In grammaticalization studies, reanalysis is understood as the assignment of new meaning to formally unchanged elements, supported by bridging contexts compatible with the old and the reanalyzed meaning. The source determination hypothesis (SDH) predicts that parallel grammaticalization trajectories occur crosslinguistically, as similar source meanings give rise to similar inferences. One such pattern is the development of recent past markers from FINISH constructions. While grammaticalization pathways are well-documented crosslinguistically, the SDH has never been tested experimentally. In this study, we examine whether modern English speakers are sensitive to inferences arising from a bridging context identified as relevant to the grammaticalization of Old Spanish FINISH into a recent past marker. In a temporal distance judgment task, we examined whether the bridging context identified for Old Spanish facilitates an inference of temporal immediacy in contemporary English, where the construction has not been grammaticalized. In line with the SDH, the bridging context enhanced an inference of immediacy in contemporary English (Exp. 1), with specific grammatical features of the source determining its strength (Exp. 2). These results not only demonstrate the viability of testing hypotheses about language change using experimental pragmatics but also call for empirically refining the concept of source determination.

This experimental study explored how adopting a deceptive stance affects linguistic processes during real-time production of multi-sentence texts in speaking and writing. Language production involves planning, monitoring and editing – processes that give rise to and are shaped by fluctuations in processing demands. Deception is assumed to influence these processes as speakers and writers manage competing communicative goals: to be coherent while concealing the truth. Narratives were elicited by asking participants to account for events from four short films: two truthful and two deceitful, in both speaking and writing. In speaking, deception decreased the total number of pauses, but in longer deceptive texts, pausing instead increased, suggesting adaptive adjustments to regulate overt cues to lying. In writing, deception decreased text revisions and altered pause behaviour, suggesting that writers modified their production patterns when altering information. Together, these findings suggest that deceptive language production involves shifts in planning, monitoring and editing processes that manifest differently across modalities: while speech shows suppression of pauses, writing reveals subtle changes in revision and pausing behaviour. These results highlight modality-specific signatures of deception and demonstrate how speakers and writers dynamically adapt their language production processes to align with communicative intent.

Demand currently greatly outweighs supply in teenage mental health, with statutory services and the third sector struggling to cope with the number of referrals. There is increasing interest in the possibility of using schools to provide mental health interventions. This pilot study looked at the feasibility of developing a version of an existing evidence-based transdiagnostic large-class didactic approach widely used in NHS adult services – ‘Stress Control’ – for use with teenagers as a universal early intervention/prevention approach taught by teachers within the Personal and Social Education (PSE) curriculum in a high school in a highly deprived area. PSE teachers were trained, over five hours, to deliver each of the eight sessions in single weekly periods. Measures of anxiety and depression (RCADS) and wellbeing (WEMBWS) were administered at pre- and post-intervention and at 9-month follow-up. Results suggest that teachers reported few problems in delivering the approach, seen as relevant by pupils and showed significant reduction in anxiety and depression and significant gains in wellbeing at post-intervention. These gains were maintained at 9-month follow-up. There appears to be potential in this model. One of its strengths appears to be the positive collaboration between the psychologist, teachers and pupils, which resulted in changes being made to the original model. Limitations of the study and suggestions for future research are given.

Parental reflective functioning – parents’ capacity to envision the mental states underlying their child’s behavior – plays an important role in parenting behavior, parental well-being, and children’s psychosocial outcomes. Most studies have examined parental reflective functioning in terms of relatively stable interindividual differences between parents. This is unfortunate because theoretical accounts suggest that this capacity is susceptible to intraindividual fluctuations. Parenting stress, in particular that associated with difficult child behavior, has been described as a factor that can put parental reflective functioning under pressure. Using a multilevel approach, this 7-day diary study investigated day-to-day fluctuations in parental reflective functioning and its associations with daily parenting stress and perceived internalizing and externalizing adolescent difficulties. Parents of community adolescents (N = 128) and adopted adolescents (N = 28) were sampled because adoptive parents face unique stressors that may challenge their reflective capacities. Results indicated that daily parenting stress was associated with more daily prementalizing (i.e., severely biased mentalizing), less daily certainty about mental states, and less interest and curiosity in the adolescent’s mental states. Whereas externalizing difficulties were similarly related to more daily prementalizing and less certainty about mental states, findings for internalizing difficulties were mixed. Most associations were consistent across biological and adoptive parents.

Memory for emotional information is greater than for non-emotional information and is enhanced by sleep-related consolidation. Previous studies have focused on emotional arousal and valence of established stimuli, but what is the effect of sleep on newly acquired emotional information? Figurative expressions, which are pervasive in everyday communication, are often rated as higher in emotionality than their literal counterparts, but the effect of emotionality on the learning of metaphors, and the effect of sleep on newly acquired emotionally negative, positive and neutral language, is as yet poorly understood. In this study, participants were asked to memorise conventional (e.g. ‘sunny disposition’) and novel (e.g. ‘cloudy disposition’) metaphorical word pairs varying in valence, accompanied by their definitions. After a 12-hour period of sleep or wake, participants were tested on their recognition of word pairs and recall of definitions. We found higher arousal ratings were related to increased recognition and recall performance. Furthermore, sleep increased the accurate recognition of all word pairs compared to wake but also reduced the valence of word pairs. The results indicate better memory for newly acquired emotional stimuli, a benefit of sleep for memory, but also a reduction in emotional arousal as a consequence of sleep consolidation.

Frameworks are widespread in developmental psychology. They provide general ideas about what to study in human development: which concepts to focus on (e.g., systems, timescales), which processes to test (e.g., micro–macro, bidirectional), and which methods to use (e.g., interview, dynamical equations). However, despite their prominence, there exists very little consensus or guidance on how to use frameworks in research. As such, they have an obscure role, influencing our research questions, methods, and theory, but often in ways we cannot articulate for ourselves, let alone for others. This Views paper presents our perspective on how different frameworks can inform the assumptions, targets, goals, context, timing, and methods of a research project. As an illustrative example, we use Bronfenbrenner’s bioecological framework to inform research investigating how parent–child relationships shape the development of executive self-regulation. We also show how different frameworks relevant to developmental psychopathology can inform a research project in distinct ways. Thus, this Views paper provides a practical guide for developmental researchers to more explicitly use and benefit from frameworks in their research.

This study investigates the potential of rumination-focused cognitive behavioural therapy (RFCBT) to address core issues in adolescents with social anxiety disorder (SAD). Specifically, it examines RFCBT’s effectiveness in reducing internalized shame, negative interpretation biases, and rumination, which contribute significantly to their social anxiety. The present study employed a quasi-experimental design with a pre-test, post-test, and follow-up phase. The population of the study included all adolescents with SAD in Ahvaz, Iran, in 2023. The sample consisted of 48 adolescents with SAD who were selected using convenience sampling and then randomly assigned to either the RFCBT group or the control group (24 participants per group). The research instruments included the Social Anxiety Questionnaire, the Child Internalized Shame Scale, the Interpretation Bias Questionnaire, and the Rumination Response Scale (RRS). Repeated measures analysis of variance (ANOVA) was used to analyse the data. The findings indicate that RFCBT had a significant effect on reducing internalized shame, interpretation bias, and rumination (p<0.01) in adolescents with SAD, with results maintained at follow-up. This study adds to the evidence that RFCBT can be helpful for anxiety disorders in adolescents. RFCBT seems to work by addressing negative self-views, biased interpretations, and repetitive negative thinking patterns. More research is needed to determine if these benefits are sustained long-term and if RFCBT can improve social skills and overall well-being for adolescents with social anxiety.

This study examines continuity and changes across contextual insecurities (intimate partner violence, material hardship) and relational adversities (parenting stress, maternal depression) from infancy to preschool years and explores their long-term influence on young adults’ mental health at age 22. The sample was drawn from the Future of Families and Child Wellbeing Study (N = 4,677; 52.3% male, 21.2% White, 47.77% Black, 27.15% Latinx, 3.88% Other). The multidimensional growth mixture model identified five trajectory classes: Low Adversity, High-Stable Parenting Stress, High-Increasing Material Hardship, High-Decreasing IPV, and Multidimensional Persistent Adversity. Young adults in the Multidimensional Persistent Adversity and High-Decreasing IPV classes reported higher depression and anxiety than those in the Low Adversity or High-Stable Parenting Stress classes. Findings highlight the need for tailored early intervention to alleviate chronic and multidimensional adversities within family systems. It also emphasizes implementing trauma-informed intervention programs to support emerging adults’ mental health and thriving.

Fire could be mapped into many target domains to construct metaphors. However, it is not yet known to what extent people’s experience of real-world fire affects the diversity of fire metaphors. The present study aims to explore the derivation of fire metaphors through the ecological perspective of affordances by analysing the collocational patterns associated with both metaphorical and literal uses of ‘fire’ in the Corpus of Contemporary American English (COCA). Results show that (1) metaphorical and non-metaphorical fire expressions are related to the ecological affordances of real-world fire, including ‘injury to the skin’, ‘warmth’ and ‘illumination’; (2) metaphorical fire expressions are more likely to evoke the ecological affordances and (3) ‘injury to the skin’ is more prominent than ‘warmth’ and ‘illumination’. The findings reveal that the interaction between humans and the environment is fundamental in the process of metaphorical understanding. Metaphorical uses of fire are strongly influenced by embodied interactions with the physical fire and are constrained by cognitive salience.

Bilingual experience may enhance attentional control, but little work has addressed whether monolinguals and bilinguals differ in allocating attentional resources. Focusing on speech processing, we examined listening effort via pupillometry in English monolinguals and simultaneous bilinguals, while they listened to passages in a familiar or unfamiliar language. Results demonstrated similar pupil responses across conditions in bilinguals, yet monolinguals showed significantly larger pupil size when listening to the unfamiliar language than the familiar one. Further, more English exposure (especially a longer stay in an English-speaking family) correlated with smaller pupil size in the familiar language condition. Overall, our findings suggest that bilinguals tend to exhibit greater listening effort than monolinguals, and a more cognitively demanding situation (i.e., listening to an unknown language) requires more effort in monolinguals. With this, we broadened the scope of research on bilingual cognition and demonstrated that bilingualism affects attentional resource allocation in spoken language processing.

This study examined longitudinal associations between maternal mindful parenting and child social–emotional, behavioral, and language development. Maternal mindful parenting at 18 months was tested for associations with concurrent observed maternal responsivity and lack of punishment toward the child and as a predictor of child internalizing symptoms, externalizing symptoms, social competence and productive language 6 months later, independent of maternal depressive symptoms (a known predictor of both parenting and child outcomes). We also tested whether child negative emotionality (NE) moderated associations between mindful parenting and child outcomes. Participants (N = 316 mothers) were low-income (mean annual income = $19,024), racially and ethnically diverse mothers (48.4% Black; 43.0% Latinx) recruited from Pittsburgh, PA and New York City, NY. Higher mindful parenting was concurrently associated with higher observed maternal responsiveness toward the child and longitudinally associated with all four child outcomes in expected directions; maternal depression was a significant predictor of child internalizing and externalizing symptoms. Contrary to hypotheses, at moderately high levels of child NE, the positive effects of mindful parenting on child outcomes were attenuated. Results provide preliminary evidence that mindful parenting is meaningfully associated with parenting behaviors and early childhood developmental outcomes above and beyond symptoms of maternal depression.