Developmental Science

Developments in Attachment Research explores the contributions of several research groups in developmental science that have shaped the study of attachment and caregiving in recent decades, each with a different image of the history of attachment research, of the nature of attachment, and why and how attachment research might be valuable. In tracing changes in attachment theory over time, the book examines the development of scientific evidence and breakthroughs. The book also examines attachment research within developmental psychology as a culture, considering its leadership, kinship structures, symbols, conflicts, points of entry or exit, and the pressures and opportunities to which it has responded or failed to respond.

Low socioeconomic status (SES) has been repeatedly linked with decreased academic achievement, including lower reading outcomes. Some lower SES children do show skills and scores commensurate with those of their higher SES peers, but whether their abilities stem from the same systems as high SES children or are based on divergent strategies is unknown. We here investigated a potential interactive relationship between SES and real‐word reading skill in the white matter in 42 typically developing children. SES was determined based on parental education; reading skill and age were not significantly related to SES. There was a significant neural interaction: Clusters in the bilateral inferior longitudinal fasciculus (ILF), left superior longitudinal fasciculus, and left corticospinal tract demonstrated interactive skill–SES relationships in fractional anisotropy. Follow‐up analyses demonstrated that higher SES children showed a positive relationship between fractional anisotropy, reflec...

It is widely believed that reading to preschool children promotes their language and literacy skills. Yet, whether early parent-child book reading is an index of generally rich linguistic input or a unique predictor of later outcomes remains unclear. To address this question, we asked whether naturally occurring parent-child book reading interactions between 1 and 2.5 years-of-age predict elementary school language and literacy outcomes, controlling for the quantity of other talk parents provide their children, family socioeconomic status, and children's own early language skill. We find that the quantity of parent-child book reading interactions predicts children's later receptive vocabulary, reading comprehension, and internal motivation to read (but not decoding, external motivation to read, or math skill), controlling for these other factors. Importantly, we also find that parent language that occurs during book reading interactions is more sophisticated than parent lang...

Gesture is an integral part of children's communicative repertoire. However, little is known about the neurobiology of speech and gesture integration in the developing brain. We investigated how 8- to 10-year-old children processed gesture that was essential to understanding a set of narratives. We asked whether the functional neuroanatomy of gesture-speech integration varies as a function of (1) the content of speech, and/or (2) individual differences in how gesture is processed. When gestures provided missing information not present in the speech (i.e., disambiguating gesture; e.g., "pet" + flapping palms = bird), the presence of gesture led to increased activity in inferior frontal gyri, the right middle temporal gyrus, and the left superior temporal gyrus, compared to when gesture provided redundant information (i.e., reinforcing gesture; e.g., "bird" + flapping palms = bird). This pattern of activation was found only in children who were able to successf...

Skilled social interactions require knowledge about others' intentions and the ability to implement this knowledge in real-time to generate appropriate responses to one's partner. Young infants demonstrate an understanding of other people's intentions (e.g. ), yet it is not until the second year that infants seem to master the realtime implementation of their knowledge during social interactions (e.g. . The current study investigates the possibility that developments in social competence during the second year are related to increases in the speed with which infants can employ their understanding of others' intentions. Twenty-to 22-month-old infants (N = 23) viewed videos of goal-directed actions on a Tobii eye-tracker and then engaged in an interactive perspective-taking task. Infants who quickly and accurately anticipated another person's future behavior in the eyetracking task were more successful at taking their partner's perspective in the social interaction. Success on the perspective-taking task was specifically related to the ability to correctly predict another person's intentions. These findings highlight the importance of not only being a 'smart' social partner but also a 'fast' social thinker.

The mechanisms that support infant action processing are thought to be involved in the development of later social cognition. While a growing body of research demonstrates longitudinal links between action processing and explicit theory of mind (TOM), it remains unclear why this link emerges in some measures of action encoding and not others. In this paper, we recruit neural measures as a unique lens into which aspects of human infant action processing (i.e., action encoding and action execution; age 7 months) are related to preschool TOM (age 3 years; n = 31). We test whether individual differences in recruiting the sensorimotor system or attention processes during action encoding predict individual differences in TOM. Results indicate that reduced occipital alpha during action encoding predicts TOM at age 3. This finding converges with behavioral work and suggests that attentional processes involved in action encoding may support TOM. We also test whether neural processing during ...

As with all culturally relevant human behaviours, words are meaningful because they are shared by the members of a community. This research investigates whether 9-month-old infants understand this fundamental fact about language. Experiment 1 examined whether infants who are trained on, and subsequently habituated to, a new word-referent link expect the link to be consistent across a second speaker. Experiment 2 examined whether 9-month-old infants distinguish between behaviours that are shared across individuals (i.e. words) from those that are not (i.e. object preferences). The present findings indicate that infants as young as 9 months of age expect new word-referent links, but not object preferences, to be consistent across individuals. Thus, by 9 months, infants have identified at least one of the aspects of human behaviour that is shared across individuals within a community. The implications for children's acquisition of language and culture are discussed.

The current Special Issue marks a major milestone in the history of developmental psychopathology; as the final issue edited by Cicchetti, we have an opportunity to reflect on the remarkable progress of the discipline across the last four decades, as well as challenges and future directions for the field. With contemporary issues in mind, including rising rates of psychopathology, health disparities, and international conflict, as well as rapid growth and accessibility of digital and mobile technologies, the discipline of developmental psychopathology is poised to advance multidisciplinary, developmentally-and contextually-informed research, and to make substantial progress in supporting the healthy development of individuals around the world. We highlight key future directions and challenges for the next generation of developmental psychopathology research including further investigation of culture at multiple levels of analysis, incorporation of macro-level influences into developmental psychopathology research, methods advances to address heterogeneity in translational research, precision mental health, and the extension of developmental psychopathology research across the lifespan.

Using functional magnetic resonance imaging (fMRI), we examined the process of language specialization in the brain by comparing developmental changes in two contrastive orthographies: Chinese and English. In a visual word rhyming judgment task, we found a significant interaction between age and language in left inferior parietal lobule and left superior temporal gyrus, which was due to greater developmental increases in English than in Chinese. Moreover, we found that higher skill only in English children was correlated with greater activation in left inferior parietal lobule. These findings suggest that the regions associated with phonological processing are essential in English reading development. We also found greater developmental increases in English than in Chinese in left inferior temporal gyrus, suggesting refinement of this region for fine-grained word form recognition. In contrast, greater developmental increases in Chinese than in English were found in right middle occi...

Este archivo es un suplemento al capítulo del libro "Argumentative Style", donde analizo una parte de la argumentación y contraargumentación que aparece en un artículo de tipo "open commentary". Ese capítulo ha sido subido antes en academia.edu, de forma que sirve de complemento al mismo.

The leadership of the Prophet Muhammad SAW in Islamic education is a very relevant example to this day. Through his leadership characteristics which include honesty, trustworthiness, gentle firmness, and noble morals, the Prophet Muhammad SAW succeeded in transforming the divided Arab society of Jahiliyah into one people united in Islamic values. He led with a clear vision and mature strategy, creating an education system that prioritizes the development of character, morals, and knowledge. The Islamic education inherited by the Prophet Muhammad SAW not only includes religious knowledge, but also general knowledge that gave birth to various great scientists during the golden age of Islam. The legacy of his leadership is evident in his broad influence on the development of Islamic civilization. His success in establishing the Islamic Khilafah State and introducing the values of justice, compassion, and the spirit of seeking knowledge became the foundation for the development of science that was very advanced at that time. Therefore, the principles of the leadership of the Prophet Muhammad SAW are not only relevant in a historical context, but can also be implemented in facing global challenges in the modern era, by emphasizing the importance of education, justice, and integrity.

Growing empirical evidence from the past quarter century reveals surprising sociality in newborns—infants in the first 28 postnatal days—including their ability to elicit and sustain contingent interactions with mutual gaze, social smiling, and sensitively timed speech-like vocalizations. Newborns seem to have communicative expectations and behave as if they predict others’ goal-directed actions. Despite these discoveries, I review key barriers to progress in newborn developmental science. First, newborn social behavior research has almost exclusively focused on “average” development—based primarily on White, wealthy, English-speaking, Western populations—treating interindividual differences as noise rather than meaningful variability. Focusing almost exclusively on averages, especially with small sample sizes, ignores interindividual differences and hinders discoveries. Second, there are few studies of newborn sociality beyond the first postnatal week. In part, this gap in our understanding may be due to, and a consequence of, the mischaracterizations of newborns’ behaviors as passive, limited, disorganized, and low-level reflexes that are subcortically driven. Finally, researchers often assume that newborns’ behaviors are largely independent of experience. To the contrary, newborns’ need for nearly continuous social contact provides them with rich social learning opportunities, which have been shown to have lasting impacts on their development. Given the uniqueness and plasticity of this period, and their high vulnerability, developmental scientists are doing newborns a disservice by neglecting to characterize their social repertoires within and across diverse populations. Awareness of newborns’ social capacities will facilitate a more objective, accurate view of their social potential.

The confluence of an anomaly such as a growth spurt or a temporary regression on the one hand and a temporary increase in intra-individual variability on the other hand, forms a strong indicator of a major transition in early language development. Data concern one-word (W1), two-and three-word (W2-3), and four-and-more-word (W4 + ) utterances from two French children during their second and third years. A dynamic growth model was fitted, based on a structure of supportive, conditional and competitive relationships. Using a statistical simulation method, we showed two striking peaks of variability in addition to a temporary regression or rapid growth in the proportions of W1, W2-3 and W4 + utterances. We argue that these phenomena show transitions corresponding to critical points in grammatical development, which could be indicative of the emergence of simple combinatorial and syntactic stages of language successively. Our results emphasize the relevance of time-serial data and of intra-individual variability in the study of developmental transitions in general.

A functional neuroimaging study examined the long‐term neural correlates of early adverse rearing conditions in humans as they relate to socio‐emotional development. Previously institutionalized (PI) children and a same‐aged comparison group were scanned using functional magnetic resonance imaging (fMRI) while performing an Emotional Face Go/Nogo task. PI children showed heightened activity of the amygdala, a region that supports emotional learning and reactivity to emotional stimuli, and corresponding decreases in cortical regions that support perceptual and cognitive functions. Amygdala activity was associated with decreased eye‐contact as measured by eye‐tracking methods and during a live dyadic interaction. The association between early rearing environment and subsequent eye‐contact was mediated by amygdala activity. These data support the hypothesis that early adversity alters human brain development in a way that can persist into childhood, and they offer insight into the soci...

Adolescent decision-making has been described as impulsive and suboptimal in the presence of incentives. In this study we examined the neural substrates of adolescent decision-making using a perceptual discrimination task for which small and large rewards were associated with correctly detecting the direction of motion of a cloud of moving dots. Adults showed a reward bias of faster reaction times on trials for which the direction of motion was associated with a large reward. Adolescents, in contrast, were slower to make decisions on trials associated with large rewards. This behavioral pattern in adolescents was paralleled by greater recruitment of fronto-parietal regions important in representing the accumulation of evidence sufficient for selecting one choice over its alternative and the certainty of that choice. The findings suggest that when large incentives are dependent on performance, adolescents may require more evidence to accumulate prior to responding, to be certain to maximize their gains. Adults, in contrast, appear to be quicker in evaluating the evidence for a decision when primed by rewards. Overall these findings suggest that rather than reacting hastily, adolescents can be incentivized to take more time to make decisions when large rewards are at stake.

As societies become more complex over time the sorts of ethical problems generated require higher levels of moral thought. This book applies the developmental psychology of Piaget and Kohlberg to anthropological accounts of tribal societies and compares this to the ethical systems of literate states.

Developing cognitive control over one's thoughts, emotions, and actions is a fundamental process that predicts important life outcomes. Such control begins in infancy, and shifts during development from a predominantly reactive form (e.g. retrieving task-relevant information when needed) to an increasingly proactive form (e.g. maintaining task-relevant information in anticipation of needing it). While such developments are generally viewed as adaptive, cognitive abilities can also involve tradeoffs, such that the benefits of developing increasingly proactive control may come with associated costs. In two experiments, we test for such cognitive trade-offs in children who are transitioning to proactive control. We find that proactive control predicts expected benefits in children's working memory, but is also associated with predicted costs in disproportionately slowing children under conditions of distraction. These findings highlight unique advantages and disadvantages of proactive and reactive control, and suggest caution in attempting to alter their balance during development.

Translation of developmental science discoveries is impeded by numerous barriers at different stages of the research-to-practice pipeline. Actualization of the vast potential of the developmental sciences to improve children's health and development in the real world is imperative but has not yet been fully realized. In this commentary, we argue that an integrated developmental-implementation sciences framework will result in a translational mindset essential for accelerating real world impact. We delineate key principles and methods of implementation science of salience to the developmental science audience, lay out a potential synthesis between implementation and developmental sciences, provide an illustration of the Mental Health, Earlier Partnership (MHE-P), and set actionable steps for realization. Blending these approaches along with wide-spread adoption of the translational mindset has transformative potential for population-level impact of developmental science discovery.

Business ethics can be taught as a stand-alone course or be woven throughout a curriculum. There is a debate over whether to teach ethics in the form of theory or real-world connectedness or both. A moral-judgment gap exists, and many believe Business education should promote knowledge and skills that enable ethical intentions to be followed with ethical behaviors. This conceptual paper diagrams where the gap exists in Business Ethics education and theorizes how multi-modal, learning-centered ethics teaching can bridge this shortfall. Literature from the field of Education is drawn upon for pedagogies that promote learning and application. Case studies, constructed narratives, and simulations function as several key components useful for developing complex skills needed for applying ethical reasoning. Additional components and strategies that undergird and reinforce the case studies and other active learning components are laid out in pyramid form toward an overall best-practices approach to developing principled moral reasoning in Business Ethics.

The possibilities for building and nourishing connections among the social, cultural, neuroscientific, biological, and cognitive sciences in the service of understanding children and their development are tremendously exciting. Crossing, and integrating across, disciplinary boundaries, especially those disciplines relating to biology/neuroscience, society/culture, cognition, emotion, perception, and motor function has greatly increased over the last decade and hopefully will increase exponentially in the future. All of these aspects of being human are multiply-interrelated and we need to make far more progress in understanding those interrelations. Developmental science has been influenced more and more by an appreciation of the profound and multilayered interrelations between the 'intellect' (our cognitive abilities), 'heart' (emotions and motivation), 'eyes and ears' (perception), human spirit, physical body, social relations, and culture. A full understanding requires attention to all of these multiplyinterrelated facets. The last decades of the 20th century saw the development and proliferation of initiatives to link cognitive psychology (including cognitive development) with neuroscience. Brain and cognition institutes and multidisciplinary programs sprang up around the world. Hopefully, the 21st century will see the continued expansion of such initiatives so that social, emotional, and cultural influences and outcomes are equal partners in the initiatives. Who we are and what we think is a product not only of our genes, but also of our social, cultural, and physical environments, of their interactions with one another, and of their interactions with our genes (

This preprint examines the intersection of identity development and academic decision-making among migrant youth in the Netherlands and Belgium. It synthesizes key psychological frameworks—Erikson’s psychosocial theory (Erikson, 1968), Marcia’s identity status paradigm (Marcia, 1980), Phinney’s ethnic identity model (Phinney, 1990), and Berry’s acculturation framework (Berry, 1997)—to explore how adolescents navigate educational pathways in multicultural contexts. Identity construction is shaped by intrapersonal, relational, structural, and institutional factors, including school belonging (Goodenow, 1993), tracking biases (Crul et al., 2017), and familial expectations (Titzmann & Jugert, 2015), with youth balancing heritage and host values amid potential marginalization. Many exhibit bicultural competence and resilience (Nguyen & Benet-Martínez, 2013).

Key findings highlight school belonging’s role in fostering bicultural identity and engagement, with integration strategies yielding optimal psychological and educational outcomes, despite familial pressures and gender dynamics favoring girls’ success over boys. Contextualizing European research within Dutch and Belgian systems, the paper offers nuanced insights into academic identity formation and career choices. It underscores the potential importance of culturally responsive education.

Implications include curricular inclusivity, equitable guidance, family-school partnerships, gender-sensitive pedagogy, and mentoring. Future research should explore intersectional identities longitudinally and compare European systems for equity-focused practices.

Keywords: migrant youth, identity development, academic decision making, school belonging, acculturation, educational systems, Netherlands, Belgium

Developmental language disorder (DLD) is predominantly a language disorder, but children with DLD also manifest nonlanguage impairments, and neuroanatomical abnormalities have been found in multiple areas of the brain, not all languageassociated. We therefore performed a whole brain general segmentation analysis of all major brain regions on MRI scans of 24 DLD subjects (16M, 8F) and 30 controls (15M, 15F), ages 5.7 to 11.3 years. Children with DLD showed increased total brain volume, driven predominantly by a substantial increase in the volume of cerebral white matter. Cerebral cortex and caudate were relatively but not absolutely smaller in DLD. These findings are discussed in relation to issues of specificity vs. generality as they arise in debates about (1) modular vs. general processing deficits and connectionist modeling in DLD, (2) languagespecific vs. pervasive, non-specific deficits in DLD and (3) specificity of the disorder vs. overlap with other disorders, notably autism.

The gestures children produce predict the early stages of spoken language development. Here we ask whether gesture is a global predictor of language learning, or whether particular gestures predict particular language outcomes. We observed 52 children interacting with their caregivers at home, and found that gesture use at 18 months selectively predicted lexical versus syntactic skills at 42 months, even with early child speech controlled. Specifically, number of different meanings conveyed in gesture at 18 months predicted vocabulary at 42 months, but number of gesture+speech combinations did not. In contrast, number of gesture + speech combinations, particularly those conveying sentence-like ideas, produced at 18 months predicted sentence complexity at 42 months, but meanings conveyed in gesture did not. We can thus predict particular milestones in vocabulary and sentence complexity at age by watching how children move their hands two years earlier. 2 Gesture selectively predicts learning 183

The gestures children produce predict the early stages of spoken language development. Here we ask whether gesture is a global predictor of language learning, or whether particular gestures predict particular language outcomes. We observed 52 children interacting with their caregivers at home, and found that gesture use at 18 months selectively predicted lexical versus syntactic skills at 42 months, even with early child speech controlled. Specifically, number of different meanings conveyed in gesture at 18 months predicted vocabulary at 42 months, but number of gesture+speech combinations did not. In contrast, number of gesture+speech combinations, particularly those conveying sentence‐like ideas, produced at 18 months predicted sentence complexity at 42 months, but meanings conveyed in gesture did not. We can thus predict particular milestones in vocabulary and sentence complexity at age by watching how children move their hands two years earlier.

Children produce their first gestures before their first words, and their first gesture + word sentences before their first word + word sentences. These gestural accomplishments have been found not only to predate linguistic milestones, but also to predict them. Findings of this sort suggest that gesture itself might be playing a role in the language-learning process. But what role does it play? Children's gestures could elicit from their mothers the kinds of words and sentences that the children need to hear in order to take their next linguistic step. We examined maternal responses to the gestures and speech that 10 children produced during the one-word period. We found that all 10 mothers 'translated' their children's gestures into words, providing timely models for how one-and two-word ideas can be expressed in English. Gesture thus offers a mechanism by which children can point out their thoughts to mothers, who then calibrate their speech to those thoughts, and potentially facilitate language-learning.

Consider a 6~year-old child attempting to justify her belief that the amount of water changed vvhen it was poured from a tall, skinny glass into a short, wide dish. The child says, "It's different because this one's tall and that one's short," thus making it clear that she has focused on the heights of the containers. However, in the very same utterance, the child indicates with her hand shaped like a C first the diameter of the glass and then, with a wider C, the larger diameter of the dish. The child speaks about the containers' heights but has also noticed-not necessarily consciously-that the containers differ in width as well. This child has produced a gesture-speech mismatch-a communicative act in which the infor- Hmmorey, K,, & Reilly, J. (Eds.).

Evidence from theory‐of‐mind tasks suggests that young children have substantial difficulty thinking about multiple object identity and multiple versions of reality. On the other hand, evidence from children's understanding of pretense indicates that children have little trouble understanding dual object identity and counterfactual scenarios that are involved in pretend play. Two studies reported here show that this competence is not limited to pretend play. Three‐year‐olds also understand the dual identity involved in unusual functional use (X is being used as Y), even though they have difficulty understanding deceptive appearance (X looks like Y). We suggest that children are able to distinguish extrinsic object properties from intrinsic ones (function vs. category‐membership) better than they can distinguish superficial object properties from deep ones (appearance vs. category‐membership).

Evidence from theory-of-mind tasks suggests that young children have substantial difficulty thinking about multiple object identity and multiple versions of reality. On the other hand, evidence from children's understanding of pretense indicates that children have little trouble understanding dual object identity and counterfactual scenarios that are involved in pretend play. Two studies reported here show that this competence is not limited to pretend play. Three-year-olds also understand the dual identity involved in unusual functional use (X is being used as Y), even though they have difficulty understanding deceptive appearance (X looks like Y). We suggest that children are able to distinguish extrinsic object properties from intrinsic ones (function vs. category-membership) better than they can distinguish superficial object properties from deep ones (appearance vs. category-membership).

We call "regulatory traits" those cultural traits that are transmitted through cultural interactions and, at the same time, change individual behaviors directly influencing the outcome of future cultural interactions. The cultural dynamics of some of those traits are studied through simple simulations. In particular, we consider the cultural evolution of traits determining the propensity to copy, the number of potential demonstrators from whom one individual may copy, and conformist versus anti-conformist attitudes. Our results show that regulatory traits generate peculiar dynamics that may explain complex human cultural phenomena. We discuss how the existence and importance of regulatory traits in cultural evolution impact on the analogy between genetic and cultural evolution and therefore on the possibility of using evolutionary biology-inspired models to study human cultural dynamics.

Abstract. We call “regulatory traits” those cultural traits that are transmitted through cultural interactions and, at the same time, change individual behaviors directly influencing the outcome of future cultural interactions. The cultural dynamics of some of those traits are studied through simple simulations. In particular, we consider the cultural evolution of traits determining the propensity to copy, the number of potential demonstrators from whom one individual may copy, and conformist versus anti–conformist attitudes. Our results show that ...

High levels of infant negative emotionality (NE) are associated with emotional and behavioral problems later in childhood. Identifying neural markers of high NE as well as low positive emotionality (PE) in infancy can provide neural markers to aid early identification of vulnerability, and inform interventions to help delay or even prevent psychiatric disorders before the manifestation of symptoms. Prefrontal cortical (PFC) subregions support the regulation of NE and PE, with each PFC subregion differentially specializing in distinct emotional regulation processes. Gray matter (GM) volume measures show good test-retest reliability, and thus have potential use as neural markers of NE and PE. Yet, while studies showed PFC GM structural abnormalities in adolescents and young adults with affective disorders, few studies examined how PFC subregional GM measures are associated with NE and PE in infancy. We aimed to identify relationships among GM in prefrontal cortical subregions at 3 months and caregiver report of infant NE and PE, covarying for infant age and gender and caregiver sociodemographic and clinical variables, in two independent samples at 3 months (Primary: n = 75; Replication sample: n = 40) and at 9 months (Primary: n = 44; Replication sample: n = 40). In the primary sample, greater 3-month medial superior frontal cortical volume was associated with higher infant 3-month NE (p < 0.05); greater 3-month ventrolateral prefrontal cortical volume predicted lower infant 9-month PE (p < 0.05), even after controlling for 3-month NE and PE. GM volume in other PFC subregions also predicted infant 3-and 9-month NE and PE, together with infant demographic factors, caregiver age, and/or caregiver affective instability and anxiety. These findings were replicated in the independent sample. To our knowledge, this is the first study to determine in primary and replication samples associations among infant PFC GM volumes and concurrent and prospective NE and PE, and identify promising, early markers of future psychopathology risk.

The justice system in the United States has long recognized that juvenile offenders are not the same as adults, and has tried to incorporate those differences into law and policy. But only in recent decades have behavioral scientists and neuroscientists, along with policymakers, looked rigorously at developmental differences, seeking answers to two overarching questions: Are young offenders, purely by virtue of their immaturity, different from older individuals who commit crimes? And, if they are, how should justice policy take this into account? A growing body of research on adolescent development now confirms that teenagers are indeed inherently different from adults, not only in their behaviors, but also (and of course relatedly) in the ways their brains function. These findings have influenced a series of Supreme Court decisions relating to the treatment of adolescents, and have led legislators and other policymakers across the country to adopt a range of developmentally informe...

The nonword repetition (NWR) test has been shown to be a good predictor of children&#39;s vocabulary size. NWR performance has been explained using phonological working memory, which is seen as a critical component in the learning of new words. However, no detailed specification of the link between phonological working memory and long‐term memory (LTM) has been proposed. In this paper, we present a computational model of children&#39;s vocabulary acquisition (EPAM‐VOC) that specifies how phonological working memory and LTM interact. The model learns phoneme sequences, which are stored in LTM and mediate how much information can be held in working memory. The model&#39;s behaviour is compared with that of children in a new study of NWR, conducted in order to ensure the same nonword stimuli and methodology across ages. EPAM‐VOC shows a pattern of results similar to that of children: performance is better for shorter nonwords and for wordlike nonwords, and performance improves with age...

A few weeks after birth and several months before they begin producing canonical babbling, infants can perceptually integrate audio and visual cues of speech articulation. Indeed, from 2 months of age, infants look longer at a face articulating a phoneme that they can hear as opposed to a face articulating a different phoneme (Kuhl & Meltzoff,

Infants as young as 2 months can integrate audio and visual aspects of speech articulation. A shift of attention from the eyes towards the mouth of talking faces occurs around 6 months of age in monolingual infants. However, it is unknown whether this pattern of attention during audiovisual speech processing is influenced by speech and language experience in infancy. The present study investigated this question by analysing audiovisual speech processing in three groups of 4- to 8-month-old infants who differed in their language experience: monolinguals, unimodal bilinguals (infants exposed to two or more spoken languages) and bimodal bilinguals (hearing infants with Deaf mothers). Eye-tracking was used to study patterns of face scanning while infants were viewing faces articulating syllables with congruent, incongruent and silent auditory tracks. Monolinguals and unimodal bilinguals increased their attention to the mouth of talking faces between 4 and 8 months, while bimodal bilingu...

The organization of category‐selective regions in ventral visual cortex is well characterized in human adults. We investigated a crucial, previously unaddressed, question about how this organization emerges developmentally. We contrasted the developmental trajectories for face‐, object‐, and place‐selective activation in the ventral visual cortex in children, adolescents, and adults. Although children demonstrated adult‐like organization in object‐ and place‐related cortex, as a group they failed to show consistent face‐selective activation in classical face regions. The lack of a consistent neural signature for faces was attributable to (1) reduced face‐selectivity and extent of activation within the regions that will become the FFA, OFA, and STS in adults, and (2) smaller volumes and considerable variability in the locus of face‐selective activation in individual children. In contrast, adolescents showed an adult‐like pattern of face‐selective activation, although it was more righ...

Experiencing maltreatment in early childhood predicts poor parasympathetic regulation, characterized by low baseline parasympathetic activity and strong withdrawal of parasympathetic influence in response to tasks. The Promoting First Relationships® (PFR) program improves parental sensitivity toward young children in families identified as maltreating. Using a subsample from a randomized control trial, we examined whether parental participation in PFR had lasting effects on toddlers' parasympathetic regulation, as measured by respiratory sinus arrhythmia (RSA), relative to a resource and referral control condition. In addition, we examined whether parental sensitive and responsive behavior mediated or moderated associations between parent treatment group and children's RSA. More than 6 months after completing treatment, 29 families in the PFR condition and 30 families in the control condition were visited at home, and toddlers' RSA was assessed at baseline and during 5 moderately challenging tasks. Groups did not differ in baseline RSA, but differed in RSA reactivity to the tasks. Across tasks, toddlers of parents in the control condition manifested significantly larger RSA decreases than toddlers of parents in the PFR condition. Parental behavior showed divergent associations with RSA change for toddlers of parents in the PFR versus control condition, with PFR treatment predicting RSA change ranging from small decreases to increases in toddlers of parents who showed the most sensitive, responsive behavior in the 6 months following treatment. This preliminary study showed that the same intervention that improved parenting also improved toddlers' parasympathetic regulation in response to everyday activities, warranting further experimental investigation.

Abbreviations: AACA (aneurysm of the anterior communicating artery), CNV (contingent negative variation), DLPFC (dorsolateral prefrontal cortex), EEG (electroencephalography), EOG (electrooculogram), ERN (error-related negativity), ERP (event-related potential), fMRI (functional magnetic resonance imaging), PET (positron emission tomography)

・We examined the relationship between children's scale errors and their categorization ability in Japan and UK. ・UK children who showed greater local processing made more scale errors. ・Japanese children, who overall showed greater global processing, showed no such relationship. ・Suppression of scale errors in children may emerge not from attention to size per se, but from an integration of global and local information during object processing.

All numerate humans have access to two systems of number representation: an exact system that is argued to be based on language and that supports formal mathematics, and an Approximate Number System (ANS) that is present at birth and appears independent of language. Here we examine the interaction between these two systems by comparing the profiles of people with Williams Syndrome (WS) with those of typically developing children between ages 4 and 9 years. WS is a rare genetic deficit marked by fluent and well-structured language together with severe spatial deficits, deficits in formal math, and abnormalities of the parietal cortex, which is thought to subserve the ANS. One of our tasks, requiring approximate number comparison but no number words, revealed that the ANS precision of adolescents with WS was in the range of typically developing 2-to 4-year-olds. Their precision improved with age but never reached the level of typically developing 6-or 9-year-olds. The second task, requiring verbal number estimation using number words, revealed that the estimates produced by adolescents with WS were comparable to those of typically developing 6-and 9-year-olds, i.e., were more advanced than their ANS precision. These results suggest that ANS precision is somewhat separable from the mapping between approximate numerosities and number words, as the former can be severely damaged in a genetic disorder without commensurate impairment in the latter.

We examined the effects of different labelling patterns on the generalization of object names. Two-year-olds, three-yearolds and adults were shown two `standard' objects, which were named with the same label, or with two different labels, or with no label at all. Participants were then asked whether objects morphed to be intermediate to the standards belonged to one of the labelled categories or, in the No Label condition, were `like' one of the standards. The Same Label condition showed generalization to all intermediates, whereas the Different Label and No Label conditions showed division of the intermediates into two separate categories, with somewhat sharper division under Different Label. These results suggest two possible mechanisms of lexical learning: `boosting' the equivalence of different exemplars through label identity, and `differentiating' the exemplars through differences in labelling. The studies provided strong evidence for boosting. Learners are sensitive to the distribution of labels across exemplars, and they hold powerful assumptions about the relationship between these distributions and the underlying naming space. These findings have implications for the early emergence of cross-linguistic differences in lexical learning.

Noise typically induces both peripheral and central masking of an auditory target. Whereas the idea that a deficit of speech in noise perception is inherent to dyslexia is still debated, most studies have actually focused on the peripheral contribution to the dyslexics&#39; difficulties of perceiving speech in noise. Here, we investigated the respective contribution of both peripheral and central noise in three groups of children: dyslexic, chronological age matched controls (CA), and reading-level matched controls (RL). In all noise conditions, dyslexics displayed significantly lower performance than CA controls. However, they performed similarly or even better than RL controls. Scrutinizing individual profiles failed to reveal a strong consistency in the speech perception difficulties experienced across all noise conditions, or across noise conditions and reading-related performances. Taken together, our results thus suggest that both peripheral and central interference contribute...

The goal of this article is to give an overview about current issues and future perspectives in numerical development. First, we shortly discuss the evidence for an innate number sense. As one core representation of a supposed innate number sense is pre(non)verbal quantity representation, we discuss contrasting models of such a pre(non)verbal quantity representation. We then introduce calculation and transcoding models and discuss -particularly for the first -whether and when we need developmental calculation models that are distinct from adult calculation models. After discussing the influence of other cognitive abilities on number processing, we review the evidence for the postulated functional-anatomical link between parietal regions and numerical development. In the final part about future perspective, we elaborate how dyscalculia patient studies and intervention studies might enhance our understanding of numerical development. Based on this review of quite heterogeneous and parallel literatures about different topics, we conclude that a stronger integration of these different approaches and models is needed for the future.

Masa pemerintahan Dinasti Bani Umayyah di Andalusia merupakan periode emas dalam sejarah perkembangan pendidikan Islam. Meskipun terpisah secara geografis dan politik dari pusat kekhalifahan di Damaskus, wilayah Andalusia berkembang menjadi pusat intelektual dan kebudayaan yang berpengaruh luas di dunia Islam dan Eropa. Studi ini mengkaji aspek-aspek penting dalam sistem pendidikan yang berkembang di Andalusia, mulai dari lembaga pendidikan seperti kuttab, madrasah, perpustakaan, hingga Universitas Cordoba yang menjadi simbol kejayaan keilmuan Islam. Kurikulum pendidikan mencakup ilmu agama, sains, filsafat, seni, dan sastra yang mencerminkan sinergi antara iman dan rasionalitas. Peran para tokoh besar seperti Ibnu Hazm, Ibnu Rushd, dan Ibnu Khaldun turut memperkaya tradisi intelektual Islam dengan pendekatan ilmiah yang mendalam. Selain itu, karakteristik pendidikan di masa ini juga ditandai dengan sintesis pemikiran Islam dan filsafat Yunani, serta metode pembelajaran yang sistematis. Kendati mengalami tantangan seperti konflik internal dan invasi Kristen, warisan pemikiran pendidikan Islam dari Andalusia tetap relevan hingga kini sebagai bukti keberhasilan integrasi ilmu, agama, dan budaya.