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

Integration of symbolic and non-symbolic numerical information in children: Task dependence and its link to math abilities 儿童符号和非符号数字信息的整合：任务依赖及其与数学能力的联系

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-04-18 DOI: 10.1016/j.jecp.2025.106263

Xueying Ren , Marc N. Coutanche , Julie A. Fiez , Melissa E. Libertus

{"title":"Integration of symbolic and non-symbolic numerical information in children: Task dependence and its link to math abilities","authors":"Xueying Ren , Marc N. Coutanche , Julie A. Fiez , Melissa E. Libertus","doi":"10.1016/j.jecp.2025.106263","DOIUrl":"10.1016/j.jecp.2025.106263","url":null,"abstract":"<div><div>From birth, children can access the approximate number system for noisy numerical estimates. With age, they acquire an exact number system for precise numerical information representation. The relations between these two systems and their correlations with math abilities in children remain unclear. In this study, 8- to 10-year-old children (<em>N</em> = 119) completed two tasks to test the integration of symbolic and non-symbolic numerical information (i.e., “symbolic integration”) and how this integration relates to children’s formal math abilities. For the number comparison task, involving dot arrays and Arabic numerals, children indicated which of two sequentially presented stimuli was larger. These stimuli were either in the same format (dot–dot or numeral–numeral) or in a mixed format (dot–numeral or numeral–dot). For the number–letter discrimination task, participants identified numerals or letter pairs co-occurring with dot arrays that either matched or mismatched the numeral’s quantity. In the number comparison task, we found that children were significantly slower when comparing mixed-format stimuli versus same-format conditions, suggesting a lack of symbolic integration (i.e., “symbolic estrangement”). In contrast, in the number–letter discrimination task, children were significantly faster in tasks where the dot arrays and numerals matched, indicating symbolic integration. While we found correlations between number processing and math skills at the condition level for both tasks, neither of the derived measures of symbolic estrangement or symbolic integration correlated with children’s performance on a standardized math assessment. Thus, we conclude that numerical integration or estrangement is task dependent and that symbolic integration has limited impact on 8- to 10-year-old children’s math abilities.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"256 ","pages":"Article 106263"},"PeriodicalIF":1.8,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143843732","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

Friendship status and recipient’s emotions both affect children’s sharing behavior 友谊状态和接受者的情绪都会影响儿童的分享行为

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-04-16 DOI: 10.1016/j.jecp.2025.106256

Martina Vogelsang, Annika Schäfer, Alina Ehrenreich, Mirjam Ebersbach

{"title":"Friendship status and recipient’s emotions both affect children’s sharing behavior","authors":"Martina Vogelsang, Annika Schäfer, Alina Ehrenreich, Mirjam Ebersbach","doi":"10.1016/j.jecp.2025.106256","DOIUrl":"10.1016/j.jecp.2025.106256","url":null,"abstract":"<div><div>Studies on the development of sharing resources as one aspect of prosocial behavior have revealed that single recipient characteristics affect preschoolers’ sharing decisions. In the current study, we investigated (a) whether preschoolers also take multiple recipient characteristics simultaneously into account and (b) whether preschoolers’ general prosocial behavior affects their sharing decisions. A 2 (Friendship Status: friend vs. non-friend) × 2 (Emotional State of the Recipient: sad vs. happy) within-participants design was used. In the context of a dictator game, German preschoolers (<em>N</em> = 82; age range = 4.5–7.0 years) were provided with 6 stickers per trial that they could share with another fictitious child. The other child was introduced as either a friend or a non-friend who was either sad or happy. The number of shared stickers served as the dependent variable. In addition, preschoolers’ general prosocial behavior was assessed, also including comforting and helping. Results showed that preschoolers shared more stickers with friends than with non-friends and shared more with sad recipients than with happy recipients. There was no significant interaction between these factors. Furthermore, preschoolers’ general prosocial behavior did not predict their sharing decisions. This study suggests that preschoolers take multiple recipient characteristics simultaneously into account when sharing resources and that sharing resources might differ from other aspects of prosocial behavior.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"256 ","pages":"Article 106256"},"PeriodicalIF":1.8,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143839072","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

Learning novel transitive verbs in causative action events: A cross-linguistic comparison between English- and Japanese-speaking infants 学习因果行动事件中的新颖及物动词：英语和日语婴儿的跨语言比较

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-04-15 DOI: 10.1016/j.jecp.2025.106258

Yuriko Oshima-Takane , Tessei Kobayashi , Erica Chan

{"title":"Learning novel transitive verbs in causative action events: A cross-linguistic comparison between English- and Japanese-speaking infants","authors":"Yuriko Oshima-Takane , Tessei Kobayashi , Erica Chan","doi":"10.1016/j.jecp.2025.106258","DOIUrl":"10.1016/j.jecp.2025.106258","url":null,"abstract":"<div><div>This study investigated whether typologically different languages, English and Japanese, influence the early representations of novel transitive verbs in dynamic causative events. We hypothesized that Japanese, with its syntactic and pragmatic advantages for verb learning, facilitates this process earlier than English. Using a habituation method with a three-switch design, we compared Japanese-speaking 20-month-olds with their English-speaking counterparts to determine whether Japanese-speaking infants map novel transitive verbs onto actions only, similar to adults, earlier than English-speaking infants. The results showed that Japanese-speaking infants mapped the novel transitive verbs onto actions only, whereas English-speaking infants mapped them onto both actions and objects affected by the actions. This finding suggests that Japanese-speaking infants acquire adult-like representations of novel transitive verbs earlier than their English-speaking counterparts, providing evidence that properties of languages affect the development of initial representations of novel transitive verbs in infants.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"256 ","pages":"Article 106258"},"PeriodicalIF":1.8,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143828199","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

Sharpening the number sense: Developmental trends in numerosity perception 锐化数感：数字感知的发展趋势

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-04-15 DOI: 10.1016/j.jecp.2025.106262

Irene Oeo Morín , Fien Depaepe , Bert Reynvoet

{"title":"Sharpening the number sense: Developmental trends in numerosity perception","authors":"Irene Oeo Morín , Fien Depaepe , Bert Reynvoet","doi":"10.1016/j.jecp.2025.106262","DOIUrl":"10.1016/j.jecp.2025.106262","url":null,"abstract":"<div><div>Numerosity perception, the ability to process and estimate the number of objects in a set without explicitly counting, has been widely studied, and one well-established finding is that children become more accurate at perceiving numerosity with age. The question remains, however, what the underlying cognitive processes and mechanisms are that drive this improvement. Some authors have suggested that this is due to an increased numerical precision (i.e., the sharpening hypothesis), whereas others have proposed that the more accurate performance is due to the improved ability to inhibit non-numerical features of the display such as object size and spacing of items (i.e., the filtering hypothesis). The current study examined the developmental trajectory of numerosity perception across three age groups (<em>M</em> = 5.65, <em>M</em> = 11.03, and <em>M</em> = 20.10 years). As expected, more accurate performance was observed with age. Regression and analyses of variance revealing the contribution of numerical and non-numerical predictors in performance show that the performance in all age groups was primarily driven by numerical information and that its contribution increased with age. In addition, a consistent bias toward non-numerical features was observed in all age groups. These results support the sharpening hypothesis for children from 5 years of age to early adulthood, suggesting that from this age onward children increasingly focus on numerical information as they get older. These results have important implications for the understanding of the development and specific improvements of numerical perception.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"256 ","pages":"Article 106262"},"PeriodicalIF":1.8,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143834956","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 and adults’ social partner choices are differently affected by statistical information 儿童和成人的社会伴侣选择受到统计信息的不同影响

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-04-12 DOI: 10.1016/j.jecp.2025.106260

Rongzhi Liu , Gil Diesendruck , Fei Xu

{"title":"Children’s and adults’ social partner choices are differently affected by statistical information","authors":"Rongzhi Liu , Gil Diesendruck , Fei Xu","doi":"10.1016/j.jecp.2025.106260","DOIUrl":"10.1016/j.jecp.2025.106260","url":null,"abstract":"<div><div>The current study investigated how U.S. adults (<em>N</em> = 99) and 5- and 6-year-old children (<em>N</em> = 112) use statistical information in their social partner choices. We found that children integrated base rate information (the distribution of traits within groups) and individual-level statistical information (the frequency of an individual’s past behaviors) in their partner choices, but adults only relied on the individual-level statistical information and neglected base rate information. In addition, adults and children were affected by non-statistical information: Adults showed risk-seeking and risk-averse tendencies, and children showed only risk-seeking tendencies in their partner choices. These findings provide evidence that both statistical and non-statistical information affect social decisions, and adults and children are influenced by each type of information in distinct ways. The current study suggests future directions to further investigate the role of statistical learning in our social cognition and to develop a unifying account of how non-statistical information interacts with statistical information in our social decisions.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"256 ","pages":"Article 106260"},"PeriodicalIF":1.8,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143823862","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

The development of gross motor skills in children: Insights from the Motor Assessment Test for Children 儿童大肌肉运动技能的发展：来自儿童运动评估测验的启示

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-04-11 DOI: 10.1016/j.jecp.2025.106255

Jernice S.Y. Tan , Coral B.S. Lim

引用次数: 0

The serial mediation effect of parents’ metamemory repertoire and metacognitive talk on children’s associative memory 父母元记忆曲目和元认知谈话对儿童联想记忆的连续中介作用

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-04-09 DOI: 10.1016/j.jecp.2025.106261

Marie Geurten , Laurence Picard

{"title":"The serial mediation effect of parents’ metamemory repertoire and metacognitive talk on children’s associative memory","authors":"Marie Geurten , Laurence Picard","doi":"10.1016/j.jecp.2025.106261","DOIUrl":"10.1016/j.jecp.2025.106261","url":null,"abstract":"<div><div>Recently, studies have revealed that parent–child interactions are one of the key drivers of children’s memory development. Here, we investigated whether some specific parental behaviors and characteristics—the richness of parents’ metamemory repertoire and their propensity to use metacognitive talk when interacting with their children—could mediate the well-known influence of parental education level on children’s memory performance. To do so, 54 parent–child dyads with children aged 24 to 46 months were recruited and tested at two time points. Parents’ metamemory repertoire was estimated using a questionnaire requiring the generation of as many different strategies as possible to solve various memory scenarios. The frequency of parents’ metacognitive comments during a standardized discussion about a past event with their children was used as a measure of metacognitive talk. An associative recognition memory task was used to assess children’s memory performance. Our results revealed that the effect of parental education level on children’s memory was serially mediated by children’s exposure to metacognitive talk via the richness of parents’ strategic memory repertoire. Specifically, parents with higher educational attainment were likely to nominate more memory strategies than parents with a lower level of education. In turn, having a rich metamemory repertoire increased the likelihood of being metacognitive when interacting with children, which has a positive effect on children’s memory performance. The importance of these findings for the sociocultural models of memory development is discussed.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"256 ","pages":"Article 106261"},"PeriodicalIF":1.8,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143799926","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

Game-based cognitive training and its impact on executive functions and math performance: A randomized controlled trial 基于游戏的认知训练及其对执行功能和数学表现的影响：一项随机对照试验

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-04-09 DOI: 10.1016/j.jecp.2025.106257

Alanny Nunes de Santana , Antonio Roazzi , Alena Pimentel Mello Cabral Nobre

{"title":"Game-based cognitive training and its impact on executive functions and math performance: A randomized controlled trial","authors":"Alanny Nunes de Santana , Antonio Roazzi , Alena Pimentel Mello Cabral Nobre","doi":"10.1016/j.jecp.2025.106257","DOIUrl":"10.1016/j.jecp.2025.106257","url":null,"abstract":"<div><div>Executive functions (EFs) are the focus of interventions aimed at their development and subsequent improvement of indirectly trained skills such as academic performance. Therefore, the objective of this study was to evaluate the presence of near-transfer effects (EFs improvement) and far-transfer effects (mathematics improvement) of the <em>Cucca Curiosa</em> intervention in Brazilian children aged 7 to 10 years, with 28 participants per age group. This stratified trial included 112 children randomly assigned to the experimental group (EG) or control group (CG). Child Brief Neuropsychological Assessment Battery (NEUPSILIN-Inf), Five-Digit Test (FDT), Day–Night Stroop task, and Mathematics Test (TEMA) were administered at pretest and posttest levels. The EG participated in the 1-week Cucca Curiosa program, consisting of five sessions (averaging 13 min, with a maximum of 26 min), whereas the CG remained in passive waiting. Data analysis revealed that the intervention significantly improved children’s executive and mathematics performance in the short term. The mediation analysis identified that EFs are essential mediators that explain how the intervention improves mathematical performance, reinforcing the importance of focusing on the development of EFs as a strategy to improve academic performance. Further studies are necessary to assess long-term effects, transfer to other skills, and potential benefits in reducing psychopathological symptoms.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"256 ","pages":"Article 106257"},"PeriodicalIF":1.8,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143799925","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

From error to insight: Removing non-systematic responding data in the delay discounting task may introduce systematic bias 从错误到洞察：在延迟贴现任务中去除非系统响应数据可能会引入系统偏差

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-04-04 DOI: 10.1016/j.jecp.2025.106239

Brett W. Gelino , Bryant M. Stone , Geoffrey D. Kahn , Justin C. Strickland , Julia W. Felton , Brion S. Maher , Richard Yi , Jill A. Rabinowitz

{"title":"From error to insight: Removing non-systematic responding data in the delay discounting task may introduce systematic bias","authors":"Brett W. Gelino , Bryant M. Stone , Geoffrey D. Kahn , Justin C. Strickland , Julia W. Felton , Brion S. Maher , Richard Yi , Jill A. Rabinowitz","doi":"10.1016/j.jecp.2025.106239","DOIUrl":"10.1016/j.jecp.2025.106239","url":null,"abstract":"<div><div>Delay discounting (DD), which reflects a tendency to devalue rewards as the time to their receipt increases, is associated with health behaviors such as sleep disturbances, obesity, and externalizing behavior among adolescents. Response patterns characterized by inconsistent or unexpected reward valuation, called non-systematic responding (NSR), may also predict health outcomes. Many researchers flag and exclude NSR trials prior to analysis, which could lead to systematic bias if NSR (a) varies by demographic characteristics or (b) predicts health outcomes. Thus, in this study we characterized NSR and examined its potential beyond error by comparing it against DD with a secondary data analysis of the Adolescent Brain Cognitive Development (ABCD) Study—a population-based study that tracked youths (<em>N</em> = 11,948) annually from 8 to 11 years of age over 4 years. We assessed DD and NSR using the Adjusting Delay Discounting Task when youths were approximately 9.48 years old (<em>SD</em> = 0.51). We also examined three maladaptive health outcomes annually: sleep disturbances, obesity, and externalizing psychopathology. Our analysis revealed variations in NSR across races, ethnicities, and body mass index categories, with no significant differences observed by sex or gender. Notably, NSR was a stronger predictor of obesity and externalizing psychopathology than DD and inversely predicted the growth trajectory of obesity. These findings suggest that removing NSR patterns could systematically bias analyses given that NSR may capture unexplored response variability. This study demonstrates the significance of NSR and underscores the necessity for further research on how to manage NSR in future DD studies.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"256 ","pages":"Article 106239"},"PeriodicalIF":1.8,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143768544","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

Executive functions and mathematical ability in early elementary school children: The moderating role of family socioeconomic status 小学早期儿童执行功能与数学能力：家庭社会经济地位的调节作用

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-04-01 DOI: 10.1016/j.jecp.2025.106252

Xiaoliang Zhu , Yixin Tang , Zhuoyue Pang , Xin Zhao

{"title":"Executive functions and mathematical ability in early elementary school children: The moderating role of family socioeconomic status","authors":"Xiaoliang Zhu , Yixin Tang , Zhuoyue Pang , Xin Zhao","doi":"10.1016/j.jecp.2025.106252","DOIUrl":"10.1016/j.jecp.2025.106252","url":null,"abstract":"<div><div>Children’s executive functions (EFs) and family socioeconomic status (SES) play critical roles in the development of mathematical ability in early elementary education. However, the potential interplay between EFs and SES remains underexplored. This study addressed this gap by comprehensively investigating the moderating role of SES in the relationship between EF subcomponents (i.e., interference inhibition, response inhibition, and working memory) and children’s concurrent and future mathematical abilities (i.e., arithmetic operations and logical–visuospatial skills). A total of 172 participants (<em>M</em><sub>age</sub> = 6.78 years; 107 boys) took part in the study at the beginning of first grade in elementary school (T1) and 20 months later (T2). We measured EFs, SES, and mathematical ability at T1 and mathematical ability at T2. Results from hierarchical linear regression models indicated that working memory was positively associated with T1 arithmetic operations and logical–visuospatial skills as well as with T2 arithmetic operations. Furthermore, family SES was positively associated with arithmetic operations at both T1 and T2. Notably, we found a significant interaction effect between interference inhibition and SES on T1 arithmetic operations and logical–visuospatial skills. Specifically, interference inhibition was positively related to T1 arithmetic operations and logical–visuospatial skills for children from low- and middle-SES families, but not for children from high-SES families. Our findings contribute to a nuanced understanding of how cognitive and environmental factors jointly influence mathematical development, underscoring the need for targeted interventions for children from different SES backgrounds to support their mathematical ability development.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"256 ","pages":"Article 106252"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143738286","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