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

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: The present study explored the origins of word learning in early infancy. Using event-related potentials (ERP) we monitored the brain activity of 3-month-old infants when they were repeatedly exposed to several initially novel words paired consistently with each the same initially novel objects or inconsistently with different objects. Our results provide strong evidence that these young infants extract statistic regularities in the distribution of the co-occurrences of objects and words extremely quickly. The data suggest that this ability is based on the rapid formation of associations between the neural representations of objects and words, but that the new associations are not retained in long-term memory until the next day. The type of brain response moreover indicates that, unlike in older infants, in 3-month-olds a semantic processing stage is not involved. Their ability to combine words with meaningful information is caused by a primary learning mechanism that enables the formation of proto-words and acts as a precursor for the acquisition of genuine words.
    Developmental Science 11/2015; DOI:10.1111/desc.12357
  • [Show abstract] [Hide abstract]
    ABSTRACT: The study of development is, in and of itself, the study of change over time, but emotions, particularly emotional reactivity and emotional regulation, also unfold over time, albeit over briefer time-scales. Adolescence is a period of development characterized by marked changes in emotional processes and rewiring of the underlying neural circuitry, making this time of life formative. Yet this period is also a time of increased risk for anxiety and mood disorders. Changes in the temporal dynamics of emotional processes (e.g. magnitude, time-to-peak and duration) occur during this developmental period and have been associated with risk for mood and anxiety disorders. In this article, we describe how the temporal dynamics of emotions change during adolescence and how they may increase risk for these psychopathologies. We highlight studies that illustrate how formalizing temporal neurodynamics of emotion may enhance links among levels of analyses from neurobiological to real-world, moment-to-moment experiences.
    Developmental Science 11/2015; DOI:10.1111/desc.12373
  • [Show abstract] [Hide abstract]
    ABSTRACT: Within a population-based study of 3356 children, we investigated whether infant neuromotor development was associated with cognition in early childhood. Neuromotor development was examined with an adapted version of Touwen's Neurodevelopmental Examination between 9 and 20 weeks. Parents rated their children's executive functioning at 4 years. At age 6 years, children performed intelligence and language comprehension tests, using Dutch test batteries. At age 6-9 years, neuropsychological functioning was assessed in 486 children using the validated NEPSY-II-NL test battery. We showed that less optimal neurodevelopment in infancy may predict poor mental rotation, immediate memory, shifting, and planning; but not nonverbal intelligence or language comprehension.
    Developmental Science 11/2015; DOI:10.1111/desc.12326
  • [Show abstract] [Hide abstract]
    ABSTRACT: Developmental research on selective social learning, or 'social learning strategies', is currently a rich source of information about when children copy behaviour, and who they prefer to copy. It also has the potential to tell us when and how human social learning becomes cultural learning; i.e. mediated by psychological mechanisms that are specialized, genetically or culturally, to promote cultural inheritance. However, this review article argues that, to realize its potential, research on the development of selective social learning needs more clearly to distinguish functional from mechanistic explanation; to achieve integration with research on attention and learning in adult humans and 'dumb' animals; and to recognize that psychological mechanisms can be specialized, not only by genetic evolution, but also by associative learning and cultural evolution.
    Developmental Science 11/2015; DOI:10.1111/desc.12350
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    ABSTRACT: The present study reported data on phonological awareness, morphological awareness, and Chinese literacy skills of 294 children from an 8-year longitudinal study. Results showed that mainland Chinese children's preliterate syllable awareness at ages 4 to 6 years uniquely predicted post-literate morphological awareness at ages 7 to 10 years. Preliterate syllable awareness directly contributed to character reading and writing at age 11 years, while post-literate phonemic awareness predicted only character reading at age 11 years. In addition, preliterate syllable and morphological awareness at ages 4 to 6 years had indirect effects on character reading and writing, reading fluency, and reading comprehension at age 11 years, through post-literate morphological awareness at ages 7 to 10 years. Findings underscore the significant role of syllable awareness in Chinese character reading and writing, and the importance of morphological awareness in character-level processing and high-level literacy skills. More importantly, our results suggest the unique relation of syllable awareness and morphological awareness in Chinese as they focus on the same unit, which is also likely to map directly onto a character, the basic unit for high-level Chinese reading skills.
    Developmental Science 11/2015; DOI:10.1111/desc.12356

  • Developmental Science 11/2015; 18(6). DOI:10.1111/desc.12369
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    ABSTRACT: Cooperation often results in a final material resource that must be shared, but deciding how to distribute that resource is not straightforward. A distribution could count as fair if all members receive an equal reward (egalitarian distributions), or if each member's reward is proportional to their merit (merit-based distributions). Here, we propose that the acquisition of numerical concepts influences how we reason about fairness. We explore this possibility in the Tsimane', a farming-foraging group who live in the Bolivian rainforest. The Tsimane' learn to count in the same way children from industrialized countries do, but at a delayed and more variable timeline, allowing us to de-confound number knowledge from age and years in school. We find that Tsimane' children who can count produce merit-based distributions, while children who cannot count produce both merit-based and egalitarian distributions. Our findings establish that the ability to count - a non-universal, language-dependent, cultural invention - can influence social cognition.
    Developmental Science 10/2015; DOI:10.1111/desc.12351
  • [Show abstract] [Hide abstract]
    ABSTRACT: There is increasing interest in both the cumulative and long-term impact of early life adversity on brain structure and function, especially as the brain is both highly vulnerable and highly adaptive during childhood. Relationships between SES and neural development have been shown in children older than age 2 years. Less is known regarding the impact of SES on neural development in children before age 2. This paper examines the effect of SES, indexed by income-to-needs (ITN) and maternal education, on cortical gray, deep gray, and white matter volumes in term, healthy, appropriate for gestational age, African-American, female infants. At 5 weeks postnatal age, unsedated infants underwent MRI (3.0T Siemens Verio scanner, 32-channel head coil). Images were segmented based on a locally constructed template. Utilizing hierarchical linear regression, SES effects on MRI volumes were examined. In this cohort of healthy African-American female infants of varying SES, lower SES was associated with smaller cortical gray and deep gray matter volumes. These SES effects on neural outcome at such a young age build on similar studies of older children, suggesting that the biological embedding of adversity may occur very early in development.
    Developmental Science 10/2015; DOI:10.1111/desc.12344
  • [Show abstract] [Hide abstract]
    ABSTRACT: A genetically informed longitudinal cross-lagged model was applied to twin data to explore etiological links between difficult temperament and negative parenting in early childhood. The sample comprised 313 monozygotic (MZ) and dizygotic (DZ) twin pairs. Difficult temperament and negative parenting were assessed at ages 2 and 3 using parent ratings. Both constructs were interrelated within and across age (rs .34-.47) and showed substantial stability (rs .65-.68). Difficult temperament and negative parenting were influenced by genetic and environmental factors at ages 2 and 3. The genetic and nonshared environmental correlations (rs .21-.76) at both ages suggest overlap at the level of etiology between the phenotypes. Significant bidirectional associations between difficult temperament and negative parenting were found. The cross-lagged association from difficult temperament at age 2 to negative parenting at age 3 and from negative parenting at age 2 and difficult temperament at age 3 were due to genetic, shared environmental, and nonshared environmental factors. Substantial novel genetic and nonshared environmental influences emerged at age 3 and suggest change in the etiology of these constructs over time.
    Developmental Science 10/2015; DOI:10.1111/desc.12355
  • [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