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

The development of Mooney face perception in 6- to 11-month-old infants

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-02-19 DOI: 10.1016/j.jecp.2025.106199

Nanako Yamanaka , Yumiko Otsuka , Masaharu Kato , Nobu Shirai

引用次数: 0

Children use process of elimination to associate a novel expression with a novel cause

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-02-19 DOI: 10.1016/j.jecp.2025.106205

Frankie T.K. Fong , Carissa Thong , Nicole L. Nelson

{"title":"Children use process of elimination to associate a novel expression with a novel cause","authors":"Frankie T.K. Fong , Carissa Thong , Nicole L. Nelson","doi":"10.1016/j.jecp.2025.106205","DOIUrl":"10.1016/j.jecp.2025.106205","url":null,"abstract":"<div><div>We adapted a previous protocol to assess children’s ability to spontaneously associate a novel cause with a novel emotional expression. An experimenter opened a series of boxes and generated an expression based on what was inside (the cause of the emotion). Participants (4- to 9-year-olds; <em>N</em> = 72) guessed what the experimenter saw from four possible objects linked to four expressions: stickers (happy), a broken balloon (sad), a spider (scared), and a novel object, pax (novel puffed cheeks expression). Children were then invited to open a series of boxes and generate expressions for the experimenter. Results suggest that children used a process of elimination to associate the novel pax object with the puffed cheeks expression. Some children also re-produced the puffed cheeks expression in a later task. As a final trial, when children were asked how people would feel when seeing the pax object, younger children tended to use positive labels and older children used negative labels. These results show that children are able to quickly associate novel facial expressions with precipitating events as early as 4 years of age, comparable to their performance in linking familiar expressions and objects.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"253 ","pages":"Article 106205"},"PeriodicalIF":1.8,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445299","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

Hostile cognitions and emotions following social exclusion in Japanese adults and young children

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-02-17 DOI: 10.1016/j.jecp.2025.106200

Nozomi Yamamoto , Ryuta Kuwamizu , Yusuke Moriguchi

引用次数: 0

Children learn cause-and-effect relations from fantastical and realistic storybooks

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-02-16 DOI: 10.1016/j.jecp.2025.106198

Jonah Brenner , Katherine Steele , Jacqueline D. Woolley

{"title":"Children learn cause-and-effect relations from fantastical and realistic storybooks","authors":"Jonah Brenner , Katherine Steele , Jacqueline D. Woolley","doi":"10.1016/j.jecp.2025.106198","DOIUrl":"10.1016/j.jecp.2025.106198","url":null,"abstract":"<div><div>Young children struggle with the “reader’s dilemma” (i.e., which aspects of a story with fantasy elements apply to real life), and research finds that incorporating fantasy elements such as anthropomorphic characters and unrealistic settings into storybooks can negatively affect children’s learning. To explore whether children can learn about a cause-and-effect relation from fantasy storybooks, we presented children with a realistic storybook or one containing varying levels of fantasy (Study 1) and a storybook with multiple fantasy elements (Study 2). Children learned about a target event depicting a physical cause-and-effect relation (i.e., if you flick your wrist, the stone will skip across the water), and we assessed their comprehension of the target cause-and-effect relation and their ability to generalize this information to the real world and reason counterfactually about the outcome. Across two preregistered studies (3- to 5-year-olds, <em>N</em> = 214), 5-year-olds, and some 4-year-olds, learned and generalized their knowledge about the target cause-and-effect relation from both the realistic and fantastical storybooks, suggesting that fantasy does not hinder children’s learning about physical cause-and-effect relations.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"253 ","pages":"Article 106198"},"PeriodicalIF":1.8,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419478","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’ use of emotional prosody in an unfamiliar language

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-02-11 DOI: 10.1016/j.jecp.2024.106190

Yomna Waly , Craig G. Chambers , Susan A. Graham

{"title":"Preschoolers’ use of emotional prosody in an unfamiliar language","authors":"Yomna Waly , Craig G. Chambers , Susan A. Graham","doi":"10.1016/j.jecp.2024.106190","DOIUrl":"10.1016/j.jecp.2024.106190","url":null,"abstract":"<div><div>Rapid and accurate recognition of another’s emotions is critical to successful communication. Previous research indicates that preschoolers can use emotional prosody in familiar languages to identify an object being referred to by a speaker (i.e., associate a happy tone with an intact object and a sad tone with a broken object). Here, we examined whether listeners’ use of emotional prosody is tied to language comprehension by testing English-speaking preschoolers’ and adults’ use of emotional prosody when presented with utterances spoken in Arabic. In Experiment 1, 4-year-olds listened to a series of happy- or sad-sounding Arabic utterances while simultaneously viewing a visual array of objects that varied in their association with happiness or sadness (e.g., broken vs. intact toy). In contrast to previous studies in which listeners heard English utterances, results suggested that children were unsuccessful at implicitly (demonstrated via eye gaze) or explicitly (demonstrated via pointing) linking emotional intonation with corresponding objects. A second experiment demonstrated that 4-year-olds could, however, successfully match the same emotional utterances with happy or sad faces. Experiment 3 examined these abilities in English-speaking adults using the same materials. Adults correctly linked emotional prosody to both objects and faces. Taken together, the findings demonstrate that both 4-year-olds and adults can correctly categorize emotional intonation in an unfamiliar language. Only adults, however, were successful at using emotional prosody to help identify an object a speaker is referring to. These findings demonstrate developmental differences in the use of emotional prosody.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"253 ","pages":"Article 106190"},"PeriodicalIF":1.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388498","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

Impact of maternal institutionalization on children’s language development: A multidisciplinary study

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-02-11 DOI: 10.1016/j.jecp.2025.106197

Marina A. Zhukova , Lisa K. Chinn , Connor Cheek , Anastasia A. Sukmanova , Tatiana A. Kustova , Elena L. Grigorenko

{"title":"Impact of maternal institutionalization on children’s language development: A multidisciplinary study","authors":"Marina A. Zhukova , Lisa K. Chinn , Connor Cheek , Anastasia A. Sukmanova , Tatiana A. Kustova , Elena L. Grigorenko","doi":"10.1016/j.jecp.2025.106197","DOIUrl":"10.1016/j.jecp.2025.106197","url":null,"abstract":"<div><div>Research has uncovered extensive negative effects of institutional rearing on development, including language deficits. However, less is known about how these effects may be passed down vertically from mothers to children. The current study examined this pathway with respect to language development using behavioral and neural measures. Participants were mother–child dyads (children aged 8–71 months) where the mothers were either previously institutionalized in orphanages (<em>n</em> = 20) or not (<em>n</em> = 34). Mothers qualified for the study if they were 16 to 35 years of age, had a child aged 8 months to 5 years, and were native Russian speakers. We hypothesized that mothers with a history of institutionalization would provide a linguistically impoverished environment, leading to lower language scores in their children and altered neural responses to language violations. Contrary to our hypotheses, maternal history of institutionalization was not significantly associated with child language abilities (expressive or receptive) or the frequency of conversational turns. However, mothers with a history of institutionalization spoke fewer words around their female offspring relative to mothers raised in biological families. Event-related potential (ERP) analyses revealed topography differences in children’s P400 response during phonological processing associated with maternal institutionalization history. We were also able to predict with above-chance accuracy children whose mothers had a history of institutionalization using machine learning on ERP measures. These findings suggest the need for targeted interventions to support language development in children of mothers with a history of institutionalization.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"253 ","pages":"Article 106197"},"PeriodicalIF":1.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388500","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

Effects of morphological awareness, naming speed, and phonological awareness on reading skills from Grade 3 to Grade 5

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-02-06 DOI: 10.1016/j.jecp.2024.106188

John R. Kirby , S. Hélène Deacon , George Georgiou , Kelly Geier , Jessica Chan , Rauno Parrila

{"title":"Effects of morphological awareness, naming speed, and phonological awareness on reading skills from Grade 3 to Grade 5","authors":"John R. Kirby , S. Hélène Deacon , George Georgiou , Kelly Geier , Jessica Chan , Rauno Parrila","doi":"10.1016/j.jecp.2024.106188","DOIUrl":"10.1016/j.jecp.2024.106188","url":null,"abstract":"<div><div>This study examined the effects of phonological awareness, naming speed, and morphological awareness on reading achievement in 126 English-speaking Canadian children followed from Grade 3 to Grade 5. Reading measures included word reading accuracy, word reading speed, and passage comprehension in both grades as well as multi-morphemic word reading and text reading speed in Grade 5. After controlling for verbal and nonverbal ability, hierarchical regression analyses indicated that (a) all predictors contributed significantly to most reading measures in Grades 3 and 5 and longitudinally from Grade 3 to Grade 5; (b) changes in the trajectories of the three predictors across time contributed significantly to each of the reading outcomes; and (c) the three predictors contributed significantly to change in the trajectories of each of the reading measures. These results indicate continuing and pervasive roles for phonological awareness, naming speed, and morphological awareness over the later elementary school years, especially for morphological awareness in reading comprehension. We suggest that assessment and instruction include these underlying skills in the upper elementary grades to support students’ further reading development.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"253 ","pages":"Article 106188"},"PeriodicalIF":1.8,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143192933","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 handwriting and typing practice in children’s letter and word learning: Implications for literacy development

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-02-04 DOI: 10.1016/j.jecp.2025.106195

Gorka Ibaibarriaga , Joana Acha , Manuel Perea

{"title":"The impact of handwriting and typing practice in children’s letter and word learning: Implications for literacy development","authors":"Gorka Ibaibarriaga , Joana Acha , Manuel Perea","doi":"10.1016/j.jecp.2025.106195","DOIUrl":"10.1016/j.jecp.2025.106195","url":null,"abstract":"<div><div>Recent research has revealed that the substitution of handwriting practice for typing may hinder the initial steps of reading development. Two hypotheses for the detrimental effect of typing are (a) reduced graphomotor activity and (b) reduced variability in the visual letter forms. However, previous studies were mostly limited to letter learning and primarily employed the visual identification of letters as a learning index. The current experiment investigated the impact of graphomotor action and output variability in letter and word learning using a variety of tasks. A total of 50 prereaders learned nine letters and 16 pseudowords made up of these letters across four learning conditions: copying the letters/words by hand, tracing the letters/words, typing the letters/words on a computer with several fonts, and typing with a single font. Posttest tasks included naming, writing, and visual identification of the trained letters and words. Results showed that children in the handwriting groups (i.e., trained through hand-copying or tracing) achieved higher accuracy across all posttest tasks compared with those in the typing groups. These outcomes illustrate the importance of handwriting experience in learning alphabetic and orthographic representations, favoring the graphomotor hypothesis. Thus, educators should be cautious about replacing pencil and paper with digital devices during the period of children’s reading acquisition.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"253 ","pages":"Article 106195"},"PeriodicalIF":1.8,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143172144","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

Economic risk proneness in middle childhood: Uncertainty-driven exploration or novelty-seeking?

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-02-02 DOI: 10.1016/j.jecp.2024.106189

Anthony Roig , Régis Thouvarecq , James Rivière

{"title":"Economic risk proneness in middle childhood: Uncertainty-driven exploration or novelty-seeking?","authors":"Anthony Roig , Régis Thouvarecq , James Rivière","doi":"10.1016/j.jecp.2024.106189","DOIUrl":"10.1016/j.jecp.2024.106189","url":null,"abstract":"<div><div>Although economic risk proneness is usually observed in young children, the issues of how this preference changes during development and how novelty and uncertainty interact in motivating children’s economic choices are unclear. This study investigated the developmental trajectory and mechanisms underlying attitude toward risk in the gain domain between 7 and 9 years of age. A total of 225 7- to 9-year-olds were presented with a series of gambling tasks in which they needed to choose between two options: one safe and one risky but with the same expected value. Among the three tasks proposed to participants, an unexpected event was associated with the risky option in one task and with the safe option in another task. By revealing that children become less attracted to uncertainty in gain contexts from 7 to 9 years of age, our results indicate a decrease in economic risk proneness at the onset of middle childhood. Our findings also showed that 7- to 9-year-olds choose the novel option more often when it is associated with risk versus safety. We suggest that economic risk proneness in young children is driven more by uncertainty exploration than by novelty-seeking.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"253 ","pages":"Article 106189"},"PeriodicalIF":1.8,"publicationDate":"2025-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143123828","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

Contingency in maternal sensitivity and quality of child attachment

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-02-01 DOI: 10.1016/j.jecp.2024.106194

Gemma Pons-Salvador, Rosa M. Trenado, M. Ángeles Cerezo

{"title":"Contingency in maternal sensitivity and quality of child attachment","authors":"Gemma Pons-Salvador, Rosa M. Trenado, M. Ángeles Cerezo","doi":"10.1016/j.jecp.2024.106194","DOIUrl":"10.1016/j.jecp.2024.106194","url":null,"abstract":"<div><div>Patterns of mothers’ contingent responses to their 8-month-old infants were studied across three groups based on the attachment style that children developed at 15 months, assessed with the Strange Situation Procedure: insecure–avoidant, secure, and insecure–resistant. The participants were 78 mother–infant dyads who interacted in a free-play setting. The interactions were assessed using the Early Mother–Child Interaction Coding System–Revised, an observational system that allows real-time coding. Two dimensions of maternal sensitivity, <em>appropriateness</em> and <em>promptness,</em> were analyzed from the perspective of the infants: appropriateness in terms of proportion of different maternal responses, interfering and not interfering (qualitative profile), and the frequency of them (quantitative), and promptness as the latency of the contingent responses. Results showed that infants in the secure attachment group received a lower proportion of interfering behaviors when interacting with their mothers than their insecure attached counterparts. They also experienced higher frequency of non-interfering maternal contingent responses and quicker, protective–intrusive responses. Therefore, the secure attachment group of children experienced less interruption and more attentive responses from their mothers.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"253 ","pages":"Article 106194"},"PeriodicalIF":1.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081700","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