Journal of Experimental Child Psychology最新文献_第8页

Balanced time perspective and aggression in left-behind children: The mediating role of self-esteem 平衡时间观与留守儿童的攻击行为：自尊的中介作用

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-13 DOI: 10.1016/j.jecp.2024.106136

Yu Pi , Yingxue Gong , Xiaobao Li

{"title":"Balanced time perspective and aggression in left-behind children: The mediating role of self-esteem","authors":"Yu Pi , Yingxue Gong , Xiaobao Li","doi":"10.1016/j.jecp.2024.106136","DOIUrl":"10.1016/j.jecp.2024.106136","url":null,"abstract":"<div><div>Left-behind children refer to children who have been separated from their parents for a long period of time because one or both parents have gone to work in cities and towns, and who stay in their hometowns or board with relatives in rural China. This study investigated the association between time perspective and aggression among left-behind children and examined the potential mediating role of self-esteem. The initial cross-sectional study (Study 1) involved a sample of 549 middle school students (<em>M</em><sub>age</sub> = 13.22 years, <em>SD</em> = 1.21) of whom 64.8% were classified as left-behind children. The results indicated that left-behind children exhibited higher levels of aggression, lower levels of balanced time perspective, and lower self-esteem compared with their non-left-behind counterparts. Structural equation modeling showed that balanced time perspective was inversely associated with aggression and that self-esteem partially mediated this relationship in both left-behind and non-left-behind children. Furthermore, Study 2 analyzed data from two waves of assessment involving left-behind children (<em>N</em> = 286; <em>M</em><sub>age</sub> = 13.30 years, <em>SD</em> = 1.01). This longitudinal analysis confirmed that balanced time perspective was a negative predictor of aggression in this group. Through the implementation of a cross-lagged panel model, it was found that balanced time perspective could predict lower levels of aggression in left-behind children by enhancing self-esteem over time. These findings illuminate the relationship between balanced time perspective and behavioral issues in left-behind children, suggesting the importance of interventions aimed at improving time perspective and self-esteem to mitigate aggression.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"Article 106136"},"PeriodicalIF":1.8,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142824651","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 in inductive and deductive reasoning 归纳和演绎推理中的执行功能。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-13 DOI: 10.1016/j.jecp.2024.106144

Elena Kazali

引用次数: 0

Relation between general vocabulary knowledge and early numeracy competence: The mediating role of mathematical language 一般词汇知识与早期算术能力的关系：数学语言的中介作用。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-13 DOI: 10.1016/j.jecp.2024.106145

Jana Chi-San Ho , Sum Kwing Cheung , Catherine McBride , David J. Purpura , Melody Chi Ying Ng , Audrey Pui Lam Ho

{"title":"Relation between general vocabulary knowledge and early numeracy competence: The mediating role of mathematical language","authors":"Jana Chi-San Ho , Sum Kwing Cheung , Catherine McBride , David J. Purpura , Melody Chi Ying Ng , Audrey Pui Lam Ho","doi":"10.1016/j.jecp.2024.106145","DOIUrl":"10.1016/j.jecp.2024.106145","url":null,"abstract":"<div><div>Early language skills are considered important precursors of early mathematical development. Prior research extensively explored the association between vocabulary and early numeracy. However, few studies have delved into the specific impact of mathematical language on this association. This study investigated the extent to which mathematical language mediates the relation between general vocabulary knowledge and early numeracy competence. A total of 180 Hong Kong kindergarteners (mean age = 4.66 years, <em>SD</em> = 0.63) were individually tested on their Chinese general vocabulary knowledge, mathematical language, and early numeracy competence online. Path analysis showed that when children’s age and family income were statistically controlled, general vocabulary knowledge had a direct positive association with early numeracy competence as well as an indirect link through mathematical language. The findings highlighted the pivotal role of mathematical vocabulary in the learning of mathematics in early childhood. Future directions for examining the role of mathematical language in early numeracy development across different languages are further discussed.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"Article 106145"},"PeriodicalIF":1.8,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142824629","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

Developmental normative data for the Balance Tracking System modified Clinical Test of Sensory Integration and Balance protocol Balance Tracking System（平衡跟踪系统）改良版临床感觉统合与平衡测试方案的发育常模数据。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-12 DOI: 10.1016/j.jecp.2024.106146

Daniel J. Goble, Kirstie Barnes, Josephine I. Lang, Shweta Kapur, Sophia K. Rosiek, Joshua L. Haworth

{"title":"Developmental normative data for the Balance Tracking System modified Clinical Test of Sensory Integration and Balance protocol","authors":"Daniel J. Goble, Kirstie Barnes, Josephine I. Lang, Shweta Kapur, Sophia K. Rosiek, Joshua L. Haworth","doi":"10.1016/j.jecp.2024.106146","DOIUrl":"10.1016/j.jecp.2024.106146","url":null,"abstract":"<div><div>A growing number of practitioners are implementing the Balance Tracking System (BTrackS) modified Clinical Test of Sensory Integration and Balance (mCTSIB) to evaluate the sensory sources of balance feedback used to maintain upright standing. The aim of the current study was to expand existing BTrackS mCTSIB normative databases on adults to include reference values from developmental age groups. Participants included children (age range = 5–8 years; <em>n</em> = 212), adolescents (age range = 9–12 years; <em>n</em> = 103), teenagers (age range = 13–17 years; <em>n</em> = 152), and young adults (age range = 18–29 years; <em>n</em> = 779). Testing consisted of four, 20-s trials of static standing on the BTrackS Balance Plate. Each trial systematically manipulated the relative contributions of the vision, proprioception, and vestibular sensory systems. Based on the total center of pressure path length metric from the BTrackS Assess Balance software, it was found that females generally outperformed males in all age groups and sensory conditions. Both sexes showed improvements in balance with age when comparing children and adolescents. However, only in the Standard and Proprioceptive conditions were further age-related improvements seen for the adolescent and young adult groups. The current findings provide useful information demonstrating that sensory feedback processing for balance improves at different rates during development. Percentile ranking “look-up” tables are also provided as a tool for practitioners performing BTrackS mCTSIB testing.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"Article 106146"},"PeriodicalIF":1.8,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142822633","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

Corrigendum to “Effects of dual- and single-language exposure on children’s word learning: Experimentally testing the role of competition” [J. Exp. Child Psychol. 244 (2024) 105953] “双语言和单语言接触对儿童词汇学习的影响：竞争作用的实验测试”[J]。儿童心理。244 (2024)105953 [j]。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-09 DOI: 10.1016/j.jecp.2024.106161

Emma Libersky, Caitlyn Slawny, Margarita Kaushanskaya

引用次数: 0

Associations between spatial skills and physics knowledge in primary school: Spatial skills are more important for conceptual scientific knowledge than for factual scientific knowledge 空间技能与小学物理知识的关系：空间技能对概念性科学知识的重要性大于对事实性科学知识的重要性。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-09 DOI: 10.1016/j.jecp.2024.106135

Alex Hodgkiss , Michael S.C. Thomas , Andrew K. Tolmie , Emily K. Farran

{"title":"Associations between spatial skills and physics knowledge in primary school: Spatial skills are more important for conceptual scientific knowledge than for factual scientific knowledge","authors":"Alex Hodgkiss , Michael S.C. Thomas , Andrew K. Tolmie , Emily K. Farran","doi":"10.1016/j.jecp.2024.106135","DOIUrl":"10.1016/j.jecp.2024.106135","url":null,"abstract":"<div><div>Previous research demonstrates an association between spatial ability and science achievement in primary-school-aged children. However, little is known about the mechanisms driving this relationship. We investigated the associations between children’s spatial skills and components of physics learning (factual knowledge vs. conceptual knowledge [predictions and explanations]). Participants (<em>N</em> = 103; mean age = 9.6 years) completed a set of spatial tasks based on the “2 × 2” (intrinsic–extrinsic; static–dynamic) model of spatial cognition. They also participated in a whole-class science lesson about sound, followed by an assessment of science knowledge. After controlling for vocabulary and prior knowledge, spatial ability was not associated with factual knowledge scores. However, spatial skills were significantly associated with <em>predictions</em> and <em>explanations;</em> the association was stronger for explanations than for predictions and was driven by intrinsic–dynamic spatial skills. Findings demonstrate that spatial skills are more important for conceptual scientific knowledge than for factual scientific knowledge and further suggest that spatial intervention studies designed to enhance children’s science learning should target intrinsic–dynamic spatial skills.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"Article 106135"},"PeriodicalIF":1.8,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142808232","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

Successful comparisons in novel word generalization: Executive functions or semantic knowledge? 新词语概括的成功比较：执行功能还是语义知识？

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-05 DOI: 10.1016/j.jecp.2024.106130

Yannick Lagarrigue, Jean-Pierre Thibaut

{"title":"Successful comparisons in novel word generalization: Executive functions or semantic knowledge?","authors":"Yannick Lagarrigue, Jean-Pierre Thibaut","doi":"10.1016/j.jecp.2024.106130","DOIUrl":"10.1016/j.jecp.2024.106130","url":null,"abstract":"<div><div>Recent studies indicate that the opportunity to compare several stimuli associated with the same novel object noun, in contrast to a single stimulus design, promotes generalization along conceptually unifying dimensions. In two experiments (<em>N</em> = 240 4- and 5-year-olds), we assessed the link between executive functions and vocabulary (EVIP, a French version [Canadian norms] of the Peabody Picture Vocabulary Test), on the one hand, and children’s novel word generalization performance in a comparison design, on the other. The experiments used two types of materials: unfamiliar objects in Experiment 1 and familiar objects in Experiment 2. In both experiments, results revealed a significant association between generalization performance and flexibility, whereas no significant links were observed with inhibition, working memory, or vocabulary. For familiar objects, we anticipated that vocabulary would play a more significant role, which was not what was observed. We interpret these results in terms of children’s capacity to shift to other dimensions or to re-describe stimuli. Working memory (i.e., keeping track of dimensions) and inhibition (e.g., inhibiting irrelevant salient dimensions) did not reach significance. We also discuss the absence of correlation between vocabulary and the generalization task.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"Article 106130"},"PeriodicalIF":1.8,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142792614","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

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