Developmental Psychology

Publisher: American Psychological Association, American Psychological Association

Journal description

Current impact factor: 3.21

Impact Factor Rankings

Additional details

5-year impact 5.12
Cited half-life 0.00
Immediacy index 0.48
Eigenfactor 0.03
Article influence 2.20
Other titles Developmental psychology (Online), Developmental psychology, Developmental psychology monograph
ISSN 1939-0599
OCLC 60623414
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

American Psychological Association

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    • Post-print on author's web-site or employers server only, after acceptance
    • Publisher copyright and source must be acknowledged
    • Must link to APA journal home page or article DOI
    • Article must include the following statement: 'This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.'
    • Publisher's version/PDF cannot be used
    • APA will submit NIH author articles to PubMed Central, after author completion of form
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This research examined how children's inclusion of social personal attributes (e.g., talkative and argumentative) in their views of themselves changes over early adolescence in the United States and China. In 2 studies (N = 825 in Study 1 and 394 in Study 2) using open-ended methods (e.g., completion of "I . . ." stems), American and Chinese children described themselves multiple times during the 7th and 8th grades. Conceptions of the self in terms of personal attributes were the norm in both the United States and China, but personal attributes that are social became more common over early adolescence in only the United States. Study 1 indicated that increases in social personal attributes were accompanied by heightened psychological and positive descriptions of the self in both countries. Study 2 ruled out potential confounds (e.g., pubertal status) in the differences in American and Chinese children's use of social personal attributes to define themselves. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 05/2015; DOI:10.1037/a0039354
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    ABSTRACT: Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten (pre-K) predict their learning-related behaviors in the classroom and whether these behaviors then mediate associations between children's executive function skills and their pre-K literacy, language, and mathematic gains. Learning-related behaviors were quantified in terms of (a) higher levels of involvement in learning opportunities; (b) greater frequency of participation in activities that require sequential steps; (c) more participation in social-learning interactions; and (d) less instances of being unoccupied, disruptive, or in time out. Results indicated that children's learning-related behaviors mediated associations between executive function skills and literacy and mathematics gains through children's level of involvement, sequential learning behaviors, and disengagement from the classroom. The implications of the findings for early childhood education are discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 05/2015; DOI:10.1037/dev0000021
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    ABSTRACT: This study examines historical variation in age 18 to 26 binge drinking trajectories, focusing on differences in both levels of use and rates of change (growth) across cohorts of young adults over 3 decades. As part of the national Monitoring the Future Study, over 64,000 youths from the high school classes of 1976 to 2004 were surveyed at biennial intervals between ages 18 and 26. We found that, relative to past cohorts, recent cohorts both enter the 18 to 26 age band engaging in lower levels and exit the 18 to 26 age band engaging in higher levels of binge drinking. The reason for this reversal is that, relative to past cohorts, binge drinking among recent cohorts accelerates more quickly across ages 18 to 22 and decelerates more slowly across ages 22 to 26. Moreover, we found that historical increases in minimum legal drinking age account for a portion of the historical decline in age 18 level, whereas historical variation in social role acquisition (e.g., marriage, parenthood, and employment) accounts for a portion of the historical acceleration in age 18 to 22 growth. We also found that historical variation in the age 18 to 22 and age 22 to 26 growth rates was strongly and positively connected, suggesting common mechanism(s) underlie historical variation of both growth rates. Findings were generally consistent across gender and indicate that historical time is an important source of individual differences in young adult binge drinking trajectories. Beyond binge drinking, historical time may also inform the developmental course of other young adult risk behaviors, highlighting the interplay of epidemiology and etiology. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 05/2015; DOI:10.1037/dev0000022
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    ABSTRACT: Having a sense of purpose is recognized as an important resource for maintaining health and well-being over the life span. We examined associations of individual differences in sense of purpose with levels and rates of change in indices of aging well (health, cognition, and depressive symptoms) in a sample of 1,475 older adults (Mage = 77.06 years, SD = 6.27; 50% female) assessed on up to 6 occasions over 18 years. We also conducted survival analysis to examine associations of purpose with longevity. We hypothesized that a higher sense of purpose would be associated with better performance on the aging well measures, and that those with a higher sense of purpose would show shallower declines in aging well over time. Results indicated that participants who scored higher on sense of purpose reported lower levels of functional disability, performed better on cognitive tests (episodic memory and speed of processing), and reported better self-rated health and fewer depressive symptoms. Sense of purpose was not associated with individual differences in rates of change in the aging well indices with the exception of speed of processing, for which a higher sense of purpose was associated with marginally shallower rates of decline. Higher sense of purpose was also associated with increased probability of survival, although this association became weaker over time. The findings support the notion that purposeful living contributes to health and well-being. At the same time, higher sense of purpose may not buffer against more pervasive losses in health that become more common in oldest-old adulthood. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 05/2015; DOI:10.1037/dev0000023
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    ABSTRACT: Although children's early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative skills in the pathway between language and emergent literacy or how these associations differ by race/ethnicity and socioeconomic status. The current study uses the Early Childhood Longitudinal Study to explore how language at age 2 is associated with narrative skills at age 4 and emergent literacy outcomes at age 5 for a nationally representative sample of children. Findings demonstrate that early language is associated with narrative skills for most children. Oral narrative skills were found to mediate the pathway between early language and kindergarten emergent literacy for poor and nonpoor African American children. Implications for children's literacy development and future research are discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 05/2015; DOI:10.1037/a0039274
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    ABSTRACT: Positive emotional engagement develops in the context of face-to-face interactions during the first 6 months of life. Deficits in emotional engagement are characteristic of autism spectrum disorder (ASD) and may characterize the younger siblings of children with ASD (high-risk siblings). High-risk siblings are likely to exhibit a broad range of positive emotional engagement that may or may not be associated with ASD outcomes. We examined positive emotional engagement (i.e., smiling rate and contingent responsiveness to the partner's smile) during the infant-parent interaction episodes of the face-to-face/still face protocol at 6 months of age. The sample included 43 high-risk infant siblings, 11 of whom went on to an ASD diagnosis, and 25 low-risk siblings with no family history of ASD. Low-risk siblings and high-risk siblings without ASD showed the typical still-face effect (i.e., decreases in smiling rate after period of parental nonresponsiveness), but high-risk siblings with later ASD outcomes did not show this decrease. Although high-risk siblings without an ASD diagnosis were less likely to respond to their parents' smiles than were low-risk siblings, the children with eventual ASD did not differ from the other groups in contingent responsiveness. Findings suggest that subtle differences in positive emotional engagement are present in the early development of high-risk siblings but are not consistently associated with ASD outcomes. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 05/2015; DOI:10.1037/a0039182
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    ABSTRACT: Evolutionary-minded developmentalists studying predictive-adaptive-response processes linking childhood adversity with accelerated female reproductive development and health scientists investigating the developmental origins of health and disease (DOoHaD) may be tapping the same process, whereby longer-term health costs are traded off for increased probability of reproducing before dying via a process of accelerated reproductive maturation. Using data from 73 females, we test the following propositions using path analysis: (a) greater exposure to prenatal stress predicts greater maternal depression and negative parenting in infancy, (b) which predicts elevated basal cortisol at 4.5 years, (c) which predicts accelerated adrenarcheal development, (d) which predicts more physical and mental health problems at age 18. Results prove generally consistent with these propositions, including a direct link from cortisol to mental health problems. DOoHaD investigators should consider including early sexual maturation as a core component linking early adversity and stress physiology with poor health later in life in females. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 04/2015; DOI:10.1037/dev0000017
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    ABSTRACT: Humans have a strong need to belong. Thus, when signs of ostracism are detected, adults often feel motivated to affiliate with others in order to reestablish their social connections. This study investigated the importance of affiliation to young children following priming with ostracism. Four- and 5-year-old children were primed with either ostracism or control videos and their understanding of, and responses to, the videos were measured. Results showed that children were able to report that there was exclusion in the ostracism videos, and that they recognized that the ostracized individual felt sad. Most interestingly, when subsequently asked to draw a picture of themselves and their friend, children primed with ostracism depicted relationships that were significantly more affiliative. Children drew themselves and their friend standing significantly closer together and adults rated their drawings as more affiliative overall. These findings introduce drawing as a useful new method for measuring social motivations and processes following an experimental manipulation, and demonstrate that affiliation is particularly important to children following even a vicarious experience of social exclusion. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 04/2015; DOI:10.1037/a0039176
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    ABSTRACT: The current study examined school-level victimization as a moderator of associations between peer victimization and changes in 2 types of self-blaming attributions, characterological and behavioral, across the first year of middle school. These associations were tested in a large sample (N = 5,991) of ethnically diverse adolescents from fall to spring of the 6th-grade year across 26 schools. Consistent with hypotheses, the results of multilevel modeling indicated that victimized youth showed greater increases in characterological self-blaming attributions (e.g., "my fault and cannot change it") in schools where victimization was less common. In contrast, victimization was associated with increases in behavioral self-blame (e.g., "I should have been more careful") for bullied students in schools with relatively higher levels of victimization. Underscoring the psychological consequences of person-context mismatch, the results suggest that when schools manage to decrease bullying, the few who remain victimized need additional support to prevent more maladaptive forms of self-blame. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 04/2015; DOI:10.1037/dev0000016
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    ABSTRACT: What cognitive processes influence how well we maintain information in visual short-term memory (VSTM)? We used a developmentally informed design to delve into the interplay of top-down spatial biases with the nature of the internal memory codes, motivated by documented changes for both factors over childhood. Seven-year-olds, 11-year-olds, and adults completed a VSTM task in which they decided whether a probe item had been present in a preceding memory array. Spatial cues guided participants' attention to the likely location of the to-be-probed item during maintenance. We manipulated the memoranda to contain either highly familiar items or unfamiliar abstract shapes. All participants benefited from cues during maintenance, although benefits were smaller for 7-year-olds than for older participants. Critically, attentional benefits interacted with the nature of the memoranda: Better VSTM maintenance was obtained for cued familiar items. Furthermore, attentional benefits for familiar items correlated with validated measures of visual, but not verbal, short-term and working memory span. These data demonstrate that, in addition to the efficiency with which top-down biases operate during maintenance, the available mental codes for to-be-remembered items influence VSTM and differentially so over childhood. Attentional biases during maintenance seem to operate more efficiently on mental representations that are more robust and can be retrieved more easily. More important, this interaction follows a quantitative development. The findings elucidate further the dynamic interplay between attentional control and VSTM across development. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 04/2015; DOI:10.1037/a0039057
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    ABSTRACT: Values, or the guiding standards of adolescents' lives, influence which behaviors are considered more justified than others. The relationship between values and social behavior has been established across many studies including the relationship of values and aggression. But only a few studies have examined these relationships among youth. Moreover, a question that remains open is the direction of these relationships. The present study examined the concurrent and longitudinal relations between values and peer nominated aggression in 3 time points with a 1-year interval (8th grade-10th grade) in a sample of 678 Israeli adolescents (51.2% girls). Students completed the Portrait Values Questionnaire (PVQ; Schwartz et al., 2001) and 6 items of peer nominations of aggression. As hypothesized, I found positive associations between aggression and self-enhancement and openness to change values concurrently. Similarly, I obtained negative associations between aggression and self-transcendence and conservation values. Moreover, crossed-lagged models revealed that self-enhancement values were positively associated with aggression 1 year later. The association between aggression and future self-enhancement values, however, was not significant. Finally, I found mutual associations between self-transcendence values and aggression across time. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 04/2015; 51(5). DOI:10.1037/dev0000015
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    ABSTRACT: Adults learning to navigate to a hidden goal within an enclosed space have been found to prefer information provided by the distal cues of an environment, as opposed to proximal landmarks within the environment. Studies with children, however, have shown that 5- or 7-year-olds do not display any preference toward distal or proximal cues during navigation. This suggests that a bias toward learning about distal cues occurs somewhere between the age of 7 years and adulthood. We recruited 5- to 11-year-old children and an adult sample to explore the developmental profile of this putative change. Across a series of 3 experiments, participants were required to navigate to a hidden goal in a virtual environment, the location of which was signaled by both extramaze and intramaze landmark cues. During testing, these cues were placed into conflict to assess the search preferences of participants. Consistent with previously reported findings, adults were biased toward using extramaze information. However, analysis of the data from children, which incorporated age as a continuous variable, suggested that older children in our sample were, in fact, biased toward using the intramaze landmark in our task. These findings suggest the bias toward using distal cues in spatial navigation, frequently displayed by adults, may be a comparatively late developing trait, and one that could supersede an initial developmental preference for proximal landmarks. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 04/2015; DOI:10.1037/a0039054