ABSTRACT

Several studies suggest that children's learning and engagement with the content of play activities is affected by the ways parents and children interact. In particular, when parents are overly directive and set more goals during play with their children, their children tend to play less or are less engaged by subsequent challenges with the activity on their own. A concern, however, is that this directed interaction style is only compared with other styles of parent–child interaction, not with a baseline measure of engagement or learning. The present study incorporates such a baseline measure, comparing it with previously-collected data on children's engagement and learning in a set of circuit-building challenges. Regarding engagement, children were less engaged by the challenges when their parents were more directed during a free play setting (tested in Sobel et al. 2021) than when children had no prior experience playing with the circuit components. Regarding learning, children were better able to complete the circuit challenges and provided more causal explanations for how the completed challenges worked when they had experience playing with the circuit blocks with their parent. Overall, these data suggest that parent–child interaction during a STEM activity relates to both children's engagement and performance on challenges related to that activity.

ABSTRACT

Contagious crying in infants has been considered an early marker of their sensitivity to others’ emotions, a form of emotional contagion, and an early basis for empathy. However, it remains unclear whether infant distress in response to peer distress is due to the emotional content of crying or acoustically aversive properties of crying. Additionally, research remains severely biased towards samples from Europe and North America. In this study, we address both aspects by employing the novel and non-invasive method of infrared thermal imaging, in combination with behavioural markers of emotional contagion, to measure emotional arousal during a contagious crying paradigm in a cross-cultural sample of 10- to 11-month-old infants from rural and urban Uganda and the United Kingdom (N = 313). Infants heard social stimuli of positive, negative, and neutral emotional valence (infant laughing, crying, and babbling, respectively) and a non-social, acoustically matched artificial aversive sound. Results revealed that overall changes (as opposed to positive or negative) in infant nasal temperature were larger in response to crying and laughing compared to the artificial aversive sound and larger for crying than for babbling. Infants showed stronger behavioural responses for crying than for the artificial stimulus, as well as for crying than for laughing. Overall, our results support the view that infants within the first year of life experience emotional contagion in response to peer distress, an effect that is not just explained by the aversive nature of the stimuli. Sensitivity to others’ emotional signals in the first year of life may provide the core building blocks for empathy. A video abstract of this article can be viewed at https://youtu.be/JbwL3BHkKlU.

ABSTRACT

The classical view is that perceptual attunement to the native language, which emerges by 6–10 months, developmentally precedes phonological feature abstraction abilities. That assumption is challenged by findings from adults adopted into a new language environment at 3–5 months that imply they had already formed phonological feature abstractions about their birth language prior to 6 months. As phonological feature abstraction had not been directly tested in infants, we examined 4–6-month-olds’ amodal abstraction of the labial versus coronal place of articulation distinction between consonants. In the training phase, infants heard a series of labial non-words paired with an animal image and a series of coronal non-words (multisyllabic) paired with another image. At test, they viewed a silent video of a talker producing coronal and labial words, paired with either the familiarised image or the contrary image. The infants looked significantly longer on matching trials than mismatching trials, suggesting amodal abstraction of this consonantal place of articulation distinction by 4–6 months. These findings provide direct evidence for the inference from the adoptee findings that phonological feature abstraction emerges prior to perceptual attunement.

ABSTRACT

Newborns are able to neurally discriminate between speech and nonspeech right after birth. To date it remains unknown whether this early speech discrimination and the underlying neural language network is associated with later language development. Preterm-born children are an interesting cohort to investigate this relationship, as previous studies have shown that preterm-born neonates exhibit alterations of speech processing and have a greater risk of later language deficits. This investigation also holds clinical importance, as differences in neonatal speech discrimination and its functional networks may serve as predictors of later language outcomes. We therefore investigated neural speech discrimination using functional near-infrared spectroscopy in 92 preterm- and term-born neonates and its predictive value for language development in 45 of them. Three to five years later, preterm-born and term-born children did not significantly differ in language comprehension, sentence production, the use of morphological rules, or phonological short-term memory. In addition, the gestational age at birth was not a significant predictor of language development. Neural speech discrimination, in contrast, was strongly correlated with later phonological short-term memory. However, not the extent of speech discrimination, but rather its lateralization, was a predictor of language development. Children with less right hemisphere involvement—and therefore more left-lateralized speech discrimination at birth—showed better development of phonological short-term memory three to five years later. These findings suggest that the ability of fetuses to form memory traces is reflected by neonatal abilities to neurally discriminate speech, which in turn is a predictor for later phonological short-term memory.

ABSTRACT

Before they even talk, infants become sensitive to the speech sounds of their native language and recognize the auditory form of an increasing number of words. Traditionally, these early perceptual changes are attributed to an emerging knowledge of linguistic categories such as phonemes or words. However, there is growing skepticism surrounding this interpretation due to limited evidence of category knowledge in infants. Previous modeling work has shown that a distributional learning algorithm could reproduce perceptual changes in infants' early phonetic learning without acquiring phonetic categories. Taking this inquiry further, we propose that linguistic categories may not be needed for early word learning. We introduce STELA, a predictive coding algorithm designed to extract statistical patterns from continuous raw speech data. Our findings demonstrate that STELA can reproduce some developmental patterns of phonetic and word form learning without relying on linguistic categories such as phonemes or words nor requiring explicit word segmentation. Through an analysis of the learned representations, we show evidence that linguistic categories may emerge as an end product of learning rather than being prerequisites during early language acquisition.

Developmental Science, Volume 28, Issue 2, March 2025.

ABSTRACT

Previous research indicates that both adults and newborns show enhanced electrophysiological and behavioral responses to schematic face-like configurations (FCs—three dots composing a downward-pointing triangle), as compared to the inverted configurations (ICs). Even fetuses, when exposed to light stimuli projected through the uterine wall, preferentially orient their heads toward FCs rather than ICs. However, when this effect emerges along the third trimester of pregnancy and in relation to the maturation of which brain structures is still unknown. Here, to provide a sensitive measure of fetal preference for FCs along the whole third trimester, fetal lens movements in response to FCs and ICs was monitored with 2D-ultrasound. In a series of three experiments, fetuses were recruited at 26, 31, and 37 weeks of gestational age and were presented with both flashing and continuous light stimuli. Our results showed that significantly more lens movements were observed in response to continuous as compared to flashing light stimuli. Furthermore, lens movements linearly increased within the third trimester and, regardless of the time-point, significantly more lens movements were observed in response to FCs versus ICs. We also found a significant correlation in the first time-point, wherein the greater the FCs versus ICs differential response the larger the thalamic nuclei dimension. These findings suggest that FC preference is already present at the beginning of the third trimester, as soon as thalamocortical projections are established.

ABSTRACT

Immigration is among the most pressing issues of our time. Important questions concern the psychological mechanisms that contribute to attitudes about immigration. Whereas much is known about adults’ immigration attitudes, the developmental antecedents of these attitudes are not well understood. Across three studies (N = 616), we examined US children's attitudes toward migrants by introducing them to two novel groups of people: one native to an island and the other migrants to the island. The migrants varied by (1) Migrant Status: migrants came from a resource-poor island (fleers) or a resource-rich island (pursuers); and (2) Acculturation Style: migrants assimilated to the native culture (assimilated) or retained their original cultural identity (separated). We studied a range of children's immigration attitudes: children's preferences, resource allocations, and perceptions of solidarity between groups (Experiment 1), children's conferral of voting power (Experiment 2a) and political representation (Experiment 2b), and children's beliefs about political representation when an equal government was not possible (Experiment 3). Overall, children showed a bias toward natives, but the degree of their bias depended on the type of migrant they were evaluating. Children generally favored Pursuers over Fleers, and Assimilated migrants over Separated migrants. In some cases, the intersection of these factors mattered: children expressed a specific preference for Separated Pursuers and a specific penalization of Separated Fleers. These studies reveal the early developmental roots of immigration attitudes, particularly as they relate to political power and the intersecting forces of migrant status and acculturation.

ABSTRACT

As young as 3 years old, children rely on a mutual intentionality framework to confer group membership—that is, agreement between a joiner (“I want to be in your group”) and group (“We want you to be in our group”). Here, we tested whether children apply this cognitive framework in the context of identity-based groups, specifically gender and race. In Study 1 (preregistered), we asked a large sample of 3–8-year-olds (N = 448; 224 girls) whether a novel joiner character (girl, boy) could join a group (girls, boys) based on joiner-group intentions (non-mutual, mutual) and joiner-group gender congruence (incongruent [e.g., girl-to-boys], congruent [e.g., girl-to-girls]). Study 2 (preregistered; N = 433; 208 minoritized race) followed the same structure as Study 1 but instead varied the race of the joiner (Black, White) and group (Black, White). In both studies, participants as young as 3 years old relied on a mutual intentionality framework to confer group membership. This effect strengthened with age, replicating past work and newly showing that children rely on mutual intentions in the context of identity-based groups. An exploratory integrative data analysis (IDA) comparing across studies revealed that participants additionally relied on joiner-group gender congruence to confer group membership as young as 3 years old (Study 1) but did not rely on joiner-group racial congruence until 5 years old (Study 2). It appears, then, that young children's determination of group membership is influenced by interactive cognitive processes that incorporate others’ mental processes (intentions) and their emerging understanding of the social world (identity-based group boundaries).

ABSTRACT

Functional magnetic resonance imaging (fMRI) studies with adults provide evidence that functional brain networks, including the default mode network and frontoparietal network, underlie executive functioning (EF). However, given the challenges of using fMRI with infants and young children, little work has assessed the developmental trajectories of these networks or their associations with EF at key developmental stages. More recently, functional near-infrared spectroscopy (fNIRS) has emerged as a promising neuroimaging tool which can provide information on cortical functional networks and can be more easily implemented with young children. Children (N = 207; n = 116 male; n = 167 White) had fNIRS data recorded at infancy, 3, 5, and 7 years of age while watching a 2-min nonsocial video. At 3, 5, and 7 years, children completed behavioral assessments and parents completed questionnaires to assess child EF abilities. Results showed that, although early functional brain network connectivity was not associated with later functional brain connectivity, EF was concurrently and longitudinally associated with functional connectivity levels in both networks. Overall, these results inform the understanding of early emerging neural underpinnings of regulatory abilities and point to considerable change in the composition of functional brain networks and a conservation of function across development.

ABSTRACT

Early vocabulary development benefits from diverse lexical exposures within children's language environment. However, the influence of lexical diversity on children as they enter middle childhood and are exposed to multimodal language inputs remains unclear. This study evaluates global and local aspects of lexical diversity in three 1.6-million-word child-directed corpora, representing average Chinese children's speech, print, and media language environments. Additionally, pseudo-multimodal samples were compiled from the three corpora to compare with the unimodal environments on lexical diversity. We then investigated the associations between lexical diversity and the acquisition of 361 words spanning early-to-middle childhood. The findings show that print and pseudo-multimodal language provided the most diverse lexical environments, whereas speech exhibited the least diversity. However, speech diversity most strongly predicted lexical development, particularly before the onset of middle childhood. Exploratory analysis revealed that lexical diversity of other modalities emerged as stronger predictors thereafter. Early lexical development was best predicted by words’ variations in connectivity with other words within an immediate context, whereas in middle childhood, variations in words’ occurrences in larger context windows became the primary predictor, implicating children's growing ability to attend to linguistic contexts of increasing sizes. Importantly, higher diversity was consistently associated with earlier word acquisition across measures and developmental phases. These findings underscore the critical role of varied lexical experiences in children's language development.

ABSTRACT

Time words like “yesterday” and “tomorrow” are abstract, and are interpreted relative to the context in which they are produced: the word “tomorrow” refers to a different point in time now than in 24 h. We tested 112 three- to five-year-old English- and Hindi-speaking children on their knowledge of “yesterday” and “tomorrow,” which are represented by the same word in Hindi-Urdu: “kal.” We found that Hindi learners performed better than English learners when tested on actual past and future events, but that performance for hypothetical events was poor for both groups. Compatible with a “syntactic cues” account, we conclude that syntactic tense information—which is necessary for differentiating “yesterday” from “tomorrow” in Hindi—may play a stronger role in learning the deictic status of these words than mapping of specific words to particular past and future events (“event mapping”).