Journal of Experimental Child Psychology最新文献

{"title":"Exploring the impact of parents’ face-mask wearing on dyadic interactions in infants at higher likelihood for autism compared with general population","authors":"Elena Capelli ,&nbsp;Valentina Riva ,&nbsp;Silvia D’Alfonso ,&nbsp;Virginia Panichi ,&nbsp;Elena Maria Riboldi ,&nbsp;Renato Borgatti ,&nbsp;Massimo Molteni ,&nbsp;Livio Provenzi","doi":"10.1016/j.jecp.2024.106037","DOIUrl":"10.1016/j.jecp.2024.106037","url":null,"abstract":"<div><p>Since the COVID-19 pandemic, both the public and researchers have raised questions regarding the potential impact of protective face-mask wearing on infants’ development. Nevertheless, limited research has tested infants’ response to protective face-mask wearing adults in real-life interactions and in neurodiverse populations. In addition, scarce attention was given to changes in interactive behavior of adults wearing a protective face-mask. The aims of the current study were (1) to examine differences in 12-month-old infants’ behavioral response to an interactive parent wearing a protective face-mask during face-to-face interaction, (2) to investigate potential differences in infants at higher likelihood for autism (HL-ASD) as compared with general population (GP) counterparts, and (3) to explore significant differences in parents’ behaviors while wearing or not wearing a protective face-mask. A total of 50 mother–infant dyads, consisting of 20 HL-ASD infants (siblings of individuals with autism) and 30 GP infants, participated in a 6-min face-to-face interaction. The interaction was videotaped through teleconferencing and comprised three 2-min episodes: (a) <em>no mask,</em> (b) <em>mask,</em> and (c) <em>post-mask.</em> Infants’ emotionality and gaze direction, as well as mothers’ vocal production and touching behaviors, were coded micro-analytically. Globally, GP infants exhibited more positive emotionality compared with their HL-ASD counterparts. Infants’ negative emotionality and gaze avoidance did not differ statistically across episodes. Both groups of infants displayed a significant increase in looking time toward the caregiver during the mask episode. No statistically significant differences emerged in mothers’ behaviors. These findings suggest that the use of protective face-masks might not negatively affect core dimensions of caregiver–infant interactions in GP and HL-ASD 12-month-old infants.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"247 ","pages":"Article 106037"},"PeriodicalIF":1.8,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141952761","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":"Mathematics anxiety and math achievement in primary school children: Testing different theoretical accounts","authors":"Wenke Möhring ,&nbsp;Léonie Moll ,&nbsp;Magdalena Szubielska","doi":"10.1016/j.jecp.2024.106038","DOIUrl":"10.1016/j.jecp.2024.106038","url":null,"abstract":"<div><p>Some students suffer from math anxiety and experience negative emotions in mathematics education. Children’s math anxiety is negatively related to their math achievement, suggesting that math anxiety puts their math learning at risk. Several theoretical accounts have been proposed that help to explain this association between math anxiety and achievement. In the current study, we aimed to test predictions of two prominent theories, namely the <em>disruption account</em> and the <em>reduced competency account,</em> using a comprehensive and unifying approach. A sample of 6- to 8-year-olds (<em>N</em> = 163) answered a math anxiety questionnaire, solved a spatial task (mental rotation), and solved several arithmetic problems. After each arithmetic problem, they were asked how they solved the problem. Strategies were then classified into counting and higher-level mental strategies (including decomposition and retrieval), with higher-level strategies loading strongly on working memory resources. Analyses revealed a negative, albeit small, association between children’s math anxiety and accuracy in solving arithmetic problems. In line with the disruption account, children’s frequency of using higher-level mental strategies mediated this relation between math anxiety and arithmetic performance. Moreover, our results support the reduced competency account given that arithmetic performance was related to math anxiety, whereas mental rotation was only indirectly related to math anxiety. Overall, our findings corroborate both accounts, lending further support to the notion that these accounts might not be mutually exclusive. Our findings imply that interventions might be most effective when focusing on emotion regulation strategies <em>and</em> improving mathematical and spatial performance.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"247 ","pages":"Article 106038"},"PeriodicalIF":1.8,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022096524001784/pdfft?md5=b949bc4a492201fb095d12e354d02c17&pid=1-s2.0-S0022096524001784-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141952762","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":"Associations between parents’ autonomy supportive management language and children’s science, technology, engineering, and mathematics talk during and after tinkering at home","authors":"Bianca M. Aldrich,&nbsp;Catherine A. Haden","doi":"10.1016/j.jecp.2024.106034","DOIUrl":"10.1016/j.jecp.2024.106034","url":null,"abstract":"<div><p>We conducted a time series analysis of parents’ autonomy supportive and directive language and parents’ and children’s STEM (science, technology, engineering, and mathematics) talk during and after a problem-solving activity (i.e., tinkering). Parent and child dyads (<em>N</em> = 61 children; <em>M</em>_age = 8.10 years; 31 boys; 54% White) were observed at home via Zoom. After tinkering, a researcher elicited children’s reflections, and approximately 2 weeks later dyads reminisced together about the experience. During tinkering, the more autonomy supportive STEM talk parents used in 1 min, the more children talked about STEM in the next minute. During reminiscing, parents’ autonomy support was also associated with children’s STEM talk. Results suggest the importance of considering how both the content and style of parents’ talk can support children’s STEM engagement.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"247 ","pages":"Article 106034"},"PeriodicalIF":1.8,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141917859","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":"Predicting individual differences in preschoolers’ numeracy and geometry knowledge: The role of understanding abstract relations between objects and quantities","authors":"Melissa Libertus ,&nbsp;Portia Miller ,&nbsp;Erica L. Zippert ,&nbsp;Heather J. Bachman ,&nbsp;Elizabeth Votruba-Drzal","doi":"10.1016/j.jecp.2024.106035","DOIUrl":"10.1016/j.jecp.2024.106035","url":null,"abstract":"<div><p>Preschoolers’ mathematics knowledge develops early and varies substantially. The current study focused on two ontogenetically early emerging cognitive skills that may be important predictors of later math skills (i.e., geometry and numeracy): children’s understanding of abstract relations between objects and quantities as evidenced by their patterning skills and the approximate number system (ANS). Children’s patterning skills, the ANS, numeracy, geometry, nonverbal intelligence (IQ), and executive functioning (EF) skills were assessed at age 4 years, and their numeracy and geometry knowledge was assessed again a year later at age 5 (<em>N</em> = 113). Above and beyond children’s initial knowledge in numeracy and geometry, as well as IQ and EF, patterning skills and the ANS at age 4 uniquely predicted children’s geometry knowledge at age 5, but only age 4 patterning uniquely predicted age 5 numeracy. Thus, although patterning and the ANS are related, they differentially explain variation in later geometry and numeracy knowledge. Results are discussed in terms of implications for early mathematics theory and research.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"247 ","pages":"Article 106035"},"PeriodicalIF":1.8,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141917860","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":"Understanding of the functions of forgiveness among preschoolers","authors":"Rizu Toda,&nbsp;Nazu Toda,&nbsp;Hiromichi Hagihara,&nbsp;Yasuhiro Kanakogi","doi":"10.1016/j.jecp.2024.106036","DOIUrl":"10.1016/j.jecp.2024.106036","url":null,"abstract":"<div><p>Forgiveness plays an important role in restoring and maintaining cooperative relationships. Previous studies have demonstrated that young children could forgive transgressors both as a third party and as a victim. However, the research on young children’s understanding of forgiveness is scant. This study focused on the two main functions of forgiveness—the restoration of a damaged relationship between the victim and the transgressor and the positive emotional change in the victim toward the transgressor. In this study, 48 4-year-olds (25 girls), 50 5-year-olds (21 girls), and 50 6-year-olds (21 girls) in Japan heard stories in which a victim either did or did not forgive a transgressor. They answered questions about the relationship between the victim and the transgressor and the victim’s feelings toward the transgressor. Regarding the restoration of a damaged relationship, 4- to 6-year-olds understood that the restoration could occur in the presence of forgiveness. Yet, 6-year-olds showed more distinctive belief than 4- and 5-year-olds that the damaged relationship remains unrestored without forgiveness from the victim. For emotional changes, 6-year-olds understood that the forgiving victim would experience positive emotional changes, whereas the unforgiving victim would not. However, 4- and 5-year-olds expected positive emotional changes even without forgiveness, although they anticipated greater changes after forgiveness. The results show that the understanding of the important functions of forgiveness is present at 4 years of age and matures by 6 years of age. Children may develop a sophisticated understanding of the functions of forgiveness later than the actual forgiving behavior.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"247 ","pages":"Article 106036"},"PeriodicalIF":1.8,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022096524001760/pdfft?md5=be553990414a141144d84a2cf7ad1be0&pid=1-s2.0-S0022096524001760-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141914280","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":"Effects of praise and “easy” feedback on children’s persistence and self-evaluations","authors":"Grace Bennett-Pierre ,&nbsp;Taylor Chernuta ,&nbsp;Rawan Altamimi ,&nbsp;Elizabeth A. Gunderson","doi":"10.1016/j.jecp.2024.106032","DOIUrl":"10.1016/j.jecp.2024.106032","url":null,"abstract":"<div><p>Praise is thought to affect children’s responses to failure, yet other potentially impactful messages about effort have been rarely studied. We experimentally investigated the effects of praise and “easy” feedback after success on children’s persistence and self-evaluations after failure. Children (<em>N</em> = 150; <em>M</em>_age = 7.97 years, <em>SD</em> = 0.58) from the mid-Atlantic region of the United States (73 girls; 79% White) heard one of five types of feedback from an experimenter after success on online tangram puzzles: process praise (“You must have worked hard on that puzzle”), person praise (“You must be good at puzzles”), process-easy feedback (“It must have been easy to rotate and fit those pieces together”), person-easy feedback (“It must have been an easy puzzle for you”), or a control. Next, children failed to complete a harder tangram puzzle. Preregistered primary analyses revealed no differences in persistence and self-evaluation between person and process praise or between person-easy and process-easy feedback. Exploratory analyses showed that hearing process praise led to greater persistence after failure than the control condition (<em>d</em> = .61) and that process-easy feedback led to greater strategy generation than the control condition. The effects of adult feedback after success may be more context dependent than previously thought.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"247 ","pages":"Article 106032"},"PeriodicalIF":1.8,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903262","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":"Family science capital moderates gender differences in parent–child scientific conversation","authors":"Kathryn A. Leech","doi":"10.1016/j.jecp.2024.106020","DOIUrl":"10.1016/j.jecp.2024.106020","url":null,"abstract":"<div><p>This study examined whether variation in parent–child conversations about scientific processes can be explained by child gender and the science-related resources available to parents, known as scientific capital. Parents of 4- and 5-year-old children (<em>N =</em> 70) from across the United States completed a survey of science capital and were then videotaped with their children at home interacting with two science activities (i.e., balance scale and circuit toy). Videos were transcribed and analyzed for parents’ science process language. Results indicated that parents’ science process language occurred significantly more often during conversations with boys, among families with higher levels of scientific capital, and during the scale activity. Gender differences in science process language were not apparent at higher levels of science capital and during the scale activity. These effects speak to the need for measuring child, family, and contextual characteristics when identifying factors that promote children’s early science engagement and learning. Results are discussed in terms of future interventions that could build scientific capital as a means to counteract stereotypes around gender and science.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"247 ","pages":"Article 106020"},"PeriodicalIF":1.8,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141890583","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":"Multisyllabic decoding achievement and relation to vocabulary at the end of elementary school","authors":"Laura S. Tortorelli ,&nbsp;John Z. Strong ,&nbsp;Blythe E. Anderson","doi":"10.1016/j.jecp.2024.106018","DOIUrl":"10.1016/j.jecp.2024.106018","url":null,"abstract":"<div><p>Multisyllabic decoding poses a significant challenge to upper elementary grade readers. The purposes of this study were to (a) examine the reliability and validity of a classroom assessment, the Multisyllabic Decoding Inventory (MDI); (b) describe fourth- and fifth-grade students’ decoding of multisyllabic words in relation to their semantic difficulty (age of acquisition ratings); (c) investigate which aspects of word knowledge (word recognition and decoding skill, vocabulary knowledge, and morphological knowledge) predict real word and nonword reading for multisyllabic words; and (d) determine how student word knowledge and semantic difficulty of words jointly affect the odds of accurately recognizing a multisyllabic word. We found that (a) the MDI demonstrated acceptable internal consistency reliability and concurrent validity with standardized measures of word recognition and oral reading fluency; (b) students demonstrated strong performance in reading multisyllabic words and nonwords, but words with higher age of acquisition were less frequently recognized; (c) multisyllabic word reading was predicted by word recognition and decoding skill, vocabulary knowledge, and morphological knowledge, whereas multisyllabic nonword reading was predicted by decoding skills and morphological knowledge only; and (d) grade level, word recognition and decoding skill, and vocabulary at the student level increased the odds of recognizing a multisyllabic word correctly, whereas a word’s age of acquisition rating decreased the odds of recognizing a multisyllabic word correctly. The results suggest that students in the upper elementary grades may benefit from multisyllabic decoding instruction that integrates decoding and vocabulary strategies.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"246 ","pages":"Article 106018"},"PeriodicalIF":1.8,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141856759","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":"Building integrated number sense in adults and children: Comparing fractions-only training with cross-notation number line training","authors":"Lauren K. Schiller ,&nbsp;Roberto A. Abreu-Mendoza ,&nbsp;Robert S. Siegler ,&nbsp;Miriam Rosenberg-Lee ,&nbsp;Clarissa A. Thompson","doi":"10.1016/j.jecp.2024.106017","DOIUrl":"10.1016/j.jecp.2024.106017","url":null,"abstract":"<div><p>Mounting evidence points to the predictive power of cross-notation rational number understanding (e.g., 2/5 vs. 0.25) relative to within-notation understanding (e.g., 2/5 vs. 1/4) in predicting math outcomes. Although correlational in nature, these studies suggest that number sense training emphasizing integrating across notations may have more positive outcomes than a within-notation focus. However, this idea has not been empirically tested. Thus, across two studies with undergraduate students (<em>N</em> = 183 and <em>N</em> = 181), we investigated the effects of a number line training program using a cross-notation approach (one that focused on connections among fractions, decimals, and percentages) and a within-notation approach (one that focused on fraction magnitude representation only). Both number line approaches produced positive effects, but those of the cross-notation approach were larger for fraction magnitude estimation and cross-notation comparison accuracy. In a third study (<em>N</em> = 63), we adapted the cross-notation number line training for use in place of typical classroom warm-up activities for middle school students. Similar to the results with undergraduate students, the cross-notation training program yielded positive benefits for middle school students over a typical warm-up activity (fraction arithmetic practice). Together, these results suggest the importance of an integrated approach to teaching rational number notations, an approach that appears to be uncommon in current curricula.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"246 ","pages":"Article 106017"},"PeriodicalIF":1.8,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141789534","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":"Children’s confidence on mathematical equivalence and fraction problems","authors":"Amanda Grenell ,&nbsp;Jacob R. Butts ,&nbsp;Susan C. Levine ,&nbsp;Emily R. Fyfe","doi":"10.1016/j.jecp.2024.106003","DOIUrl":"10.1016/j.jecp.2024.106003","url":null,"abstract":"<div><p>Metacognition is how people think about their own thinking, and it includes children’s confidence in their problem-solving solutions. We assessed children’s metacognition in two areas of mathematics that are often plagued by misconceptions and often studied separately—mathematical equivalence (e.g., 3 + 4 = 5 +__) and fraction magnitude (e.g., 1/3 = 2/__). Specifically, we quantified children’s metacognitive skills across these topics, examined whether these skills are topic-specific, and determined how these skills covary with domain-general executive functioning. A total of 80 elementary school children (<em>M</em>_age = 7.70 years, <em>SD</em> = 0.69) provided trial-by-trial performance data and confidence judgments on equivalence and fraction problems as well as assessments of executive function. Children’s metacognitive skills were especially impaired when using incorrect strategies based on misconceptions, and we did not find robust evidence for cross-topic associations. We found modest associations between children’s metacognitive skills and their working memory and inhibitory control. Findings have theoretical and practical implications for understanding which children struggle with these important mathematics concepts and why.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"246 ","pages":"Article 106003"},"PeriodicalIF":1.8,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141753135","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}