Journal of Experimental Child Psychology最新文献_第2页

Developmental effects of digitally contextualized reading on preschooler’s creative thinking: A quasi-experimental study 数字情境化阅读对学龄前儿童创造性思维发展的影响：一项准实验研究

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-05-22 DOI: 10.1016/j.jecp.2025.106307

Qi Sun , Canming Wang , David Yun Dai , Xinyu Li

{"title":"Developmental effects of digitally contextualized reading on preschooler’s creative thinking: A quasi-experimental study","authors":"Qi Sun , Canming Wang , David Yun Dai , Xinyu Li","doi":"10.1016/j.jecp.2025.106307","DOIUrl":"10.1016/j.jecp.2025.106307","url":null,"abstract":"<div><div>It has been argued that preschool years are an important period for fostering creative thinking skills. Digital technologies are increasingly used in class activities to enhance creativity. However, few studies have experimentally explored how digital technologies can create multisensory reading activities to promote creative thinking in preschoolers. This study introduced <em>digitally contextualized reading</em>, which transforms picture-based reading into an emotionally immersive video reading experience. Unlike traditional methods, this approach emphasizes multisensory immersion and interactive engagement. To examine its impact on creative thinking, a quasi-experimental study was conducted with 251 children aged three to six in China (Intervention group N = 137) over six months, using pre- and post-tests. Results of independent t-tests, ANCOVA, and a two-way ANOVA showed that digitally contextualized reading significantly improved the fluency, elaboration, originality, and abstractness of creative thinking as measured by Torrance Tests of Creative Thinking. These findings highlight the viable role of digital technologies in fostering creative thinking, and its potential to enrich educational practices and advance young learners’ creative abilities.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"259 ","pages":"Article 106307"},"PeriodicalIF":1.8,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144107068","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}

引用次数: 0

Children infer counterfactual information from others’ facial expressions 孩子们从别人的面部表情中推断出与事实不符的信息

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-05-21 DOI: 10.1016/j.jecp.2025.106306

Alicia K. Jones , Nicole L. Nelson , Shalini Gautam , Jonathan Redshaw

{"title":"Children infer counterfactual information from others’ facial expressions","authors":"Alicia K. Jones , Nicole L. Nelson , Shalini Gautam , Jonathan Redshaw","doi":"10.1016/j.jecp.2025.106306","DOIUrl":"10.1016/j.jecp.2025.106306","url":null,"abstract":"<div><div>Being able to identify when other people experience regret and relief can be beneficial for adapting our own behaviour and when trying to act pro-socially. Although children begin to experience regret and relief for themselves around age 6, it remains unclear whether they can recognise these counterfactual emotions in others. Across two studies, we investigated if 4- to 9-year-old children (N = 192, mostly Australian and socioeconomically advantaged, data collected in 2023) could identify others’ regret and relief after making a decision that led to a better or worse outcome. Children watched videos of four different adult actors choosing between two boxes that concealed different amounts of cookies. Each actor first looked inside the chosen box and made a happy or sad facial expression, and children were then shown the contents of the actor’s chosen box. Critically, the actor then looked inside the non-chosen box and again made either a happy or sad facial expression, before children were asked what they thought was inside that box. In both studies, many children aged 6 years and older inferred that the non-chosen box contained more cookies than the chosen box when the actor made a sad face. Children were less likely, however, to infer that the non-chosen box contained fewer cookies than the chosen box when the actor made a happy face. Overall, these findings suggest that from around 6 years of age children can infer counterfactual information from others’ facial expressions, and that children may more readily recognise regret than relief.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"259 ","pages":"Article 106306"},"PeriodicalIF":1.8,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144107069","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}

引用次数: 0

Picturing mathematicians: Examining how gender and math anxiety relate to students’ representations of mathematicians in late elementary and middle school 描绘数学家：研究性别和数学焦虑如何与小学晚期和中学学生对数学家的表征相关

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-05-14 DOI: 10.1016/j.jecp.2025.106290

Jisun Kim , Caroline Byrd Hornburg , Gillian E. Grose , Tess Gavrielle Levinson , Lisa K. Fazio

{"title":"Picturing mathematicians: Examining how gender and math anxiety relate to students’ representations of mathematicians in late elementary and middle school","authors":"Jisun Kim , Caroline Byrd Hornburg , Gillian E. Grose , Tess Gavrielle Levinson , Lisa K. Fazio","doi":"10.1016/j.jecp.2025.106290","DOIUrl":"10.1016/j.jecp.2025.106290","url":null,"abstract":"<div><div>A common gender stereotype is that men are higher performers than women in math. This stereotype not only affects students’ math performance but also influences their interests and vocational options in science, technology, engineering, and mathematics (STEM). The “Draw-a-Mathematician Task” (DAMT) has been used to understand students’ perceptions of who is a mathematician. However, the existing studies with DAMT often do not consider the role of other individual traits that are closely associated with gender stereotypes, such as math anxiety. The current study examined how students’ math anxiety, gender, and grade level may be associated with their gendered representations of mathematicians and the level of math difficulty included in their drawings. Students (<em>N</em> = 261; 133 girls, 128 boys; 116 fourth graders, 89 sixth graders, 56 eighth graders) completed a math anxiety questionnaire and were then asked to draw a picture of a mathematician and explain where their ideas came from. Overall, girls drew more female mathematicians than boys, and the proportion of students drawing female mathematicians dropped steeply in eighth grade, particularly for girls. Girls showed higher levels of math anxiety than boys, and math anxiety increased across grades. However, math anxiety was unrelated to the content of students’ drawings. This study emphasizes the importance of efforts to support girls’ sense of belonging in mathematics, especially into secondary grades in which reported levels of math anxiety are higher.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"258 ","pages":"Article 106290"},"PeriodicalIF":1.8,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143942417","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}

引用次数: 0

Does executive function moderate the spatial-math link in preschoolers? 执行功能是否调节了学龄前儿童的空间-数学联系？

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-05-13 DOI: 10.1016/j.jecp.2025.106296

Elyssa A. Geer , Brianna L. Devlin , Tracy Zehner , Irem Korucu , Lindsey M. Bryant , David J. Purpura , Robert Duncan , Sara A. Schmitt

引用次数: 0

Reinforcement matters: Animated reinforcements disrupt young children’s word learning from a digital book 强化很重要：动画强化会干扰幼儿从电子书中学习单词

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-05-13 DOI: 10.1016/j.jecp.2025.106291

Gabrielle A. Strouse , Patricia A. Ganea

引用次数: 0

A robot’s efficient demonstration cannot reduce 5- to 6-year-old children’s over-imitation 机器人的高效示范并不能减少5- 6岁儿童的过度模仿

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-05-09 DOI: 10.1016/j.jecp.2025.106280

Tingzhuzhi Hu, Hui Li

{"title":"A robot’s efficient demonstration cannot reduce 5- to 6-year-old children’s over-imitation","authors":"Tingzhuzhi Hu, Hui Li","doi":"10.1016/j.jecp.2025.106280","DOIUrl":"10.1016/j.jecp.2025.106280","url":null,"abstract":"<div><div>Children tend to imitate inefficient behaviors containing causally irrelevant actions—they over-imitate. Out-group members’ efficient demonstration cannot reduce children’s over-imitation of in-group members, due to their interpretation of irrelevant actions as norms which in-group members should follow. Children may perceive robots as culture-specific behavior transmitters since they also over-imitate robots. This study explores whether a robot’s efficient demonstration can reduce 5- to 6-year-old children’s over-imitation. In Experiment 1, most of 64 children imitated a human’s irrelevant actions in Phase 1, then reduced over-imitation after watching an efficient demonstration modeled by a robot or a human in Phase 2, but the rate of over-imitation decreased more when the model was a human. In Experiment 2, 64 children only had one chance to imitate after watching two demonstrations (an efficient one demonstrated by a human and an inefficient one demonstrated by a robot or another human), the over-imitation occurred more when the efficient model was a robot than a human. Compared with over-imitation rate of Phase 1 in Experiment 1, that was significantly decreased only when the efficient model was a human. The results indicate that children don’t perceive robots as social learning models, at least in the presence of alternative human models.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"257 ","pages":"Article 106280"},"PeriodicalIF":1.8,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143921976","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}

引用次数: 0

Mindful parenting, parent-child relationship and preschoolers’ internalizing behaviors: A cross-lagged panel analysis 正念育儿、亲子关系与学龄前儿童内化行为：一个交叉滞后的面板分析

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-05-09 DOI: 10.1016/j.jecp.2025.106295

Ju Huang , Xin Chen , Xin Liao , Yujia Peng , Sha Xie , Xinli Chi

{"title":"Mindful parenting, parent-child relationship and preschoolers’ internalizing behaviors: A cross-lagged panel analysis","authors":"Ju Huang , Xin Chen , Xin Liao , Yujia Peng , Sha Xie , Xinli Chi","doi":"10.1016/j.jecp.2025.106295","DOIUrl":"10.1016/j.jecp.2025.106295","url":null,"abstract":"<div><div>The present study examined the bidirectional relationships among mindful parenting, parent–child relationships, and child internalizing behaviors (e.g., anxiety, depression, and social withdrawal) using a longitudinal design. A total of 1,201 Chinese preschoolers (50.3 % boys; age: <em>M</em> = 3.90 years, <em>SD</em> = 0.78) were assessed through parent reports at two time points, one year apart. Cross-lagged panel analysis revealed that mindful parenting at T1 positively predicted parent–child relationships (<em>β</em> = 0.17, <em>p</em> < 0.001) and negatively children’s internalizing behaviors (<em>β</em> = −0.07, <em>p</em> < 0.05) at T2. However, no evidence was found for the reverse relationship. This study also identified a bidirectional and negative associations between parent–child relationships and internalizing behaviors in preschooler (parent–child relationships → internalizing behaviors:<em>β</em> = −0.07, <em>p</em> < 0.05; internalizing behaviors → parent–child relationships: <em>β</em> = − 0.06, <em>p</em> < 0.05). Furthermore, the parent–child relationships mediated the effect of mindful parenting at T1 on child internalizing behaviors at T2. The mediating effect of the parent–child relationship was stronger at T2 than at T1, likely due to the gradual and cumulative benefits of mindful parenting over time. Child gender did not moderate these relationships. The findings highlight the role of mindful parenting in promoting child psychological development by enhancing parent–child relationships over time.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"258 ","pages":"Article 106295"},"PeriodicalIF":1.8,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143921879","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}

引用次数: 0

Parent education, not income-to-needs ratio, relates to preschool home executive function environment 父母教育，而不是收入需求比，关系到学前家庭执行功能环境

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-05-08 DOI: 10.1016/j.jecp.2025.106292

Zachary T. Barnes , Peter Boedeker , Rong Huang

引用次数: 0

Children see private correction as a cue to friendship 孩子们把私下的纠正看作是友谊的暗示

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-05-02 DOI: 10.1016/j.jecp.2025.106282

Chuyi Yang, Zoe Liberman

{"title":"Children see private correction as a cue to friendship","authors":"Chuyi Yang, Zoe Liberman","doi":"10.1016/j.jecp.2025.106282","DOIUrl":"10.1016/j.jecp.2025.106282","url":null,"abstract":"<div><div>Children use a number of cues to infer friendship. For instance, children believe that people who are similar, spend time together, and are loyal to each other are friends (<span><span>Liberman & Shaw, 2019</span></span>). Here, in two studies (total <em>N</em> = 524), we investigated whether 4- to 12-year-old children infer friendship using a novel cue: managing someone’s reputation by correcting them in private. Children were asked whether an agent was better friends with a person they corrected in public, or one they corrected in private. Both younger (4- to 7-years-old) and older (8- to 12-years-old) children inferred stronger friendship between the agent and the privately corrected character (Study 1). In a second study, we asked whether an agent was better friends with a person they corrected in private, or a person who shared a different friendship cue (similarity, propinquity, loyalty). With age children became more likely to privilege private correction, and children who were attentive to the task expected private correction to be a stronger friendship cue than similarity (Study 2). These findings suggest that concerns for others’ reputations may play an important role in friendships, and protecting another person’s reputation may be increasingly indicative of friendship with development.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"258 ","pages":"Article 106282"},"PeriodicalIF":1.8,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143894349","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}

引用次数: 0

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? 幼儿与大学生在网络猎鹿游戏中合作成功的比较：先前的训练、性别、关系和沟通的性质有影响吗？

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-04-30 DOI: 10.1016/j.jecp.2025.106278

Elizabeth T. Hallers-Haalboom , Marissa Hofstee , Kris J.M. De Jaegher , Elisabeth H.M. Sterck , Sarah F. Brosnan , Marjolijn M. Vermande

{"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 , Marissa Hofstee , Kris J.M. De Jaegher , Elisabeth H.M. Sterck , Sarah F. Brosnan , 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}

引用次数: 0