The late positive potential (LPP), an event-related potential reflecting affective processing, may exhibit developmental shifts in magnitude and scalp location. In the present longitudinal study, 501 youth (47.3% female; 89.4% White; 12.0% Hispanic) completed the emotion interrupt task to elicit the LPP to neutral, positive, and negative images at…

The study of how children learn numbers has yielded one of the most productive research programs in cognitive development, spanning empirical and computational methods, as well as nativist and empiricist philosophies. This paper provides a tutorial on how to think computationally about learning models in a domain like number, where learners take…

We demonstrate how developmental theories may be instantiated as statistical models, using hierarchical continuous-time dynamic systems. This approach offers a flexible specification and an often more direct link between theory and model parameters than common modeling frameworks. We address developmental theories of the relation between the…

According to the failure model (Patterson & Capaldi, 1990), peer rejection is the intermediary link between problem behaviors and internalizing symptoms. The present study tested the model with 464 monozygotic and same-sex dizygotic twin pairs (234 female, 230 male dyads). Teacher-reported reactive aggression and internalizing symptoms, and…

We present a neural network model of referent identification in a visual world task. Inputs are visual representations of item pairs unfolding with sequences of phonemes identifying the target item. The model is trained to output the semantic representation of the target and to suppress the distractor. The training set uses a 200-word lexicon…

The ability to consider multiple possibilities forms the basis for a wide variety of human-unique cognitive capacities. When does this skill develop? Previous studies have narrowly focused on children's ability to prepare for incompatible future outcomes. Here, we investigate this capacity in a causal learning context. Adults (N = 109) and 18- to…

Children's hypothetical reasoning about a complex and dynamic causal system was investigated. Predominantly White, middle-class 5- to 7-year-old children from the Greater Toronto Area learned about novel food chains and were asked to consider the effects of removing one species on the others. In Study 1 (N = 72; 36 females, 36 males; 2018),…

This study explores the effects of the two-generation program Career"Advance"--which combines education and training for parents in healthcare with Head Start for children--on children's academic, language, mathematics, and inhibitory control followed for 3 years. The sample (collected in Tulsa, Oklahoma from 2011 to 2018) includes 147…

We examined the prototype v. revisionist models of attachment stability with a five-wave, 6-year, longitudinal study of attachment security from middle childhood to adolescence in a White Western European sample (N = 157; Wave 1 M[subscript age] = 10.91, SD = 0.87; 52% female). Attachment was assessed using both questionnaire (Experiences in Close…

This study explores how caregiver-child scientific conversation during storybook reading focusing on the challenges or achievements of famous female scientists impacts preschoolers' mindset, beliefs about success, and persistence. Caregiver-child dyads (N = 202, 100 female, 35% non-White, aged 4-5, [function] = 0.15) were assigned to one of three…

This study investigates the influence of semantic maturation on early lexical development by examining the impact of contextual diversity--known to influence semantic development--on word promotion from receptive to productive vocabularies (i.e., comprehension-expression gap). Study 1 compares the vocabularies of 3685 American-English-speaking…