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    469 results match your criteria British Journal of Developmental Psychology [Journal]

    1 OF 10

    Consider the source: Children link the accuracy of text-based sources to the accuracy of the author.
    Br J Dev Psychol 2018 May 6. Epub 2018 May 6.
    Psychology, California State University San Marcos, California, USA.
    The present research investigated whether young children link the accuracy of text-based information to the accuracy of its author. Across three experiments, three- and four-year-olds (N = 231) received information about object labels from accurate and inaccurate sources who provided information both in text and verbally. Of primary interest was whether young children would selectively rely on information provided by more accurate sources, regardless of the form in which the information was communicated. Read More

    Negativity bias in infants' expectations about agents' dispositions.
    Br J Dev Psychol 2018 May 1. Epub 2018 May 1.
    Department of Psychology, Yonsei University, Seoul, Korea.
    This study investigated 6- and 10-month-old infants' abilities to infer others' preferences based on social interactions using looking time and choice measures. Infants were randomly assigned to either a helping/neutral or hindering/neutral condition. Those in the helping/neutral condition were first familiarized with a helping event, in which an agent helped a circle climb a hill, and a neutral event, in which another agent followed the same path as the helping agent but had no interaction with the circle. Read More

    Preschoolers' conformity (and its motivation) is linked to own and parents' personalities.
    Br J Dev Psychol 2018 Mar 31. Epub 2018 Mar 31.
    Uppsala Child and Baby Lab, Department of Psychology, Uppsala University, Sweden.
    Previous studies on conformity have primarily focused on factors that moderate conformity rates overall and paid little attention to explaining the individual differences. In this study, we investigate five-factor model personality traits of both parents and children and experimentally elicited conformity in 3.5-year-olds (N = 59) using an Asch-like paradigm with which we measure both overt conformity (public responses) and covert opinions (private beliefs after conformist responses): A correct covert opinion after an incorrect conformist response results from a socially normative motivation, whereas an incorrect covert opinion results from an informational motivation. Read More

    Longitudinal associations between younger children's humour styles and psychosocial adjustment.
    Br J Dev Psychol 2018 Mar 31. Epub 2018 Mar 31.
    School of Psychology, Keele University, UK.
    Whilst a multitude of studies have examined links between different styles of humour and aspects of adjustment, longitudinal research is noticeably lacking. Following a study which identified bidirectional associations between humour styles and psychosocial adjustment in older children, the current research aimed to investigate these associations in younger children. In total, 413 children aged 8-11 years completed the humour styles questionnaire for younger children (HSQ-Y) alongside measures of psychosocial adjustment in both the autumn and the summer over the course of a school year. Read More

    Connection-based and object-based grouping in multiple-object tracking: A developmental study.
    Br J Dev Psychol 2018 Mar 30. Epub 2018 Mar 30.
    Laboratory of Experimental Psychology, Department of Brain and Cognition, KU Leuven, Belgium.
    Developmental research on Gestalt laws has previously revealed that, even as young as infancy, we are bound to group visual elements into unitary structures in accordance with a variety of organizational principles. Here, we focus on the developmental trajectory of both connection-based and object-based grouping, and investigate their impact on object formation in participants, aged 9-21 years old (N = 113), using a multiple-object tracking paradigm. Results reveal a main effect of both age and grouping type, indicating that 9- to 21-year-olds are sensitive to both connection-based and object-based grouping interference, and tracking ability increases with age. Read More

    Children's emotion understanding in relation to attachment to mother and father.
    Br J Dev Psychol 2018 Mar 2. Epub 2018 Mar 2.
    School of Psychology, University of Exeter, UK.
    Although attachment plays a key role in children's socio-emotional development, little attention has been paid to the role of children's attachment to their father. This study examined whether insecure attachment to each parent was associated with reduced emotion understanding in children and whether children showed consistent attachments to their mother and father. We measured children's attachment to each parent using the Manchester Child Attachment Story Task and child emotion understanding using the Test of Emotion Comprehension (children's M  = 5. Read More

    Preschoolers' knowledge about language-specific properties of writing.
    Br J Dev Psychol 2018 Feb 25. Epub 2018 Feb 25.
    Department of Foreign Languages and Literatures, Tsinghua University, Beijing, China.
    According to the differentiation hypothesis, young children's attempts to write show characteristics common to all writing systems, such as linearity. Characteristics that are specific to the writing system of the child's culture emerge only later. We tested this hypothesis by presenting adults who knew both Chinese and English with written productions of Chinese and United States 2- to 5-year-olds and asking them to judge the nationality of the writer. Read More

    Faces presenting sadness enhance self-control abilities in gifted adolescents.
    Br J Dev Psychol 2018 Feb 23. Epub 2018 Feb 23.
    University Service of Child and Adolescent Psychiatry, University Hospital of Lausanne (CHUV), Switzerland.
    Self-regulation skills refer to processes allowing emotional and cognitive adaptation of the individual. Some gifted adolescents are known for their imbalance between high intellectual abilities and low emotional skills. Thus, this study aimed at examining the interplay between emotion and cognition in gifted and non-gifted adolescents. Read More

    Profiling children's emotion regulation behaviours.
    Br J Dev Psychol 2018 Feb 20. Epub 2018 Feb 20.
    School of Psychology, Massey University, Massey, New Zealand.
    Callear, Harvey, and Bimler (2016, International Journal of Behavioral Development, 41, 456) organized children's emotion regulation behaviours into a coherent structure. However, further investigation is needed to identify core patterns of these emotion regulation behaviours. To identify clusters and prototypal constellations of emotion regulation behaviours, the 85 behavioural items comprising the Children's Emotion Regulation Inventory (ChERI) were ranked by 151 parents in order of applicability, using an ordinal sorting procedure (Method of Successive Sorts). Read More

    Investigating the relationship between two home numeracy measures: A questionnaire and observations during Lego building and book reading.
    Br J Dev Psychol 2018 Feb 2. Epub 2018 Feb 2.
    Brain and Cognition, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium.
    Home numeracy has been defined as the parent-child interactions that include experiences with numerical content in daily-life settings. Previous studies have commonly operationalized home numeracy either via questionnaires or via observational methods. These studies have shown that both types of measures are positively related to variability in children's mathematical skills. Read More

    Intergenerational associations of the approximate number system in toddlers and their parents.
    Br J Dev Psychol 2018 Jan 29. Epub 2018 Jan 29.
    Learning Research and Development Center, University of Pittsburgh, Pennsylvania, USA.
    From birth, humans are able to discriminate quantities using the approximate number system (ANS). However, previous methods have only been suitable to examine ANS functioning in infancy and older children. The goals of this study were twofold: first, to modify an existing method of assessing ANS functioning for toddlerhood; and second, to investigate individual differences in toddlers' ANS performance by examining correlations with their parents' ANS acuity. Read More

    Icon arrays help younger children's proportional reasoning.
    Br J Dev Psychol 2018 Jan 22. Epub 2018 Jan 22.
    Department of Psychology, University of California, Berkeley, California, USA.
    We investigated the effects of two context variables, presentation format (icon arrays or numerical frequencies) and time limitation (limited or unlimited time), on the proportional reasoning abilities of children aged 7 and 10 years, as well as adults. Participants had to select, between two sets of tokens, the one that offered the highest likelihood of drawing a gold token, that is, the set of elements with the greater proportion of gold tokens. Results show that participants performed better in the unlimited time condition. Read More

    Young children's preference for solitary play: Implications for socio-emotional and school adjustment.
    Br J Dev Psychol 2018 Jan 22. Epub 2018 Jan 22.
    Department of Psychology, Brock University, St. Catharines, Ontario, Canada.
    The purpose of this study was to provide additional psychometric support for the Preference for Solitary Play Interview (PSPI) and to examine the associations between self-reported preference for solitary play and indices of adjustment in early childhood. Participants were N = 340 children attending kindergarten and grade 1. Children completed the PSPI, and teachers provided assessments of children's socio-emotional and school adjustment. Read More

    My mind, your mind, and God's mind: How children and adults conceive of different agents' moral beliefs.
    Br J Dev Psychol 2018 Jan 16. Epub 2018 Jan 16.
    Boston College, Chestnut Hill, Massachusetts, USA.
    Extending prior research on belief attributions, we investigated the extent to which 5- to 8-year-olds and adults distinguish their beliefs and other humans' beliefs from God's beliefs. In Study 1, children reported that all agents held the same beliefs, whereas adults drew greater distinctions among agents. For example, adults reported that God was less likely than humans to view behaviors as morally acceptable. Read More

    Parenting differentially influences the development of boys' and girls' inhibitory control.
    Br J Dev Psychol 2018 Jan 3. Epub 2018 Jan 3.
    Western University, London, Ontario, Canada.
    Effortful control (EC) has important implications for children's development. While both child sex and parenting are related to child EC, and while a literature shows early sex differences in children's responses to care, interactions between care and child sex in predicting EC are not well understood. We therefore examined associations between child sex and early caregiving as predictors of children's development of a specific aspect of EC, inhibitory control (IC). Read More

    Feeling out a link between feeling and infant sociomoral evaluation.
    Br J Dev Psychol 2017 Dec 28. Epub 2017 Dec 28.
    Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada.
    Recent research has shown that infants selectively approach prosocial versus antisocial characters, suggesting that foundations of sociomoral development may be present early in life. Despite this, to date, the mental processes involved in infants' prosocial preferences are poorly understood. To explore a possible role of emotions in early social evaluations, the current studies examined whether four samples of infants and toddlers express different emotional reactions after observing prosocial (giving) versus antisocial (taking) events. Read More

    Mental rotation and the human body: Children's inflexible use of embodiment mirrors that of adults.
    Br J Dev Psychol 2017 Dec 25. Epub 2017 Dec 25.
    Institute of Psychology, University of Kassel, Germany.
    Adults' mental rotation performance with body-like stimuli is enhanced if these stimuli are anatomically compatible with a human body, but decreased by anatomically incompatible stimuli. In this study, we investigated these effects for kindergartners and first-graders: When asked to mentally rotate cube configurations attached with human body parts in an anatomically compatible way, allowing for the projection of a human body, children performed better than with pure cube combinations. By contrast, when body parts were attached in an anatomically incompatible way, disallowing the projection of a human body, children performed worse than with pure combinations. Read More

    Developmental effects of stimulus gender and the social context in which it appears on threat detection.
    Br J Dev Psychol 2017 Dec 19. Epub 2017 Dec 19.
    Psychology Department and the Integrated Brain and Behavior Research Center, University of Haifa, Israel.
    This study used a hands-free eye-tracking visual search (VS) task to examine possible developmental differences in target detection. Thirty-two young adults and 27 youth were asked to detect a fearful face (male or female) among a crowd of either neutral or happy faces. Fearful male faces were detected faster than fearful female faces, but only by young adults and only when displayed among neutral faces. Read More

    Strong and strategic conformity understanding by 3- and 5-year-old children.
    Br J Dev Psychol 2017 Dec 18. Epub 2017 Dec 18.
    Emory Infant and Child Lab, Department of Psychology, Emory University, Atlanta, Georgia, USA.
    'Strong conformity' corresponds to the public endorsement of majority opinions that are in blatant contradiction to one's own correct perceptual judgements of the situation. We tested strong conformity inference by 3- and 5-year-old children using a third-person perspective paradigm. Results show that at neither age, children spontaneously expect that an ostracized third-party individual who wants to affiliate with the majority group will show strong conformity. Read More

    Reluctance to express emotion explains relation between cognitive distortions and social competence in anxious children.
    Br J Dev Psychol 2017 Dec 12. Epub 2017 Dec 12.
    Department of Psychology, Arizona State University, Tempe, Arizona, USA.
    Guided by social information processing and affective social competence models, the focal objective of this research was to examine the relations among anxious children's cognitive distortions, social skill competence, and reluctance to express emotion. In addition, we explored whether children's attention control played any meaningful role. Using a sample of 111 anxious children (M  = 9. Read More

    Which limb is it? Responses to vibrotactile stimulation in early infancy.
    Br J Dev Psychol 2017 Dec 11. Epub 2017 Dec 11.
    Laboratoire Psychologie de la Perception, Centre Biomédical des Saints-Pères, Université Paris Descartes, CNRS UMR 8242, France.
    This study focuses on how the body schema develops during the first months of life, by investigating infants' motor responses to localized vibrotactile stimulation on their limbs. Vibrotactile stimulation was provided by small buzzers that were attached to the infants' four limbs one at a time. Four age groups were compared cross-sectionally (3-, 4-, 5-, and 6-month-olds). Read More

    Family and individual variables associated with young Filipino children's numeracy interest and competence.
    Br J Dev Psychol 2017 Nov 23. Epub 2017 Nov 23.
    The Chinese University of Hong Kong, China.
    Children's early numeracy outcomes set the foundation for mathematics learning in their future school years. This study examined how different family and individual variables were associated with the numeracy interest and competence of disadvantaged young children in the Philippines. The numeracy and literacy skills of 673 children living in low-middle income communities were tested. Read More

    Grade-related differences in strategy use in multidigit division in two instructional settings.
    Br J Dev Psychol 2017 Nov 23. Epub 2017 Nov 23.
    Center for Instructional Psychology and Technology, KU Leuven, Belgium.
    We aimed to investigate upper elementary children's strategy use in the domain of multidigit division in two instructional settings: the Netherlands and Flanders (Belgium). A cross-sectional sample of 119 Dutch and 122 Flemish fourth to sixth graders solved a varied set of multidigit division problems. With latent class analysis, three distinct strategy profiles were identified: children consistently using number-based strategies, children combining the use of column-based and number-based strategies, and children combining the use of digit-based and number-based strategies. Read More

    The I in autism: Severity and social functioning in autism are related to self-processing.
    Br J Dev Psychol 2018 Mar 21;36(1):127-141. Epub 2017 Nov 21.
    Division of Psychology, Abertay University, Dundee, UK.
    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. Read More

    Longitudinal pathways between mental health difficulties and academic performance during middle childhood and early adolescence.
    Br J Dev Psychol 2018 Mar 18;36(1):110-126. Epub 2017 Nov 18.
    UCL Institute of Education, University College London, UK.
    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. Read More

    Unique contribution of Ecuadorian kindergartners' spontaneous focusing on numerosity to their early numerical abilities.
    Br J Dev Psychol 2017 Nov 14. Epub 2017 Nov 14.
    KU Leuven, Belgium.
    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. Read More

    Children's understanding of multiplication and division: Insights from a pooled analysis of seven studies conducted across 7 years.
    Br J Dev Psychol 2017 Nov 14. Epub 2017 Nov 14.
    McGill University and University of Regina, Regina, Saskatchewan, Canada.
    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. Read More

    Longitudinal development of subtraction performance in elementary school.
    Br J Dev Psychol 2017 Oct 5. Epub 2017 Oct 5.
    LEAD Graduate School & Research Network, University of Tuebingen, Germany.
    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. Read More

    Developmental cascade models linking peer victimization, depression, and academic achievement in Chinese children.
    Br J Dev Psychol 2018 Mar 4;36(1):47-63. Epub 2017 Oct 4.
    China Executive Leadership Academy, Shanghai, China.
    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; M  = 10.16 years, SD = 2 months) attending elementary schools in Shanghai, People's Republic of China. Read More

    Assessment and conceptual remediation of basic calculation skills in elementary school students.
    Br J Dev Psychol 2018 Mar 26;36(1):78-97. Epub 2017 Sep 26.
    Medical Department (Labor Widen), School of Medicine, University of Crete, Heraklion, Greece.
    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. Read More

    Social, cognitive, and physiological aspects of humour perception from 4 to 8 months: Two longitudinal studies.
    Br J Dev Psychol 2018 Mar 25;36(1):98-109. Epub 2017 Sep 25.
    Department of Behavioral Sciences, Johnson State College, Johnson, Vermont, USA.
    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. Read More

    Children's reasoning with peers in cooperative and competitive contexts.
    Br J Dev Psychol 2018 Mar 21;36(1):64-77. Epub 2017 Sep 21.
    Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany.
    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. Read More

    'Things aren't so bad!': Preschoolers overpredict the emotional intensity of negative outcomes.
    Br J Dev Psychol 2017 Nov 13;35(4):623-627. Epub 2017 Sep 13.
    University of Ottawa, Ontario, Canada.
    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. Read More

    Serial order working memory and numerical ordinal processing share common processes and predict arithmetic abilities.
    Br J Dev Psychol 2017 Sep 12. Epub 2017 Sep 12.
    Psychology and Neuroscience of Cognition Research Unit, University of Liege, Belgium.
    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. Read More

    Visualization instructions enhance preschoolers' spatial problem-solving.
    Br J Dev Psychol 2018 Mar 11;36(1):37-46. Epub 2017 Sep 11.
    Department of Psychology, University of Virginia, Charlottesville, Virginia, USA.
    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. Read More

    Perceptual support promotes strategy generation: Evidence from equation solving.
    Br J Dev Psychol 2017 Aug 30. Epub 2017 Aug 30.
    University of Notre Dame, Notre Dame, Indiana, USA.
    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. Read More

    The approximate number system and domain-general abilities as predictors of math ability in children with normal hearing and hearing loss.
    Br J Dev Psychol 2017 Aug 29. Epub 2017 Aug 29.
    University of Aberdeen, UK.
    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. Read More

    The underlying structure of visuospatial working memory in children with mathematical learning disability.
    Br J Dev Psychol 2017 Aug 18. Epub 2017 Aug 18.
    Department of Psychology, University of Cambridge, UK.
    This study examined visual, spatial-sequential, and spatial-simultaneous working memory (WM) performance in children with mathematical learning disability (MLD) and low mathematics achievement (LMA) compared with typically developing (TD) children. Groups were matched on reading decoding performance and verbal intelligence. Besides statistical significance testing, we used bootstrap confidence interval estimation and computed effect sizes. Read More

    Level-2 perspectives computed quickly and spontaneously: Evidence from eight- to 9.5-year-old children.
    Br J Dev Psychol 2017 Nov 18;35(4):609-622. Epub 2017 Aug 18.
    Institute of Psychology, Eötvös Loránd University, Budapest, Hungary.
    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. Read More

    The relationship between learning mathematics and general cognitive ability in primary school.
    Br J Dev Psychol 2017 Aug 12. Epub 2017 Aug 12.
    Psychology and Human Development, UCL Institute of Education, London, UK.
    Three relationships between learning mathematics and general cognitive ability have been hypothesized: The educational hypothesis that learning mathematics develops general cognitive skills, the psychometric hypothesis that differences in general cognitive ability cause differences in mathematical attainment, and the reciprocal influence hypothesis that developments in mathematical ability and general cognitive ability influence each other. These hypotheses are assessed with a sample of 948 children from the Twins Early Development Study who were assessed at 7, 9, and 10 years on mathematics, English, and general cognitive ability. A cross-lagged path analysis with mathematics and general cognitive ability measures supports the reciprocal influence hypothesis between 7 and 9 and between 9 and 10. Read More

    Two-year-olds can socially learn to think divergently.
    Br J Dev Psychol 2018 Mar 9;36(1):22-36. Epub 2017 Aug 9.
    Department of Psychology, University of Sheffield, UK.
    This study aimed to discover whether 2-year-olds can socially learn to think divergently. Two-year-olds (N = 22) who saw an experimenter model a high level of divergent thinking on the Unusual Box Test (modelling 25 different actions, once each) went on to demonstrate a higher level of divergent thinking themselves than (N = 22) children who saw a low level of modelling (five different actions, once each), where divergent thinking was measured by the number of different actions children produced that had not been modelled by the experimenter. Additionally, all children in both High and Low Divergence conditions had higher divergent thinking than imitation scores, where imitation involved copying the experimenter's previous actions. Read More

    Infants preferentially approach and explore the unexpected.
    Br J Dev Psychol 2017 Nov 9;35(4):596-608. Epub 2017 Aug 9.
    Department of Psychology, University of California, Berkeley, California, USA.
    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. Read More

    The developmental stability of inhibition from 2 to 5 years.
    Br J Dev Psychol 2017 Nov 9;35(4):582-595. Epub 2017 Aug 9.
    Department of Developmental Psychology, Ludwig-Maximilian-University Munich, Germany.
    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. Read More

    The role of sleep in the relation between young children's mobile media use and effortful control.
    Br J Dev Psychol 2018 Mar 9;36(1):1-21. Epub 2017 Aug 9.
    University of Amsterdam, The Netherlands.
    We explored the relations among young children's mobile media use, sleep, and a form of self-regulation, temperamental effortful control (EC), among a national sample of 402 mothers who completed an online survey. We found that the relation between mobile media use and EC was moderated by children's sleep time. Tablet use was negatively related to EC only among children who slept less at night (40% of our sample). Read More

    'Will I want these stickers tomorrow?' Preschoolers' ability to predict current and future needs.
    Br J Dev Psychol 2017 Nov 20;35(4):568-581. Epub 2017 Jul 20.
    Centre for Behaviour and Evolution, Newcastle University, UK.
    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. Read More

    The development of non-essentialist concepts of ethnicity among children in a multicultural London community.
    Br J Dev Psychol 2017 Nov 19;35(4):546-567. Epub 2017 Jul 19.
    School of Applied Social Studies, Robert Gordon University, Aberdeen, UK.
    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. Read More

    Antecedents of transition patterns of depressive symptom trajectories from adolescence to young adulthood.
    Br J Dev Psychol 2017 Nov 14;35(4):498-515. Epub 2017 Jul 14.
    Department of Human Development and Family Science, University of Georgia, Athens, Georgia, USA.
    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. Read More

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