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

The longitudinal (in)stability and cognitive underpinnings of children’s cheating behavior

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-03-13 DOI: 10.1016/j.jecp.2025.106222

Liwen Yu , Cleo Tay , Si En Toh , Jie Ning Wee , Yue Yu , Xiao Pan Ding

{"title":"The longitudinal (in)stability and cognitive underpinnings of children’s cheating behavior","authors":"Liwen Yu , Cleo Tay , Si En Toh , Jie Ning Wee , Yue Yu , Xiao Pan Ding","doi":"10.1016/j.jecp.2025.106222","DOIUrl":"10.1016/j.jecp.2025.106222","url":null,"abstract":"<div><div>There has been a long-standing debate about whether cheating is a stable behavior across various situations. However, there is a notable gap in our understanding about whether children’s cheating behavior could exhibit stability over time. Moreover, research on the cognitive correlates of children’s cheating is limited, yet exploring these cognitive factors is essential for understanding how children make (dis)honest decisions. This study aimed to test the longitudinal stability in children’s cheating tendency and frequency and to explore the cognitive underpinnings of cheating behavior (theory of mind, inhibitory control, and free will belief). The study involved 100 children aged 3 to 6 years who were initially tested at Time 1, and 89 of these participants were retested at Time 2 approximately 1 year later. Cheating behavior was measured using a die-rolling game over Zoom, and three different cognitive abilities were measured. The results indicated that children’s cheating tendency was stable over a year-long interval, whereas cheating frequency did not show longitudinal stability. Moreover, the study found that free will belief was related to cheating behavior, whereas theory of mind and inhibitory control were not. Specifically, children’s belief in the free will to inhibit their desires, rather than their actual ability to inhibit the desires, was associated with a reduced frequency and likelihood of cheating. The findings can provide insight into the developmental origin of children’s decisions to refrain from cheating.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"255 ","pages":"Article 106222"},"PeriodicalIF":1.8,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143621303","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}

引用次数: 0

Body size aftereffects are adult-like from 7 years onward

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-03-05 DOI: 10.1016/j.jecp.2025.106203

Anjali Batish , Amelia Parchment , Evan Handy , Martin J Tovée , Lynda G Boothroyd

引用次数: 0

Development of an innovative approach to the assessment of eye–hand coordination in a dual-task context in prepubertal children

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-03-05 DOI: 10.1016/j.jecp.2025.106217

Pedro Ángel Latorre Román , Victor Serrano Huete , Eva María Atero Mata , Karina Elizabeth Andrade-Lara , Juan Antonio Párraga Montilla , Julio Herrador Sánchez , Asensio Moreno Marín , Melchor Martínez Redondo , Daniel Manjón Pozas , Jesús Salas Sánchez , José Carlos Cabrera Linares , Manolo Lucena Zurita

{"title":"Development of an innovative approach to the assessment of eye–hand coordination in a dual-task context in prepubertal children","authors":"Pedro Ángel Latorre Román , Victor Serrano Huete , Eva María Atero Mata , Karina Elizabeth Andrade-Lara , Juan Antonio Párraga Montilla , Julio Herrador Sánchez , Asensio Moreno Marín , Melchor Martínez Redondo , Daniel Manjón Pozas , Jesús Salas Sánchez , José Carlos Cabrera Linares , Manolo Lucena Zurita","doi":"10.1016/j.jecp.2025.106217","DOIUrl":"10.1016/j.jecp.2025.106217","url":null,"abstract":"<div><div>The purposes of this study were to examine both the validity and reliability of an eye–hand coordination (EHC) test in a dual-task paradigm in prepubertal children and the capacity of this test to discriminate between sex and age. A total of 440 children aged 6 and 11 years participated in this study. To assess EHC, a ball throwing and wall catching test was used in three different conditions (non-interference, auditory, and visual). In each condition, the duration of the test was 90 s. The numbers of successful throws and mistakes in each condition were recorded. The study demonstrated robust validation, with high interclass correlation coefficients (ICCs) indicating excellent reliability. The ICC for the number of EHC successes was.980 (95% confidence interval (CI) = [.969,.987], <em>p</em> < .001), whereas the ICC for EHC mistakes was.856 (95% CI = [.782,.905], <em>p</em> < .001). The standard error of measurement (SEM) was 3.17 (5.36%) for EHC successes and 1.396 (19.86%) for EHC mistakes. In addition, significant differences were observed between boys and girls (<em>p</em> < .05). In conclusion, the EHC test demonstrated good reliability and validity among prepubertal children. These findings validate the tool’s robustness for use in research and practice. Moreover, boys showed superior performance, which decreased in the dual-task condition regardless of age, sex, or type of interference.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"254 ","pages":"Article 106217"},"PeriodicalIF":1.8,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143552580","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

Young children’s metacognition in problem-solving through question-asking

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-03-04 DOI: 10.1016/j.jecp.2025.106207

Jeein Jeong , Sangah Kim

{"title":"Young children’s metacognition in problem-solving through question-asking","authors":"Jeein Jeong , Sangah Kim","doi":"10.1016/j.jecp.2025.106207","DOIUrl":"10.1016/j.jecp.2025.106207","url":null,"abstract":"<div><div>The current study examined how young children’s metacognition—specifically monitoring, control, and metacognitive knowledge—manifests in and contributes to their ultimate problem-solving through question-asking. A total of 101 children (4–6 years of age) participated in a 20-questions-style task in which they were asked to discover the contents of a box by asking questions. Their confidence monitoring regarding their answers, the frequency of different types of questions (i.e., constraint-seeking, confirmation, and ineffective questions), and metacognitive knowledge regarding the question game were measured. The number of correct answers was also recorded. The results indicated that older children exhibited a greater increase in confidence based on the amount of information gained and that their confidence monitoring was more accurate than that of younger children. Older children demonstrated more effective control behaviors, asking more constraint-seeking questions and fewer ineffective questions. The 4-year-olds possessed notable metacognitive knowledge regarding the game, which became more refined with age. In addition to the close relationships among confidence monitoring, control behavior, and metacognitive knowledge, children’s sensitive confidence monitoring and use of effective questions predicted the number of correct answers even when age and expressive language were controlled. These findings highlight the development of young children’s metacognition and its role in their inquiries and problem-solving abilities.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"254 ","pages":"Article 106207"},"PeriodicalIF":1.8,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143552581","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

Participation in a home visiting program predicted maternal but not child vocabulary diversity: A pragmatic randomized trial in Brazil

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-03-04 DOI: 10.1016/j.jecp.2025.106216

Gabriela Vescovi , Tiago N. Munhoz , Meredith L. Rowe , Elisa Rachel Pisani Altafim , Iná S. Santos , Alicia Matijasevich , Cristiane Salum , Luciano Lima Correia , Pedro Israel Cabral de Lira , Letícia Marques dos Santos , Marta Rovery de Souza , Hernane Guimarães dos Santos Junior , Esmeralda Correa Macana , Cauane Blumenberg , Caroline Bortolotto , Raquel Barcelos , Giana Bitencourt Frizzo

{"title":"Participation in a home visiting program predicted maternal but not child vocabulary diversity: A pragmatic randomized trial in Brazil","authors":"Gabriela Vescovi , Tiago N. Munhoz , Meredith L. Rowe , Elisa Rachel Pisani Altafim , Iná S. Santos , Alicia Matijasevich , Cristiane Salum , Luciano Lima Correia , Pedro Israel Cabral de Lira , Letícia Marques dos Santos , Marta Rovery de Souza , Hernane Guimarães dos Santos Junior , Esmeralda Correa Macana , Cauane Blumenberg , Caroline Bortolotto , Raquel Barcelos , Giana Bitencourt Frizzo","doi":"10.1016/j.jecp.2025.106216","DOIUrl":"10.1016/j.jecp.2025.106216","url":null,"abstract":"<div><div>The <em>Criança Feliz</em> (Happy Child) parenting program is a home visiting intervention serving over a million low-income Brazilian families. The current study assessed its longitudinal associations with maternal and child speech and gestures in a subsample (<em>n</em> = 145) from the program’s impact evaluation research. We performed a between-participants pragmatic randomized trial. Mothers (79.7% Black) and children (17–25 months of age; 50.3% female) were randomly assigned to control (<em>n</em> = 73) and intervention (<em>n</em> = 72) groups. One year later, mother–child pairs were recorded playing at home, and the videos were transcribed and analyzed for speech (quantity, vocabulary diversity, sentence complexity, and number of questions) and gestures (quantity). Intention-to-treat analysis revealed that the intervention was associated with the mother’s vocabulary diversity (<em>d</em> = .35) regardless of schooling level. No direct or indirect (via maternal speech) associations were observed with the child’s speech or gestures. This preliminary evidence suggests that participation in the <em>Criança Feliz</em> program is related to mothers’ vocabulary diversity but not to children’s speech or gesture measures. The program could focus on maternal gestures, questions, and book reading (complexity feature). Future research evaluating the impact of the program on language outcomes should include pretesting and child follow-up assessments.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"254 ","pages":"Article 106216"},"PeriodicalIF":1.8,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143552582","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

Differential emotional responses to positive and negative visual perception in children and young adults: An electroencephalography study

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-03-03 DOI: 10.1016/j.jecp.2025.106208

María Dolores Grima-Murcia , Francisco Sanchez-Ferrer , Eduardo Fernandez

{"title":"Differential emotional responses to positive and negative visual perception in children and young adults: An electroencephalography study","authors":"María Dolores Grima-Murcia , Francisco Sanchez-Ferrer , Eduardo Fernandez","doi":"10.1016/j.jecp.2025.106208","DOIUrl":"10.1016/j.jecp.2025.106208","url":null,"abstract":"<div><div>Currently, the number of children with problems associated with mood disorders and emotion regulation is increasing. However, little is known about the development of emotional responses, especially in the developmental population.</div><div>To examine the temporal dynamics of emotional neuronal activation, we presented a subset of standardized emotional pictures from the International Affective Picture System dataset to 45 children and young adult participants. Of these, 15 were children (mean age = 10.0 years, range = 7.1–12.7; 6 boys) and 30 were young adults (mean age = 23.5 years, range = 18.9–33.1; 12 men). We used electroencephalography (EEG) to investigate the spatiotemporal dynamics of emotion processing and measured the brain responses elicited by positive and negative images. Differences in activation patterns were studied using topographic analysis of variance. The study was conducted at Miguel Hernández University in Elche, Spain. Our results show that brain responses move from a high amplitude signal in EEG responses to positive stimuli in children to a high amplitude response to negative stimuli in adults. We confirmed lateralization to the left hemisphere in the processing of positive emotions and to the right hemisphere for negative emotions in both children and young adults. We also found differences in the amplitude of the responses to emotional images between female and male participants, although these were significant only in adults (<em>p</em> < .05). Our results support and expand the existing knowledge about the differing processes of emotion processing in children and adults.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"254 ","pages":"Article 106208"},"PeriodicalIF":1.8,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143534057","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’s processing of irony during reading in English: An eye-tracking study

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-03-01 DOI: 10.1016/j.jecp.2025.106202

Tess Barich , Louise Kyriaki , Alexandre Forndran , Paul Williamson , Joanne Arciuli

{"title":"Children’s processing of irony during reading in English: An eye-tracking study","authors":"Tess Barich , Louise Kyriaki , Alexandre Forndran , Paul Williamson , Joanne Arciuli","doi":"10.1016/j.jecp.2025.106202","DOIUrl":"10.1016/j.jecp.2025.106202","url":null,"abstract":"<div><div>We know a great deal about the mechanisms underpinning literacy, yet gaps exist in understanding some complex literacy skills. The processing of irony during reading is one such skill. We used eye-tracking and behavioral measures to examine the processing of irony during reading in English in 30 children aged 10 to 12 years (33% female and 67% male; M<sub>age</sub> = 11.34 years) by comparison with 32 adults (75% female and 25% male; M<sub>age</sub> = 24.34 years). To accommodate individual differences, we included standardized measures of reading ability in our linear mixed models. Although children were slower in their reading times and had more difficulty in comprehending accurately the meanings of ironic texts versus literal texts by comparison with adults, children showed an adult-like processing cost for ironic information versus literal information across most measures. There were main effects but no substantial interactions involving reading ability. Future studies could include a broader range of ages to better understand the developmental trajectory of irony processing during reading.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"254 ","pages":"Article 106202"},"PeriodicalIF":1.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143520268","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}

引用次数: 0

Development of false memories in 5- and 8-year-olds: The role of working memory maintenance mechanisms

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-02-27 DOI: 10.1016/j.jecp.2025.106206

Manon Rousselle, Agnès Blaye, Marlène Abadie

{"title":"Development of false memories in 5- and 8-year-olds: The role of working memory maintenance mechanisms","authors":"Manon Rousselle, Agnès Blaye, Marlène Abadie","doi":"10.1016/j.jecp.2025.106206","DOIUrl":"10.1016/j.jecp.2025.106206","url":null,"abstract":"<div><div>Previous research has shown that false memories—that is, remembering things that did not happen but are consistent with the gist of the actual experiences—increase during development. The current study shows that this developmental reversal of false memory is moderated by the development of working memory (WM). In two experiments, 5- and 8-year-olds (<em>N</em> = 184; 103 girls; European) were asked to memorize lists of three or four semantically related words during retention intervals of a few seconds in which the opportunities to maintain the studied words in WM were varied. The children then performed an immediate recall test and a delayed recognition test. Experiment 1 showed that 8-year-olds made more semantic recall errors—that is, false memories—than non-semantic recall errors in the immediate test, whereas the opposite was true for 5-year-olds. Experiment 2, which introduced a stronger manipulation of WM maintenance, showed that 8-year-olds made more semantic errors than 5-year-olds in the immediate test when the opportunity to maintain the studied words in WM was reduced. This developmental reversal disappeared when children had more opportunities to maintain the studied words in WM. These results suggest that the development of WM maintenance mechanisms during childhood reduces the age-related increase in false memories.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"254 ","pages":"Article 106206"},"PeriodicalIF":1.8,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143509949","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}

引用次数: 0

Parental apologies as a potential determinant of adolescents’ basic psychological needs satisfaction and frustration

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-02-24 DOI: 10.1016/j.jecp.2025.106204

Jean-Michel Robichaud , Geneviève A. Mageau , Hali Kil , Chloé McLaughlin , Noémie Comeau , Karina Schumann

{"title":"Parental apologies as a potential determinant of adolescents’ basic psychological needs satisfaction and frustration","authors":"Jean-Michel Robichaud , Geneviève A. Mageau , Hali Kil , Chloé McLaughlin , Noémie Comeau , Karina Schumann","doi":"10.1016/j.jecp.2025.106204","DOIUrl":"10.1016/j.jecp.2025.106204","url":null,"abstract":"<div><div>Parenting research has documented positive associations between parents’ tendency to apologize following their mishaps and indicators of adolescents’ healthy development. One mechanism that may account for these benefits is apologies’ potential role in restoring the satisfaction of adolescents’ basic psychological needs, which may have been frustrated by parents’ mishaps. Yet the associations between parental apologies, adolescents’ basic needs, and ensuing developmental outcomes have never been studied. Furthermore, how parents phrase their apologies may differently relate to adolescents’ basic needs, with victim-centered apologies being more likely to be need-supportive and defensive apologies more likely to be need-thwarting. To address these issues, we recruited 347 mid- to late adolescents and assessed parental apologies as well as adolescents’ perceptions of their basic needs at three levels of abstraction (global, situational, and hypothetical) using correlational and experimental methods. At the global level, we also assessed indicators of adolescents’ healthy development that were previously linked to parental apologies (i.e., internalizing and externalizing problems and prosocial behaviors). Across abstraction levels, parental apologies—whether perceived, coded, or manipulated as presenting more victim-centered elements and fewer defensive elements—tended to be associated with higher needs satisfaction and lower needs frustration. Furthermore, path analysis showed that the relation between parental apologies and adolescents’ externalizing problems, internalizing problems, and prosocial behaviors could be fully accounted for by adolescents’ perceptions of their basic needs. These results suggest that parental apologies may play a role in adolescents’ basic psychological needs satisfaction and frustration and, in turn, in their development.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"254 ","pages":"Article 106204"},"PeriodicalIF":1.8,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143474745","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}

引用次数: 0

Statistical learning as a buffer: Investigating its impact on the link between home environment and reading achievement

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-02-21 DOI: 10.1016/j.jecp.2025.106201

Jinglei Ren , Min Wang , Xianglin Zhang , Rachel Romeo , Joanne Arciuli

引用次数: 0