Journal of Experimental Child Psychology最新文献_第5页

Do children match described probabilities? The sampling hypothesis applied to repeated risky choice 孩子是否符合描述的概率？抽样假设适用于重复的风险选择。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-03 DOI: 10.1016/j.jecp.2024.106126

Anna I. Thoma , Christin Schulze

{"title":"Do children match described probabilities? The sampling hypothesis applied to repeated risky choice","authors":"Anna I. Thoma , Christin Schulze","doi":"10.1016/j.jecp.2024.106126","DOIUrl":"10.1016/j.jecp.2024.106126","url":null,"abstract":"<div><div>One way in which children can learn about probabilities of different outcomes before making a decision is from <em>description,</em> for instance, by observing graphical representations of frequency distributions. But how do repeated risky choices develop in early childhood when outcome probabilities are learned from description? Integrating previous findings from children’s sampling processes in causal learning and adults’ repeated choice behavior, we investigated repeated choices from 201 children aged 3 to 7 years and 100 adults in a child-friendly risky choice task. We expected young children to probability match and predicted that the perceived dependency between choices would shape the underlying choice process. However, the assumed cognitive processes derived from the causal learning and risky choice literature did not generalize to children’s or adults’ repeated risky choices when outcome probabilities were learned from graphical representations prior to making a decision. Moreover, choice behavior did not differ as a function of the perceived dependency between guesses. Instead, children broadly diversified choices, and switching between options dominated older children’s choice behavior. Our results contribute to increasing evidence of childhood as a phase for heightened exploration and highlight the importance of considering the learning format when studying repeated choice across development.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"251 ","pages":"Article 106126"},"PeriodicalIF":1.8,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142781489","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 relation of verbal and nonverbal skills to basic numerical processing of preterm versus term-born preschoolers 早产儿和足月出生学龄前儿童语言和非语言技能与基本数字处理的关系。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-02 DOI: 10.1016/j.jecp.2024.106128

Isabelle Farmer , Paige M. Nelson , Tilbe Göksun , Ö. Ece Demir-Lira

{"title":"The relation of verbal and nonverbal skills to basic numerical processing of preterm versus term-born preschoolers","authors":"Isabelle Farmer , Paige M. Nelson , Tilbe Göksun , Ö. Ece Demir-Lira","doi":"10.1016/j.jecp.2024.106128","DOIUrl":"10.1016/j.jecp.2024.106128","url":null,"abstract":"<div><div>Verbal and nonverbal skills significantly contribute to individual differences in children’s numerical development at the group level. However, less is known about whether the nature of the relations between verbal and nonverbal systems and numerical cognition varies depending on the unique characteristics children bring into numerical learning. To better delineate these associations, we examined the association between verbal and nonverbal skills and symbolic numerical development in preterm-born (PTB; <em>n</em> = 93; <37 weeks of gestation) children and term-born children (<em>n</em> = 104). We showed that PTB preschoolers, as a group, were at a higher risk of falling behind on certain numerical tasks (cardinality) but not on others (counting). There was, however, significant individual variability within the groups. Verbal and nonverbal skills contributed to the variability of children’s numerical performance but did so differentially across the full spectrum of gestational age. Specifically, verbal skills moderated the association between gestational age and symbolic number performance (cardinality). The relation between verbal and cardinality skills was stronger at higher gestational ages compared with lower gestational ages. In addition, at higher gestational ages, children more frequently used retrieval strategy and less often relied solely on finger counting for the cardinality task. Shifting the focus from group differences to understanding individuals and their unique developmental pathways may enhance our insight into the risk and protective factors underlying the variability observed in all children.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"251 ","pages":"Article 106128"},"PeriodicalIF":1.8,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142773681","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 children’s verb learning in the United States and Japan: Do comparisons help? 考察美国和日本儿童的动词学习：比较有帮助吗？

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 葡萄牙学龄前儿童同伴接纳中情绪知识与言语智力的结构方程模型

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 基于社会边界的道德梯度：当资源有限时，儿童优先考虑自己和他们的内部群体

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? 情绪状态对儿童学习的影响会因任务难度而异吗？

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? 自我调节是否在幼儿期亲子关系与同伴接纳之间起中介作用？

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