Screen Time and Executive Function in Toddlerhood: A Longitudinal Study.

Technology is pervasive in homes with young children. Emerging evidence that electronic screen-based media use has adverse effects on executive functions may help explain negative relations between media use and early academic skills. However, longitudinal investigations are needed to test this idea.

Metacognitive study strategies in a college course and their relation to exam performance.

Several strands of prior work have evaluated students' study strategies and learning activities. In this work, we focus on integrating two of those strands. One has focused on student self-reports of their study practices from a cognitive psychology perspective.

Contrast Is in the Eye of the Beholder: Infelicitous Beat Gesture Increases Cognitive Load During Online Spoken Discourse Comprehension.

We investigated how two cues to contrast-beat gesture and contrastive pitch accenting-affect comprehenders' cognitive load during processing of spoken referring expressions. In two visual-world experiments, we orthogonally manipulated the presence of these cues and their felicity, or fit, with the local (sentence-level) referential context in critical referring expressions while comprehenders' task-evoked pupillary responses (TEPRs) were examined. In Experiment 1, beat gesture and contrastive accenting always matched the referential context of filler referring expressions and were therefore relatively felicitous on the global (experiment) level, whereas in Experiment 2, beat gesture and contrastive accenting never fit the referential context of filler referring expressions and were therefore infelicitous on the global level.

When beliefs matter most: Examining children's math achievement in the context of parental math anxiety.

A growing body of research suggests that parents' beliefs about and attitudes toward math predict their young children's math skills. However, limited research has examined these factors in conjunction with one another or explored potential mechanisms underlying these associations. In a sample of 114 preschool-aged children and their parents, we examined how parents' beliefs about math and math anxiety together relate to children's math achievement and how parents' practices to support math might explain these associations.

Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math Ability.

Research with children and adults suggests that people's math performance is predicted by individual differences in an evolutionarily ancient ability to estimate and compare numerical quantities without counting (the approximate number system or ANS). However, previous work has almost exclusively used visual stimuli to measure ANS precision, leaving open the possibility that the observed link might be driven by aspects of visuospatial competence, rather than the amodal ANS. We addressed this possibility in an ANS training study.

Changing Social Contexts to Foster Equity in College Science Courses: An Ecological-Belonging Intervention.

In diverse classrooms, stereotypes are often "in the air," which can interfere with learning and performance among stigmatized students. Two studies designed to foster equity in college science classrooms (s = 1,215 and 607) tested an intervention to establish social norms that make stereotypes irrelevant in the classroom. At the beginning of the term, classrooms assigned to an ecological-belonging intervention engaged in discussion with peers around the message that social and academic adversity is normative and that students generally overcome such adversity.

Beyond Screen Time: A Synergistic Approach to a More Comprehensive Assessment of Family Media Exposure During Early Childhood.

Digital media availability has surged over the past decade. Because of a lack of comprehensive measurement tools, this rapid growth in access to digital media is accompanied by a scarcity of research examining the family media context and sociocognitive outcomes. There is also little cross-cultural research in families with young children.

Influences on memory for naturalistic visual episodes: sleep, familiarity, and traits differentially affect forms of recall.

The memories we form are composed of information that we extract from multifaceted episodes. Static stimuli and paired associations have proven invaluable stimuli for understanding memory, but real-life events feature spatial and temporal dimensions that help form new retrieval paths. We ask how the ability to recall semantic, temporal, and spatial aspects (the "what, when, and where") of naturalistic episodes is affected by three influences-prior familiarity, postencoding sleep, and individual differences-by testing their influence on three forms of recall: cued recall, free recall, and the extent that recalled details are recombined for a novel prompt.

Background media use is negatively related to language and literacy skills: indirect effects of self-regulation.

Background: Media use is pervasive among young children. Over 95% of homes in the US have one or more televisions, and access to screen-based media continues to grow with the availability of new technologies. Broadly, exposure to large amounts of screen-based media is negatively related to language and literacy skills; however, questions remain as to the features of media that are detrimental to these skills and the mechanisms by which they are connected.

Unmasking individual differences in adult reading procedures by disrupting holistic orthographic perception.

Word identification is undeniably important for skilled reading and ultimately reading comprehension. Interestingly, both lexical and sublexical procedures can support word identification. Recent cross-linguistic comparisons have demonstrated that there are biases in orthographic coding (e.

Cross-Linguistic Word Recognition Development Among Chinese Children: A Multilevel Linear Mixed-Effects Modeling Approach.

The effects of psycholinguistic variables on reading development are critical to the evaluation of theories about the reading system. Although we know that the development of reading depends on both individual differences (endogenous) and item-level effects (exogenous), developmental research has focused mostly on average-level performance, ignoring individual differences. We investigated how the development of word recognition in Chinese children in both Chinese and English is affected by (a) item-level, exogenous effects (word frequency, radical consistency, and curricular grade level); (b) subject-level, endogenous individual differences (orthographic awareness and phonological awareness); and (c) their interactive effect.

The Appearance-Related Social Media Consciousness Scale: Development and validation with adolescents.

Appearance-related social media consciousness (ASMC) is defined as the extent to which individuals' thoughts and behaviors reflect ongoing awareness of whether they might look attractive to a social media audience. In this 3-study paper, we report the development and validation of the ASMC Scale for adolescents. In Study 1, we developed 18 items and received input from adolescent focus groups and content experts, resulting in 13 items.

Deep Learning Estimation of Multi-Tissue Constrained Spherical Deconvolution with Limited Single Shell DW-MRI.

Diffusion-weighted magnetic resonance imaging (DW-MRI) is the only non-invasive approach for estimation of intra-voxel tissue microarchitecture and reconstruction of in vivo neural pathways for the human brain. With improvement in accelerated MRI acquisition technologies, DW-MRI protocols that make use of multiple levels of diffusion sensitization have gained popularity. A well-known advanced method for reconstruction of white matter microstructure that uses multi-shell data is multi-tissue constrained spherical deconvolution (MT-CSD).

Neural Patterns are More Similar across Individuals during Successful Memory Encoding than during Failed Memory Encoding.

After experiencing the same episode, some people can recall certain details about it, whereas others cannot. We investigate how common (intersubject) neural patterns during memory encoding influence whether an episode will be subsequently remembered, and how divergence from a common organization is associated with encoding failure. Using functional magnetic resonance imaging with intersubject multivariate analyses, we measured brain activity as people viewed episodes within wildlife videos and then assessed their memory for these episodes.

A Lifespan fMRI Study of Neurodevelopment Associated with Reading Chinese.

We used functional magnetic resonance imaging (fMRI) to map the neural systems involved in reading Chinese in 125 participants 6-74 years old to examine two theoretical issues: how brain structure and function are related in the context of the lifetime neural development of human cognition and whether the neural network for reading is universal or different across languages. Our findings showed that a common network of left frontal and occipital regions typically involved in reading Chinese was recruited across all participants. Crucially, activation in left mid-inferior frontal regions, fusiform and striate-extrastriate sites, premotor cortex, right inferior frontal gyrus, bilateral insula, and supplementary motor area all showed linearly decreasing changes with age.

Character and child factors contribute to character recognition development among good and poor Chinese readers from grade 1 to 6.

In light of the dramatic growth of Chinese learners worldwide and a need for a cross-linguistic research on Chinese literacy development, this study investigated (a) the effects of character properties (i.e., orthographic consistency and transparency) on character acquisition, and (b) the effects of individual learner differences (i.

Examining income dynamics and externalizing and internalizing trajectories through a developmental psychopathology lens: A nationally representative study.

Prior research has documented elevations in levels of internalizing and externalizing behaviors among children in lower income families in comparison to more advantaged peers. However, most studies focus on behavior problems at a single point in time or within a short developmental period. Associations between income dynamics and developmental trajectories of behavior problems over time are less understood.

Cerebral visual impairment captured with a structured history inventory in extremely preterm born children aged 6.5 years.

Purpose: To investigate whether a questionnaire can identify cerebral visual impairment (CVI) in a group of 6.5-year-old children born extremely preterm (EPT) as accurately as direct assessments.

Methods: This prospective population-based study included 120 children born before 27 weeks' gestational age (66 males; mean, 25.

The mindful adolescent: Developmental changes in nonreactivity to inner experiences and its association with emotional well-being.

Little is known about the naturalistic development of mindfulness in adolescence and how it relates to changes in emotional well-being. The current longitudinal study examined the development of one dimension of mindfulness, nonreactivity to difficult inner experience (or in more colloquial terms, being able to notice, but "take a step back" from distressing thoughts), in a racially and socioeconomically diverse sample ( = 1,657) during the transition from middle school to high school. Students participated in up to four assessment waves, from fall of 8th grade through spring of 9th grade, in which they completed self-report measures assessing nonreactivity, perceived stress, and positive and negative affect.

Understanding the unique contributions of home numeracy, inhibitory control, the approximate number system, and spontaneous focusing on number for children's math abilities.

Math abilities are important predictors of both children's academic achievement and their outcomes in adulthood such as full-time employment and income. Previous work indicates that parenting factors (i.e.

An integrative development-in-sociocultural-context model for children's engagement in learning.

The construct of engagement provides a holistic lens for understanding how children interact with learning activities, with distinct behavioral, emotional-affective, and cognitive components forming a multidimensional engagement profile for each child. As the understanding of engagement and recognition of its complexity grow, a pressing need has emerged for a synthetic, coherent review that simultaneously integrates extant literature and clarifies the conceptualization of engagement, identifies its key facilitators and consequences, and proffers a theoretical framework that elaborates on how engagement functions. Using a developmental-contextual approach, this article integrates empirical and theoretical scholarship to illustrate how engagement is produced by developmental and relational processes involving transactions across multiple ecologies.

Trajectories of Discrimination across the College Years: Associations with Academic, Psychological, and Physical Adjustment Outcomes.

Despite growing evidence that racial-ethnic discrimination has a critical impact on college students of color, there is a shortage of longitudinal studies investigating such discrimination across the course of students' college careers. The present study examined trajectories of professor- and peer-perpetrated ethnic-racial discrimination across the first three years in college and the correlations between these trajectories and academic, psychological, and physical adjustment outcomes during students' fourth year in a sample of 770 Black, 835 Asian American, and 742 Latino college students (total n = 2347; 60.1% female) at elite colleges and universities in the United States.

Accelerating Adolescent Vocabulary Growth: Development of an Individualized, Web-Based, Vocabulary Instruction Program.

Purpose Improving vocabulary knowledge is important for many adolescents, but there are few evidence-based vocabulary instruction programs available for high school students. The purpose of this article is to describe the iterative development of the DictionarySquared research platform, a web-based vocabulary program that provides individualized vocabulary instruction, and to report the results of 2 pilot studies examining the feasibility of implementation and potential effectiveness with high school students. Method We describe our theory of change and 5 phases of iterative development.

Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents.

Purpose In this clinical focus article, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility academic words that carry abstract meanings and appear in texts across content areas (e.g.