Journal of Experimental Child Psychology最新文献

{"title":"Comparison between young children’s and college students’ cooperative success in an online Stag Hunt: Do prior training, sex, relationship, and nature of communication matter?","authors":"Elizabeth T. Hallers-Haalboom ,&nbsp;Marissa Hofstee ,&nbsp;Kris J.M. De Jaegher ,&nbsp;Elisabeth H.M. Sterck ,&nbsp;Sarah F. Brosnan ,&nbsp;Marjolijn M. Vermande","doi":"10.1016/j.jecp.2025.106278","DOIUrl":"10.1016/j.jecp.2025.106278","url":null,"abstract":"<div><div>Cooperation is an important feature of human lives and society. Understanding the underlying social-contextual factors of differences in cooperative success across different ages is therefore crucial for understanding human development. The Stag Hunt is a widely used paradigm for studying cooperation. However, results of previous studies with young children and college students playing the Stag Hunt are difficult to compare because of methodological differences. The main goal of the current study was to compare cooperative success between children (136 dyads, <em>M</em> = 8.1 years) and college students (113 dyads, <em>M</em> = 22.8 years) using an online version of a coordination game, the Stag Hunt, with 10 trials, including versions with and without prior training on the reward structure. College students showed better abilities to cooperate compared to children. In addition, prior training improved overall cooperation, but the effect of training declined over the trials, while untrained college students, but not children, gradually learned to cooperate. Players’ sex and relationship type did not affect cooperation. The nature of communication during the game, however, played an important role in the cooperative success of both children and students, with communication about the reward structure improving cooperation and competitive expressions hindering it. Finally, communication unrelated to the game did not affect cooperative success in children and college students. The current study therefore highlights the importance of age, prior knowledge, and nature of the communication in coordination processes. Future research should take these into account when designing tasks and interpreting the results.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"257 ","pages":"Article 106278"},"PeriodicalIF":1.8,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143887236","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":"Maximizing math achievement: Strategies from the science of learning","authors":"Nicole R. Scalise ,&nbsp;Jessica R. Gladstone ,&nbsp;Dana Miller-Cotto","doi":"10.1016/j.jecp.2025.106281","DOIUrl":"10.1016/j.jecp.2025.106281","url":null,"abstract":"<div><div>To best support students’ mathematical learning, it is critical to identify instructional strategies that predict achievement over time and consider how these strategies interact with individual child factors. Prior research suggests that strategies informed by the principles of the science of learning benefit children’s mathematical development in early childhood. The present study extends previous findings to middle childhood, examining the relations between children’s exposure to mathematics instruction informed by the science of learning principles, children’s mathematics interest, and their mathematics achievement at the end of fourth grade. Participants were 4520 children from the Early Childhood Longitudinal Study − Kindergarten 2010–2011 (<em>M</em> = 10.1 years; 50 % female). Children who received more frequent mathematics instruction aligned with principles of the science of learning had higher mathematics achievement at the end of fourth grade, controlling for prior mathematics achievement, overall frequency of mathematics instruction, child age, sex, and socioeconomic status. Although we hypothesized that children’s individual mathematics interest would moderate the association between the frequency of high-quality mathematics instruction and mathematics achievement, our results did not find evidence that children’s initial mathematics interest affected the association between their exposure to science of learning aligned strategies and their end-of-year mathematics achievement.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"257 ","pages":"Article 106281"},"PeriodicalIF":1.8,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143878609","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":"Lying behavior in adolescents with conduct disorder: An experimental study of the role of executive functioning","authors":"Guotian Cai ,&nbsp;Sarah Zanette ,&nbsp;Wanxing Zhao ,&nbsp;Jianhua Zhang ,&nbsp;Xiaoxian Zhang ,&nbsp;Weina Ma ,&nbsp;Liyang Sai","doi":"10.1016/j.jecp.2025.106279","DOIUrl":"10.1016/j.jecp.2025.106279","url":null,"abstract":"<div><div>Children with conduct disorder (CD) are often reported to engage in higher rates of lying compared to their typically developing (TD) peers. However, there is a paucity of experimental evidence exploring the specific characteristics and underlying mechanisms driving the propensity for lying in this population. To address these gaps, this study aimed to investigate the relationship between executive functioning (EF) and lying behavior in adolescents with CD compared to TD adolescents. To assess spontaneous lying for personal gain, we used a spot-the-differences task with adolescents aged 13 to 16 (<em>N</em> = 115). EF abilities—including cognitive flexibility, inhibitory control, and working memory—were measured using the Trail Making Test, Color-Word Stroop Task, and Digit Span Test, respectively. We hypothesized that CD adolescents would lie more frequently for personal gain than TD adolescents. Additionally, we expected EF to negatively correlate with lying frequency in TD adolescents but positively correlate with lying frequency in CD adolescents. The results partially supported these hypotheses. While adolescents with CD did not lie significantly more often than TD adolescents, EF was differently related to lying frequency. Specifically, cognitive flexibility was positively associated with lying frequency in CD adolescents but was not significantly related to lying frequency in TD adolescents. Additionally, better inhibitory control was associated with less frequent lying across both groups. These findings provide new insights into the role of EF in adolescent dishonesty and suggest that EF may influence lying behavior differently in CD and TD populations.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"257 ","pages":"Article 106279"},"PeriodicalIF":1.8,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143868259","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":"Orthographic knowledge in second language vocabulary knowledge: Examining mediation of morphological awareness","authors":"Xing Zhang ,&nbsp;Haiming Xu ,&nbsp;Haomin Zhang","doi":"10.1016/j.jecp.2025.106273","DOIUrl":"10.1016/j.jecp.2025.106273","url":null,"abstract":"<div><div>The nature of the relation between orthographic knowledge and vocabulary in second language (L2) English learners remains relatively unclear. The current study investigated how orthographic knowledge facets, as well as morphological awareness, were concurrently related to vocabulary knowledge. A group of 241 eighth-grade Chinese learners of English as a foreign language (EFL) were administered measures of phonological awareness, orthographic knowledge (lexical and sublexical orthographic knowledge), morphological awareness (morpheme recognition and morpheme discrimination), and vocabulary knowledge. Drawing on structural equation modeling analyses with phonological awareness controlled, the study found that orthographic knowledge was associated with Chinese EFL vocabulary knowledge directly and indirectly through morphological awareness. It was also observed that lexical orthographic knowledge had a stronger indirect effect on vocabulary knowledge; however, sublexical orthographic knowledge had a more significant direct effect on vocabulary knowledge. These results inform current theories of reading development as applied to L2 English reading.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"256 ","pages":"Article 106273"},"PeriodicalIF":1.8,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143864108","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":"Twins and virtual twins: Comparative analysis of problem behaviors","authors":"Nancy L. Segal ,&nbsp;Tony Xing Tan ,&nbsp;Elizabeth Pratt-Thompson","doi":"10.1016/j.jecp.2025.106272","DOIUrl":"10.1016/j.jecp.2025.106272","url":null,"abstract":"<div><div>A study of factors affecting children’s problem behaviors using two unique sibships, monozygotic twins adopted together from China (MZ-CTT twins) and virtual twins (same-age unrelated siblings reared together; VTs), is presented. MZ-CTT twins share genes and environments, whereas VTs share environments only, allowing assessment of how these factors influence behavioral difficulties. Participants (MZ-CTT: <em>n</em> = 43 pairs; VT: <em>n</em> = 41 pairs) were in ongoing studies of behavioral development at the Twin Studies Center at California State University, Fullerton. Mean ages were 7.00 years (<em>SD</em> = 2.59) for MZ-CTT pairs and 6.24 years (<em>SD</em> = 2.26) for VT pairs; MZ-CTT pairs were significantly (albeit only slightly) older. Parents completed demographic surveys and the Child Behavior Checklist for each child. The greater resemblance of age- and sex-corrected <em>t</em> scores of MZ-CTT pairs across Internalizing, Externalizing, and Total problem behavior scales (<em>r</em>_is = .72, .71, and .77, respectively) compared with VT pair scores (<em>r</em>_is = .25, .40, and .63, respectively) demonstrates genetic influence on these measures. VT pairs with a biological child and an adoptee showed greater resemblance than those with two adoptees. This probably reflects the correlation of biological children’s genotype with the adoptees’ environment. Regression analyses revealed that for MZ-CTT pairs less variance in problem behaviors was explained by parental variables, such as maternal education, relative to VT pairs. This result may speak to the greater heterogeneity of the backgrounds of VT participants. In summary, this study of two unique kinships shows that both genetic and environmental factors influence child behavioral problems. Future studies using novel and informative kinships are warranted.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"256 ","pages":"Article 106272"},"PeriodicalIF":1.8,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143858932","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":"Spatial associations of number and pitch in human newborns","authors":"Maria Dolores de Hevia ,&nbsp;Ludovica Veggiotti ,&nbsp;Yasmine Baqqali","doi":"10.1016/j.jecp.2025.106259","DOIUrl":"10.1016/j.jecp.2025.106259","url":null,"abstract":"<div><div>Humans use space to think, reason about, externally represent, and even talk about many dimensions (e.g., time, pitch height). One dimension that appears to exploit spatial resources is the mental representation of the numerosity of a set in the form of a mental number line. Although the horizontal number–space mapping is present from birth (small–left vs. large–right), it is unknown whether it extends to other spatial axes from birth or whether it is later acquired through development/experience. Moreover, newborns map changes in pitch height onto a vertical axis (low pitch–bottom vs. high pitch–top), but it is an open question whether it extends to other spatial axes. We presented newborns (<em>N</em> = 64 total, <em>n</em> = 16 per experiment, 0–4 days) with an auditory increase/decrease in magnitude along with a visual figure on a vertically oriented screen (bottom vs. top, change in number: Experiments 1 and 2; change in pitch: Experiment 3) or on a horizontally oriented screen (left vs. right, change in pitch: Experiment 4). Newborns associated changes in magnitude with a vertical axis only when experiencing an increase in magnitude (increase/up); however, the possibility that visuospatial biases could account for this asymmetric pattern are discussed. Newborns did not map changes in pitch horizontally (Experiment 4), in line with previous work showing that the horizontal mapping of number at birth does not generalize to other dimensions. These findings suggest that the flexible use of different spatial axes to map magnitude is not functional at birth and that the horizontal mapping of number might be privileged.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"256 ","pages":"Article 106259"},"PeriodicalIF":1.8,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859173","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 and adolescents’ social mindfulness in intergroup contexts: The roles of empathy, theory of mind, and inhibitory control in considerate actions","authors":"Ömür Özden Koçyiğit-Sarı ,&nbsp;Müge Ekerim-Akbulut ,&nbsp;Busra Eylem Aktas","doi":"10.1016/j.jecp.2025.106276","DOIUrl":"10.1016/j.jecp.2025.106276","url":null,"abstract":"<div><div>Social mindfulness (SoMi) is recognized as an indirect form of everyday prosocial behavior that involves one’s tendency to be appreciative of both one’s and others’ preferences before making a decision and giving others the opportunity to make their own choices. This study explored how SoMi is differently expressed toward in-group and out-group members among middle-aged children (aged 7–9 years here) and adolescents using an experimental approach. In addition, it examined the relationship among age, SoMi, and sociocognitive abilities, including empathy, theory of mind, and inhibitory control. The results showed that adolescents exhibited SoMi more frequently toward in-group members than did children. In children, theory of mind and age were significantly linked to higher levels of SoMi toward both in-group and out-group members. In addition, there was a positive relationship between children’s inhibitory control abilities and their display of SoMi toward in-group members but not toward out-group members. In contrast, among adolescents, only inhibitory control—not theory of mind, age, or empathy—was associated with increased SoMi toward in-group members. Adolescents’ SoMi toward out-groups was not correlated with either sociocognitive skills or age. Overall, these findings suggest that socially mindful behaviors in children and adolescents might be shaped by different sociocognitive skills and might vary in how they are directed toward in-group and out-group members. Future research should further investigate the sociocognitive mechanisms underlying these differences in socially mindful behaviors in intergroup context among children and adolescents.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"256 ","pages":"Article 106276"},"PeriodicalIF":1.8,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143858933","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":"The development of letter representations in preschool children is affected by visuomotor integration skills and visual field asymmetries","authors":"Stéphanie Ducrot ,&nbsp;Jonathan Grainger","doi":"10.1016/j.jecp.2025.106277","DOIUrl":"10.1016/j.jecp.2025.106277","url":null,"abstract":"<div><div>One essential skill believed to consolidate during the preschool years is children’s ability to recognize the different letters of the alphabet. The aim of the present study was to track how visual representations of letters change and are consolidated with exposure to print and the graphomotor experience a child has. A secondary goal of this study was to investigate the emergence of the right visual field advantage for letter identification, reflecting children’s sensitivity to the directionality of print. Eighty-one preschool children (aged 4 to 5 years) participated in a longitudinal study where they were shown isolated uppercase letters in both normal upright format and rotated 180°. The letter stimuli were mixed randomly with symbol stimuli in a letter/non-letter lateralized classification task. The results indicated that accuracy in classifying rotated letters as letters—rather than symbols—significantly improved among 4-year-old preschoolers between testing in December (mid-year) and in June (end of the school year). In contrast, little further development was observed in 5-year-old preschoolers, although they still exhibited a slight disadvantage in accuracy when classifying rotated letters. Additionally, behavioral and eye-movement data highlighted a left-to-right deployment of attention by the end of the second year of formal preschool education, evidenced by the emergence of a right visual field advantage. Our results suggest that letter representations undergo significant consolidation during the second year of formal preschool education, which typically corresponds to 4-year-old children in France, with a close relationship between letter identification skills, sensitivity to the directionality of print, and visuo-motor integration skills.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"257 ","pages":"Article 106277"},"PeriodicalIF":1.8,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143855268","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":"Spatial language development in preterm and full-term infants: The role of object exploration and parents’ spatial input","authors":"Mert Kobaş ,&nbsp;Ö.Ece Demir-Lira ,&nbsp;İpek Akman ,&nbsp;Tilbe Göksun","doi":"10.1016/j.jecp.2025.106264","DOIUrl":"10.1016/j.jecp.2025.106264","url":null,"abstract":"<div><div>Infants learn object features and relations among objects by exploring them. Object exploration and parents’ verbal input related to these spatial characteristics may lead to cascades for the development of spatial language. This longitudinal study examined whether infant object exploration and parents’ spatial input at Time 1 (<em>M</em>_age = 13.7 months) predicted spatial language of preterm infants (mean gestational age = 30 weeks) and full-term infants (mean gestational age = 38.9 weeks) at Time 2 (<em>M</em>_age = 26 months). The object exploration and parents’ spatial input at Time 1 were coded from the semi-structured free play sessions, and infant spatial language was assessed via a parental report at Time 2. Our results showed no differences between preterm and full-term groups on object exploration. However, parents’ spatial input differed based on neonatal condition, in which preterm infants received less input than full-term infants. Parents’ spatial input co-occurred with 44% of the object exploration events, with a significant difference between groups (preterm: <em>M</em> = 36.1%; full-term: <em>M</em> = 52.1%). Importantly, the interaction between object exploration and parents’ spatial input at Time 1 predicted children’s spatial language knowledge at Time 2 regardless of children’s neonatal status. Infants who explored objects for longer periods and received greater spatial input from their parents at Time 1 knew more spatial words at Time 2 than infants who explored objects less and received less input at Time 1. These findings suggest that early object exploration and parents’ spatial input together can lead to a cascading effect on later spatial language development for both preterm and full-term infants.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"256 ","pages":"Article 106264"},"PeriodicalIF":1.8,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847325","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":"Measuring adverse childhood experiences by interviewing children at 9 and 10 years of age: Prevalence, concordance with mother-reports, posttraumatic stress disorder symptoms, and subjective experience of being asked about adverse childhood experiences in FinnBrain Birth cohort study","authors":"Eeva-Leena Kataja ,&nbsp;Jetro J. Tuulari ,&nbsp;Linnea Karlsson ,&nbsp;Susanne Sinisalo ,&nbsp;Tuomo-Artturi Autere ,&nbsp;Laura Perasto ,&nbsp;Aino Juusola ,&nbsp;Essi Salama ,&nbsp;Anna-Katariina Aatsinki ,&nbsp;Hasse Karlsson","doi":"10.1016/j.jecp.2025.106238","DOIUrl":"10.1016/j.jecp.2025.106238","url":null,"abstract":"<div><div>How children experience the screening of adverse childhood experiences (ACEs) is little studied. Moreover, the similarity between parental and child reports is unknown. We interviewed 9-year-olds (a subsample of the FinnBrain Birth Cohort Study; <em>N</em> = 344) by using the Pediatric ACEs and Related Life Events Screener questionnaire (PEARLS; covering 10 traditional ACEs and 7 expanded items). Furthermore, we asked about the subjective harm caused by ACEs, posttraumatic stress disorder (PTSD) symptoms, and how the children experienced the interview. The mothers (<em>N</em> = 348) filled out the PEARLS youth questionnaire that provided a parental report on ACEs. In total, 39.2% of children self-reported zero ACEs, and the corresponding percentage for mother-reports was 30.2%. In addition, 7.8% of children reported having been exposed to ≥ 4 (of 17 possible) ACEs, which is an often-used cutoff score for adverse health outcomes. The corresponding percentage for mother-reports was higher at 14.7%. There was low concordance between mother- and child reports in cases where ACEs did happen 4.9% of children with at least 1 ACE reported PTSD symptoms. In general, 1.7% of children felt that it was difficult to answer the questions, whereas 78.6% felt that it was easy. Negative feelings (e.g., anxiety, depression) related to the interview were reported by 0.9% to 1.4% of the children. In addition, 2% reported only negative feelings, whereas 80% reported only positive feelings. The prevalence of ACEs at 9 and 10 years of age in the FinnBrain Birth Cohort was comparable to that in many retrospective adult studies in European general populations. The prevalence of PTSD symptoms was low and was not clearly linked to the number of self-reported ACEs. The observation that most children found the interview to be easy, neutral, or positive is encouraging, whereas the uneasiness of few children at the interview needs to be acknowledged.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"256 ","pages":"Article 106238"},"PeriodicalIF":1.8,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143843733","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}