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

Children’s moral self-concept relates to moral judgment, but not to arousal 儿童的道德自我概念与道德判断有关，而与道德唤起无关。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-01-09 DOI: 10.1016/j.jecp.2024.106172

Anja Kaßecker , Antonia Misch , Markus Paulus , Natalie Christner , Carolina Pletti

{"title":"Children’s moral self-concept relates to moral judgment, but not to arousal","authors":"Anja Kaßecker , Antonia Misch , Markus Paulus , Natalie Christner , Carolina Pletti","doi":"10.1016/j.jecp.2024.106172","DOIUrl":"10.1016/j.jecp.2024.106172","url":null,"abstract":"<div><div>We investigated the relationships among the moral self-concept, arousal reactions to third-party moral situations, and moral judgment in 5- to 7-year-old children (<em>N</em> = 59). Children’s moral self-concept was assessed using a puppet task. In addition, children were shown audiovisual scenes depicting prosocial, antisocial, and neutral interactions between children. We measured phasic pupil dilation responses to the actions and collected children’s judgments of the actions. The results show that children judged antisocial behavior as more negative and prosocial behavior as more positive than neutral behavior. In addition, children showed significantly higher arousal when observing antisocial behavior compared with neutral and prosocial behavior. Moreover, children’s moral judgment related to their arousal: the more negative the moral judgment, the higher the arousal, even in prosocial and neutral scenarios. Finally, children’s moral self-concept correlated with their explicit judgments, but not with their physiological arousal. These results support developmental theories suggesting a relationship between the moral self and moral judgment.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"Article 106172"},"PeriodicalIF":1.8,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142967014","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

Sound–symbol learning and the relationship to spelling in first-grade children 一年级儿童的语音符号学习及其与拼写的关系。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-01-08 DOI: 10.1016/j.jecp.2024.106158

Heike Mehlhase, Jan Luis Sigmund, Gerd Schulte-Körne, Kristina Moll

{"title":"Sound–symbol learning and the relationship to spelling in first-grade children","authors":"Heike Mehlhase, Jan Luis Sigmund, Gerd Schulte-Körne, Kristina Moll","doi":"10.1016/j.jecp.2024.106158","DOIUrl":"10.1016/j.jecp.2024.106158","url":null,"abstract":"<div><div>Early spelling depends on the ability to understand the alphabetic principle and to translate speech sounds into visual symbols (letters). Thus, the ability to associate sound–symbol pairs might be an important predictor of spelling development. Here, we examined the relation between sound–symbol learning (SSL) and early spelling skills. A large sample of first-grade children (<em>N</em> = 365) was tested on well-known cognitive predictors of spelling ability (intelligence, phoneme awareness, and verbal short-term memory) and completed a novel sound–symbol learning paradigm, which required the serial application of newly learned sound–symbol correspondences to mirror spelling acquisition. The results revealed that performance on the SSL task explained unique variance in spelling performance in young children at risk of spelling problems beyond well-known cognitive predictors of spelling. The SSL task can be a useful tool for the early identification of spelling problems given that the SSL differentiated between children with poor and typical spelling skills.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"Article 106158"},"PeriodicalIF":1.8,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142956723","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

The impact of absolute and relative feedback on children’s self-evaluation: Transitioning from kindergarten to first grade 绝对反馈与相对反馈对幼儿自我评价的影响：从幼儿园到一年级的过渡。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-31 DOI: 10.1016/j.jecp.2024.106157

Yijun Jin, Huan Wang

{"title":"The impact of absolute and relative feedback on children’s self-evaluation: Transitioning from kindergarten to first grade","authors":"Yijun Jin, Huan Wang","doi":"10.1016/j.jecp.2024.106157","DOIUrl":"10.1016/j.jecp.2024.106157","url":null,"abstract":"<div><div>Absolute feedback and relative feedback significantly influence children’s self-evaluation. However, previous research has examined these influences separately, leaving the relative importance of absolute versus relative feedback for children unclear. This study aimed to determine which type of feedback is more crucial for children and how they develop responses to both during educational transitions. The effects of absolute feedback and relative feedback on self-evaluation were compared among kindergarten children (<em>N</em> = 72) and first-grade children (<em>N</em> = 81) using a 2 (Absolute Score: high vs. low) × 2 (Relative Rank: high vs. low) between-subjects design. Results indicated that kindergarten children primarily responded to absolute feedback in terms of satisfaction with performance and predicting absolute scores. Conversely, first graders showed sensitivity to absolute feedback concerning satisfaction, emotional responses, and prediction of scores. Moreover, first graders also began exhibiting sensitivity to relative feedback regarding emotional responses and prediction of ranks. These findings imply that absolute feedback holds greater significance for children, but with age they become adept at integrating both types of feedback into their self-evaluation processes.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"Article 106157"},"PeriodicalIF":1.8,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142916010","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

Unraveling the small tie problem mystery: Size effects from finger counting to mental strategies in addition 解开小领带问题之谜：从手指数到心理策略的尺寸效应。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-28 DOI: 10.1016/j.jecp.2024.106154

Jeanne Bagnoud, Céline Poletti, Marie Krenger, Mathusanaa Mahendrathas, Jasinta Dewi, Catherine Thevenot

{"title":"Unraveling the small tie problem mystery: Size effects from finger counting to mental strategies in addition","authors":"Jeanne Bagnoud, Céline Poletti, Marie Krenger, Mathusanaa Mahendrathas, Jasinta Dewi, Catherine Thevenot","doi":"10.1016/j.jecp.2024.106154","DOIUrl":"10.1016/j.jecp.2024.106154","url":null,"abstract":"<div><div>Determining how children solve arithmetic problems when they stop using their fingers is a real challenge. To take it up, the evolution of problem-size effects for tie and non-tie problems was observed when 6-year-olds (<em>N</em> = 65) shift from finger counting to mental strategies. These observations revealed that the problem-size effect remained the same for non-tie problems, whereas it drastically decreased for tie problems. Moreover, the solving strategy for tie problems switched directly from the representation of both operands on fingers to retrieval without transition through the representation of only one operand on fingers. This direct switch could be made possible by the relative ease to commit symmetrical representations to memory (in the case of tie problems) rather than non-symmetrical ones (in the case of non-tie problems). This would explain why, early during development, small tie problems are solved quickly and present null or negligible size effects. All in all, our results and interpretations provide an answer to the long-standing question as to why tie problems have a special cognitive status. Our results also nuance the classical description of the developmental pattern reported in all textbook chapters devoted to numerical cognition according to which a finger strategy where only one operand is represented on fingers constitutes a developmental stage between the representation of two operands on fingers and retrieval. We demonstrate here that it is true only for non-tie problems.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"Article 106154"},"PeriodicalIF":1.8,"publicationDate":"2024-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142903944","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

Testing the generalizability of minimal group attitudes in minority and majority race children 检验少数族裔和多数族裔儿童最小群体态度的普遍性。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-27 DOI: 10.1016/j.jecp.2024.106133

Brenda Straka , Ashley E. Jordan , Alisha Osornio , May Ling Halim , Kristin Pauker , Kristina R. Olson , Yarrow Dunham , Sarah Gaither

{"title":"Testing the generalizability of minimal group attitudes in minority and majority race children","authors":"Brenda Straka , Ashley E. Jordan , Alisha Osornio , May Ling Halim , Kristin Pauker , Kristina R. Olson , Yarrow Dunham , Sarah Gaither","doi":"10.1016/j.jecp.2024.106133","DOIUrl":"10.1016/j.jecp.2024.106133","url":null,"abstract":"<div><div>The minimal group effect, in which people prefer ingroup members to outgroup members even when group membership is trivially constructed, has been studied extensively in psychological science. Despite a large body of literature on this phenomenon, concerns persist regarding previous developmental research populations that are small and lack racial/ethnic diversity. In addition, it remains unclear what role holding membership within and interacting with specific racial/ethnic groups plays in the development of children’s group attitudes. Using a collaborative multi-site study approach, we measured 4- to 6-year-old children’s (<em>N</em> = 716 across five regions in the United States; 47.1% girls; 40.5% White, 13.3% Black, 12.6% Asian, 24.6% Latine, 9.2% multiracial) minimal group attitudes and preference for real-world racial/ethnic ingroups and outgroups. We found that, as a whole, the minimal group effect was observed in the total sample, and no significant differences were found between racial/ethnic groups; yet exploratory analyses revealed that the minimal group effect was most strongly displayed among older children compared with younger children and, when considered separately, was more clearly present in some racial/ethnic groups (White) but not so in others (Black). In addition, there was no relationship between children’s minimal group attitudes and racial group preferences, suggesting that factors other than ingroup/outgroup thinking may influence young children’s racial bias. Taken together, results highlight the continued need for large and racially diverse samples to inform and test the generalizability of existing influential psychological theories.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"Article 106133"},"PeriodicalIF":1.8,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899515","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

Connections among family socioeconomic status, aerobic fitness, executive function, and the positive experiences of childhood physical activity 家庭社会经济地位、有氧适能、执行功能与儿童体育活动积极体验的关系

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-27 DOI: 10.1016/j.jecp.2024.106147

Derek R. Becker, Sarah F. Pedonti, Cathy Grist, Myra Watson

{"title":"Connections among family socioeconomic status, aerobic fitness, executive function, and the positive experiences of childhood physical activity","authors":"Derek R. Becker, Sarah F. Pedonti, Cathy Grist, Myra Watson","doi":"10.1016/j.jecp.2024.106147","DOIUrl":"10.1016/j.jecp.2024.106147","url":null,"abstract":"<div><div>A family’s socioeconomic status (SES) can be linked to a child’s physical and cognitive health, with children from low-SES families often experiencing poor developmental outcomes. Early positive childhood experiences that include structured and unstructured physical activities (SUPAs) offer a potential avenue to promote positive health and cognitive development during early childhood. However, prior to school entry, it is not well-understood whether SES is related to participation in SUPAs or how SUPAs relate to early health and cognitive indicators such as aerobic fitnessand executive function (EF). Children (<em>N</em> = 99) aged 3 to 5 years were recruited from 17 classrooms in seven center-based pre-kindergartens. In fall and spring, children were assessed on EF using the Head–Toes–Knees–Shoulders task and aerobic fitness was assessed with the 20-m shuttle run test. Family SES significantly predicted SUPAs and fall and spring fitness, with SUPAs and spring fitness significantly predicting spring EF. Partial support for an indirect relationship between SES and EF through SUPAs was also found. Results suggest that family SES could play a role in predicting participation in SUPAs and aerobic fitness, with SUPAs and aerobic fitness linked to EF during pre-kindergarten.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"Article 106147"},"PeriodicalIF":1.8,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899495","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

Mental arithmetic skill development in primary school: The importance of number processing abilities and general cognitive abilities 小学心算技能发展：数字处理能力与一般认知能力的重要性。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-26 DOI: 10.1016/j.jecp.2024.106155

Ulf Träff, Rickard Östergren, Kenny Skagerlund, Mikael Skagenholt

{"title":"Mental arithmetic skill development in primary school: The importance of number processing abilities and general cognitive abilities","authors":"Ulf Träff, Rickard Östergren, Kenny Skagerlund, Mikael Skagenholt","doi":"10.1016/j.jecp.2024.106155","DOIUrl":"10.1016/j.jecp.2024.106155","url":null,"abstract":"<div><div>The purpose of this study was to pinpoint which mixture of cognitive abilities and number abilities underlies young children’s early mental arithmetic learning (i.e., skill development) and to examine to what extent this mixture is akin to the mixture underlying children’s early arithmetic performance. A total of 265 children were assessed on counting knowledge, symbolic magnitude comparison, number line estimation, logical reasoning, verbal working memory, spatial processing, phonological processing, and general processing speed. One year later in first grade, the children’s mental arithmetic ability was assessed, and it was then reassessed in second grade. A latent change score model showed that arithmetic performance was supported by counting knowledge, number line estimation, logical reasoning, spatial processing, phonological processing, and general processing speed, whereas arithmetic development was only supported by verbal working memory. These results demonstrate that the mixture of abilities underlying arithmetic development and arithmetic performance are rather different. Mental arithmetic performance in Grade 1 is equally dependent on a combination of both number abilities and cognitive abilities, whereas mental arithmetic development between first grade and second grade is only supported by one cognitive ability, verbal working memory.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"Article 106155"},"PeriodicalIF":1.8,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899512","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

Processing order in short-term memory is spatially biased in children 儿童短期记忆的加工顺序存在空间偏倚。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-25 DOI: 10.1016/j.jecp.2024.106171

Maëliss Vivion , Morgane Ftaïta , Alessandro Guida , Fabien Mathy

{"title":"Processing order in short-term memory is spatially biased in children","authors":"Maëliss Vivion , Morgane Ftaïta , Alessandro Guida , Fabien Mathy","doi":"10.1016/j.jecp.2024.106171","DOIUrl":"10.1016/j.jecp.2024.106171","url":null,"abstract":"<div><div>When processing serial information, adults tend to map elements of a sequence onto a mental horizontal line, following the direction of their reading and writing system. For example, in a Western population, the beginning of a series is associated with the left-hand side of the mental line, while its end is preferentially associated with the right. To complete the few studies that have investigated the cultural vs. innate determinants of such a spatial bias, the current study used a rotation task of unlabeled serial information. Experiment 1 measured the presence of a left-oriented bias in children from toddlers to grade 5 (aged 2 to 12 years old) and in adults. Results only showed a bias in adults. Experiment 2 was designed to avoid potential confounds identified in Experiment 1, and Experiment 3 provided more explicit information to participants, but the results still did not show a clear left-oriented bias in children. By controlling the mental rotation of our material in Experiment 4, we finally observed a global left-to-right bias across age groups, in particular between the <span><math><mrow><msup><mrow><mn>2</mn></mrow><mrow><mi>nd</mi></mrow></msup></mrow></math></span> grade (7 years old) and the <span><math><mrow><msup><mrow><mn>4</mn></mrow><mrow><mi>th</mi></mrow></msup></mrow></math></span> grade (9 years old), and in adults. Overall, this study shows that spatial-ordinal associations observed in adults can also be observed in children as early as primary school. In addition, a weaker bias was observed in younger children, which suggests that the effect could begin to emerge in preschool (4 years old) before being reinforced later with expertise in literacy.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"Article 106171"},"PeriodicalIF":1.8,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899514","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

Preschoolers’ cognitive skills predict their developing moral self 学龄前儿童的认知技能预示着他们道德自我的发展。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-24 DOI: 10.1016/j.jecp.2024.106153

Erin Ruth Baker , Marc Jambon

{"title":"Preschoolers’ cognitive skills predict their developing moral self","authors":"Erin Ruth Baker , Marc Jambon","doi":"10.1016/j.jecp.2024.106153","DOIUrl":"10.1016/j.jecp.2024.106153","url":null,"abstract":"<div><div>Although individual differences in children’s moral self-concept emerge during early childhood and predict future behavioral outcomes, the cognitive skills underlying the development of the moral self have received little attention. We addressed this gap with a longitudinal sample of 106 children (<em>M</em><sub>age</sub> = 52.78 months, <em>SD</em> = 6.61, range = 37–64 at Time 1) living in urban economic deprivation. In the fall, children completed interviews on the moral self as well as hot and cool executive function (EF) tasks, a five-task theory of mind (ToM) battery, and a receptive verbal assessment. Approximately 6 months later, children again completed the moral self interview. Results from a series of latent change score models, controlling for age and parents’ education, demonstrate that different aspects of the moral self were supported in different ways, and at different times, by aspects of cognition. For instance, the aggressive moral self was initially predicted by both cool and hot EF, whereas change was predicted by cool EF. In comparison, the socioemotional moral self was initially predicted by cool EF, as were changes over time. The initial instrumental helping moral self was predicted by ToM. Findings suggest that a multidimensional moral self may be best enhanced by a multipronged approach to cognitive support.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"Article 106153"},"PeriodicalIF":1.8,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899513","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

Finger counting as a key tool for the development of children’s numerical skills 手指数数是发展儿童数字技能的重要工具。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-24 DOI: 10.1016/j.jecp.2024.106156

Catherine Thevenot, Marie Krenger, Céline Poletti

引用次数: 0