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Publications (10 of 159) Show all publications
Schröder, E. & Gredebäck, G. (2025). Bringing kinematic coding to infancy research-opportunities and challenges comment on "Kinematic coding: Measuring information in naturalistic behavior" by C. Becchio, K. Pullar, E. Scaliti, & S. Panzeri. Physics of Life Reviews, 53, 120-121
Open this publication in new window or tab >>Bringing kinematic coding to infancy research-opportunities and challenges comment on "Kinematic coding: Measuring information in naturalistic behavior" by C. Becchio, K. Pullar, E. Scaliti, & S. Panzeri
2025 (English)In: Physics of Life Reviews, ISSN 1571-0645, E-ISSN 1873-1457, Vol. 53, p. 120-121Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
Elsevier, 2025
National Category
Psychology (Excluding Applied Psychology)
Identifiers
urn:nbn:se:uu:diva-553319 (URN)10.1016/j.plrev.2025.02.013 (DOI)001441443300001 ()40049004 (PubMedID)2-s2.0-85219345866 (Scopus ID)
Available from: 2025-03-27 Created: 2025-03-27 Last updated: 2025-03-27Bibliographically approved
Gredebäck, G., Astor, K., Ainamani, H., van den Berg, L., Forssman, L., Hall, J., . . . Nyström, P. (2025). Infant Gaze Following Is Stable Across Markedly Different Cultures and Resilient to Family Adversities Associated With War and Climate Change. Psychological Science, 36(4), 296-307
Open this publication in new window or tab >>Infant Gaze Following Is Stable Across Markedly Different Cultures and Resilient to Family Adversities Associated With War and Climate Change
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2025 (English)In: Psychological Science, ISSN 0956-7976, E-ISSN 1467-9280, Vol. 36, no 4, p. 296-307Article in journal (Refereed) Published
Abstract [en]

Gaze following in infancy allows triadic social interactions and a comprehension of other individuals and their surroundings. Despite its importance for early development, its ontology is debated, with theories suggesting that gaze following is either a universal core capacity or an experience-dependent learned behavior. A critical test of these theories among 809 nine-month-olds from Africa (Uganda and Zimbabwe), Europe (Sweden), and Asia (Bhutan) demonstrated that infants follow gaze to a similar degree regardless of environmental factors such as culture, maternal well-being (postpartum depression, well-being), or traumatic family events (related to war and/or climate change). These findings suggest that gaze following may be a universal, experience-expectant process that is resilient to adversity and similar across a wide range of human experiences-a core foundation for social development.

Place, publisher, year, edition, pages
Sage Publications, 2025
Keywords
infant, eye tracking, social cognition
National Category
Psychology (Excluding Applied Psychology)
Identifiers
urn:nbn:se:uu:diva-556001 (URN)10.1177/09567976251331042 (DOI)001472762000001 ()40257809 (PubMedID)
Funder
Knut and Alice Wallenberg Foundation, KAW 2012.0120Knut and Alice Wallenberg Foundation, KAW 2017.0284
Available from: 2025-05-09 Created: 2025-05-09 Last updated: 2025-05-09Bibliographically approved
Sen, U. & Gredebäck, G. (2025). Urbanization and Child Development. Human Development, 69(1), 20-47
Open this publication in new window or tab >>Urbanization and Child Development
2025 (English)In: Human Development, ISSN 0018-716X, E-ISSN 1423-0054, Vol. 69, no 1, p. 20-47Article in journal (Refereed) Published
Abstract [en]

In recent decades, the rate of urbanization has been rapid, transforming the world and the people that take part in this global trend. Urbanization has often been studied and discussed with a focus on adults, societies, and social dynamics, without an emphasis on the psychological processes of young members of society, the children that grow up in transition. This review aims to address the significant and complex relationship between urbanization and child development, focusing on physical health, mental health, and cognitive outcomes. By outlining some of the links between socioeconomic themes associated with urbanization (i.e., internal migration, poverty, income inequality, neighborhoods, and discrimination) and by discussing their role in development, the present review situates the child in the urban context. Taken together, the relevant evidence suggests that urbanization, as a multidimensional construct, brings benefits and poses some risk factors for development. Therefore, a greater focus on the characteristics of the economic, cultural, and social context shaped by urbanization is essential for an in-depth understanding of urbanization and child development.

Place, publisher, year, edition, pages
S. Karger, 2025
Keywords
Urbanization, Child development, Cognitive development, Societal change, Culture
National Category
Demography
Identifiers
urn:nbn:se:uu:diva-556745 (URN)10.1159/000541773 (DOI)001354753300001 ()2-s2.0-85209712845 (Scopus ID)
Available from: 2025-05-19 Created: 2025-05-19 Last updated: 2025-05-19Bibliographically approved
Juvrud, J., Johansson, M., Gredebäck, G. & Nyström, P. (2024). A deconstruction of expertise and performance through arcade games. IEEE Transactions on Games
Open this publication in new window or tab >>A deconstruction of expertise and performance through arcade games
2024 (English)In: IEEE Transactions on Games, ISSN 2475-1502Article in journal (Refereed) Epub ahead of print
Abstract [en]

High levels of performance in video games may share the same underlying foundation for transfer with high levels of performance in musical instruments. The aim of this study was to examine the phenomenon of expertise by studying its underlying processes through eye movements during video game tasks. We compared three distinctly different groups (N = 30 adults) across a training and testing period: (1) people with experience in video games, (2) people with experience playing musical instruments, but no experience with video games, and (3) a control group with no experience with either computer games or musical instruments. Results showed that the musician group distinguished themselves through their pattern of eye movements, showing improvements in visual prediction and performance on par with experienced video game players. While the control group also showed overall improvement in performance and increased eye movements, only the group of musicians performed at the level of experienced video game players. Findings challenge previous assumptions that consider expertise as an isolated and task-specific ability that cannot be generalized to other areas, and have significant implications for how we understand the development of expertise and general learning.

Place, publisher, year, edition, pages
Institute of Electrical and Electronics Engineers (IEEE), 2024
National Category
Other Engineering and Technologies Psychology (excluding Applied Psychology) Music
Research subject
Psychology
Identifiers
urn:nbn:se:uu:diva-538808 (URN)10.1109/tg.2024.3414664 (DOI)
Available from: 2024-09-20 Created: 2024-09-20 Last updated: 2025-02-21Bibliographically approved
Enquist, M., Ghirlanda, S., Hattiangadi, A., Lind, J. & Gredebäck, G. (2024). A joint future for cultural evolution and developmental psychology. Developmental Review, 73, Article ID 101147.
Open this publication in new window or tab >>A joint future for cultural evolution and developmental psychology
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2024 (English)In: Developmental Review, ISSN 0273-2297, E-ISSN 1090-2406, Vol. 73, article id 101147Article in journal (Refereed) Published
Abstract [en]

Developmental psychology and cultural evolution are concerned with the same research questions but rarely interact. Collaboration between these fields could lead to substantial progress. Developmental psychology and related fields such as educational science and linguistics explore how behavior and cognition develop through combinations of social and individual experiences and efforts. Human developmental processes display remarkable plasticity, allowing children to master complex tasks, many which are of recent origin and not part of our biological history, such as mental arithmetic or pottery. It is this potency of human developmental mechanisms that allow humans to have culture on a grand scale. Biological evolution would only establish such plasticity if the combinatorial problems associated with flexibility could be solved, biological goals be reasonably safeguarded, and cultural transmission faithful. We suggest that cultural information can guide development in similar way as genes, provided that cultural evolution can establish productive transmission/teaching trajectories that allow for incremental acquisition of complex tasks. We construct a principle model of development that fulfills the needs of both subjects that we refer to as Incremental Functional Development. This process is driven by an error-correcting mechanism that attempts to fulfill combinations of cultural and inborn goals, using cultural information about structure. It supports the acquisition of complex skills. Over generations, it maintains function rather than structure, and this may solve outstanding issues about cultural transmission. The presence of cultural goals gives the mechanisms an open architecture that become an engine for cultural evolution.

Place, publisher, year, edition, pages
Elsevier, 2024
Keywords
Developmental psychology, Cultural evolution, Social transmission, Incremental functional development, Interdisciplinary science, Human evolution
National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:uu:diva-536528 (URN)10.1016/j.dr.2024.101147 (DOI)001273287500001 ()
Funder
Marianne and Marcus Wallenberg Foundation, 2021.0039
Available from: 2024-08-21 Created: 2024-08-21 Last updated: 2024-08-21Bibliographically approved
Galeano, L., Fawcett, C., Forssman, L. & Gredebäck, G. (2024). Early Childhood Educators' Math Anxiety and Its Relation to Their Pedagogic Actions in Swedish Preschools. Journal of Cognition and Development, 25(1), 100-126
Open this publication in new window or tab >>Early Childhood Educators' Math Anxiety and Its Relation to Their Pedagogic Actions in Swedish Preschools
2024 (English)In: Journal of Cognition and Development, ISSN 1524-8372, E-ISSN 1532-7647, Vol. 25, no 1, p. 100-126Article in journal (Refereed) Published
Abstract [en]

Early childhood educators’ math anxiety and its relation to their frequency of pedagogic actions was examined through a questionnaire completed by 352 participants (aged 21–65) representative of the Swedish municipality where the study was conducted. Our sample contained 189 certified preschool teachers and 163 preschool caregivers who significantly differed in their ratings reported for math teaching anxiety. Results revealed that certified preschool teachers who reported higher levels of math anxiety also reported teaching and talking about mathematics content less frequently. When controlling for certified preschool teachers’ gender and age, years of work in preschools, and whether they work only with younger (1–3), older (4–6) or with both groups of children (1–6-year-old), certified preschool teachers’ general math anxiety and math teaching anxiety predicted their reported frequency of math teaching and frequency of conversations about numbers, patterns, and geometric concepts with peak strength in gatherings, excursions and situations designed to teach mathematics to preschool children. Preschool caregivers’ math anxiety measures and their reported frequency of pedagogic actions did not display statistically significant relations. Findings showed setting specific associations between certified preschool teachers general math anxiety, math teaching anxiety and their avoidance of mathematics content, highlighting the importance of early childhood educators’ awareness of math anxiety, its nature, and consequences for teaching practices.

Place, publisher, year, edition, pages
Routledge, 2024
Keywords
Math anxiety, preschool educators, early childhood, pedagogic actions, teaching
National Category
Didactics
Research subject
Education; Mathematics; Psychology
Identifiers
urn:nbn:se:uu:diva-512100 (URN)10.1080/15248372.2023.2256844 (DOI)001066697900001 ()
Funder
Marianne and Marcus Wallenberg Foundation, 2015.0055
Available from: 2023-09-21 Created: 2023-09-21 Last updated: 2024-02-21Bibliographically approved
Galeano, L. & Gredebäck, G. (2024). Exploring the Impact of Math Anxiety and Task Difficulty on Pupil Dilation in Adults and Young Children. Cognitive science, 48(9), Article ID e13493.
Open this publication in new window or tab >>Exploring the Impact of Math Anxiety and Task Difficulty on Pupil Dilation in Adults and Young Children
2024 (English)In: Cognitive science, ISSN 0364-0213, E-ISSN 1551-6709, Vol. 48, no 9, article id e13493Article in journal (Refereed) Published
Abstract [en]

We investigated the relations between self-reported math anxiety, task difficulty, and pupil dilation in adults and very young children during math tasks of varying difficulty levels. While task difficulty significantly influenced pupillary responses in both groups, the association between self-reported math anxiety and pupil dilation differed across age cohorts. The children exhibited resilience to the effects of math anxiety, hinting at additional influential factors such as formal math education experiences shaping their relations to mathematics and their impact on cognitive processes over time. Contrary to expectations, no significant association between self-reported math anxiety and pupil dilation during task anticipation was found in either group. In adults, math anxiety influenced pupil dilation exclusively during the initial phase of task processing indicating heightened cognitive load, but this influence diminished during sustained task processing. Theoretical implications emphasize the need for exploring individual differences, cognitive strategies, and the developmental trajectory of math anxiety in very young children.

Place, publisher, year, edition, pages
John Wiley & Sons, 2024
Keywords
Math anxiety, Kindergarten, Mathematics education, Pupillometry, Task difficulty, Early childhood, Cognitive processes, Emotional arousal
National Category
Psychology (excluding Applied Psychology) Educational Sciences
Research subject
Education; Psychology; Mathematics
Identifiers
urn:nbn:se:uu:diva-538518 (URN)10.1111/cogs.13493 (DOI)001313067500001 ()
Funder
Marianne and Marcus Wallenberg Foundation, 2015.0055
Available from: 2024-09-17 Created: 2024-09-17 Last updated: 2025-02-18Bibliographically approved
Sen, U. & Gredebäck, G. (2024). Methodological considerations for more robust and reliable developmental science: How historical conventions bias behavioral measurements. Child Development, 95(3)
Open this publication in new window or tab >>Methodological considerations for more robust and reliable developmental science: How historical conventions bias behavioral measurements
2024 (English)In: Child Development, ISSN 0009-3920, E-ISSN 1467-8624, Vol. 95, no 3Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
John Wiley & Sons, 2024
National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:uu:diva-518689 (URN)10.1111/cdev.14051 (DOI)001117808300001 ()
Available from: 2023-12-21 Created: 2023-12-21 Last updated: 2024-05-21Bibliographically approved
Sen, U. & Gredebäck, G. (2024). Methodological integrity assessment in the mobile paradigm literature: A lesson for understanding opportunistic use of researcher degrees of freedom in psychology. Child Development, 95(2), 338-353
Open this publication in new window or tab >>Methodological integrity assessment in the mobile paradigm literature: A lesson for understanding opportunistic use of researcher degrees of freedom in psychology
2024 (English)In: Child Development, ISSN 0009-3920, E-ISSN 1467-8624, Vol. 95, no 2, p. 338-353Article in journal (Refereed) Published
Abstract [en]

The mobile paradigm has played a fundamental role in memory development research. One key characteristic of the mobile paradigm literature is that across decades, researchers have faithfully followed a particular methodological protocol with its own unique definitions of learning and memory. To investigate the extent to which these methodological choices affected the results, the literature (77 publications and 505 statistical tests) was evaluated for four frequently encountered research biases. The results suggested that research using the paradigm was conducted with scientific rigor. However, methodological choices along with unique operational definitions of learning and memory accounted for more than half of the findings. Thus, the literature has been contaminated by methodological artifacts due to the opportunistic use of researcher degrees of freedom.

Place, publisher, year, edition, pages
John Wiley & Sons, 2024
National Category
Applied Psychology
Research subject
Psychology
Identifiers
urn:nbn:se:uu:diva-493193 (URN)10.1111/cdev.13850 (DOI)000849734600001 ()
Funder
EU, Horizon 2020, 765298
Available from: 2023-01-12 Created: 2023-01-12 Last updated: 2024-06-27Bibliographically approved
Gredebäck, G., Lindskog, M. & Hall, J. (2024). Poor maternal mental health is associated with a low degree of proactive control in refugee children. Quarterly Journal of Experimental Psychology, 77(10), 1987-1999
Open this publication in new window or tab >>Poor maternal mental health is associated with a low degree of proactive control in refugee children
2024 (English)In: Quarterly Journal of Experimental Psychology, ISSN 1747-0218, E-ISSN 1747-0226, Vol. 77, no 10, p. 1987-1999Article in journal (Refereed) Published
Abstract [en]

This study assesses the development of proactive control strategies in 100 Syrian refugee families (394 individuals) with 6- to 18-year-old children currently living in Turkish communities. The results demonstrate that children’s age and their mothers’ post-traumatic stress symptoms were associated with the degree of proactive control in their children, with worse mental health being associated with a larger reliance on reactive control and lesser reliance on proactive, future-oriented, control (measured via d′ in the AX-CPT task). None of the following factors contributed to children’s performance: fathers’ experience with post-traumatic stress, parents’ exposure to potentially traumatic warrelated events, perceived discrimination, a decline in socio-economic status, religious beliefs, parents’ proactive control strategies, or the education or gender of the children themselves. The association between mothers’ mental health and proactive control strategies in children was large (in terms of effect size), suggesting that supporting mothers’ mental health might have clear effects on the development of their children.

Place, publisher, year, edition, pages
Sage Publications, 2024
Keywords
Proactive control, prediction, child development, refugee, war, trauma
National Category
Psychology (excluding Applied Psychology) Public Health, Global Health and Social Medicine
Research subject
Psychology
Identifiers
urn:nbn:se:uu:diva-517044 (URN)10.1177/17470218231211573 (DOI)001111093700001 ()37897067 (PubMedID)
Funder
Knut and Alice Wallenberg Foundation, 2012.0120Swedish Research Council, 2015-06564
Available from: 2023-12-01 Created: 2023-12-01 Last updated: 2025-02-20Bibliographically approved
Projects
What processes mediate our ability to anticipate others actions? [2011-01528_VR]; Uppsala UniversityUnifying Developmental Social Cognition (ERC) [2012-00035_VR]; Uppsala UniversityInfants’ sense of number - Investigating cognitive mechanisms and training interventions for learning mathematics early in life [P15-0430:1_RJ]; Uppsala UniversityThe Impact of Book-Sharing on Infant Language and Cognitive Development: A Randomized Controlled Trial [P18-0300:1_RJ]; Uppsala UniversityUnderstanding and advancing labor market integration in transitional times [2021-01570_Forte]; Uppsala UniversityResidential segregation, urbanization and unequal life-chances [2023-01296_VR]; Uppsala UniversityMeasuring children’s wellbeing and mental health with social robots [2023-01690_Forte]; Uppsala University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3046-0043

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