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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    • 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 study investigated the longitudinal associations between children's academic performance and their mothers' affect, practices, and perceptions of their children in homework situations. The children's (n = 2,261) performance in reading and math was tested in Grade 1 and Grade 4, and the mothers (n = 1,476) filled out questionnaires on their affect, practices, and perceptions while their children were in Grades 2, 3, and 4. The results showed, first, that the more help in homework the mothers reported, the slower was the development of their children's academic performance from Grade 1 to Grade 4. This negative association was true especially if mothers perceived their children not to be able to work autonomously. Second, children's good academic performance in Grade 1 predicted mothers' perception of child's ability to be autonomous and positive affect in homework situations later on, whereas poor performance predicted mothers' negative affect, help, and monitoring. Finally, mothers' negative affect mediated the association between children's poor performance, maternal practices, and perceptions of their children. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 04/2015; 51(4):419-433. DOI:10.1037/a0038908
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    ABSTRACT: During social interaction, the behavior of interacting partners becomes coordinated. Although interpersonal coordination is well-studied in adults, relatively little is known about its development. In this project we explored how 2-, 3-, and 4-year-old children spontaneously coordinated their drumming with a peer. Results showed that all children adapted their drumming to their partner's drumming by starting and stopping their drumming in a coordinated fashion, but only 4-year-olds adapted the rhythmic structure of their drumming to their partner's drumming. In all age groups, children showed similarly stable drumming. Typically, it was 1 of the 2 children who initiated drumming throughout the session. The results of this study offer new insights into the development of interpersonal coordination abilities in early childhood. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 03/2015; DOI:10.1037/a0038980
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    ABSTRACT: Previous research has indicated that education influences cognitive development, but it is unclear what, precisely, is being improved. Here, we tested whether education is associated with cognitive test score improvements via domain-general effects on general cognitive ability (g), or via domain-specific effects on particular cognitive skills. We conducted structural equation modeling on data from a large (n = 1,091), longitudinal sample, with a measure of intelligence at age 11 years and 10 tests covering a diverse range of cognitive abilities taken at age 70. Results indicated that the association of education with improved cognitive test scores is not mediated by g, but consists of direct effects on specific cognitive skills. These results suggest a decoupling of educational gains from increases in general intellectual capacity. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 03/2015; DOI:10.1037/a0038981
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    ABSTRACT: The family stress model represents a common framework through which to examine the effects of environmental stressors on adolescent adjustment. The model suggests that economic and neighborhood stressors influence youth adjustment via disruptions to parenting. Incorporating integrative developmental theory, we examined the degree to which parents' cultural value orientations mitigated the effects of stressors on parenting disruptions and the degree to which environmental adversity qualified the effect of parenting on adolescent adjustment. We tested the hypothesized integrative family stress model longitudinally in a sample of mother-youth dyads (N = 749) and father-youth dyads (N = 467) from Mexican origin families, across 3 times points spanning early to middle adolescence. Providing the first longitudinal evidence of family stress mediated effects, mothers' perceptions of economic pressure were associated with increases in adolescent externalizing symptoms 5 years later via intermediate increases in harsh parenting. The remaining findings supported the notion that integrative developmental theory can inform family stress model hypothesis testing that is culturally and contextually relevant for a wide range of diverse families and youth. For example, fathers' perceptions of economic pressure and neighborhood danger had important implications for adolescent internalizing, via reductions in paternal warmth, but only at certain levels of neighborhood adversity. Mothers' familism value orientations mitigated the effects of economic pressure on maternal warmth, protecting their adolescents from experiencing developmental costs associated with environmental stressors. Results are discussed in terms of identifying how integrative developmental theory intersects with the family stress model to set diverse youth on different developmental pathways. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 03/2015; DOI:10.1037/a0038993
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    ABSTRACT: Sociocultural theory of body dissatisfaction posits that internalization of the media ideal and appearance comparison are predictors of body dissatisfaction, a key risk factor for eating disorders. However, no data exist regarding the longitudinal relationships between these variables. The aim of this study was to explore longitudinal relationships among internalization of the media-ideal, social appearance comparison, and body dissatisfaction. A sample of 277 Grade 7 school girls (M age = 12.77 years, SD = 0.44) completed measures of internalization of the media ideal, social appearance comparison, and body dissatisfaction at baseline, 8 months, and 14 months. Path analyses indicated that baseline internalization of the media ideal predicted social appearance comparison and body dissatisfaction at 8 months, and social appearance comparison at 8 months predicted body dissatisfaction at 14 months. A reciprocal effect emerged with body dissatisfaction at 8 months predicting internalization of the media ideal at 14 months. The findings inform sociocultural theory of body dissatisfaction, suggesting that internalization of the media ideal precedes and predicts appearance comparison and that body image interventions that target internalization of the media ideal, and social appearance comparison as well as body dissatisfaction are likely to be effective. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 03/2015; DOI:10.1037/dev0000013
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    ABSTRACT: This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 03/2015; DOI:10.1037/a0038911
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    ABSTRACT: During the first year of life, infants possess some of the key social-cognitive abilities required for success in a social world: Infants interpret others' actions in terms of their intentions and can use this understanding prospectively to generate predictions about others' behavior. Exactly how these foundational abilities develop is currently unknown. The goal of this study was to shed light on the developmental mechanisms underlying changes in infants' understanding of intentional actions by documenting relations between infants' intention understanding and other emerging social (joint attention) and motor (means-end and self-locomotion) abilities. Using eye tracking, 8- to 11-month-olds infants' (N = 80) ability to visually predict the goal of an ongoing successful or failed intentional action was examined in relation to their developing means-end, self-locomotion, and joint attention abilities. Results confirmed previous findings showing improvements in infants' ability to interpret and make predictions about others' failed intentional actions. Importantly, results also indicated that parent-report measures of infants' initiating-joint-attention and self-locomotion abilities were associated with the ability to visually predict the outcome of a failed reaching action. These data support the view that infants' social and motor experiences may contribute to changes in their social-cognitive abilities. In particular, joint-attentive social interactions that occur with increasing frequency as infants learn to crawl and walk may shape infants' understanding of others as intentional agents. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 02/2015; DOI:10.1037/a0038844
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    ABSTRACT: This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis of speech transcripts revealed substantial variability in teachers' use of sophisticated vocabulary and total amount of talk and that individual teacher's language use was consistent across the school year. Analyses using Hierarchical Linear Modeling showed that when controlling for students' reading comprehension and vocabulary knowledge at the start of the year, teachers' use of sophisticated vocabulary was significantly related to students' reading comprehension outcomes, as was the time spent on vocabulary instruction. These findings suggest that the middle school classroom language environment plays a significant role in the reading comprehension of adolescent learners. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 02/2015; DOI:10.1037/a0038868
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    ABSTRACT: This study investigated children's evaluations of peer group members who deviated from group norms about equal and unequal allocation of resources. Children, ages 3.5 to 4 years and 5 to 6 years (N = 73), were asked to evaluate a peer group member who deviated from 1 of 2 group allocation norms: (a) equal allocation of resources, or (b) unequal allocation of resources. Most children negatively evaluated deviant group members who espoused an unequal allocation, even when it benefitted the group, and explained their evaluation with reference to fairness. However, participants who liked unequal deviants (who advocated for an unequal allocation of resources) reasoned about group functioning and the benefits that an unequal allocation would have for the group. With age, children displayed social acumen by differentiating their own evaluation of the deviant act from their expectations of the group's favorability toward that deviant member. Findings revealed age-related increases for social acumen about group norms, as well as the use of fairness reasoning regarding resource allocation. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 02/2015; DOI:10.1037/a0038796
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    ABSTRACT: Greater cognitive ability in childhood is associated with increased longevity, and speedier reaction time (RT) might account for much of this linkage. Greater bodily symmetry is linked to both higher cognitive test scores and faster RTs. It is possible, then, that differences in bodily system integrity indexed by symmetry may underlie the associations of RT and intelligence with increased longevity. However, RT and symmetry have seldom been examined in the same study, and never in children. Here, in 2 large samples aged 4 to 15 (combined n = 856), we found that more symmetrical children had significantly faster mean choice RT and less variability in RT. These associations of faster and less variable RT with greater symmetry early in life raise the possibility that the determinants of longevity in part originate in processes influencing bodily system integrity early in the life-course. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 02/2015; DOI:10.1037/a0038756
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    ABSTRACT: The purpose of the current study was to examine the unique and interactive contributions of infant negative emotionality and family risk factors in the development of internalizing-only, externalizing-only, and co-occurring behavior problems in early childhood. The sample included 412 infants and their primary caregivers. Interviews and temperament assessments took place when infants were 5-7 months old, and primary caregivers completed child behavior ratings at ages 2 1/2 and 5 years. Mixed-effects multinomial logistic regression was used to examine associations between infant risk factors and "pure" and co-occurring child behavior problems, and test whether these associations changed over time. The results of this study showed that hostile parenting during infancy increased the likelihood that children would develop internalizing-only problems, whereas infants who were highly distressed in response to novelty were at increased risk of developing externalizing-only problems. Multiple risk factors, including maternal anxious and depressive symptoms, family conflict, and younger maternal age, independently predicted early childhood co-occurring problems. Additionally, there was a significant interaction between infant anger/frustration and hostile parenting: In the context of hostile parenting, infants high in anger were at increased risk of developing early co-occurring problems, though this association faded by age 5. These findings point to the importance of considering the infant's family context, and differentiating between "pure" and co-occurring behaviors when examining the etiology of early childhood behavior problems. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 02/2015; DOI:10.1037/a0038800
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    ABSTRACT: Previous studies using direct forms of vocabulary instruction have shown that newly learned words are integrated with existing lexical knowledge only after off-line consolidation (as measured by competition between new and existing words during spoken word recognition). However, the bulk of vocabulary acquisition during childhood occurs through incidental exposure to verbal material; hence, the role of consolidation may be different or limited when learning is less explicit. To address this, 40 children (ages 7-10 years) and 33 adults listened to a fictitious story that contained 12 novel words (e.g., "daffodat"). Lexical integration was measured by comparing pause detection latencies to existing competitors (e.g., "daffo_dil") and control words for which no new competitor had been encountered. Pause detection latencies were slower for existing competitors than control words (signifying increased lexical competition) 24 hr after exposure to the novel words but not immediately. Both groups recalled significantly more novel words when tested 24 hr after hearing the story than immediately. It is important that children with better expressive vocabulary knowledge showed larger consolidation effects for the novel words, both in terms of strengthening of explicit knowledge and their integration with existing knowledge. Off-line consolidation is therefore required for the integration of new and established knowledge when words are learned under relatively naturalistic conditions. Furthermore, a richer body of established vocabulary knowledge may facilitate (or benefit from) swift lexical integration of new vocabulary. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 02/2015; DOI:10.1037/a0038786
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    ABSTRACT: This study examines the complex role of family networks in shaping adult psychological well-being over time. We examine the unique and interactive longitudinal influences of family structure (i.e., composition and size) and negative family relationship quality on psychological well-being among young (ages 18-34), middle-aged (ages 35-49), and older adults (ages 50+). A sample of 881 adults (72% White; 26% Black) was drawn from the longitudinal Social Relations, Age, and Health Study. Structural equation modeling indicated that among young and middle-aged adults, increasing family negativity was associated with increases in depressive symptoms over time. In contrast, among older adults, lowered proportion of family in network and an increasing number of family members in the network (i.e., family size) were associated with decreases in depressive symptoms. These findings were moderated by family negativity. Among older adults with low family negativity, having a lower proportion of family and larger family size were associated with decreasing depressive symptoms, but there was no effect among those reporting high family negativity. Overall, these results contribute to an increased understanding of the complex, developmental nature of how family support influences well-being across the life span and highlights unique age differences. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 01/2015; DOI:10.1037/a0038665
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    ABSTRACT: Family obligation is an important aspect of family relationships among families from Mexican backgrounds and can have significant implications for adolescents' well-being. Prior research and theory regarding youths' obligations offer conflicting hypotheses about whether it is detrimental or beneficial for adolescents' well-being. In the current longitudinal study, we used a daily diary method among 428 Mexican American adolescents and their parents to closely examine the impact of adolescents' family obligation values and family assistance behaviors on internalizing symptoms over time. The authors closely examined the role of the family context in these associations. Results suggest that family obligation values relate to declines in adolescents' internalizing symptoms, whereas family assistance behaviors are both a protective and risk factor, depending on the family context. Only when youths provide family assistance in response to acute changes in parental physical and psychological distress do family assistance behaviors relate to increases in adolescents' internalizing symptoms. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
    Developmental Psychology 01/2015; 51(1):75-86. DOI:10.1037/a0038434