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: Children and adults show behavioral evidence of psychological overlap between their early, non-symbolic numerical concepts and their later-developing symbolic numerical concepts. An open question is to what extent the common cognitive signatures observed between different numerical notations are coupled with physical overlap in neural processes. We show that from 8 years of age, regions of the intraparietal sulcus (IPS) that exhibit a numerical ratio effect during non-symbolic numerical judgments also show a semantic distance effect for symbolic number words. In both children and adults, the IPS showed a semantic distance effect during magnitude judgments of number words (i.e. larger/smaller number) but not for magnitude judgments of object words (i.e. larger/smaller object size). The results provide novel evidence of conceptual overlap between neural representations of symbolic and non-symbolic numerical values that cannot be explained by a general process, and present the first demonstration of an early-developing dissociation between number words and object words in the human brain.
    No preview · Article · Jan 2016 · Developmental Science
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    ABSTRACT: This study examined whether decoding and linguistic comprehension abilities, broadly defined by the Simple View of Reading, in grade 1 each uniquely predicted the grade 6 writing performance of English-speaking children (n = 76) who were educated bilingually in both English their first language and French, a second language. Prediction was made from (1) English to English; (2) French to French; and (3) English to French. Results showed that both decoding and linguistic comprehension scores predicted writing accuracy but rarely predicted persuasive writing. Within the linguistic comprehension cluster of tests, Formulating Sentences was a strong consistent within- and between-language predictor of writing accuracy. In practical terms, the present results indicate that early screening for later writing ability using measures of sentence formulation early in students' schooling, in their L1 or L2, can provide greatest predictive power and allow teachers to differentiate instruction in the primary grades. Theoretically, the present results argue that there are correlations between reading-related abilities and writing abilities not only within the same language but also across languages, adding to the growing body of evidence for facilitative cross-linguistic relationships between bilinguals' developing languages.
    No preview · Article · Jan 2016 · Developmental Science
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    ABSTRACT: Faces are adaptively coded relative to visual norms that are updated by experience, and this adaptive coding is linked to face recognition ability. Here we investigated whether adaptive coding of faces is disrupted in individuals (adolescents and adults) who experience face recognition difficulties following visual deprivation from congenital cataracts in infancy. We measured adaptive coding using face identity aftereffects, where smaller aftereffects indicate less adaptive updating of face-coding mechanisms by experience. We also examined whether the aftereffects increase with adaptor identity strength, consistent with norm-based coding of identity, as in typical populations, or whether they show a different pattern indicating some more fundamental disruption of face-coding mechanisms. Cataract-reversal patients showed significantly smaller face identity aftereffects than did controls (Experiments 1 and 2). However, their aftereffects increased significantly with adaptor strength, consistent with norm-based coding (Experiment 2). Thus we found reduced adaptability but no fundamental disruption of norm-based face-coding mechanisms in cataract-reversal patients. Our results suggest that early visual experience is important for the normal development of adaptive face-coding mechanisms.
    No preview · Article · Jan 2016 · Developmental Science
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    ABSTRACT: Holding out for a delayed reward in the face of temptation is notoriously difficult, and the ability to do so in childhood predicts diverse indices of life success. Prominent explanations focus on the importance of cognitive control. However, delaying gratification may also require trust in people delivering future rewards as promised. Only limited experimental work has tested this idea, and such studies with children were focused on general reward expectations, so evidence was ambiguous as to whether social trust played a role. The present study provides the first targeted test of a role for social trust in children's willingness to delay gratification. Children observed an adult behave in either a trustworthy or untrustworthy manner toward another adult, then were tested in the classic delay of gratification task by that adult. Children were less likely to wait the full delay period, and waited less time overall, for a reward promised by an untrustworthy adult, relative to children tested by a trustworthy adult. These findings demonstrate that manipulations of social trust influence delaying gratification, and highlight intriguing alternative reasons to test for individual differences in delaying gratification and associated life outcomes.
    No preview · Article · Jan 2016 · Developmental Science
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    ABSTRACT: We tested the effect of early monocular and binocular deprivation of normal visual input on the development of contour interpolation. Patients deprived from birth by dense central cataracts in one or both eyes, and age-matched controls, discriminated between fat and thin shapes formed by either illusory or luminance-defined contours. Thresholds indicated the minimum amount of curvature (the fatness or thinness) required for discrimination of the illusory shape, providing a measure of the precision of interpolation. The results show that individuals deprived of visual input in one eye, but not those deprived in both eyes, later show deficits in perceptual interpolation. The deficits were shown mostly for weakly supported contours in which interpolation of contours between the inducers was over a large distance relative to the size of the inducers. Deficits shown for the unilateral but not for the bilateral patients point to the detrimental effect of unequal competition between the eyes for cortical connections on the later development of the mechanisms underlying contour interpolation.
    No preview · Article · Jan 2016 · Developmental Science
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    ABSTRACT: Children learn novel information using various methods, and one of the most common is human pedagogical communication or teaching - the purposeful imparting of information from one person to another. Neuro-typically developing (TD) children gain the ability to recognize and understand teaching as a core method for acquiring knowledge from others. However, it is not known when children with Autism Spectrum Disorder (ASD) acquire the ability to recognize and understand teaching. This study (total N = 70) examined whether children with ASD recognize the two central elements that define teaching: (1) that teaching is an intentional activity; and (2) that teaching requires a knowledge difference between teacher and learner. Theory of mind understanding was also tested. Compared to individually matched TD children, high cognitively functioning children with ASD were impaired in their comprehension of both components of teaching understanding, and their performance was correlated with theory of mind understanding. These findings could have broad implications for explaining learning in children with autism, and could help in designing more effective interventions, which could ultimately lead to improved learning outcomes for everyday life skills, school performance, health, and overall well-being.
    No preview · Article · Dec 2015 · Developmental Science
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    ABSTRACT: Moderate inverse correlations are typically found between well-being and mental illness. We aimed to investigate the role of genes and environments in explaining the relationships between two aspects of well-being and two measures of internalizing symptoms. Altogether, 4700 pairs of 16-year-old twins contributed data on subjective happiness and life satisfaction, as well as symptoms of depression and emotional problems. Well-being was moderately correlated with internalizing symptoms (range = −0.45, −0.58). Multivariate twin model-fitting indicated both genetic and environmental overlap. Life satisfaction and happiness demonstrated different patterns of overlap, with stronger genetic links between life satisfaction and depression. Non-shared environmental influences were largely specific to each trait. This study supports the theory of mental health and illness being partly (but not entirely) correlated dimensions. There are also significant genetic and environmental factors to identify for well-being that go beyond the absence of mental illness. It is therefore possible that different interventions are needed for treating mental illness and promoting mental health.
    No preview · Article · Dec 2015 · Developmental Science