共查询到20条相似文献，搜索用时 15 毫秒
1.
Mona Bekkhus Alicia McVarnock Robert J. Coplan Vidar Ulset Brage Kraft 《Child development》2023,94(4):1078-1086
Shyness is a temperamental trait that shares considerable conceptual overlap with aspects of internalizing problems, creating difficulties in operationalizing and assessing these two constructs and their association. This study addresses these issues by employing network analyses. Participants were, white, N = 555 children (Mage = 52.45 months, SD = 15.96, 55% girls) followed longitudinally over 4 years (2016–2010) in Norway. Teachers rated child shyness and assessed children's internalizing symptoms. Results suggest that two behavioral shyness traits were the most central aspects of shyness. The centrality of these aspects was robust across age. The most influential symptom connecting internalizing symptoms with shyness was “unhappy.” Shyness became more differentiated with development, and associations between anxiety-related symptoms and shyness increased as children entered formal schooling. 相似文献
2.
Learning to Learn From Stories: Children's Developing Sensitivity to the Causal Structure of Fictional Worlds 
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下载免费PDF全文 Fiction presents a unique challenge to the developing child, in that children must learn when to generalize information from stories to the real world. This study examines how children acquire causal knowledge from storybooks, and whether children are sensitive to how closely the fictional world resembles reality. Preschoolers (N = 108) listened to stories in which a novel causal relation was embedded within realistic or fantastical contexts. Results indicate that by at least 3 years of age, children are sensitive to the underlying causal structure of the story: Children are more likely to generalize content if the fictional world is similar to reality. Additionally, children become better able at discriminating between realistic and fantastical story contexts between 3 and 5 years of age. 相似文献
3.
Victoria Wu Patricia East Erin Delker Estela Blanco Gabriela Caballero Jorge Delva Betsy Lozoff Sheila Gahagan 《Child development》2019,90(6):1952-1968
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
4.
This study used a British cohort (n = ～13,000) to investigate the association between child care during infancy and later cognition while controlling for social selection and missing data. It was found that attending child care (informal or center based) at 9 months was positively associated with cognitive outcomes at age 3 years, but only for children of mothers with low education. These effects did not persist to ages 5 or 7 years. Early center‐based care was associated with better cognitive outcomes than informal care at ages 3 and 5 years, but not at 7 years. Effect sizes were larger among children whose mother had low education. Propensity score matching and multiple imputation revealed significant findings undetected using regression and complete‐case approaches. 相似文献
5.
Anna E. Austin Nisha C. Gottfredson Carolyn T. Halpern Adam J. Zolotor Stephen W. Marshall Jared W. Parrish Meghan E. Shanahan 《Child development》2020,91(5):1650-1662
This study used population-representative data to examine associations of risk and protective factor patterns among Alaska Native/American Indian (AN/AI; N = 592) and non-Native (N = 1,018) children with maternal and child outcomes at age 3 years. Among AN/AI children, a high risk/moderate protection class was associated with child developmental risk and mothers being less likely to feel comfortable asking for help or knowing where to go for parenting information compared to a low socioeconomic status/high protection class. Among non-Native children, a moderate risk/high protection class was associated with child developmental risk and mothers being less likely to feel comfortable asking for help compared to a low risk/high protection class. Results provide insight on the intersection of risk and protective factors among Alaska families. 相似文献
6.
Xiaoran Sun K. Farish Haydel Donna Matheson Manisha Desai Thomas N. Robinson 《Child development》2023,94(1):303-314
This prospective, longitudinal study examined associations between whether and when children first acquire a mobile phone and their adjustment measures, among low-income Latinx children. Children (N = 263; 55% female; baseline Mage = 9.5) and their parents were assessed annually for 5 years from 2012. Children first acquired a mobile phone at a mean (SD) age of 11.62 (1.41) years. Pre-registered multilevel models tested associations linking phone ownership, phone acquisition age, and the interaction between ownership and acquisition age to levels and changing trends of depressive symptoms, school grades, and reported and objectively assessed sleep. Results showed no statistically significant associations, controlling the False Discovery Rate. Findings suggest an absence of meaningful links from mobile phone ownership and acquisition age to child adjustment. 相似文献
7.
This study aimed to test a four-wave sequential mediation model linking mother–child attachment to children's school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother–child attachment security was assessed when children (N = 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school. 相似文献
8.
Chronoula Voutsina 《Educational Studies in Mathematics》2012,79(2):193-214
This study analysed the different types of arithmetic knowledge that young children utilise when solving a multiple-step addition
task. The focus of the research was on the procedural and conceptual changes that occur as children develop their overall
problem solving approach. Combining qualitative case study with a micro-genetic approach, clinical interviews were conducted
with ten 5–6-year-old children. The aim was to document how children combine knowledge of addition facts, calculation procedures
and arithmetic concepts when solving a multiple-step task and how children’s application of different types of knowledge and
overall solving approach changes and develops when children engage with solving the task in a series of problem solving sessions.
The study documents children’s pathways towards developing a more effective and systematic approach to multiple-step tasks
through different phases of their problem solving behaviour. The analysis of changes in children’s overt behaviour reveals
a dynamic interplay between children’s developing representation of the task, their improved procedures and gradually their
more explicit grasp of the conceptual aspects of their strategy. The findings provide new evidence that supports aspects of
the “iterative model” hypothesis of the interaction between procedural and conceptual knowledge and highlight the need for
educational approaches and tasks that encourage and trigger the interplay of different types of knowledge in young children’s
arithmetic problem solving. 相似文献
9.
Elina Birmingham Tamara Meixner Grace Iarocci Christopher Kanan Daniel Smilek James W. Tanaka 《Child development》2013,84(4):1407-1424
The strategies children employ to selectively attend to different parts of the face may reflect important developmental changes in facial emotion recognition. Using the Moving Window Technique (MWT), children aged 5–12 years and adults (N = 129) explored faces with a mouse‐controlled window in an emotion recognition task. An age‐related increase in attention to the left eye emerged at age 11–12 years and reached significance in adulthood. This left‐eye bias is consistent with previous eye tracking research and findings of a perceptual bias for the left side of faces. These results suggest that a strategic attentional bias to the left eye begins to emerge at age 11–12 years and is likely established sometime in adolescence. 相似文献
10.
Explicit Theory of Mind Is Even More Unified Than Previously Assumed: Belief Ascription and Understanding Aspectuality Emerge Together in Development 下载免费PDF全文
下载免费PDF全文 Existing evidence suggests that children, when they first pass standard theory‐of‐mind tasks, still fail to understand the essential aspectuality of beliefs and other propositional attitudes: such attitudes refer to objects only under specific aspects. Oedipus, for example, believes Yocaste (his mother) is beautiful, but this does not imply that he believes his mother is beautiful. In three experiments, 3‐ to 6‐year‐olds' (N = 119) understanding of aspectuality was tested with a novel, radically simplified task. In contrast to all previous findings, this task was as difficult as and highly correlated with a standard false belief task. This suggests that a conceptual capacity more unified than previously assumed emerges around ages 4–5, a full‐fledged metarepresentational scheme of propositional attitudes. 相似文献
11.
Children's Increased Emotional Egocentricity Compared to Adults Is Mediated by Age‐Related Differences in Conflict Processing 下载免费PDF全文
下载免费PDF全文 This study investigated the cognitive mechanisms underlying age‐related differences in emotional egocentricity bias (EEB) between children (aged 7–12 years, n = 30) and adults (aged 20–30 years, n = 30) using a novel paradigm of visuogustatory stimulation to induce pleasant and unpleasant emotions. Both children and adults showed an EBB, but that of children was larger. The EEB did not correlate with other measures of egocentricity. Crucially, the developmental differences in EEB were mediated by age‐related changes in conflict processing and not visual perspective taking, response inhibition, or processing speed. This indicates that different types of egocentricity develop independently of one another and that the increased ability to overcome EEB can be explained by age‐related improvements in conflict processing. 相似文献
12.
This study assesses the consequences of housing instability during the first 5 years of a child's life for a host of school readiness outcomes. Using data from the Fragile Families and Child Wellbeing Study (n = 2,810), this study examines the relation between multiple moves and children's language and literacy and behavior problems at age 5. The moderating role of poverty is further tested in this relation. The findings show that moving three or more times in a child's first 5 years is significantly associated with increases in attention problems, and internalizing and externalizing behavior, but only among poor children. 相似文献
13.
Hearing “Quack” and Remembering A Duck: Evidence for Fluency Attribution in Young Children 下载免费PDF全文
下载免费PDF全文 Previous research has suggested that fluency does not influence memory decisions until ages 7–8. In two experiments (n = 96 and n = 64, respectively), children, aged 4, 6, and 8 years (Experiments 1 and 2), and adults (Experiment 2) studied a list of pictures. Participants completed a recognition test during which each study item was preceded by a sound providing either a highly predictive or mildly predictive context in order to make some test items more conceptually fluent. Overall, highly predictive items were recognized at a higher rate than mildly predictive items demonstrating an earlier development of the fluency heuristic than previously observed. The study provides insight into how children develop metacognitive expectations and when they start to use them to guide their memory responses. 相似文献
14.
This study examined the role of motivational or attitudinal factors, such as achievement beliefs and behaviours, in learning to read before receiving formal instruction. A total of 200 Finnish children were examined at ages 5 and 6½. Half of them (n = 107) had a familial risk for dyslexia. The results showed that those children who were verbally skilful at age 5 showed a higher level of task-focused behaviour at age 6½. This task-focused behaviour then contributed to spontaneous reading acquisition. The impact of previous verbal skills on spontaneous reading acquisition was mediated in part by achievement behaviour. 相似文献
15.
Developmental Relations Among Behavioral Inhibition,Anxiety, and Attention Biases to Threat and Positive Information 下载免费PDF全文
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
16.
The Effect of Executive Function on Biological Reasoning in Young Children: An Individual Differences Study 总被引：1，自引：0，他引：1
There is substantial variance in the age at which children construct and deploy their first explicit theory of biology. This study tests the hypothesis that this variance is due, at least in part, to individual differences in their executive function (EF) abilities. A group of 79 boys and girls aged 5–7 years (with a mean age of 6½ years) were presented with two test batteries: (a) a biology battery that probed their understanding of life, death, and body functions and (b) an EF battery that tested working memory, inhibition, and set‐shifting skills. Individuals' EF scores significantly predict their biology scores, even after controlling for age and verbal IQ. 相似文献
17.
Elizabeth Morin-Lessard Rochelle F. Hentges Suzanne C. Tough Susan A. Graham 《Child development》2021,92(3):799-810
Using data from the All Our Families study, a longitudinal study of 1992 mother-child dyads in Canada (47.7% female; 81.9% White), we examined the developmental pathways between infant gestures and symbolic actions and communicative skills at age 5. Communicative gestures at age 12 months (e.g., pointing, nodding head “yes”), obtained via parental report, predicted stronger general communicative skills at age 5 years. Moreover, greater use of symbolic actions (e.g., “feeding” a stuffed animal with a bottle) indirectly predicted increased communicative skills at age 5 via increased productive vocabulary at 24 months. These pathways support the hypothesis that children’s communicative skills during the transition to kindergarten emerge from a chain of developmental abilities starting with gestures and symbolic actions during infancy. 相似文献
18.
Early childhood educators are likely to encounter youngsters who experience problems at home impeding their abilities to learn
and benefit from the program. One such group is children who live or have lived with adult domestic violence. Children yet
to begin elementary school are over-represented among groups of young people known to live with inter-parental violence. A
qualitative study using clinical interviews of young children was used to develop a model suggesting how key aspects of development
among children 3–5 years of age can react to and be affected by inter-parental violence. Focus is on age-appropriate expression
of emotions, salience of observations and conflicting messages, a child’s focus on outcome versus process, egocentricity and
self-blame, learning of gender roles, and delay or regression in development of independence. Implications for the classroom
are outlined, including providing a nurturing environment, supporting child adjustment, and helping caregivers. Special contingencies
when families are in shelters are also discussed. 相似文献
19.
This study investigated the relations of three aspects of morphological awareness to word recognition and spelling skills
of Dutch speaking children. Tasks of inflectional and derivational morphology and lexical compounding, as well as measures
of phonological awareness, vocabulary and mathematics were administered to 104 first graders (mean age 6 years, 11 months)
and 112 sixth graders (mean age 12 years, 1 month). For the first grade children, awareness of noun morphology uniquely contributed
to word reading, and none of the morphological tasks were uniquely associated with spelling. In grade 6, derivational morphology
contributed both to reading and spelling achievement, whereas awareness of verb inflection uniquely explained spelling only.
Lexical compounding did not uniquely contribute to literacy skills in either grade. These findings suggest that awareness
of both inflectional and derivational morphology may be independently useful for learning to read and spell Dutch. 相似文献
20.
Drew H. Bailey Lynn S. Fuchs Jennifer K. Gilbert David C. Geary Douglas Fuchs 《Child development》2020,91(2):382-400
We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first-grade content outcomes were significant and positive, but no follow-up impacts were significant. Many intervention children achieved average mathematics achievement at the end of third grade, and prior math and reading assessment performance predicted which students will require sustained intervention. Finally, projecting impacts 2 years later based on nonexperimental estimates of effects of first-grade math skills overestimates long-term intervention effects. 相似文献