British Journal of Developmental Psychology最新文献_第6页

Picture book reading improves children's learning understanding. 绘本阅读提高了儿童的学习理解能力。

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-02-28 DOI: 10.1111/bjdp.12479

Zhenlin Wang, Yihan Shao

{"title":"Picture book reading improves children's learning understanding.","authors":"Zhenlin Wang, Yihan Shao","doi":"10.1111/bjdp.12479","DOIUrl":"10.1111/bjdp.12479","url":null,"abstract":"Mental state reasoning is an integral part of children's teaching and learning understanding. This study investigated whether a picture book reading approach focusing on mental state discourse and contrasting perspectives in a preschool classroom setting would improve children's teaching and learning understanding and school readiness. In total, 104 children from four classrooms aged between 46 and 64 months (53 girls, M = 54.03 months, SD = 3.68) participated in the study. Half of the classrooms were randomly assigned to an experimental group where teachers read picture books rich in mental state discourse and engaged in intensive discussions with children for eight weeks. Children's false belief understanding and teaching and learning understanding were measured before and after the eight-week period. The result revealed that picture book reading improved children's learning understanding with a medium effect size, controlling for demographic variables, children's verbal ability, inhibition, and initial false belief understanding. The experimental group children further demonstrated more advanced school readiness 18 months after the intervention ended in a follow-up study using a teacher questionnaire.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139984517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Media exposure and preschoolers' social-cognitive development 媒体接触与学龄前儿童的社会认知发展

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-02-26 DOI: 10.1111/bjdp.12478

Jan Lenhart, Tobias Richter

{"title":"Media exposure and preschoolers' social-cognitive development","authors":"Jan Lenhart, Tobias Richter","doi":"10.1111/bjdp.12478","DOIUrl":"10.1111/bjdp.12478","url":null,"abstract":"Exposure to narratives may have beneficial effects on children's social-cognitive development because narratives provide information about the social world and often require social understanding for story comprehension. In the current study, we examined the influence of narratives presented via different media (books, audiobooks, TV/films) on theory-of-mind performance and mental verb comprehension in a sample of 114 three- to six-year-old preschool children. Parents' reports on the number of (children's) books at home, the overall duration of TV/film and audio media exposure, the frequency of shared book reading, watching children's TV/films and audiobook listening, and parent–child discussions about media content were collected. Children's theory-of-mind performance and mental verb comprehension were measured as dependent variables. When gender, age, language skills and parental education were controlled, only the number of children's books, shared book reading frequency, audio-media exposure and audiobook usage significantly predicted children's theory-of-mind scores. None of the media exposure or the parent–child discussion variables had significant incremental effects above the family and child characteristics on mental verb comprehension.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 2","pages":"234-256"},"PeriodicalIF":2.3,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12478","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139967465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

From mindreading to originality: Exploring the relationship between Theory of Mind and Creativity across the lifespan 从读心术到独创性：探索心智理论与创造力在整个生命周期中的关系。

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-02-21 DOI: 10.1111/bjdp.12476

Vassiliki Beloyianni, Dimitrios Zbainos, Maria-Paraskevi Karagianni

{"title":"From mindreading to originality: Exploring the relationship between Theory of Mind and Creativity across the lifespan","authors":"Vassiliki Beloyianni, Dimitrios Zbainos, Maria-Paraskevi Karagianni","doi":"10.1111/bjdp.12476","DOIUrl":"10.1111/bjdp.12476","url":null,"abstract":"In the previous psychoeducational literature, many theorists have argued that creativity and originality require the ability to make predictions and assumptions regarding other individuals' ideas. Thus, it has been widely hypothesized that social cognition and theory of mind (ToM) might be a fundamental component or even a prerequisite of creativity. Despite their common grounds, the empirical evidence examining the potential link between ToM and creative thinking throughout their development seems to be indirect, limited, and fragmented. In this respect, this scoping review aimed to collect and synthesize the existing knowledge about the relationship between ToM and creativity at different ages to identify significant literature gaps and generate updated research questions that might guide future research. The search process led to the inclusion, analysis, and collation of 6 relevant studies only, indicating that this research topic has been poorly investigated. Results demonstrated that ToM and creativity are strongly correlated even after partialling out significant mediators, such as age and intelligence. Such a strong association should be further investigated and explained.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 2","pages":"215-233"},"PeriodicalIF":2.3,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12476","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139914019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Episodic future thinking and delay of gratification in children: Is imagining reward pay-off helpful? 儿童的偶发未来思维和延迟满足：想象回报是否有用？

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-02-20 DOI: 10.1111/bjdp.12477

Ciarán Canning, Teresa McCormack, Eirinn Clifford, Ciara Donnelly, Erinn Duffy, Samuel Hickland, Agnieszka J. Graham

{"title":"Episodic future thinking and delay of gratification in children: Is imagining reward pay-off helpful?","authors":"Ciarán Canning, Teresa McCormack, Eirinn Clifford, Ciara Donnelly, Erinn Duffy, Samuel Hickland, Agnieszka J. Graham","doi":"10.1111/bjdp.12477","DOIUrl":"10.1111/bjdp.12477","url":null,"abstract":"Previous studies have failed to show an effect of episodic future thinking (EFT) on children's delay of gratification (DoG), contrasting strikingly with adult findings. Recent findings from a sample of 8–11-year-old children by Canning et al. (J. Exp. Child Psychol., 228, 2023, 105618) indicate that EFT cueing is not effective compared to a no-cue control even when it is reward related. Canning et al. suggest children's DoG performance, unlike that of adults, may be negatively affected by the cognitive load of cueing, but this leaves unexplained why EFT reward-related cueing produced significantly better performance than cueing that did not involve EFT in their study. The current study attempted to further delineate the importance of linking future thinking cues to rewards. A reward-related EFT condition was compared to a reward-unrelated EFT condition and a no-cue control on a delay choice task. No significant differences were observed between the three conditions. This suggests that even reward-related future thinking is ineffective at improving children's delayed gratification. Further research is needed to determine why children struggle to benefit from EFT cues.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 2","pages":"285-291"},"PeriodicalIF":2.3,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12477","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139906917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Zoti's Social Toolkit: Developing and piloting novel animated tasks to assess emotional understanding and conflict resolution skills in childhood 佐蒂的社交工具包：开发和试用新颖的动画任务，以评估儿童的情绪理解和冲突解决技能。

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-02-07 DOI: 10.1111/bjdp.12475

Vanessa Lloyd-Esenkaya, Ailsa J. Russell, Michelle C. St Clair

引用次数: 0

Older adults' name–face association learning is facilitated for names with high-frequency first syllables 老年人的姓名-面孔联想学习对具有高频首音节的姓名有促进作用。

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-01-21 DOI: 10.1111/bjdp.12474

Bianca A. Headen, Lori E. James

引用次数: 0

On a need-to-know basis: Young children distinguish conventional and privileged information 以需要知道为基础：幼儿区分常规信息和特权信息。

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-01-09 DOI: 10.1111/bjdp.12473

Douglas A. Behrend, Helana Girgis, Rachel Stevens

引用次数: 0

Preschoolers' retrospective and prospective judgements of immanent justice following distributive actions 学龄前儿童对分配行为后的内在正义的回顾性和前瞻性判断。

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2024-01-03 DOI: 10.1111/bjdp.12472

Alessandra Geraci, Uberta Ganucci Cancellieri

{"title":"Preschoolers' retrospective and prospective judgements of immanent justice following distributive actions","authors":"Alessandra Geraci, Uberta Ganucci Cancellieri","doi":"10.1111/bjdp.12472","DOIUrl":"10.1111/bjdp.12472","url":null,"abstract":"Prior research provided evidence for retrospective and prospective judgements of immanent justice in adults, but the developmental origins of judgements of immanent justice remain unknown. Both retrospective and prospective judgements were investigated in preschool age, using explicit and implicit measures. In Experiment 1, 2.5- and 4-year-olds were first shown events in which one agent distributed resources fairly or unfairly, and then they saw test events in which both distributors were damaged by a misfortune. Later, they were presented with a verbal task, in which they had to respond to two questions on evaluation of the deservingness, by using explicit measures. All children were likely to approve of deserved outcomes when deeds and outcomes were congruent (i.e., unfair distributor—misfortune), and only older ones were likely to disapprove when they were incongruent (i.e., fair distributor—misfortune). In Experiment 2, 4-year-olds after seeing familiarization events of Experiment 1, were presented with two verbal questions to explore prospective judgements of immanent justice, by using explicit measures. In Experiment 3, 4-year-olds were first shown familiarization events of Experiment 1 and listened to respective narratives, then before the outcome was revealed they were assessed with a reaching task to investigate prospective judgements of immanent justice, by using implicit measures. Children reached the image depicting a bad outcome for the unfair distributor, and that illustrated a good outcome for the fair distributor. The results of the last two experiments demonstrated a fine ability to make prospective judgements at 4 years of life, and found that they were to be more prone to apply immanent justice reasoning to positive outcomes following good actions. Taken together, these results provide new evidence for preschoolers' retrospective and prospective judgements of immanent justice.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 2","pages":"149-165"},"PeriodicalIF":2.3,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139089277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Editorial Acknowledgement 编辑致谢

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2023-12-11 DOI: 10.1111/bjdp.12471

引用次数: 0

Identity development and adjustment during emerging adulthood from a gender perspective 从性别视角看初成年期的身份发展与调整。

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2023-11-27 DOI: 10.1111/bjdp.12470

Inmaculada Sánchez-Queija, Paula Domínguez-Alarcón, Marta Díez, Águeda Parra

{"title":"Identity development and adjustment during emerging adulthood from a gender perspective","authors":"Inmaculada Sánchez-Queija, Paula Domínguez-Alarcón, Marta Díez, Águeda Parra","doi":"10.1111/bjdp.12470","DOIUrl":"10.1111/bjdp.12470","url":null,"abstract":"Identity development is a key task during emerging adulthood. The goals of the present study are to validate the Spanish version of the Dimensions of Identity Development Scale (DIDS) and to explore the relationship between identity dimensions and adjustment (flourishing and distress), from a gender perspective. The sample comprised 1502 Spanish university students (60.1% women). The results reveal that the DIDS is valid in the Spanish context and that significant gender differences were observed in some dimensions of identity development, with men scoring higher for identification with commitment and women scoring higher for exploration in depth and ruminative exploration. Finally, both dimensions of commitment and ruminative exploration had a stronger effect on men's than on women's adjustment, suggesting that the integration of the self has more impact on men's outcomes than on women's. These findings highlight the need to include the gender perspective in all future research in order to gain deeper insight into the relationship between the identity development process and adjustment during emerging adulthood.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"42 2","pages":"133-148"},"PeriodicalIF":2.3,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12470","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138447016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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