias in their everyday thinking about social categories. However, the degree and form of this bias varies with age and with the nature of the categories, as well as across cultures. This project investigated the development of the essentialist bias across five social categories (i.e., gender, nationality, religious affiliation, socioeconomic status (rich/poor), and sports-team supporter) in two countries. Children between 5 and 10 years of age in Turkey (Study 1, N = 74) and the United States (Study 2, N = 73), as well as adults in both countries (Study 3, N = 223), participated. Results indicate surprising cross-cultural parallels with respect to both the rank ordering of essentialist thinking across these five categories and increasing differentiation among them over development. 相似文献
4.
Peipei Setoh Kristy J. J. Lee Lijun Zhang Miao K. Qian Paul C. Quinn Gail D. Heyman Kang Lee 《Child development》2019,90(1):162-179
This research investigated the relation between racial categorization and implicit racial bias in majority and minority children. Chinese and Indian 3- to 7-year-olds from Singapore (N = 158) categorized Chinese and Indian faces by race and had their implicit and explicit racial biases measured. Majority Chinese children, but not minority Indian children, showed implicit bias favoring own race. Regardless of ethnicity, children's racial categorization performance correlated positively with implicit racial bias. Also, Chinese children, but not Indian children, displayed explicit bias favoring own race. Furthermore, children's explicit bias was unrelated to racial categorization performance and implicit bias. The findings support a perceptual–social linkage in the emergence of implicit racial bias and have implications for designing programs to promote interracial harmony. 相似文献
5.
Gil Diesendruck Rebecca Goldfein‐Elbaz Marjorie Rhodes Susan Gelman Noam Neumark 《Child development》2013,84(6):1906-1917
The present study compared 5‐ and 10‐year‐old North American and Israeli children's beliefs about the objectivity of different categories (n = 109). Children saw picture triads composed of two exemplars of the same category (e.g., two women) and an exemplar of a contrasting category (e.g., a man). Children were asked whether it would be acceptable or wrong for people in a different country to consider contrasting exemplars to be the same kind. It was found that children from both countries viewed gender as objectively correct and occupation as flexible. The findings regarding race and ethnicity differed in the two countries, revealing how an essentialist bias interacts with cultural input in directing children's conceptualization of social groups. 相似文献
6.
Kristina M. Zosuls Diane N. Ruble Catherine S. Tamis‐LeMonda 《Child development》2014,85(6):2202-2217
This article advances a self‐socialization perspective demonstrating that children's understanding of both gender categories represents an intergroup cognition that is foundational to the development of gender‐stereotyped play. Children's (N = 212) gender category knowledge was assessed at 24 months and play was observed at 24 and 36 months. Higher levels of gender category knowledge and, more specifically, passing multiple measures of knowledge of both gender categories at 24 months was related to increases in play over time with gender‐stereotyped toys (doll, truck), but not gender‐stereotyped forms of play (nurturing, motion). In contrast to the long‐standing focus on self‐labeling, findings indicate the importance of intergroup cognitions in self‐socialization processes and demonstrate the generalizability of these processes to a diverse sample. 相似文献
7.
The aim of the current study was to examine the development of equity preferences across adolescence, for boys and girls separately. Participants from 8 to 18 years old (M = 14.09 years; N = 1,216) played four economic allocation games. Analyses revealed a decrease in equity preferences with age and this decrease was stronger for boys than for girls. There was also an age‐related increase in the preference for efficient outcomes (i.e., maximization of total available resources), which was again stronger for boys than for girls. Overall, although equity remains as a strong social norm, adolescents are decreasingly strict in adhering to the equity norm and show increasing flexibility in equity preferences. 相似文献
8.
Traditional and evaluative aspects of flexibility regarding transgressions across several domains (masculine and feminine gender roles, moral rules, social etiquette, and physical law) were assessed in 24 4-year-olds, 40 8-year-olds, and 46 college undergraduates. Traditional and evaluative aspects of flexibility yielded distinctly different patterns of response. Data indicated an age-related increase in flexibility on traditional measures (i.e., traditional rule flexibility, cultural relativity) for transgressions in all domains, except physical laws. In contrast, subjects in all age groups were consistently negative in their evaluations of transgressions in moral rules, etiquette, and masculine gender roles. Female subjects viewed masculine gender role transgressions with greater flexibility and less negativity than did male subjects. Results demonstrate the multidimensional character of flexibility development in different social and physical domains. Results suggest that masculine and feminine gender roles and social etiquette may not fall within a common domain of social convention. 相似文献
9.
This study evaluates a model for considering domain‐general and domain‐specific associations between teacher–child interactions and children's development, using a bifactor analytic strategy. Among a sample of 325 early childhood classrooms there was evidence for both general elements of teacher–child interaction (responsive teaching) and domain‐specific elements related to positive management and routines and cognitive facilitation. Among a diverse population of 4‐year‐old children (n = 1,407) responsive teaching was modestly associated with development across social and cognitive domains, whereas positive management and routines was modestly associated with increases in inhibitory control and cognitive facilitation was associated with gains in early language and literacy skills. The conceptual and methodological contributions and challenges of this approach are discussed. 相似文献
10.
Matthew J. Dykas Susan S. Woodhouse Jason D. Jones Jude Cassidy 《Child development》2014,85(6):2185-2201
Attachment theorists propose that individuals’ internal working models influence their social information processing. This study explored links between attachment representations and social information processing by examining adolescents’ (n = 189; Mage = 16.5 years) attachment‐related memory biases. Participants completed laboratory tasks assessing memory for (a) emotionally salient childhood events, (b) adjectives describing their parents, and (c) generalized parent‐related characteristics not specific to their own parents. As expected, dismissing attachment (assessed using the Adult Attachment Interview) was linked across tasks to a deactivating strategy in which memory for emotional childhood events and attachment‐relevant stimuli was reduced. In contrast, evidence that preoccupied attachment was linked to a hyperactivating strategy in which memory was heightened emerged only in relation to emotional childhood events. 相似文献
11.
The Early Construction of Spatial Attention: Culture,Space, and Gesture in Parent–Child Interactions 下载免费PDF全文
下载免费PDF全文 American and Israeli toddler–caregiver dyads (mean age of toddler = 26 months) were presented with naturalistic tasks in which they must watch a short video (N = 97) or concoct a visual story together (N = 66). English‐speaking American caregivers were more likely to use left to right spatial structuring than right to left, especially for well‐ordered letters and numbers. Hebrew‐speaking Israeli parents were more likely than Americans to use right to left spatial structuring, especially for letters. When constructing a pictorial narrative for their children, Americans were more likely to place pictures from left to right than Israelis. These spatial structure biases exhibited by caregivers are a potential route for the development of spatial biases in early childhood, before children have developed automatic reading and writing habits. 相似文献
12.
May Ling D. Halim Diane N. Ruble Catherine S. Tamis‐LeMonda Patrick E. Shrout David M. Amodio 《Child development》2017,88(3):882-899
This study examined factors that predicted children's gender intergroup attitudes at age 5 and the implications of these attitudes for intergroup behavior. Ethnically diverse children from low‐income backgrounds (N = 246; Mexican‐, Chinese‐, Dominican‐, and African American) were assessed at ages 4 and 5. On average, children reported positive same‐gender and negative other‐gender attitudes. Positive same‐gender attitudes were associated with knowledge of gender stereotypes. In contrast, positive other‐gender attitudes were associated with flexibility in gender cognitions (stereotype flexibility, gender consistency). Other‐gender attitudes predicted gender‐biased behavior. These patterns were observed in all ethnic groups. These findings suggest that early learning about gender categories shape young children's gender attitudes and that these gender attitudes already have consequences for children's intergroup behavior at age 5. 相似文献
13.
Age‐related changes in flexibility and automaticity of reasoning about social situations were investigated. Children (N = 101; age range = 7;8–17;7) were presented with the flexibility and automaticity of social cognition (FASC), a new measure of social cognition in which cartoon vignettes of social situations are presented and participants explain what is happening and why. Scenarios vary on whether the scenario is socially ambiguous and whether or not language is used. Flexibility is determined by the number of unique, plausible explanations, and automaticity is indicated by speed of response. Overall, both flexibility and automaticity increased significantly with age. Language and social ambiguity influenced performance. Future work should investigate differences in FASC in older populations and clinical groups. 相似文献
14.
Damira S. Rasheed Joshua L. Brown Sebrina L. Doyle Patricia A. Jennings 《Child development》2020,91(3):e597-e618
Mounting evidence suggests teacher–child race/ethnicity matching and classroom diversity benefit Black and Latinx children's academic and socioemotional development. However, less is known about whether the effects of teacher–child matching differ across levels of classroom diversity. This study examined effects of matching on teacher-reported child outcomes in a racially/ethnically diverse sample of teachers and children, and classroom diversity moderation using multilevel models. Data were drawn from a professional learning study involving 224 teachers (Mage = 41.5) and 5,200 children (Mage = 7.7) in 36 New York City elementary schools. Teacher–child race/ethnicity matching was associated with higher child engagement in learning, motivation, social skills, and fewer absences. Classroom diversity moderated matching such that teacher–child mismatch was related to lower engagement, motivation, social skills, math and reading scores in low-diversity classrooms, but not in high-diversity classrooms. Implications for practice and policy are discussed. 相似文献
15.
Developmental Changes in Achievement Evaluation: Motivational Implications of Self-Other Differences 总被引：3，自引：0，他引：3
In order to explore the development of self-evaluative biases, children at 3 age levels (5–6, 7–8, 9–10) evaluated themselves or another child when given social or temporal comparison feedback. Evaluative biases were indicated by higher evaluations for the self than another, especially after failure. Children at different ages were not differentially responsive to temporal vs. social comparison information. However, evaluative bias in response to the type of evaluation differed by age; there was greater bias for general ability evaluations by older children and greater bias for specific performance evaluations by younger children. Alternative explanations for these self-other differences were minimized, as differences in visual orientation were held constant and differences in knowledge of effort were controlled statistically. Other aspects of the design as well as sex differences support a motivational interpretation of these biases. How these biases are manifested is related to children's level of understanding and concerns at different ages. 相似文献
16.
A considerable amount of social identity research has focused on race and racial identity, while gender identity, particularly among Black adolescents, remains underexamined. The current study used survey data from 183 Black adolescent males (13–16 years old) to investigate the development and relation between racial and gender identity centrality and private regard, and how these identities impact adjustment over time. It was found that dimensions of racial and gender identity were strongly correlated. Levels of racial centrality increased over time while gender centrality, and racial and gender private regard declined. In addition, racial and gender identity uniquely contributed to higher levels of psychological well‐being and academic adjustment. These findings are discussed within the context of existing identity theories and intersectionality theory. 相似文献
17.
Laura J. Weinkle Jennifer M. Stratford Lisa M. J. Lee 《Anatomical sciences education》2020,13(1):59-70
Instructor evaluations are influenced by implicit age and gender bias, with lower ratings and negative feedback given to instructors believed to stray from stereotypical age and gender norms. Female instructors exhibiting typically male-associated qualities such as leadership and authority, are often negatively impacted. Implicit bias also influences evaluation of digital resources and instructors, regardless of students' positive learning outcomes. As digital learning resources become the norm in education, it is crucial to explore the impact of implicit bias at various educational levels. In this study, undergraduate and graduate students were randomly exposed to one of five digital tutorials; four experimental tutorials presenting identical anatomy content with narrators of different gender and age, and a control tutorial featuring origami (paper folding) instructions without audio. Learning outcomes were measured by pre-quiz vs. post-quiz comparisons using repeated measures MANOVA. Implicit bias was analyzed by evaluation response comparisons using repeated measures MANOVA and three-way MANOVA. Post-quiz scores increased significantly in the four experimental groups (P < 0.05) but not in the control (P = 0.99). The increased performance was not statistically different across the four experimental groups (P > 0.26), suggesting that learning occurred irrespective of the instructor gender and age. Students' evaluations were consistently higher for the experimental resources than the control. There was no significant difference in evaluations across the four experimental groups but compared to the control, younger male and younger female narrators received significantly higher ratings for approachability, acceptance, inclusivity, and care for student learning. The study highlights important considerations for digital resources development and interpretation of student evaluations. 相似文献
18.
Three experiments examined 4‐ to 6‐year‐olds' use of potential cues to geographic background. In Experiment 1 (N = 72), 4‐ to 5‐year‐olds used a speaker's foreign accent to infer that they currently live far away, but 6‐year‐olds did not. In Experiment 2 (N = 72), children at all ages used accent to infer where a speaker was born. In both experiments, race played some role in children's geographic inferences. Finally, in Experiment 3 (N = 48), 6‐year‐olds used language to infer both where a speaker was born and where they currently live. These findings reveal critical differences across development in the ways that speaker characteristics are used as inferential cues to a speaker's geographic location and history. 相似文献
19.
Adolescence is an important time for social development during which friendships become more intimate and complex. In this functional magnetic resonance imaging (fMRI) study we tested how outcomes for friends are processed on the neural level across adolescence. Participants between 8 and 27 years of age were tested twice with a 2‐year difference between the first (N = 299) and second (N = 254) time points. Participants performed a task in which they could win and lose money for themselves and their best friend. Mixed linear models revealed a linear decrease in activity in social brain regions for friend > self over development. These results confirm changes in the social brain network across adolescent development, we further show that individual differences are related to these neural changes. 相似文献
20.
Cross‐Linguistic Lexical,Grammatical, and Discourse Performance on Oral Narrative Retells Among Young Spanish Speakers 下载免费PDF全文
下载免费PDF全文 Audrey Lucero 《Child development》2015,86(5):1419-1433
This study investigated relations among microlevel and macrolevel domains of oral narrative retells within and across the languages of Spanish‐speaking bilingual children. Fifty‐six first and second graders (Mage = 7 years, 3 months) were assessed on a retell task in Spanish and English. Two statistical analyses were conducted: (a) correlations within and across microlevel lexical (number of different words) and grammatical (mean length of utterance‐word and subordination index) domains and (b) hierarchical regression to determine the influence of microlevel domains on a macrolevel discourse score. Results highlighted a number of significant within‐ and cross‐language correlations, and identified vocabulary as a significant predictor of macrolevel discourse scores within both languages, while grammar was a predictor within English only. 相似文献