Developmental Science (Dev Sci)

Publisher: Wiley

Journal description

Developmental Science publishes cutting-edge theory and up-to-the-minute research on scientific developmental psychology from leading thinkers in the field. New scientific findings and in-depth empirical studies are published, with coverage including species comparative, compuational modelling, social and biological approaches to development as well as cognitive development. Increasing emphasis will be placed on papers that bridge levels of explanation in developmental science, such as between brain growth and perceptual, cognitive and social development (sometimes called "developmental cognitive neuroscience"), and those which cover emerging areas such as functional neuroimaging of the developing brain.

Current impact factor: 3.89

Impact Factor Rankings

Additional details

5-year impact 4.60
Cited half-life 4.70
Immediacy index 0.67
Eigenfactor 0.02
Article influence 1.98
Website Developmental Science website
ISSN 1467-7687
OCLC 260063241
Material type Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details


  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • 2 years embargo
  • Conditions
    • Some journals have separate policies, please check with each journal directly
    • On author's personal website, institutional repositories, arXiv, AgEcon, PhilPapers, PubMed Central, RePEc or Social Science Research Network
    • Author's pre-print may not be updated with Publisher's Version/PDF
    • Author's pre-print must acknowledge acceptance for publication
    • Non-Commercial
    • Publisher's version/PDF cannot be used
    • Publisher source must be acknowledged with citation
    • Must link to publisher version with set statement (see policy)
    • If OnlineOpen is available, BBSRC, EPSRC, MRC, NERC and STFC authors, may self-archive after 12 months
    • If OnlineOpen is available, AHRC and ESRC authors, may self-archive after 24 months
    • Publisher last contacted on 07/08/2014
    • This policy is an exception to the default policies of 'Wiley'
  • Classification
    ​ yellow

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Humans are born with the ability to mentally represent the approximate numerosity of a set of objects, but little is known about the brain systems that sub-serve this ability early in life and their relation to the brain systems underlying symbolic number and mathematics later in development. Here we investigate processing of numerical magnitudes before the acquisition of a symbolic numerical system or even spoken language, by measuring the brain response to numerosity changes in pre-verbal infants using functional near-infrared spectroscopy (fNIRS). To do this, we presented infants with two types of numerical stimulus blocks: number change blocks that presented dot arrays alternating in numerosity and no change blocks that presented dot arrays all with the same number. Images were carefully constructed to rule out the possibility that responses to number changes could be due to non-numerical stimulus properties that tend to co-vary with number. Interleaved with the two types of numerical blocks were audio-visual animations designed to increase attention. We observed that number change blocks evoked an increase in oxygenated hemoglobin over a focal right parietal region that was greater than that observed during no change blocks and during audio-visual attention blocks. The location of this effect was consistent with intra-parietal activity seen in older children and adults for both symbolic and non-symbolic numerical tasks. A distinct set of bilateral occipital and middle parietal channels responded more to the attention-grabbing animations than to either of the types of numerical stimuli, further dissociating the specific right parietal response to number from a more general bilateral visual or attentional response. These results provide the strongest evidence to date that the right parietal cortex is specialized for numerical processing in infancy, as the response to number is dissociated from visual change processing and general attentional processing.
    Developmental Science 09/2015; DOI:10.1111/desc.12333
  • [Show abstract] [Hide abstract]
    ABSTRACT: We examine whether emotional experiences induced via music-making promote infants' use of emotional cues to predict others' action. Fifteen-month-olds were randomly assigned to participate in interactive emotion training either with or without musical engagement for three months. Both groups were then re-tested with two violation-of-expectation paradigms respectively assessing their sensitivity to some expressive features in music and understanding of the link between emotion and behaviour in simple action sequences. The infants who had participated in music, but not those who had not, were surprised by music–face inconsistent displays and were able to interpret an agent's action as guided by her expressed emotion. The findings suggest a privileged role of musical experience in prompting infants to form emotional representations, which support their understanding of the association between affective states and action.
    Developmental Science 09/2015; DOI:10.1111/desc.12348
  • [Show abstract] [Hide abstract]
    ABSTRACT: Infants harm others at higher rates than older children and adults. A common explanation is that infants fail to regulate their frustration, becoming aggressive when they do not get what they want. The present research investigated whether infants also use force against others without provocation, for instance because they seek to explore the consequences of hitting or try to pet someone using too much force. Two studies with infants aged 11 to 24 months investigated infants' use of force against others in everyday life using maternal report (Study 1) and direct observation (Study 2). In both studies, a large proportion of infants' acts of force were unprovoked and occurred without signs of infant distress. Unlike provoked acts, unprovoked acts showed a decrease late in the second year and were positively associated with reports of infant pleasure-proneness. The presence of unprovoked acts of harm may reflect that infants' actions are not reliably guided by an aversion for harming others and may provide unique opportunities for early moral development. © 2015 John Wiley & Sons Ltd.
    Developmental Science 08/2015; DOI:10.1111/desc.12342
  • [Show abstract] [Hide abstract]
    ABSTRACT: The development course of implicit and explicit gender attitudes between the ages of 5 and adulthood is investigated. Findings demonstrate that implicit and explicit own-gender preferences emerge early in both boys and girls, but implicit own-gender preferences are stronger in young girls than boys. In addition, female participants' attitudes remain largely stable over development, whereas male participants' implicit and explicit attitudes show an age-related shift towards increasing female positivity. Gender attitudes are an anomaly in that social evaluations dissociate from social status, with both male and female participants tending to evaluate female more positively than male. © 2015 John Wiley & Sons Ltd.
    Developmental Science 08/2015; DOI:10.1111/desc.12321
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    ABSTRACT: The question of a sensitive period in language acquisition has been subject to extensive research and debate for more than half a century. While it has been well established that the ability to learn new languages declines in early years, the extent to which this outcome depends on biological maturation in contrast to previously acquired knowledge remains disputed. In the present study, we addressed this question by examining phonetic discriminatory abilities in early second language (L2) speakers of Swedish, who had either maintained their first language (L1) (immigrants) or had lost it (international adoptees), using native speaker controls. Through this design, we sought to disentangle the effects of the maturational state of the learner on L2 development from the effects of L1 interference: if additional language development is indeed constrained by an interfering L1, then adoptees should outperform immigrant speakers. The results of an auditory lexical decision task, in which fine vowel distinctions in Swedish had been modified, showed, however, no difference between the L2 groups. Instead, both L2 groups scored significantly lower than the native speaker group. The three groups did not differ in their ability to discriminate non-modified words. These findings demonstrate that L1 loss is not a crucial condition for successfully acquiring an L2, which in turn is taken as support for a maturational constraints view on L2 acquisition. © 2015 John Wiley & Sons Ltd.
    Developmental Science 08/2015; DOI:10.1111/desc.12332
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    ABSTRACT: The ability to attend to one among multiple sources of information is central to everyday functioning. Just as central is the ability to switch attention among competing inputs as the task at hand changes. Such processes develop surprisingly slowly, such that even into adolescence, we remain slower and more error prone at switching among tasks compared to young adults. The amplitude of oscillations in the alpha band (~8-14 Hz) tracks the top-down deployment of attention, and there is growing evidence that alpha can act as a suppressive mechanism to bias attention away from distracting sensory input. Moreover, the amplitude of alpha has also been shown to be sensitive to the demands of switching tasks. To understand the neural basis of protracted development of these executive functions, we recorded high-density electrophysiology from school-aged children (8-12 years), adolescents (13-17), and young adults (18-34) as they performed a cued inter-sensory selective attention task. The youngest participants showed increased susceptibility to distracting inputs that was especially evident when switching tasks. Concordantly, they showed weaker and delayed onset of alpha modulation compared to the older groups. Thus the flexible and efficient deployment of alpha to bias competition among attentional sets remains underdeveloped in school-aged children. © 2015 John Wiley & Sons Ltd.
    Developmental Science 07/2015; DOI:10.1111/desc.12316