The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas:     - motor, perceptual, cognitive, social and emotional development in infancy;   - social, emotional and personality development in childhood, adolescence and adulthood;   - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding;   - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;

The British Journal of Developmental Psychology publishes full-length empirical studies, conceptual papers, reviews, discussions, and brief reports in the following areas: - motor, perceptual, cognitive, social, and emotional development during infancy; - social, emotional, and personality development throughout childhood, adolescence, and adulthood; - cognitive and socio-cognitive development during childhood, adolescence, and adulthood, including the development of language, mathematics, theory of mind, drawing, spatial cognition, and biological and societal understanding; - atypical development, encompassing developmental disorders, learning difficulties/disabilities, and sensory impairments.

《British Journal of Developmental Psychology》期刊发表关于以下领域的完整实证研究、概念性论文、综述和讨论文章，以及简短报告：- 婴儿期的运动、感知、认知、社会和情感发展；- 儿童、青少年和成年期的社会、情感和个性发展；- 儿童、青少年和成年期的认知和社会认知发展，包括语言、数学、心智理论、绘画、空间认知、生物和社会理解的发展；- 非典型发展，包括发展障碍、学习困难/残疾和感官障碍。

British Journal of Developmental Psychology

Children's and adolescents’ resource allocation was examined in a context of inequality between schools and a peer group norm of either equality or equity. Participants ( N = 257; children, 7–11 years old and adolescents, 13–16 years old) were inducted into groups with either a lot (advantaged) or few (disadvantaged) art resources, in the context of an art competition. Participants were prescribed an equality (equal distribution) or equity (more resources for disadvantaged groups) norm, before allocating resources between groups. Adolescents, but not children, allocated significantly more resources to their disadvantaged in‐group than they did to a disadvantaged out‐group, particularly when prescribed an in‐group norm of equity. Participants who rectified the inequality referred to the unfair nature of the initial disparity. The findings revealed an important developmental shift between middle childhood and early adolescence regarding the influence of group status and norms on intergroup resource allocation in a competitive context. Statement of contribution What is already known on this subject? Children have the capacity to challenge intergroup resource allocation inequalities. Peer group norms can guide resource allocation in situations where inequality is not made salient. What does this study add? A peer group equity norm can guide adolescents to rectify an intergroup inequality. Relative peer group advantage plays an increasingly important role in adolescence. For children, maintaining equality can supersede adherence to a peer group norm.

Luke McGuire

Laura Elenbaas

Melanie Killen

Adam Rutland

The role of in‐group norms and group status in children's and adolescents’ decisions to rectify resource inequalities

This study investigated dimensions of executive functioning in 8‐ to 13‐year‐old children. Three tasks from the Cambridge Neuropsychological Test Automated Battery (CANTAB), two tasks from the NEPSY battery and some additional executive function (EF) tests were administered to 108 children. In line with earlier work, modest correlations among EF measures were obtained ( r &lt; .4). Both exploratory and confirmatory factor analyses yielded three interrelated factors, which resembled those obtained by Miyake et al . (2000) and which were—with some reservations—labelled Working Memory (WM), Inhibition and Shifting. Age correlated with performance on most individual EF measures as well as Shifting and WM. The present findings are in agreement with contemporary views as to the simultaneous unity and diversity of EFs.

Juhani E. Lehto

Petri Juujärvi

Libbe Kooistra

Lea Pulkkinen

Dimensions of executive functioning: Evidence from children

执行功能的维度：来自儿童的证据

This study investigates features of interaction between children that are linked to the development of understanding of mind, and asks whether these associations are evident across different relationships. Comparisons are made of the naturally occurring conversations in a sample of 43 4‐year‐old children, each observed with a sibling and with a friend. Links between features of these conversational interactions and the children's social cognitive development (theory of mind, emotion understanding), language ability and relationship quality are examined. Social cognitive skills were related to successful communication with siblings and with friends, and (marginally) to joint pretend play in both relationships; the relative significance of language for the development of social understanding differed in the two relationships. Language skills and socio‐economic background were important only for conversations and pretend play with friends, not siblings.

Alexandra L. Cutting

Judy Dunn

Conversations with siblings and with friends: Links between relationship quality and social understanding

Previous research on typically developing children has shown that their memory for events depends on how they are encoded. As children grow older, they start to mention causal and temporal relationships between events, including psychological causes. Children with specific language impairment (SLI) were studied to disentangle the effects of syntactic skill and non‐verbal IQ on event encoding and recall. Children with receptive SLI (SLI‐R; N =34) had a significant discrepancy between non‐verbal IQ and scores on a receptive language measure. Those with expressive SLI (SLI‐E; N =29) did not have significant receptive impairment, but had low scores on at least one expressive language test. Controls were 32 typically developing children of similar age and non‐verbal IQ. Children were shown two sequences of photographs, and in each case, were asked first to describe the story, and then, without warning, to recall it after a delay of 30–40 minutes. Compared with controls, children with SLI recalled significantly less story material. For the SLI‐E group, poor recall was totally accounted for by poor initial encoding of the story content. However, for the SLI‐R group, story memory was poor even after adjusting for amount of information in the initial narrative. Description and recall of the story ideas were related to use of complex syntax, and failure to use cognitive state terms predicted poor recall. We conclude that use of complex syntax and causal concepts are more important than non‐verbal IQ in determining children's event memory.

Dorothy Bishop

Chris Donlan

The role of syntax in encoding and recall of pictorial narratives: Evidence from specific language impairment

Drawing upon Buss's theory and upon research into self‐reflection it was hypothesized that fearful shyness would be developmentally prior to self conscious shyness with the transition between the two forms taking place at 7–8 years of age. Analysis of interviews conducted with 60 children aged between 5 and 11 years showed a clear tendency for references to self‐consciousness and embarrassment (which were rare at 5–6 years) to increase with age. References to fearful shyness were frequent at all age groups, suggesting an expansion in children's understanding of shyness rather than the replacement of one form by another.

W. Ray Crozier

Maria Burnham

Age‐related differences in children's understanding of shyness

儿童对害羞理解中的年龄相关差异

Abstract Misinformation poses a significant threat to modern society. Children and adolescents, highly active on social media, are particularly vulnerable to encountering misinformation from peers. Assessing whether intentionality impacts moral evaluations of misinformers, considering age and group norms, is crucial. Theory of Mind (ToM) plays a key role in understanding false beliefs and intentions. In a study involving 266 UK‐based children (8‐11‐years‐old) and adolescents (12‐15‐years‐old), participants evaluated a misinformer in a scenario involving a school competition. Deliberate misinformation led to harsher judgements and a higher likelihood of punishment. However, children tended to be more inclusive than adolescents regardless of intentionality. Adolescents with higher ToM believed in the misinformation less. Higher ToM correlated with harsher misinformer evaluations across the sample. These findings underscore the impact of intentionality, ToM and age on moral evaluations, suggesting that high ToM may mitigate positive feelings towards misinformers, potentially reducing misinformation acceptance.

Aqsa Farooq

Anna Adlam

The role of theory of mind, group norms and intentionality in children's and adolescents' moral evaluations of a misinformer

儿童和青少年对错误信息传播者的道德评价中心理理论、群体规范和意图的作用

Abstract During the COVID‐19 pandemic, closure of schools and other public places changed the circumstances under which young people engaged in identity development. This qualitative study examines the impact of COVID‐19 on the gender identity development of 295 transgender and gender diverse youth, ages 13–22. Responses to the open‐ended question ‘How has the COVID pandemic changed or affected your own understanding of your gender identity?’ were analysed through thematic analysis. Findings revealed six major themes and nine subthemes: (a) time for identity development (self‐reflection and self‐realization, self‐acceptance and self‐worth and self‐expression and experimentation), (b) no changes, (c) COVID‐19‐specific factors (masks help pass, limited expression/identity suppression and break from social pressures), (d) trans/non‐binary visibility on online platforms (knowledge, connection and personal increased visibility), (e) increased confusion/pain and (f) unspecified but significant changes. Close to 30% of participants reported no change to their understanding of their gender identity. Of the participants who did report change, the most common theme was time for identity development (56.3%). This study indicates that the COVID‐19 pandemic and lockdown had important, largely positive impacts on individuals' gender identity development.

Sydney Hainsworth

Russell B. Toomey

Roberto L. Abreu

Zhenqiang Zhao

Exploring the impact of the COVID‐19 pandemic on the identity of trans and gender diverse youth

探索新冠疫情对跨性别及性别多样性青少年身份的影响

One-year-olds spontaneously inform others, but less is known about the emergence of spontaneous misinforming. The current study investigated whether young children who spontaneously inform ignorant others also deliberately misinform others in matched uninstructed interactions. Conceptually, misinforming provides a convincing case for interaction-based, implicit false belief understanding. In a simplified, anticipatory and interactive paradigm, a protagonist puppet played with the child and an object and then hid the object in one of two boxes. When the protagonist was temporarily absent, either her friend or a competitor puppet searched for the hidden object. Children spontaneously joined the play and helped or hindered by informing or misinforming the puppets. Experiment 1 revealed that 2-year-olds spontaneously informed the friend. However, they did not selectively misinform the competitor. In order to exclude methodological biases and replicate previous findings, Experiment 2 tested 3-year-olds, confirming skills for spontaneous misinforming with the same paradigm. Findings reveal that informing, but not misinforming, is part of younger children's early spontaneous communication, which suggests a conceptual distinction in the use of communication and casts doubts on an interactive use of false belief understanding in early interactions.

Mareike Klafka

Ulf Liszkowski

Three‐ but not 2‐year‐olds misinform others spontaneously in an interaction‐based task

三岁而非两岁的幼儿在基于互动的任务中会自发地误导他人

Fear and fearlessness are two distinct emotional responses that can occur when a person faces a potentially dangerous situation. These responses seem to be linked to gender stereotypes (fearful female and fearless male). This study examines whether preschool children attribute fear and fearlessness stereotypically in relation to gender and whether their attributions vary as a function of age and gender. One hundred and twenty children (60 boys and 60 girls) aged 3, 4 and 5 years participated in this study. We examined children's gender-stereotypical performance through emotional scenarios and drawing tasks involving fear and fearlessness conditions. The results showed that children's performance was equally stereotypical in the two conditions. An age effect was found: children's gender stereotypical attributions increased with age. The results showed no differences in children's stereotypical performance in regards to their gender and task type (emotional scenarios and drawing tasks). The significance and implications of these findings are discussed in the context of gender-emotion stereotypes.

Sofia Kelesidou

Fotini Bonoti

Georgios Abakoumkin

Plousia Misailidi

Gender‐stereotypical attribution of fear and fearlessness in preschool children

学龄前儿童对恐惧和无畏的性别刻板印象归因

Abstract With the majority of young people using social media as a primary form of communication with friends and family, it is becoming increasingly important to understand how adolescents perceive their own and others' online behaviour. Participants ( N = 34) aged 11–15 years took part in focus group discussions exploring their perceptions of the communication intentions of using online interpersonal feedback, specifically the use of ‘reactions’ (e.g., likes and comments). A thematic analysis of the transcripts indicated that young people are using social media reactions to (i) form and maintain impressions online, (ii) give, receive, and withhold support from others, and (iii) express themselves and tailor their social media experience. Findings show that adolescents are aware of the online social norms surrounding the use of reactions and how the number of reactions relates to their mood and feelings of self‐worth.

Abbreviation	British J of Dev Psycho
Journal Impact	2.40
Quartiles(Global)	PSYCHOLOGY, DEVELOPMENTAL(Q2)

ISSN	0261-510X, 2044-835X
h-index	91

Publication Information	Publisher: Wiley-Blackwell，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1996，Proportion of original research papers: 100.00%，Self Citation Rate:3.80%， Gold OA Rate: 33.71%

British Journal of Developmental Psychology

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