Journal of Experimental Child Psychology最新文献

{"title":"Three- and four-year-old children represent mutually exclusive possible identities","authors":"Esra Nur Turan-Küçük ,&nbsp;Melissa M. Kibbe","doi":"10.1016/j.jecp.2024.106078","DOIUrl":"10.1016/j.jecp.2024.106078","url":null,"abstract":"<div><div>How do children think about and plan for possible outcomes of events that <em>could</em> happen in the future? Previous work that has investigated children’s ability to think about mutually exclusive possibilities has largely focused on children’s reasoning about one type of possibility—the possible locations of an object. Here, we investigated children’s reasoning about another type of possibility—mutually exclusive possible identities. In two experiments (<em>N =</em> 201 U.S. 3- and 4-year-olds), children were told that two animal characters (e.g., a bunny and a monkey) were going to take turns sliding down a playground slide. Children were told that the animals wanted to eat their favorite foods (e.g., carrots and bananas, respectively) as soon as they got to the bottom of the slide. In an Unambiguous Identity condition, we told children the identity of the animal that would slide down. In an Ambiguous Identity condition, we told children that which animal would slide down first was unknown. To examine children’s representations of possible identities, we asked children to “get snack ready.” We found that children in the Unambiguous Identity condition selected only one of the snacks (i.e., the favorite snack of the animal they were told would slide down), whereas children in the Ambiguous Identity condition selected <em>both</em> snacks, suggesting that they were accounting for <em>both</em> possible identities. These results extend the literature on the development of modal reasoning to include reasoning about possible identities and suggest that this ability may be available to children as young as 3 years.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106078"},"PeriodicalIF":1.8,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Embodying anticipated affect enhances proactive behavior in 5-year-old children","authors":"Felix Schreiber ,&nbsp;Silvia Schneider ,&nbsp;Albert Newen ,&nbsp;Babett Voigt","doi":"10.1016/j.jecp.2024.106099","DOIUrl":"10.1016/j.jecp.2024.106099","url":null,"abstract":"<div><div>Imagining anticipated affects can foster future-oriented behavior in adults. However, children often still have difficulties in vividly imagining how they will feel in a specific episode (affective episodic future thinking [EFT]). We investigated whether enacting anticipated affects helps children to imagine how they will feel and whether this enhances proactive behavior in turn. A total of 90 5-year-old children were randomly assigned to one of three groups. In the embodiment group, children were instructed to imagine and physically enact how positive and negative they would feel in an upcoming performance test. Children in the EFT-only group underwent a similar procedure but did not enact their future affect. In the control group, children were reminded of the upcoming test only without receiving a prompt to imagine the upcoming test. After the manipulation, children had the opportunity to play one of three games. One game was relevant for the test. Children’s choice to play the relevant game in advance of the test served as an indicator for proactive behavior. Mechanisms (e.g., detailedness of the envisioned event) and moderators (theory of mind and neuroticism) of the link between embodied EFT and proactive behavior were explored. Children in the embodiment group chose the relevant game above chance level, but they did not choose the relevant game more often than children in the EFT-only group and the control group. Those results were independent of the assumed mediators and moderators.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106099"},"PeriodicalIF":1.8,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142378374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The near and far transfer effects of computerized working memory training in typically developing preschool children: Evidence from event-related potentials","authors":"Yan Hong ,&nbsp;Ting Zhang ,&nbsp;Cong Pang ,&nbsp;Ling Zou ,&nbsp;Ming Li ,&nbsp;Renlai Zhou","doi":"10.1016/j.jecp.2024.106096","DOIUrl":"10.1016/j.jecp.2024.106096","url":null,"abstract":"<div><div>Working memory (WM) refers to the ability to actively maintain and process information needed to complete complex tasks such as comprehension, learning, and reasoning. Recent studies have examined the efficacy of computerized working memory training (WMT) in improving cognitive functions in general and WM in particular, with mixed results. Thus, to what extent can WMT produce near and far transfer effects to cognitive function is currently unclear. This study investigated the transfer effects of a computerized WMT for preschool children and also examined the possible neural correlates using the event-related potential (ERP) technique. A total of 50 Chinese preschoolers (64.44 ± 7.76 months old; 24 girls) received 4-week training during school hours. Compared with those in the active control group, children in the training group showed better gains in behavioral performance in the WM task and significantly more changes in ERP markers of the WM and inhibitory control tasks (near transfer effect). However, no evidence was found for transfer to fluid intelligence (far transfer effect). These findings suggest that WMT is capable of enhancing cognitive functioning in preschool children, and as such this work has important implications for educational practice and it may help to design and refine cognitive interventions for typically developing children and those with WM problems or other cognitive deficits (e.g., children with attention-deficit/hyperactivity disorder).</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106096"},"PeriodicalIF":1.8,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142376153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Finger use mirroring young children’s ways of experiencing numbers","authors":"Camilla Björklund","doi":"10.1016/j.jecp.2024.106076","DOIUrl":"10.1016/j.jecp.2024.106076","url":null,"abstract":"<div><div>Children who encounter questions about quantities or numbers are observed to use their fingers in different ways to aid their problem solving. This study aimed to contribute to the area of finger counting research with an inquiry of what children’s finger use tells us about their knowledge of numbers. A basic argument is that it is not sufficient to observe the actual use of fingers; there is a need for interpretations of what the finger use means to the children, taking the children’s perspective as the outset. This was done by analyzing 4- and 5-year-olds’ finger use through the lens of phenomenography and variation theory of learning to describe the qualitatively different ways in which children use fingers as an expression of their ways of experiencing the meanings of numbers. Five categories of finger use that show a variety in the meanings the fingers represent emerged: Fingers represent individual items, quantities, countables, number relations, and number structure. The results show that children’s finger use may give access to their ways of understanding numbers; some ways of using fingers indicate expressions of more or less advanced meanings of numbers. A conclusion from the results is that to develop number knowledge and skills, children are aided by learning to see and use their fingers as representing composed units. Some children need the structural support of fingers to solve number problems, and fingers should be used to explore number structures rather than used as countables.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106076"},"PeriodicalIF":1.8,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142366966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What motivates early lies? Deception in 2½- to 5-year-olds","authors":"Cynthia Xinran Guo,&nbsp;Philippe Rochat","doi":"10.1016/j.jecp.2024.106079","DOIUrl":"10.1016/j.jecp.2024.106079","url":null,"abstract":"<div><div>What motivates young children to produce early lies? A total of 217 2½- to 5-year-old children (<em>M</em>_age = 44.5 months, <em>SD</em> = 8.45; 54% girls; 61.7% White) from the southeastern United States were tested using a modified third-party transgression paradigm to examine the motivation behind their deception. Children were assigned to one of three conditions—baseline, self-motivated, or other-motivated condition—and their propensity to lie was captured through both verbal and nonverbal measures. Results show that children’s early lies are primarily driven by a self-serving motivation. However, the motivation to lie diversifies by 4 years of age, when children begin to lie for both self-serving and other-serving motivations.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106079"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142366967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transposed-character effects during learning to read: When does letter and non-letter strings processing become different?","authors":"Stéphanie Massol ,&nbsp;Joana Acha ,&nbsp;Lisa Rondot ,&nbsp;Marta Vergara-Martinez ,&nbsp;Emilie Favre ,&nbsp;Bernard Lété","doi":"10.1016/j.jecp.2024.106081","DOIUrl":"10.1016/j.jecp.2024.106081","url":null,"abstract":"<div><div>Efficient reading requires the association of different letter identities with their positions in the written word. This leads to the development of a specialized mechanism for encoding flexible location-invariant letter positions through learning to read. In this study, we investigated not only the emergence and development of this position coding mechanism but also whether this mechanism is a consequence of the orthographic code (i.e., letter specific) or inherent to generic visual object recognition. To do so, the same–different matching task was used with children from Grade 1 to Grade 5 (Experiment 1) and with adults (Experiment 2). In both experiments, reference and target stimuli were composed of four-character strings (consonants, digits, and geometrical forms) and could be identical or different by transposing or substituting two internal characters. Analyses of response times, error rates, and discriminability indices revealed a transposed-character effect regardless of the type of characters in Grades 1 and 2, whereas transposed-character effects were greater for letter strings than for familiar non-letter strings in Grade 3, lasting up to Grade 5 as well as in adults. These results provided evidence in favor of a flexible position coding mechanism that is specific to letter strings, which emerges with reading experience as a consequence of parallel processing of letters within words.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106081"},"PeriodicalIF":1.8,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142337169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Birth order moderates the association between adverse childhood experiences and externalizing behavior symptoms in adolescence","authors":"Marcela Soto ,&nbsp;Lauren Micalizzi ,&nbsp;Dayna Price ,&nbsp;Michelle L. Rogers ,&nbsp;Kristina M. Jackson","doi":"10.1016/j.jecp.2024.106077","DOIUrl":"10.1016/j.jecp.2024.106077","url":null,"abstract":"<div><div>Adverse childhood experiences (ACEs) are associated with externalizing behaviors. Whereas some ACEs affect individual children (i.e., child-specific; e.g., failing a grade), others affect the family unit (i.e., family-wide; e.g., parent losing a job); effects of ACEs on externalizing behavior may manifest differently across groupings of ACEs. Moreover, birth order may modify the association between child-specific and family-wide ACEs and externalizing behavior due to differences in the experience of being a younger versus older sibling. This study examined the externalizing behavior of siblings in relation to their experiences of child-specific and family-wide ACEs to test the hypothesis that younger siblings are at greater risk for developing externalizing symptoms following familial ACE exposure. Participants were 61 sibling pairs (younger sibling M_age = 11.37 years, 44.1% male; older sibling M_age = 13.1 years, 52.5% male) recruited from six schools in the northeastern United States. Parents rated each child’s externalizing behaviors (e.g., bullying, meanness) and retrospectively reported on each child’s experience of 34 ACEs; two raters categorized ACEs as child-specific (n = 10) or family-wide (n = 24). Multilevel modeling revealed that both child-specific and family-wide ACEs were associated with increased externalizing behaviors. Birth order moderated the effect of family-wide (but not child-specific) ACEs on externalizing behaviors, independent of sex and age. Externalizing behavior was higher for younger siblings as compared with older siblings, particularly when a high number of ACEs (6+) were reported. This research should prompt future exploration of mechanistic theories of the impact of family-wide and child-specific ACEs and the role of birth order.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106077"},"PeriodicalIF":1.8,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142324147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of measurement activities on young children’s epistemic and interpersonal trust","authors":"Hüseyin Kotaman","doi":"10.1016/j.jecp.2024.106080","DOIUrl":"10.1016/j.jecp.2024.106080","url":null,"abstract":"<div><div>The purpose of the current study was to examine the impact of activities conducted by children’s teachers twice a week, which emphasize the importance of measurement and mathematical data for decision making, on children’s informant selection and interpersonal trust decisions. In total, 55 children participated in the study for epistemic trust, and 54 children participated for interpersonal trust. Children interacted with two research assistants, one providing precise information and the other providing relative information regarding quantities, length, and weight. The findings revealed that, for epistemic trust, children from both groups preferred the relative informant over the precise informant both before and after the test. Regarding interpersonal trust decisions, the treatment groups showed a significant increase in the selection of the precise informant from the pretest to the posttest, whereas the control group’s selection decreased. The difference in the selection of the precise informant between the interpersonal trust decision groups from pretest to posttest was significant, favoring the treatment group. The reasons revealed that children considered competence in their epistemic trust decisions.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106080"},"PeriodicalIF":1.8,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142319385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the relationship between psychosocial adversity and inhibitory control: A functional magnetic resonance imaging study of children growing up in extreme poverty","authors":"Zoya Surani ,&nbsp;Ted K. Turesky ,&nbsp;Eileen Sullivan ,&nbsp;Talat Shama ,&nbsp;Rashidul Haque ,&nbsp;Nazrul Islam ,&nbsp;Shahria Hafiz Kakon ,&nbsp;Xi Yu ,&nbsp;William A. Petri ,&nbsp;Charles Nelson III ,&nbsp;Nadine Gaab","doi":"10.1016/j.jecp.2024.106072","DOIUrl":"10.1016/j.jecp.2024.106072","url":null,"abstract":"<div><div>Exposure to psychosocial adversity (PA) is associated with poor behavioral, physical, and mental health outcomes in adulthood. As these outcomes are related to alterations in developmental processes, growing evidence suggests that deficits in executive functions—inhibitory control in particular—may in part explain this relationship. However, literature examining the development of inhibitory control has been based on children in higher-resource environments, and little is known how low-resource settings might exacerbate the link between inhibitory control and health outcomes. In this context, we collected functional magnetic resonance imaging data during a Go/No-Go inhibitory control task and PA variables for 68 children aged 5 to 7 years living in Dhaka, Bangladesh, an area with a high prevalence of PA. The children’s mothers completed behavioral questionnaires to assess the children’s PA and their own PA. Whole-brain activation underlying inhibitory control was examined using the No-Go versus Go contrast, and associations with PA variables were assessed using whole-brain regressions. Childhood neglect was associated with weaker activation in the right posterior cingulate, whereas greater family conflict, economic stress, and maternal PA factors were associated with greater activation in the left medial frontal gyrus, right superior and middle frontal gyri, and left cingulate gyrus. These data suggest that neural networks supporting inhibitory control processes may vary as a function of exposure to different types of PA, particularly between those related to threat and deprivation. Furthermore, increased activation in children with greater PA may serve as a compensatory mechanism, allowing them to maintain similar behavioral task performance.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106072"},"PeriodicalIF":1.8,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022096524002121/pdfft?md5=5ef6e1a27de4657ee67c08e47164ca09&pid=1-s2.0-S0022096524002121-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142310288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Out of sight, not out of mind: New pupillometric evidence on object permanence in a sample of 10- and 12-month-old German infants","authors":"Marlena Mayer,&nbsp;Ulf Liszkowski","doi":"10.1016/j.jecp.2024.106060","DOIUrl":"10.1016/j.jecp.2024.106060","url":null,"abstract":"<div><div>Findings on the emergence and interpretation of early object representation in the first year of life diverge widely between designs that employ looking times versus action-based measures. As a promising new approach, pupillometry has produced evidence for object permanence at 18 months of age, but not younger as of yet. In the current study, we (re)investigated object permanence following occlusion events in a pupillometric violation-of-expectation paradigm optimized for younger infants. During each trial, infants observed a toy object’s occlusion and prompt reveal in the expected condition or its absence in the unexpected condition. Across two experiments, we show that 10- and 12-month-old infants’ (total <em>N</em> = 82) pupils dilate in response to unexpected object disappearances relative to expected appearances. Control analyses revealed no differences between the scenes before the experimental manipulation, excluding perceptual interpretations. We further report an age-dependent effect of condition on pupil responses, with unexpected outcomes triggering greater pupil dilation in the older group. These results provide positive pupillometric evidence in support of object permanence in the context of a violation-of-expectation paradigm at 10 and 12 months of age.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106060"},"PeriodicalIF":1.8,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022096524002005/pdfft?md5=67f106420682055c7c31a465549e3124&pid=1-s2.0-S0022096524002005-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142310289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}