Developmental Science最新文献

Altercentric Memory Error at 9 Months But Correct Object Memory by 18 Months Revealed in Infants’ Pupil

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-03-30 DOI: 10.1111/desc.70016

Anna-Lena Tebbe, Katrin Rothmaler, Hannah Elena Zielke, Robert Hepach, Charlotte Grosse Wiesmann

{"title":"Altercentric Memory Error at 9 Months But Correct Object Memory by 18 Months Revealed in Infants’ Pupil","authors":"Anna-Lena Tebbe, Katrin Rothmaler, Hannah Elena Zielke, Robert Hepach, Charlotte Grosse Wiesmann","doi":"10.1111/desc.70016","DOIUrl":"https://doi.org/10.1111/desc.70016","url":null,"abstract":"It was recently proposed that infants have a memory bias for events witnessed together with others. This may allow infants to prioritize relevant information and to predict others' actions, despite limited processing capacities. However, when events occur in the absence of others, for example, an object changes location, this would create altercentric memory errors where infants misremember the object's location where others last saw it. Pupillometry presents a powerful tool to examine the temporal dynamics of such memory biases as they unfold. Here, we showed infants aged 9 (N = 97) and 18 months (N = 79) videos of an agent watching an object move to one of two hiding locations. The object then moved from location A to B, which the agent either missed (leading to her false belief) or witnessed (true belief). The object subsequently reappeared either at its actual or, surprisingly, its initial location. As predicted by the altercentric theory, 9-month-old infants expected the object where the agent falsely believed it to be and not where it really was, as indicated in their pupil dilation. In contrast, 18-month-old infants seemed to remember the object's actual location. Infants’ memory errors did not predict correct action anticipation when the agent reached into one of the locations to retrieve the object. This indicates that infants show altercentric memory errors at a young age, which vanish in the second year of life. We suggest that this bias helps young infants to learn from others, but recedes as they become more capable of acting on the world themselves.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Early Emergence of Metacognition in Rhesus Monkeys

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-03-28 DOI: 10.1111/desc.70012

Yiyun Huang, Alexandra G. Rosati

{"title":"Early Emergence of Metacognition in Rhesus Monkeys","authors":"Yiyun Huang, Alexandra G. Rosati","doi":"10.1111/desc.70012","DOIUrl":"https://doi.org/10.1111/desc.70012","url":null,"abstract":"Metacognition, or monitoring and controlling one's knowledge, is a key feature of human cognition. Accumulating evidence shows that foundational forms of metacognition are already present in young infants and then scaffold later-emerging skills. Although many animals exhibit cognitive processes relevant to metacognition, it is unclear if other species share the developmental trajectories seen in humans. Here, we examine the emergence of metacognitive information-seeking in rhesus monkeys (Macaca mulatta). We presented a large sample of semi-free-ranging monkeys, ranging from juvenility to adulthood, with a one-shot task where they could seek information about a food reward by bending down to peer into a center vantage point in an array of tubes. In the hidden condition, information-seeking was necessary as no food was visible on the apparatus, whereas in the visible control, condition information-seeking was not necessary to detect the location of the reward. Monkeys sought information at the center vantage point more often when it was necessary than in the control condition, and younger monkeys already showed competency similar to adults. We also tracked additional monkeys who voluntarily chose not to approach to assess monkeys’ ability to actively infer opportunities for information-seeking, and again found similar performance in juveniles and adults. Finally, we found that monkeys were overall slower to make metacognitive inferences than to approach known reward, and that younger monkeys were specifically slower to detect opportunities for information-seeking compared to adults. These results indicate that many features of mature metacognition are already detectable in young monkeys, paralleling evidence for “core metacognition” in infant humans.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143717387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Demographic Biases in Naturalistic Language Recordings in the CHILDES Database

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-03-26 DOI: 10.1111/desc.70011

Camila Scaff, Georgia Loukatou, Alejandrina Cristia, Naomi Havron

{"title":"Demographic Biases in Naturalistic Language Recordings in the CHILDES Database","authors":"Camila Scaff, Georgia Loukatou, Alejandrina Cristia, Naomi Havron","doi":"10.1111/desc.70011","DOIUrl":"https://doi.org/10.1111/desc.70011","url":null,"abstract":"<div>\u0000 \u0000 In recent years, the importance of estimating demographic biases in research has become apparent. Here, we provide a systematic review of the CHILDES database, the major source of naturalistic recordings of children's linguistic environment. We analyzed the database according to four dimensions considered central to language learning: SES, urbanization, family structure, and language. We present descriptive statistics of each dimension to assess whether naturalistic recordings were biased regarding the demographics of the countries and the families recorded within them. We find that CHILDES's recordings overrepresented wealthier countries and higher parental education levels, urban settings, and smaller households. Middle- and higher-class participants were likewise over-represented. The corpora were not representative of their countries in terms of urbanization either—with a larger percentage of families residing in urban settings than is overall true for their respective countries. In terms of family structure, nuclear families were more prevalent than in the countries where the data were collected. Last, we found that corpora were linguistically diverse, but we estimate that these recordings underrepresented bilingual and multilingual households. We conclude that researchers should be mindful when generalizing from naturalistic recordings of children's input and output obtained from CHILDES and make recommendations for the future use of CHILDES.\u0000 </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143698906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 Unforgettable “Mel”: Pragmatic Inferences Affect How Children Acquire and Remember Word Meanings

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-03-23 DOI: 10.1111/desc.70013

Katherine Trice, Dionysia Saratsli, Anna Papafragou, Zhenghan Qi

{"title":"The Unforgettable “Mel”: Pragmatic Inferences Affect How Children Acquire and Remember Word Meanings","authors":"Katherine Trice, Dionysia Saratsli, Anna Papafragou, Zhenghan Qi","doi":"10.1111/desc.70013","DOIUrl":"https://doi.org/10.1111/desc.70013","url":null,"abstract":"Children can acquire novel word meanings by using pragmatic cues. However, previous literature has frequently focused on in-the-moment word-to-meaning mappings, not delayed retention of novel vocabulary. Here, we examine how children use pragmatics as they learn and retain novel words. Thirty-three younger children (mean age: 5.0, range: 4.0–6.0, 21 girls; 85% White) and 33 older children (mean age: 7.5, range: 6.1–9.2, 16 girls, 66% White) participated. During learning, the sound-meaning mapping was either readily available (Direct Mapping condition) or required pragmatic inference (Inference condition). Children's word retention was tested immediately after learning and after 10–15 min of delay. Across both conditions, children performed similarly during learning. There were no significant differences between conditions for either immediate recall or retention in younger children. Importantly, retention (but not immediate recall) in older children demonstrated a significant advantage for the Inference over the Direct Mapping condition. Word retention in the Inference condition was predicted by age and mediated by children's ToM ability. We conclude that children can successfully acquire and retain meanings via pragmatic inference; moreover, the effects of active pragmatic computation on meaning retention grow with development. Such a developmental difference in meaning consolidation is possibly mediated by children's developing ToM skills.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Maternal Interaction Relates to Neural Processing of Self-Related Multisensory Information in 5-Month-Olds

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-03-18 DOI: 10.1111/desc.70009

Nina-Alisa Kollakowski, Carolina Pletti, Markus Paulus

{"title":"Maternal Interaction Relates to Neural Processing of Self-Related Multisensory Information in 5-Month-Olds","authors":"Nina-Alisa Kollakowski, Carolina Pletti, Markus Paulus","doi":"10.1111/desc.70009","DOIUrl":"https://doi.org/10.1111/desc.70009","url":null,"abstract":"The ontogenetic origin of the self in infancy is a topic of ongoing debate. Although influential developmental and neurocognitive theories propose that caregiver-infant interactions play an important role in infants’ self-development, little is known about the specific mechanisms involved. Some theories highlight the importance of caregiver sensitivity and touch, while others propose that caregiver contingency plays a central role. The study aimed to investigate infants’ self-perception by measuring brain activation in the posterior superior temporal sulcus (pSTS), a region previously associated with self-related processing. A total of 118 mother-infant dyads participated in a free-play interaction, during which maternal sensitivity and touch were measured. Additionally, a face-to-face interaction was conducted to measure maternal contingency. Infants' brain activation was measured using functional near-infrared spectroscopy (fNIRS). They watched a video of their own face while being stroked by a brush on the cheek. The video was either live and the stroking was synchronous to the video (contingent) or the video was delayed by 3 s, which made the stroking asynchronous (non-contingent). The results showed that infants exhibited more HbO-activation in the right pSTS in the non-contingent condition. Importantly, the more sensitive the mothers were and the more they touched infants during free play, the less differential activation the infants showed in response to both conditions. This effect was driven by infants showing less activation to the non-contingent condition when their mothers exhibited more care, maybe because of a smaller prediction error for non-contingent self-related multisensory information. Overall, the study deepens our knowledge of how early social interactions relate to the emergence of the self in infancy.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143639222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Child Vocabulary and Developmental Growth in Executive Functions During Toddlerhood

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-03-16 DOI: 10.1111/desc.70010

Frédéric Thériault-Couture, Célia Matte-Gagné, Annie Bernier

{"title":"Child Vocabulary and Developmental Growth in Executive Functions During Toddlerhood","authors":"Frédéric Thériault-Couture, Célia Matte-Gagné, Annie Bernier","doi":"10.1111/desc.70010","DOIUrl":"https://doi.org/10.1111/desc.70010","url":null,"abstract":"Executive functions (EFs) emerge in the first years of life and are essential for many areas of child development. However, intraindividual developmental trajectories of EF during toddlerhood and their associations with ongoing development of language skills remain poorly understood. The present three-wave study examined these trajectories and their associations with language skills. Child EF and vocabulary were assessed around 13, 19, and 28 months of age in a sample of 145 toddlers (51% boys) from mostly White families. At each time point, mothers reported on child receptive and expressive vocabulary, and EF were assessed with three behavioral tasks targeting inhibitory control, cognitive flexibility, and working memory. Multilevel growth models revealed that toddlerhood is a period of significant developmental growth in child inhibitory control, cognitive flexibility, and working memory. The findings also provide evidence for a sustained relation between toddlers’ language skills and their ongoing acquisition of inhibitory control and cognitive flexibility. This study offers novel insight into intraindividual developmental changes in EF during toddlerhood and the role of language in these meaningful, though neglected, changes.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Toddlers Viewing Fantastical Cartoons: Evidence of an Immediate Reduction in Endogenous Control Without an Increase in Stimulus-Driven Exogenous Control 幼儿观看奇幻动画片：内源性控制力立即下降而刺激驱动的外源性控制力没有增强的证据

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-03-16 DOI: 10.1111/desc.70008

Claire Essex, Rachael Bedford, Teodora Gliga, Tim J. Smith

{"title":"Toddlers Viewing Fantastical Cartoons: Evidence of an Immediate Reduction in Endogenous Control Without an Increase in Stimulus-Driven Exogenous Control","authors":"Claire Essex, Rachael Bedford, Teodora Gliga, Tim J. Smith","doi":"10.1111/desc.70008","DOIUrl":"https://doi.org/10.1111/desc.70008","url":null,"abstract":"Empirical studies have shown immediate detrimental effects of TV viewing on children's executive functions (EFs). Existing theories of TV viewing have proposed that such depletion could occur due to fantastical cartoons triggering an attention bias towards salient features of the stimuli (e.g., stimulus-driven exogenous attention). However, a co-occurrence of salient visual features known to drive attention exogenously in fantastical cartoons means it is unclear which aspect of the content is problematic. In the present study, we matched clips on visual saliency to isolate and test the short-term impact of fantastical content. Specifically, we tested (1) performance on an inhibitory control (IC) task (a gaze-contingent anti-saccade task) as a measure of EF depletion, whilst 36 toddlers (18 months) viewed cartoons with and without fantastical events (7-min viewing duration), and (2) whether differences in IC are associated with increased stimulus-driven exogenous attention. Results confirmed an immediate detrimental effect of fantastical cartoons on toddlers’ endogenous control (indexed by anti-saccade behaviours), with toddlers less able to inhibit looks to a distractor to make anticipatory looks to a target. However, fixation durations (FDs) during cartoon viewing and speed of orienting to a distractor on the anti-saccade task did not differ between the two viewing conditions, suggesting no effects on exogenously driven attention. These results point to a detrimental impact of fantastical cartoons on endogenous control mechanisms, which may have arisen from cognitive processing difficulties.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143632810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

When Language Background Does Not Matter: Both Mono- and Bilingual Children Use Mutual Exclusivity and Pragmatic Context to Learn Novel Words

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-03-11 DOI: 10.1111/desc.13618

Natalie Bleijlevens, Anna-Lena Ciesla, Tanya Behne

{"title":"When Language Background Does Not Matter: Both Mono- and Bilingual Children Use Mutual Exclusivity and Pragmatic Context to Learn Novel Words","authors":"Natalie Bleijlevens, Anna-Lena Ciesla, Tanya Behne","doi":"10.1111/desc.13618","DOIUrl":"https://doi.org/10.1111/desc.13618","url":null,"abstract":"Do mono- and bilingual children differ in the way they learn novel words in ambiguous settings? Listeners may resolve referential ambiguity by assuming that novel words refer to unknown, rather than known, objects–a response known as the mutual exclusivity effect. Past research suggested that mono- and bilinguals differ with regard to this disambiguation strategy, perhaps because, across languages, bilinguals’ experience contradicts one-to-one mappings of label and referent. Another line of research suggested a bilingual advantage in resolving referential ambiguity, based on bilinguals’ advanced pragmatic skills. Here, we examine both these claims in a preregistered study with comparable samples of mono- and bilingual 3-year-olds (n = 74) and adults (n = 86). We tested referent disambiguation and retention in two tasks: In the Mutual-Exclusivity task, a speaker used a novel label in the presence of a known and an unknown object. In the Pragmatic task, she used another novel label in the presence of two unknown objects and participants could infer from the pragmatic context that the speaker referred to the object that was new in their discourse. Mono- and bilinguals were equally successful in inferring the correct label-referent links in both tasks and retained them after a delay. These findings indicate that children with different language backgrounds can develop the same strategies and pragmatic skills to learn novel words. Children can use their lexical knowledge and socio-cognitive skills to infer the meanings of novel words, irrespective of whether they are acquiring one or more languages.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.13618","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143595262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Influence of Child-Level Factors and Lexical Characteristics on Vocabulary Knowledge of Children With Cochlear Implants and Hearing Aids

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-03-11 DOI: 10.1111/desc.70007

Emily Lund, Krystal L. Werfel

{"title":"Influence of Child-Level Factors and Lexical Characteristics on Vocabulary Knowledge of Children With Cochlear Implants and Hearing Aids","authors":"Emily Lund, Krystal L. Werfel","doi":"10.1111/desc.70007","DOIUrl":"https://doi.org/10.1111/desc.70007","url":null,"abstract":"Recent studies indicate children who are deaf and hard of hearing who use cochlear implants or hearing aids know fewer spoken words than their peers with typical hearing, and often those vocabularies differ in composition. To date, however, the interaction of a child's auditory profile with the lexical characteristics of words he or she knows has been minimally explored. The purpose of the present study is to evaluate how audiological history, phonological memory, and overall vocabulary knowledge interact with growth in types of spoken words known by children who are deaf and hard of hearing compared to children with typical hearing. Children with cochlear implants (n = 36) and hearing aids (n = 39) were compared to children with typical hearing (n = 47) at ages 4 and 6. Children participated in measures of phonological memory and vocabulary knowledge, inclusive of an experimental measure with words of varying phonotactic probability and neighborhood density. Results indicate that children with hearing aids and with cochlear implants tend to know fewer words across all lexical conditions than children with typical hearing. For children with cochlear implants, overall vocabulary knowledge was the best predictor of a mis-matched probability and density condition, whereas it was the best predictor of matched condition for children with hearing aids. Children with cochlear implants and children with hearing aids, then, appear to have different underlying skills that interact with the lexical characteristics of words to support vocabulary growth.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143595182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Pedagogy Does Not Necessarily Constrain Exploration: Investigating Preschoolers’ Information Search During Instructed Exploration 教学法并不一定限制探索：调查学龄前儿童在有指导的探索过程中的信息搜索

IF 3.1 1区心理学

Developmental Science Pub Date : 2025-03-10 DOI: 10.1111/desc.70004

Rebeka Anna Zsoldos, Ildikó Király

{"title":"Pedagogy Does Not Necessarily Constrain Exploration: Investigating Preschoolers’ Information Search During Instructed Exploration","authors":"Rebeka Anna Zsoldos, Ildikó Király","doi":"10.1111/desc.70004","DOIUrl":"https://doi.org/10.1111/desc.70004","url":null,"abstract":"Pedagogy is seen as a “double-edged sword”: it efficiently conveys information but may constrain the exploration of the causal structure of objects, suggesting that pedagogy and exploration are mutually exclusive learning processes. However, research on children's active involvement in concept acquisition implies that pedagogical signals could facilitate exploratory behavior, indicating a complementary relationship. To understand the link between them, we designed an object exploration task for preschool-aged children featuring between-subject conditions of pedagogical exploration or pedagogical demonstration. Our findings suggest that if the use of the toy is not demonstrated to children and they are allowed to discover the evidence independently, pedagogical signals do not restrict subsequent exploratory behavior. These results imply that pedagogy and exploration complement each other, with pedagogical signals highlighting the relevant evidence and exploratory behavior enriching knowledge by fostering learning from individual experiences.","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"28 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/desc.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143595052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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