British Journal of Development Psychology最新文献_第3页

Bullying and social identity: The effects of group norms and distinctiveness threat on attitudes towards bullying 欺凌与社会认同:群体规范和独特性威胁对欺凌态度的影响

British Journal of Development Psychology Pub Date : 2004-03-01 DOI: 10.1348/026151004772901096

Kristofer Petri Ojala, D. Nesdale

{"title":"Bullying and social identity: The effects of group norms and distinctiveness threat on attitudes towards bullying","authors":"Kristofer Petri Ojala, D. Nesdale","doi":"10.1348/026151004772901096","DOIUrl":"https://doi.org/10.1348/026151004772901096","url":null,"abstract":"Drawing from social identity theory (Tajfel & Turner, 1979), an experiment was carried out to determine the extent to which children's attitudes towards bullying could be moderated by in-group norms and perceived threat to group distinctiveness. The study investigated the responses of 120 male primary school students aged 10-13 years from five schools. The children read a story about a popular in-group and an unpopular out-group which involved the manipulation of three variables: the norms of the in-group (bullying vs. fairness); distinctiveness threat (out-group similarity vs. out-group difference); and the behaviour of the in-group character towards the out-group character (bullying vs. helpful). It was predicted that a perceived threat to group distinctiveness, represented by similarity between the in-group and the out-group, and salient group norms that prescribed either bullying or fairness, would moderate the acceptability of bullying behaviours. Two story response measures were analysed: in-group character liking and whether the in-group character would be retained as a group member following his behaviour. The strongest support for social identity theory was revealed in the retention of in-group character variable. The in-group character was much more likely to have been retained as a group member when he behaved in accordance with group norms. Evidence was also found that bullying was more acceptable when directed at an out-group member who was similar and therefore possibly represented a threat to the in-group.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"61 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120835154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 176

Auditory lexical decisions in children with specific language impairment 特殊语言障碍儿童的听觉词汇决策

British Journal of Development Psychology Pub Date : 2004-03-01 DOI: 10.1348/026151004772901131

Sharon Crosbie, D. Howard, B. Dodd

引用次数: 14

Magical thinking in judgments of causation: Can anomalous phenomena affect ontological causal beliefs in children and adults? 因果判断中的神奇思维:异常现象会影响儿童和成人的本体论因果信念吗?

British Journal of Development Psychology Pub Date : 2004-03-01 DOI: 10.1348/026151004772901140

Eugene Subbotsky

{"title":"Magical thinking in judgments of causation: Can anomalous phenomena affect ontological causal beliefs in children and adults?","authors":"Eugene Subbotsky","doi":"10.1348/026151004772901140","DOIUrl":"https://doi.org/10.1348/026151004772901140","url":null,"abstract":"In four experiments, 4-, 5-, 6- and 9-year-old children and adults were tested on the entrenchment of their magical beliefs and their beliefs in the universal power of physical causality. In Experiment 1, even 4-year-olds showed some understanding of the difference between ordinary and anomalous (magical) causal events, but only 6-year-olds and older participants denied that magic could occur in real life. When shown an anomalous causal event (a transformation of a physical object in an apparently empty box after a magic spell was cast on the box), 4- and 6-year-olds accepted magical explanations of the event, whereas 9-year-olds and adults did not. In Experiment 2, the same patterns of behaviour as above were shown by 6- and 9-year-olds who demonstrated an understanding of the difference between genuine magical events and similarly looking tricks. Testing the entrenchment of magical beliefs in this experiment showed that 5-year-olds tended to retain their magical explanations of the anomalous event, even after the mechanism of the trick had been explained to them, whereas 6-and 9-year-olds did not. In Experiment 3, adult participants refused to accept magical explanations of the anomalous event and interpreted it as a trick or an illusion, even after this event was repeated 4 times. Yet, when in Experiment 4 similar anomalous causal events were demonstrated without reference to magic, most adults acknowledged, both in their verbal judgments and in their actions, that the anomalous effects were not a fiction but had really occurred. The data of this study suggest that in the modern industrialized world, magical beliefs persist but are disguised to fit the dominant scientific paradigm.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114303732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 99

Exploring the coherence of young children' s explanatory abilities: Evidence from generating counterfactuals 探究幼儿解释能力的连贯性:来自产生反事实的证据

British Journal of Development Psychology Pub Date : 2004-03-01 DOI: 10.1348/026151004772901104

David M. Sobel

{"title":"Exploring the coherence of young children' s explanatory abilities: Evidence from generating counterfactuals","authors":"David M. Sobel","doi":"10.1348/026151004772901104","DOIUrl":"https://doi.org/10.1348/026151004772901104","url":null,"abstract":"Researchers who advocate the hypothesis that cognitive development is akin to theory formation have also suggested that young children possess distinct systems for explaining physical, psychological, and biological principles (see, e.g., Wellman & Gelman, 1992). One way this has been investigated is by examining how children explain human action: Children explain intentional and accidental actions by appealing to psychological principles, and explain impossible physical or biological action in terms of the underlying principles of those domains (Schult & Wellman, 1997). The current investigation examined the coherence of children’ s explanatory systems by eliciting explanations of possible and impossible physical, psychological, and biological events. Then, in a separate set of stories, children were asked to generate counterfactual alternatives for characters who wanted to perform an event, but did not, either because of a mishap or because the event was impossible. Overall, children were better at generating explanations for why events were impossible than recognizing that no alternative could be generated for impossible events. However, there was some evidence that children’ s explanatory abilities predicted whether they could correctly reject cases where no counterfactual alternative could be generated. The results lend support to the hypothesis that children’ s causal knowledge is coherently organized in domain-specific knowledge structures.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125512924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 64

An investigation of first‐order false belief understanding of children with congenital profound visual impairment 先天性深度视力障碍儿童一阶错误信念理解的调查

British Journal of Development Psychology Pub Date : 2004-03-01 DOI: 10.1348/026151004772901087

S. Green, L. Pring, J. Swettenham

{"title":"An investigation of first‐order false belief understanding of children with congenital profound visual impairment","authors":"S. Green, L. Pring, J. Swettenham","doi":"10.1348/026151004772901087","DOIUrl":"https://doi.org/10.1348/026151004772901087","url":null,"abstract":"This study assessed theory of mind understanding in children with congenital profound visual impairment (CPVI): children who have had no access to visual information throughout development. Participants were 18 children with CPVI and no other impairments, aged between 5 and 11 years, and 18 children with normal vision, matched individually on chronological age, verbal IQ and verbal mental age. Three first-order false belief tasks were presented twice each; the three tasks varied in the extent of deception and involvement of the child. Six of the children with CPVI failed one or more of the false belief tasks; all sighted children passed all of the tasks. The manipulations of deception and involvement did not influence the performance of the children with CPVI. Participant characteristics of the children with CPVI were examined in relation to their performance on the false belief tasks: chronological age and type of school attended were not found to be related to performance; verbal IQ and verbal mental age were found to differ in children with good and poor performance on the false belief tasks. The results are consistent with either a general pattern of delay in theory of mind development for children with CPVI, or with a subset of children who have longer-term difficulties in this area.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"264 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114436464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 57

The role of the physical context in supporting young children's use of spatiotemporal organization in recall 物理环境在支持幼儿在回忆中使用时空组织中的作用

British Journal of Development Psychology Pub Date : 2004-03-01 DOI: 10.1348/026151004772901113

K. Kannass, J. Plumert, Jessica McDermott, Bethany A. Moore, Nathan Durich

{"title":"The role of the physical context in supporting young children's use of spatiotemporal organization in recall","authors":"K. Kannass, J. Plumert, Jessica McDermott, Bethany A. Moore, Nathan Durich","doi":"10.1348/026151004772901113","DOIUrl":"https://doi.org/10.1348/026151004772901113","url":null,"abstract":"Four experiments were conducted to investigate the role of the physical context in supporting 3- to 5-year-olds’ use of spatiotemporal organization in recall. Children were familiarized with several target items and their corresponding landmarks arranged along a path in a model park. After familiarization, an experimenter removed the target items from the park. In Experiment 1, 3- and 4-year-olds recalled the missing items with the park either in view or out of view. When the park model was in view, 4year-olds used the order of the items along the path to structure their recall. In Experiment 2, 4- and 5-year-olds recalled the missing items with the landmarks arranged either in the same order as in familiarization or in a new order. Children used the order of landmarks along the path at test to structure their recall, even though the order of landmarks changed from familiarization to test. Experiment 3 was identical to Experiment 2, except that the path was removed from the park. Five-year-olds used the order of landmarks along the path at test to structure their recall when the order of landmarks remained the same from familiarization to test, but had much more difficulty doing so when the order of landmarks changed from familiarization to test. Using a more difficult task, Experiment 4 revealed that spatiotemporal organization was positively related to amount recalled. Together, these findings suggest that the structure of the physical environment plays an important role in supporting young children’ s use of spatiotemporal organization in recall.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123468172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Magical thinking in childhood and adolescence: Development and relation to obsessive compulsion 儿童和青少年的魔幻思维:发展及其与强迫症的关系

British Journal of Development Psychology Pub Date : 2002-11-01 DOI: 10.1348/026151002760390819

D. Bolton, Pamela Dearsley, R. Madronal-Luque, S. Baron-Cohen

引用次数: 99

Children's human figure drawings in the UK and Japan: The effects of age, sex and culture 英国和日本儿童的人物画:年龄、性别和文化的影响

British Journal of Development Psychology Pub Date : 2001-06-01 DOI: 10.1348/026151001166074

M. Cox, M. Koyasu, Hiromasa Hiranuma, Julian Perara

{"title":"Children's human figure drawings in the UK and Japan: The effects of age, sex and culture","authors":"M. Cox, M. Koyasu, Hiromasa Hiranuma, Julian Perara","doi":"10.1348/026151001166074","DOIUrl":"https://doi.org/10.1348/026151001166074","url":null,"abstract":"The participants were 120 UK and 120 Japanese children. There were two age groups (7-year-olds and 11-year-olds) with equal numbers of boys and girls in each. Each child drew three figures: a man standing and facing the viewer, a man running towards the right, and a man running towards the viewer. The older children's figures were rated more highly than those of younger children, supporting previous research findings. Girls' figures received higher ratings than those of boys, contradicting previous claims that boys are more flexible in their drawings of figures in action. Japanese children's figures received higher ratings than those in the UK, suggesting that Japanese children are influenced by a greater exposure to graphic images in their school art curriculum and the widespread popularity of manga comics. The prediction that Japanese boys would make the greatest adaptations to their figures (since manga comics for boys contain more action figures) was not supported. As well as gaining higher ratings, the older children also constructed their figures in more complex ways than did the younger children. The figures drawn by girls and by the Japanese children were not constructed differently from those of boys or UK children; their higher ratings were attributed to their greater facility in the execution of their constructions.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117888403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 58

Executive function and reading impairments in children reported by their teachers as ‘hyperactive’ 被老师报告为“过度活跃”的儿童的执行功能和阅读障碍

British Journal of Development Psychology Pub Date : 2001-06-01 DOI: 10.1348/026151001166083

John Adams, M. Snowling

引用次数: 67

The development of an understanding of modesty 对谦虚的理解的发展

British Journal of Development Psychology Pub Date : 2000-11-01 DOI: 10.1348/026151000165823

R. Banerjee

{"title":"The development of an understanding of modesty","authors":"R. Banerjee","doi":"10.1348/026151000165823","DOIUrl":"https://doi.org/10.1348/026151000165823","url":null,"abstract":"Previous research has shown that children's understanding of how others evaluate them improves during primary school. Modesty reflects a complex form of this understanding, since one must appreciate that a self-deprecating presentation of the self can lead to enhanced social evaluation. The present research examines the understanding of modesty in children aged between 6 and 10 years. In Expt 1, 179 children were asked to choose between modest and immodest responses to praise in hypothetical situations, and then to justify their choices. Children from age 8 onwards nor only showed a preference for the modest responses but also justified this preference in terms of the negative impact of immodesty on social evaluation. In Expt 2, 60 children judged modest and immodest responses, and also completed two social cognition tasks capping second-order mental-state reasoning. A teacher-assessed measure of self-monitoring was also administered. As in the first experiment, children from age 8 viewed modest responses more positively than immodest responses. Furthermore, attitudes towards modesty were associated with individual differences in self-monitoring and social cognition,such that children with greater sensitivity to the interpersonal dynamics of social situations were more likely than others to rate modest responses positively. Implications for understanding children's social behaviour are discussed.","PeriodicalId":224518,"journal":{"name":"British Journal of Development Psychology","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130032558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 88