These research findings showcase the beneficial impact of early FCU interventions on preventing a range of detrimental adolescent outcomes, irrespective of the setting or population studied. Reserved by the APA are all rights to the PsycINFO database record from 2023.
Remembering information perceived as explicitly valuable is characterized by the term value-based remembering. Critically, the processes and contexts that nurture value-based remembering are largely unacknowledged. This study investigated the impact of feedback and metacognitive variations on value-based memory in predominantly white adults from a Western university (N = 89) and 9- to 14-year-old children recruited nationally (N = 87). Participants, engaged in an associative recognition task, committed to memory items with fluctuating point values, all under one of three feedback conditions: point feedback, memory-accuracy feedback, or no feedback at all. While children were more likely to remember high-value items when given feedback on memory accuracy, adults showed a greater propensity for selective recall under a point-based feedback system. CK-666 Moreover, adults possessed a more precise metacognitive understanding of the influence of value on performance. The study's results point to developmental distinctions in the way feedback influences value-based remembering and the function of metacognitive strategies. The PsycINFO Database Record, copyright 2023, is under the exclusive rights management of the APA.
Recent investigations into infant attention reveal a relationship between the way infants focus on female faces and voices while they speak, and the subsequent acquisition of language. These findings stem from the application of two new audiovisual attention assessments, the Multisensory Attention Assessment Protocol (MAAP) and the Intersensory Processing Efficiency Protocol (IPEP), specifically designed for infants and young children. The MAAP and IPEP evaluate three fundamental attention skills—sustaining focus, shifting/disengaging attention, and intersensory matching—along with distractibility, all within the framework of naturalistic, audiovisual social situations (featuring women speaking English) and non-social events (like objects striking a surface). Do children's varying exposures to Spanish and English languages correlate with distinctive social event attention patterns, as evaluated by these protocols and based on language proficiency? Our investigation of this question involved longitudinally assessing children from South Florida, specifically 81 dual-language learners and 23 monolingual learners, over a 3-36 month period. Unexpectedly, the study found no significant correlation between English language exposure and attentional measures in children from monolingual English versus dual English-Spanish language environments. Dual-language learners experienced a moderate decline in English exposure from 3 to 12 months, subsequently showcasing a large increase at 36 months. Structural equation modeling analysis, when applied to dual-language learners, revealed no English language advantage on the MAAP or IPEP, contingent upon varying degrees of English language exposure. Greater exposure to Spanish was linked to a trend of increased performance among the children observed, but the findings were limited. sleep medicine No English language superiority in basic multisensory attention skills emerges from assessments conducted using the MAAP and IPEP for children aged 3 to 36 months. This PsycINFO Database Record is subject to APA copyright; please return it.
Stressors such as family issues, peer relationships, and academic demands heavily impact the adaptation processes of Chinese adolescents. The investigation explored the association between individual variations in daily stress (family, peer, academic) and average stress levels across individuals, and their influence on four indicators of Chinese adolescent adjustment: positive and negative emotions, sleep quality, and subjective vitality. A 10-day diary detailing stress and adjustment metrics across various domains was meticulously completed by 315 Chinese adolescents (48.3% female; mean age 13.05 years, SD 0.77 years). The detrimental impact of peer stress on the adjustment of Chinese adolescents was highlighted by multilevel models, manifesting in both their daily emotional responses (i.e., increased same-day and next-day negative emotions) and their overall well-being (i.e., higher negative emotions, lower quality of sleep, and decreased subjective vitality). Significant academic stress manifested only at the inter-individual level, directly correlating with poorer sleep quality and heightened negative emotional responses. Stress stemming from familial relationships displayed a multifaceted connection with subjective vitality and both positive and negative emotional experiences. These results necessitate further inquiry into how the accumulation of stressors across various domains influences the developmental adjustment of Chinese adolescents. Beyond that, identifying and intervening with adolescents grappling with significant peer stress may effectively contribute to improved, healthy development. The PsycINFO database record, copyright 2023 APA, retains all rights.
Due to the acknowledged significance of parental mathematical discourse in fostering mathematical growth among preschool children, there is a rising interest in discovering methods to promote parental mathematical dialogue during this period of child development. Parental mathematical conversations were investigated in this research to determine how they are influenced by the characteristics of play materials and surrounding contexts. Two dimensions of manipulation were employed for the features: homogeneity (whether the toys were unique or came in sets) and boundedness (the restriction or lack thereof on the number of toys). Seventy-five Chinese parent-child dyads, encompassing children aged 4 to 6, were randomly sorted into one of three experimental groups: unrestricted unique objects, unrestricted uniform sets, and restricted uniform sets. In every circumstance, dyads engaged in games within two settings, which differed in their typical connection to math-party preparation and grocery shopping. Parental math conversations, unsurprisingly, were more frequent during grocery shopping than during party preparation activities. Importantly, feature modifications within context resulted in changes to the uniformity and specifics of parental math discussions, leading to amplified absolute magnitude talk and elevated relative magnitude talk linked to boundaries. The outcomes of this study lend credence to the cognitive alignment framework, showcasing the importance of aligning material characteristics with targeted concepts, and demonstrating the potential for affecting parental math discussions through nuanced modifications to play materials. The PsycINFO Database Record's copyright, held by APA, is wholly reserved.
While the encounter of children with the racial prejudices of their peers, particularly those who are victims of discrimination, could potentially have beneficial consequences, there is limited understanding of how young children react to observing racial discrimination. This research employed a novel assessment tool to gauge children's responses to discriminatory actions exhibited by a peer. A protagonist who reflected the participant's racial identity (Asian, Latinx, or White) was shown in the presented scenarios consistently keeping Black children out of different social groups. Participants appraised the protagonist's actions and were given the chance to confront the protagonist directly. A preliminary and a subsequent preregistered study demonstrated the novel measure's strong internal reliability among participants, yet significant variability across participant groups (pilot study, N = 54, U.S. White 5-7 year olds, 27 females, 27 males, median household income $125,001–$150,000; full study, N = 126, U.S. 4-10 year olds, 33.33% Asian, 33.33% Latinx, 33.33% White, 56 females, 70 males, median household income $120,001–$125,000). In the complete research, older children and those whose parents reported a greater emphasis on racial socialization rated the protagonist's actions more negatively; also, older children were more inclined to confront the protagonist. The participants' ethnicity, along with their previous encounters with racial diversity, did not affect their evaluations or responses to instances of discrimination. This research reveals implications for how children might function as catalysts for social change by managing the racial attitudes and conduct of their peers. APA holds all rights to the PsycINFO database record issued in 2023.
Global rates of prenatal and postpartum depression are high, and increasing evidence indicates a potential link between these conditions and the deterioration of children's executive functions. Although research on maternal depression often scrutinizes the postpartum and postnatal periods, the prenatal impact on child development has been comparatively less scrutinized. In the Avon Longitudinal Study of Parents and Children U.K. cohort, a large population-based study, researchers estimate latent classes of maternal depression during the prenatal, postpartum, and postnatal phases, to pinpoint the heterogeneity in the developmental trajectory and duration of maternal depression. The study also explores whether these distinct classes demonstrate associations with differences in children's executive function difficulties during middle childhood. toxicohypoxic encephalopathy Employing repeated measures, a latent class analysis of maternal depressive symptoms revealed five groups displaying differing patterns of change, tracked from pregnancy through early childhood (sample size: 13624). Latent class membership at age 8 correlated with variations in executive function abilities among a subsample of children (n = 6870). Prenatally exposed children to chronic maternal depression displayed the greatest impairments in inhibitory control, adjusting for variables including child's sex, verbal IQ, highest parental education, and average family income during childhood.