Journal of Experimental Child Psychology最新文献_第3页

Examining children’s verb learning in the United States and Japan: Do comparisons help?

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-30 DOI: 10.1016/j.jecp.2024.106129

Jane B. Childers , Mutsumi Imai , Masato Ohba , Faith Perry , Leah Marsh

{"title":"Examining children’s verb learning in the United States and Japan: Do comparisons help?","authors":"Jane B. Childers , Mutsumi Imai , Masato Ohba , Faith Perry , Leah Marsh","doi":"10.1016/j.jecp.2024.106129","DOIUrl":"10.1016/j.jecp.2024.106129","url":null,"abstract":"<div><div>Learning verbs is an important part of learning one’s native language. Prior studies have shown that children younger than 5 years can have difficulty in learning and extending new verbs. The current study extended these studies by showing children multiple events that can be compared during learning, including Japanese- and English-speaking children. In the study, 2-, 3-, and 4-year-olds saw two similar events and then one varied (progressive alignment) or three varied (low alignable) events in a learning phase before test, and this was repeated for four sets. Children were asked to extend these novel verbs in easy (non-cross-mapping) and difficult (cross-mapping) test trials. A repeated-measures analysis of variance showed a significant Age by Condition interaction. In contrast to prior results, the 4-year-olds in both languages did well in both conditions and across test trial types. The 3-year-olds, especially in Japanese, performed best in the progressive alignment condition, showing that experience in seeing similar events was useful for verb learning. The 2-year-olds mostly struggled in this task, showing success only in the low-alignment condition, non-cross-mapping (easy) test trial. These are new findings given that no previous study has examined the role of different levels of variability during learning in a cross-language sample, and no prior study has examined the impact of objects at test in this way. This study shows that an important mechanism for verb learning—the comparison of events—could be useful across languages.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"251 ","pages":"Article 106129"},"PeriodicalIF":1.8,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745536","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

A structural equation model of emotion knowledge and verbal intelligence in peer acceptance in a sample of Portuguese preschoolers

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-30 DOI: 10.1016/j.jecp.2024.106131

Mariana Sousa , Sara Cruz , Anabela Silva-Fernandes , Diana Alves

引用次数: 0

Moral gradients based on social boundaries: Children prioritize themselves and their ingroup when resources are limited

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-29 DOI: 10.1016/j.jecp.2024.106125

Mioko Sudo, Mitsuhiko Ishikawa

{"title":"Moral gradients based on social boundaries: Children prioritize themselves and their ingroup when resources are limited","authors":"Mioko Sudo, Mitsuhiko Ishikawa","doi":"10.1016/j.jecp.2024.106125","DOIUrl":"10.1016/j.jecp.2024.106125","url":null,"abstract":"<div><div>In an ideal world, there would be sufficient resources to be fairly allocated to everyone. The reality, however, is that resources are often limited. How do children navigate resource distribution decisions in the face of scarcity and sufficiency? Our study consisted of two experiments with 4- to 12-year-olds (<em>N</em> = 96), where children were required to distribute resources among themselves, a gender ingroup member, and a gender outgroup member when there was a limited number of resources (Experiment 1) and when there were sufficient resources for an equitable distribution (Experiment 2). When resources were limited, children demonstrated an overall tendency to allocate more resources to themselves and the gender ingroup member at a disadvantage of the gender outgroup member. However, children were not indifferent to the welfare of the gender outgroup member, as evidenced by their tendency to minimize the disadvantage that the gender outgroup member experienced. Furthermore, when the number of resources allowed for an equitable distribution, children showed a robust tendency to fairly allocate the same number of resources to each individual. Thus, our findings suggest that children were acting on a moral gradient, whereby they included both the gender ingroup member and the gender outgroup member within their moral considerations, albeit demonstrating slight favoritism toward the former.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"251 ","pages":"Article 106125"},"PeriodicalIF":1.8,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745525","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

Could the impact of emotional states on learning in children vary with task difficulty?

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-29 DOI: 10.1016/j.jecp.2024.106122

Gisella Decarli, Simone Zasso, Laura Franchin

{"title":"Could the impact of emotional states on learning in children vary with task difficulty?","authors":"Gisella Decarli, Simone Zasso, Laura Franchin","doi":"10.1016/j.jecp.2024.106122","DOIUrl":"10.1016/j.jecp.2024.106122","url":null,"abstract":"<div><div>Emotions are known to influence memory, in particular retention and recall, with positive emotions enhancing performances and negative emotions showing mixed effects. Although the influence of emotions on memory is well-established, their precise impact on the learning process remains a matter of debate and investigation. We implemented two experiments with children aged 6 to 8 years to examine how different emotional states affect training with tasks of varying difficulty. In Experiment 1, children were assessed in a letter recognition task and were assigned to positive, negative, or neutral emotional training conditions. Results showed significant performance improvements across all emotional conditions, indicating that emotional states did not differentially affect this task. In Experiment 2, using a more difficult non-word dictation task, significant improvements were found only in the positive and neutral conditions but not in the negative condition, suggesting that task difficulty modulates the impact of emotional states. These findings highlight the importance of considering both emotional states and task difficulty in educational settings. Positive and neutral emotions may facilitate cognitive processes under challenging conditions, whereas negative emotions might hinder them.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"251 ","pages":"Article 106122"},"PeriodicalIF":1.8,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745526","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

Does self-regulation mediate the relation between parent–child relationships and peer acceptance during early childhood?

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-29 DOI: 10.1016/j.jecp.2024.106134

Jessica N. Lucas-Nihei, Alycia M. Hund, Matthew S. Hesson-McInnis

{"title":"Does self-regulation mediate the relation between parent–child relationships and peer acceptance during early childhood?","authors":"Jessica N. Lucas-Nihei, Alycia M. Hund, Matthew S. Hesson-McInnis","doi":"10.1016/j.jecp.2024.106134","DOIUrl":"10.1016/j.jecp.2024.106134","url":null,"abstract":"<div><div>Peer acceptance is an important facet of child development. Much of the previous research focused on peer acceptance during the elementary school years, so more work is needed to understand peer acceptance and its antecedents during the preschool years. The goal of this study was to test the extent to which children’s self-regulation mediates the association between parent–child relationships and peer acceptance during the preschool years in our sample of 134 4- and 5-year-old children. Two mediation models were tested via a structural equation modeling approach using path analysis. Contrary to predictions, results were not consistent with mediation but rather indicated that parent–child closeness and children’s self-regulation are significant direct predictors of children’s peer acceptance and that age significantly predicts children’s self-regulation. These results contribute to the literature regarding factors that predict peer acceptance during early childhood and have implications for children, families, and professionals who support young children’s development.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"251 ","pages":"Article 106134"},"PeriodicalIF":1.8,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745527","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

A happy face advantage for pareidolic faces in children and adults 儿童和成人的 "快乐面孔 "优势

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-27 DOI: 10.1016/j.jecp.2024.106127

Krisztina V. Jakobsen , Cate M. Hickman , Elizabeth A. Simpson

引用次数: 0

Children plan manual actions similarly in structured tasks and in free play 在有组织的任务和自由游戏中，儿童计划手动操作的方式类似。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-22 DOI: 10.1016/j.jecp.2024.106124

Sara Golmakani , Brianna E Kaplan , Karen E Adolph , Ori Ossmy

{"title":"Children plan manual actions similarly in structured tasks and in free play","authors":"Sara Golmakani , Brianna E Kaplan , Karen E Adolph , Ori Ossmy","doi":"10.1016/j.jecp.2024.106124","DOIUrl":"10.1016/j.jecp.2024.106124","url":null,"abstract":"<div><div>Visually guided planning is fundamental for manual actions on objects. Multi-step planning—when only the requirements for the initial action are directly visible in the scene—necessitates initial visual guidance to optimize the subsequent actions. We found that 3- to 5-year-old children (<em>n</em> = 23) who exhibited visually guided, multi-step planning in a structured tool-use task (hammering down a peg) also demonstrated visually guided planning during unstructured free play while interlocking Duplo bricks and Squigz pieces. Children who exhibited visually guided planning in the hammering task also spent more time looking at the to-be-grasped free-play object and at their construction during reach and transport compared with children who did not demonstrate multi-step planning in the hammering task. Moreover, visually guided planning in the Duplo and Squigz tasks was positively correlated, indicating that planning generalizes across contexts. Findings show that visually guided planning in young children generalizes across different manual actions on objects, including structured tool use and unstructured free play.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"250 ","pages":"Article 106124"},"PeriodicalIF":1.8,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142695876","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

Concurrent and predictive associations between executive function and numerical skills in early childhood 幼儿期执行功能与计算技能之间的并发和预测关联。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-20 DOI: 10.1016/j.jecp.2024.106113

Jasmine R. Ernst , Michèle M.M. Mazzocco, Stephanie M. Carlson

{"title":"Concurrent and predictive associations between executive function and numerical skills in early childhood","authors":"Jasmine R. Ernst , Michèle M.M. Mazzocco, Stephanie M. Carlson","doi":"10.1016/j.jecp.2024.106113","DOIUrl":"10.1016/j.jecp.2024.106113","url":null,"abstract":"<div><div>The importance of early numerical and executive function (EF) skills is well-established, with each skill set positively and specifically predicting later mathematics achievement, income, postsecondary education, and more. Less is known, however, about the relations <em>between</em> EF and numerical skills. Therefore, we examined the concurrent and predictive relations between EF and numerical skills in preschoolers to third graders (<em>N</em> = 205; 4.67–8.75 years of age; 43.9% female; 51.2% White non-Hispanic, 18% multiracial, 6.3% Hispanic, 12.2% Black, 2% American Indian/Alaska Native, 4.9% Asian, 1% not otherwise listed). We found positive concurrent relations between EF and all six numerical skills examined: nonsymbolic magnitude comparison, verbal counting, numerical literacy, count on, non-rote counting, and numerical problem solving. There were unidirectional predictive relations between EF and four of the six numerical skills after controlling for covariates and prior performance on the skill of interest. Bidirectional relations were found only for EF and nonsymbolic magnitude comparison. We also found that the concurrent relation between EF and count on was higher for children with typical versus persistently low mathematics achievement. All other concurrent and predictive relations were similar for children with typical and persistently low mathematics achievement. Overall, these findings show that the relations between EF and numerical skills are both pervasive and nuanced, such that they vary by timing of assessments (i.e., concurrent or predictive) and numerical skill. These results can inform future theoretical models on the role of EF in numerical development and have practical implications for designing interventions targeting these skill sets in early childhood.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"250 ","pages":"Article 106113"},"PeriodicalIF":1.8,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142683081","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

Examining methodological influences on the rhythmic priming effect: A commentary on Kim, McLaren, and Lee (2024) 研究方法对节奏引物效应的影响：对 Kim、McLaren 和 Lee（2024 年）的评论。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-18 DOI: 10.1016/j.jecp.2024.106111

Anna Fiveash , Nathalie Bedoin , Barbara Tillmann

{"title":"Examining methodological influences on the rhythmic priming effect: A commentary on Kim, McLaren, and Lee (2024)","authors":"Anna Fiveash , Nathalie Bedoin , Barbara Tillmann","doi":"10.1016/j.jecp.2024.106111","DOIUrl":"10.1016/j.jecp.2024.106111","url":null,"abstract":"<div><div>The rhythmic priming effect (RPE) refers to improved language performance (typically grammaticality judgements) following regular rhythmic primes compared to various control conditions. This effect has been observed primarily in French, but also in English and Hungarian. However, a recent implementation by Kim, McLaren & Lee (2024), aiming to replicate the RPE in English (Chern, Tillmann, Vaughan & Gordon, 2018), was not successful, inviting a discussion about the conditions under which the RPE could be observed. We here discuss features of Kim et al.’s (2024) implementation that might have reduced the probability of observing the RPE. Compared to Chern et al. (2018), and numerous other studies reporting the RPE, additional delays after the primes and before each sentence were introduced by Kim et al. (2024). This change might have limited beneficial prime effects, which persist, but decay over time. Further, their instruction to “relax and have some rest” might have reduced attentive processing of the primes and related entrainment. Finally, their sample was small (<em>n</em> =16 per experiment) and with a large age range for investigating typically developing children (7-12y), potentially reducing experimental effects due to development-related individual variations. These methodological changes and sample characteristics are discussed in relation to previous research on the RPE, and entrainment in general. This discussion prompts the need for future research to investigate conditions leading to the RPE, with the aim to shed light on underlying mechanisms. Better understanding the RPE will be critical for the use of rhythmic priming within clinical and educational settings.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"250 ","pages":"Article 106111"},"PeriodicalIF":1.8,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142677323","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

Parenting relationships as a moderator of how socioeconomic status and household chaos relate to children’s cognitive and socioemotional skills 父母关系是社会经济地位和家庭混乱与儿童认知和社会情感技能之间关系的调节因素。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-16 DOI: 10.1016/j.jecp.2024.106123

S. Alexa McDorman , Morgan A. Gilmer , Victoria A. Terry , Ellie K. Taylor-Robinette , John D. Gabrieli , Rachel R. Romeo

{"title":"Parenting relationships as a moderator of how socioeconomic status and household chaos relate to children’s cognitive and socioemotional skills","authors":"S. Alexa McDorman , Morgan A. Gilmer , Victoria A. Terry , Ellie K. Taylor-Robinette , John D. Gabrieli , Rachel R. Romeo","doi":"10.1016/j.jecp.2024.106123","DOIUrl":"10.1016/j.jecp.2024.106123","url":null,"abstract":"<div><div>Low socioeconomic status (SES) and high household chaos are adverse childhood experiences (ACEs) that increase the risk of worse executive functioning (EF) and socioemotional (SE) development. EF and SE skills are foundational for lifelong success, but less is known about how positive childhood experiences (PCEs) such as parenting relationships may buffer the impact of ACEs on these important skills. This study examined how SES and household chaos related to EF and SE skills within the context of varying parenting relationships among a sample of 83 socioeconomically and racially/ethnically diverse 4- to 7-year-old children in the urban United States. SES was associated with children’s lab-based EF, but not survey-based EF or SE skills. Household chaos was related to children’s SE skills, with evidence of full mediation through parenting relationships, but was not related to children’s EF. Although we found evidence of moderation, none of the interactions was in the expected direction. Thus, this study failed to find evidence of parenting relationships as a PCE protective against risk from SES and household chaos for children’s EF and SE skills. However, parenting relationships were more strongly related to children’s survey EF and SE skills than either ACE, indicating the importance of fostering parenting relationships for children’s SE development across risk levels. Results increase our understanding of how positive and adverse childhood experiences relate to child development in a diverse sample and have implications for measurement approaches and family policy.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"250 ","pages":"Article 106123"},"PeriodicalIF":1.8,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644998","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