ABSTRACT Past research has shown that children are more likely to seek out and remember facts about kinds (e.g. “tarsiers hunt for birds”) than individuals (e.g. “this tarsier likes to sing”), underscoring the importance of kind-based information in human cognition. However, children also often care about and learn facts about individuals. What are, then, the circumstances that increase interest in specific facts? Here, we explored whether ownership, familiarity, and entity type influence children’s decision to learn information about individuals over kinds. Specifically, we asked 4- to 5-year-olds whether they wanted to learn new information about a specific item, or about that item’s kind, varying the item’s ownership status (owned by the child, an experimenter, or nobody), familiarity (a familiar or a novel kind), and entity type (animal or artifact) across trials. Children preferred to learn specific information about items they owned, regardless of familiarity or type, and kind-based information about items owned by a stranger (i.e., an experimenter). When asked about items not owned by them (i.e. items owned by nobody or an experimenter), familiarity shaped children’s learning preferences: children preferred to learn kind-based information about novel, but not familiar, items. This study is the first to reveal factors that motivate children to learn about individuals, laying the groundwork for future research on the circumstances that drive children’s learning preferences more broadly.
{"title":"I Want to Know about My Train! Factors Driving Children’s Motivation to Learn about Individuals","authors":"Otávio Mattos, Cristina-Ioana Găluşcă, Kelsey Lucca","doi":"10.1080/15248372.2022.2050728","DOIUrl":"https://doi.org/10.1080/15248372.2022.2050728","url":null,"abstract":"ABSTRACT Past research has shown that children are more likely to seek out and remember facts about kinds (e.g. “tarsiers hunt for birds”) than individuals (e.g. “this tarsier likes to sing”), underscoring the importance of kind-based information in human cognition. However, children also often care about and learn facts about individuals. What are, then, the circumstances that increase interest in specific facts? Here, we explored whether ownership, familiarity, and entity type influence children’s decision to learn information about individuals over kinds. Specifically, we asked 4- to 5-year-olds whether they wanted to learn new information about a specific item, or about that item’s kind, varying the item’s ownership status (owned by the child, an experimenter, or nobody), familiarity (a familiar or a novel kind), and entity type (animal or artifact) across trials. Children preferred to learn specific information about items they owned, regardless of familiarity or type, and kind-based information about items owned by a stranger (i.e., an experimenter). When asked about items not owned by them (i.e. items owned by nobody or an experimenter), familiarity shaped children’s learning preferences: children preferred to learn kind-based information about novel, but not familiar, items. This study is the first to reveal factors that motivate children to learn about individuals, laying the groundwork for future research on the circumstances that drive children’s learning preferences more broadly.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"464 - 481"},"PeriodicalIF":2.1,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49359566","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}
Pub Date : 2022-02-09DOI: 10.1080/15248372.2022.2037606
Melissa R. Freire, K. Pammer
ABSTRACT Standard Australian reading assessment tests are criticized for being culturally inappropriate for use with Australian Indigenous children, particularly for those living in remote and very remote regions, as these tests are culturally biased towards mainstream Australian culture and imperceptive to Indigenous knowledge, language, concepts, and contexts. Based on an established understanding of the relationship between reading acquisition and visual perceptual development, we sought to examine the visuospatial processing ability of Indigenous and non-Indigenous children to determine whether visuospatial tasks that measure dorsal and ventral processing – two key visual processes associated with reading – can provide an indicative measure of reading aptitude across cultures, independent of reading ability. Using a coherent motion task to test dorsal processing we found that dorsal processes develop similarly for age-matched Indigenous and non-Indigenous children (Study 1) and appear to facilitate early reading acquisition for both cultural groups, independent of age (Study 2 and subsequent analyses). Together, these results suggest that while dorsal processes may facilitate reading, reading is not necessary to facilitate dorsal development. Additionally, using a coherent form task to test ventral processing, we found an interactive association between ventral development and reading acquisition, particularly for non-Indigenous children. In interpreting these findings, we discuss possible cultural factors that may explain development of dorsal and ventral processes for Indigenous and non-Indigenous children, and why a relationship between ventral processing and reading acquisition was not evident for Indigenous children. We also consider the potential for scaffolding literacy learning for Indigenous children based on neurocognitive strengths.
{"title":"Reading as A Cultural Tool for Neurocognitive Development: A Complex Interactive Relationship between Reading Acquisition and Visuospatial Development for Indigenous and non-Indigenous Australians","authors":"Melissa R. Freire, K. Pammer","doi":"10.1080/15248372.2022.2037606","DOIUrl":"https://doi.org/10.1080/15248372.2022.2037606","url":null,"abstract":"ABSTRACT Standard Australian reading assessment tests are criticized for being culturally inappropriate for use with Australian Indigenous children, particularly for those living in remote and very remote regions, as these tests are culturally biased towards mainstream Australian culture and imperceptive to Indigenous knowledge, language, concepts, and contexts. Based on an established understanding of the relationship between reading acquisition and visual perceptual development, we sought to examine the visuospatial processing ability of Indigenous and non-Indigenous children to determine whether visuospatial tasks that measure dorsal and ventral processing – two key visual processes associated with reading – can provide an indicative measure of reading aptitude across cultures, independent of reading ability. Using a coherent motion task to test dorsal processing we found that dorsal processes develop similarly for age-matched Indigenous and non-Indigenous children (Study 1) and appear to facilitate early reading acquisition for both cultural groups, independent of age (Study 2 and subsequent analyses). Together, these results suggest that while dorsal processes may facilitate reading, reading is not necessary to facilitate dorsal development. Additionally, using a coherent form task to test ventral processing, we found an interactive association between ventral development and reading acquisition, particularly for non-Indigenous children. In interpreting these findings, we discuss possible cultural factors that may explain development of dorsal and ventral processes for Indigenous and non-Indigenous children, and why a relationship between ventral processing and reading acquisition was not evident for Indigenous children. We also consider the potential for scaffolding literacy learning for Indigenous children based on neurocognitive strengths.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"411 - 436"},"PeriodicalIF":2.1,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43203169","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}
ABSTRACT A live video was used to study the development of visual self-recognition in a cross-sectional sample of 152 typically developing French children aged between 15 months to 6 years. Three reactions to a mark placed on the child’s cheek without their knowledge were studied: the touch of the mark with their hand, the ocular responsiveness to the mark they discovered on through the screen and, finally, their behavior when the experimenter silently unostentatiously proffered them a tissue. It was mainly shown that (1) the behavior of touching the mark increases until age 3 years, and then declines gradually, (2) from the age of 3, all children spot the mark within the first four seconds, and (3) the behavior of making use of the tissue to wipe the mark increases continuously, particularly from age 3. The latter behavior reveals a superior level of self-awareness: the emergence of a meta-consciousness of oneself.
{"title":"Self-Recognition Before a Screen-Mirror Between 15 Months and 6 Years, The Contribution of Eye-Tracking and a New Protocol","authors":"Christophe Luxembourger, Jean-Paul Fischer, Youssef Tazouti","doi":"10.1080/15248372.2022.2037607","DOIUrl":"https://doi.org/10.1080/15248372.2022.2037607","url":null,"abstract":"ABSTRACT A live video was used to study the development of visual self-recognition in a cross-sectional sample of 152 typically developing French children aged between 15 months to 6 years. Three reactions to a mark placed on the child’s cheek without their knowledge were studied: the touch of the mark with their hand, the ocular responsiveness to the mark they discovered on through the screen and, finally, their behavior when the experimenter silently unostentatiously proffered them a tissue. It was mainly shown that (1) the behavior of touching the mark increases until age 3 years, and then declines gradually, (2) from the age of 3, all children spot the mark within the first four seconds, and (3) the behavior of making use of the tissue to wipe the mark increases continuously, particularly from age 3. The latter behavior reveals a superior level of self-awareness: the emergence of a meta-consciousness of oneself.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"437 - 453"},"PeriodicalIF":2.1,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44322258","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}
Pub Date : 2022-01-13DOI: 10.1080/15248372.2022.2025809
Qi Wang, Yingying Yang, Weijia Li
ABSTRACT Relatively few studies have directly examined children’s memory of object-based spatial structure of room-sized environments. The current study investigated how children remember the spatial structure of a room, and the role of pictorial working memory (WM) and different testing perspectives in this process. In Experiment 1, 80 children aged 5 to 7 years old participated in a memory of spatial structure task, a pictorial spatial WM task, and a verbal ability test. In the first task, participants explored a square-shaped virtual room where each wall was associated with different objects. The virtual room was viewed on a desktop monitor. Then they recalled wall scenes of different perspectives (0, 90, 180 degrees) relative to a reference wall. Results found that pictorial WM predicted memory of spatial structure after accounting for age and verbal ability. Different from perspective taking tasks, children rarely made egocentric errors. Moreover, the memory of spatial structure is perspective independent because there was no difference in performance between the 90 and 180 degrees conditions. We replicated the basic results in Experiment 2, where 77 children completed the same set of tasks except that the virtual room was round-shaped. Furthermore, the developmental trajectories of memory of spatial structure as a function of pictorial WM varied between different experiments and perspective conditions. Together, our study showed that children aged 5–7 years old could retrieve the spatial structure of a room-sized environment from diverse perspectives, which was also susceptible to pictorial WM capacity, perspectives, and geometric cues.
{"title":"How Well Do 5- to 7- Year-Old Children Remember the Spatial Structure of a Room?","authors":"Qi Wang, Yingying Yang, Weijia Li","doi":"10.1080/15248372.2022.2025809","DOIUrl":"https://doi.org/10.1080/15248372.2022.2025809","url":null,"abstract":"ABSTRACT Relatively few studies have directly examined children’s memory of object-based spatial structure of room-sized environments. The current study investigated how children remember the spatial structure of a room, and the role of pictorial working memory (WM) and different testing perspectives in this process. In Experiment 1, 80 children aged 5 to 7 years old participated in a memory of spatial structure task, a pictorial spatial WM task, and a verbal ability test. In the first task, participants explored a square-shaped virtual room where each wall was associated with different objects. The virtual room was viewed on a desktop monitor. Then they recalled wall scenes of different perspectives (0, 90, 180 degrees) relative to a reference wall. Results found that pictorial WM predicted memory of spatial structure after accounting for age and verbal ability. Different from perspective taking tasks, children rarely made egocentric errors. Moreover, the memory of spatial structure is perspective independent because there was no difference in performance between the 90 and 180 degrees conditions. We replicated the basic results in Experiment 2, where 77 children completed the same set of tasks except that the virtual room was round-shaped. Furthermore, the developmental trajectories of memory of spatial structure as a function of pictorial WM varied between different experiments and perspective conditions. Together, our study showed that children aged 5–7 years old could retrieve the spatial structure of a room-sized environment from diverse perspectives, which was also susceptible to pictorial WM capacity, perspectives, and geometric cues.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"385 - 410"},"PeriodicalIF":2.1,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45577995","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}
Pub Date : 2022-01-11DOI: 10.1080/15248372.2021.2022680
Allison J. Williams, Judith H. Danovitch
ABSTRACT As children get older, they become better able to discriminate between impossible and improbable statements and they realize that improbable events can occur in reality while impossible ones cannot. However, when children hear about extraordinary events from fictional entities (e.g., popular characters from children’s media), they may be more likely to doubt that the events can occur in reality. The current studies examine how an informant’s reality status and familiarity influence children’s belief in statements about improbable and impossible events. Across two studies, children ages 4, 6, and 8 (N = 362) heard impossible and improbable statements from an unfamiliar person, a familiar character, or an unfamiliar character (Study 1) or a real or pretend person (Study 2) and judged whether each statement could happen in reality. As in previous studies, older children were more likely than younger children to believe improbable events could occur. Additionally, for both types of statements, children’s judgments about the possibility of the events were similar regardless of the informant. These results suggest that when children hear extraordinary statements described by fictional characters, they pay more attention to the content of the statement than to the source.
{"title":"Is What Mickey Mouse Says Impossible? Informant Reality Status and Children’s Beliefs in Extraordinary Events","authors":"Allison J. Williams, Judith H. Danovitch","doi":"10.1080/15248372.2021.2022680","DOIUrl":"https://doi.org/10.1080/15248372.2021.2022680","url":null,"abstract":"ABSTRACT As children get older, they become better able to discriminate between impossible and improbable statements and they realize that improbable events can occur in reality while impossible ones cannot. However, when children hear about extraordinary events from fictional entities (e.g., popular characters from children’s media), they may be more likely to doubt that the events can occur in reality. The current studies examine how an informant’s reality status and familiarity influence children’s belief in statements about improbable and impossible events. Across two studies, children ages 4, 6, and 8 (N = 362) heard impossible and improbable statements from an unfamiliar person, a familiar character, or an unfamiliar character (Study 1) or a real or pretend person (Study 2) and judged whether each statement could happen in reality. As in previous studies, older children were more likely than younger children to believe improbable events could occur. Additionally, for both types of statements, children’s judgments about the possibility of the events were similar regardless of the informant. These results suggest that when children hear extraordinary statements described by fictional characters, they pay more attention to the content of the statement than to the source.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"323 - 339"},"PeriodicalIF":2.1,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46102103","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}
Pub Date : 2022-01-11DOI: 10.1080/15248372.2022.2025808
Marc Godard, Yannick Wamain, L. Ott, S. Delepoulle, S. Kalénine
ABSTRACT Recent evidence in adults indicates that object perceptual processing is affected by the competition between action representations. In the absence of a specific motor plan, reachable objects associated with distinct structural (grasping) and functional (using) actions (e.g., calculator) elicit slower judgments than objects associated with similar actions (e.g., ball). This effect is believed to reflect the cost entailed by the conflict between action representations. The present study aims to identify age-related changes in this conflict cost and investigate its underlying mechanisms. Five age groups from 8 to adulthood participated (n = 119). Participants performed perceptual judgments on different 3D objects in a virtual environment in order to assess their conflict cost (Experiment 1). Action priming effects and Simon effects were further assessed in the same participants as independent indices of the ability to activate action representations and to monitor conflict, respectively (Experiments 2 and 3). Experiment 1 demonstrated that the conflict cost is present in children as young as 8 and follows a non-linear, U-shaped developmental trajectory between 8 and adulthood. Experiments 2 and 3 indicated that action priming effects showed a similar U-shaped curve, whereas Simon effects were stable across age groups. Action priming effects further predicted conflict costs at 10. Results suggest that the conflict cost relies on the ability to activate action representations from visual objects, which undergoes important changes during early adolescence. The role of general conflict monitoring abilities in conflict cost development requires further investigation. The findings will fuel models of action selection and embodied views of development.
{"title":"How Competition between Action Representations Affects Object Perception during Development","authors":"Marc Godard, Yannick Wamain, L. Ott, S. Delepoulle, S. Kalénine","doi":"10.1080/15248372.2022.2025808","DOIUrl":"https://doi.org/10.1080/15248372.2022.2025808","url":null,"abstract":"ABSTRACT Recent evidence in adults indicates that object perceptual processing is affected by the competition between action representations. In the absence of a specific motor plan, reachable objects associated with distinct structural (grasping) and functional (using) actions (e.g., calculator) elicit slower judgments than objects associated with similar actions (e.g., ball). This effect is believed to reflect the cost entailed by the conflict between action representations. The present study aims to identify age-related changes in this conflict cost and investigate its underlying mechanisms. Five age groups from 8 to adulthood participated (n = 119). Participants performed perceptual judgments on different 3D objects in a virtual environment in order to assess their conflict cost (Experiment 1). Action priming effects and Simon effects were further assessed in the same participants as independent indices of the ability to activate action representations and to monitor conflict, respectively (Experiments 2 and 3). Experiment 1 demonstrated that the conflict cost is present in children as young as 8 and follows a non-linear, U-shaped developmental trajectory between 8 and adulthood. Experiments 2 and 3 indicated that action priming effects showed a similar U-shaped curve, whereas Simon effects were stable across age groups. Action priming effects further predicted conflict costs at 10. Results suggest that the conflict cost relies on the ability to activate action representations from visual objects, which undergoes important changes during early adolescence. The role of general conflict monitoring abilities in conflict cost development requires further investigation. The findings will fuel models of action selection and embodied views of development.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"360 - 384"},"PeriodicalIF":2.1,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48990672","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}
Pub Date : 2022-01-09DOI: 10.1080/15248372.2022.2025807
Valerie P. Bambha, Aaron G Beckner, Nikita R. Shetty, Annika T. Voss, Jinlin Xie, E. Yiu, Vanessa Lobue, L. Oakes, M. Casasola
ABSTRACT Spatial play in early childhood is associated with a variety of spatial and cognitive skills. However, these associations are often derived from studies in which different tasks are used across different age ranges, leaving open the question of how children’s natural behaviors during spatial play develop from infancy into the early preschool years. We used an open-ended spatial play task to establish typically developing children’s behaviors from 12 to 48 months (N = 66, 36 girls). Specifically, we observed young children’s insertions into a commercially available shape sorter that included six geometric solids with corresponding apertures. Approaches to this task changed with age. Younger children primarily inserted solids into the large top opening, a strategy that did not require spatial alignment for success. Between 24 and 30 months, children shifted to inserting solids into their corresponding side openings, a more spatially and motorically difficult strategy that required aligning solids to their appropriate apertures. This pattern suggests that at 24 months, children begin to adopt more sophisticated strategies for this motor problem-solving task. Older children also completed a higher proportion of successful insertions compared to younger participants, and children successfully inserted rotationally symmetrical shapes (e.g., circle) at younger ages than rotationally asymmetrical shapes (e.g., triangle). This study represents an important first step in providing a detailed baseline of children’s natural play behaviors over a wide developmental period that can be used to inform how spatial and cognitive systems contribute to spatial play.
{"title":"Developmental Changes in Children’s Object Insertions during Play","authors":"Valerie P. Bambha, Aaron G Beckner, Nikita R. Shetty, Annika T. Voss, Jinlin Xie, E. Yiu, Vanessa Lobue, L. Oakes, M. Casasola","doi":"10.1080/15248372.2022.2025807","DOIUrl":"https://doi.org/10.1080/15248372.2022.2025807","url":null,"abstract":"ABSTRACT Spatial play in early childhood is associated with a variety of spatial and cognitive skills. However, these associations are often derived from studies in which different tasks are used across different age ranges, leaving open the question of how children’s natural behaviors during spatial play develop from infancy into the early preschool years. We used an open-ended spatial play task to establish typically developing children’s behaviors from 12 to 48 months (N = 66, 36 girls). Specifically, we observed young children’s insertions into a commercially available shape sorter that included six geometric solids with corresponding apertures. Approaches to this task changed with age. Younger children primarily inserted solids into the large top opening, a strategy that did not require spatial alignment for success. Between 24 and 30 months, children shifted to inserting solids into their corresponding side openings, a more spatially and motorically difficult strategy that required aligning solids to their appropriate apertures. This pattern suggests that at 24 months, children begin to adopt more sophisticated strategies for this motor problem-solving task. Older children also completed a higher proportion of successful insertions compared to younger participants, and children successfully inserted rotationally symmetrical shapes (e.g., circle) at younger ages than rotationally asymmetrical shapes (e.g., triangle). This study represents an important first step in providing a detailed baseline of children’s natural play behaviors over a wide developmental period that can be used to inform how spatial and cognitive systems contribute to spatial play.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"340 - 359"},"PeriodicalIF":2.1,"publicationDate":"2022-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45690789","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}
Pub Date : 2021-12-27DOI: 10.1080/15248372.2021.2013223
A. M. Gonzalez, Katharina Block, Hee Jae Julie Oh, Riley N Bizzotto, A. Baron
ABSTRACT Numerous studies suggest that by elementary school, children have implicit and explicit gender stereotypes about the toys, activities, roles, and abilities associated with boys vs. girls. Furthermore, these stereotypes have been shown to affect children’s goals and behaviors, leading them to pursue activities that are associated with their own gender and avoid those that are not. The majority of previous research examining the development of children’s implicit gender stereotypes has used the Implicit Association Test, which measures two associations simultaneously. Thus, it is often unclear which association is driving children’s gender stereotypes, which hampers the ability to effectively target harmful associations for bias change. The current research uses the Preschool Auditory Stroop, an adaptation of the Auditory Stroop, to measure distinct implicit gender stereotypes in three to seven-year-old children. Across two studies, the first using human voices and the second using computer-generated voices, children were faster to respond when female-stereotypical words were paired with female voices and male-stereotypical words were paired with male voices. These results indicate that children have implicit gender stereotypes as early as age three. Furthermore, results suggested that the magnitude of these implicit gender stereotypes was comparable across our age range. This study indicates that implicit gender stereotypes are present in children as young as three, and results suggest that this methodology can be used in future research to chart the trajectory of distinct implicit gender stereotypes across development.
{"title":"Measuring Implicit Gender Stereotypes Using the Preschool Auditory Stroop","authors":"A. M. Gonzalez, Katharina Block, Hee Jae Julie Oh, Riley N Bizzotto, A. Baron","doi":"10.1080/15248372.2021.2013223","DOIUrl":"https://doi.org/10.1080/15248372.2021.2013223","url":null,"abstract":"ABSTRACT Numerous studies suggest that by elementary school, children have implicit and explicit gender stereotypes about the toys, activities, roles, and abilities associated with boys vs. girls. Furthermore, these stereotypes have been shown to affect children’s goals and behaviors, leading them to pursue activities that are associated with their own gender and avoid those that are not. The majority of previous research examining the development of children’s implicit gender stereotypes has used the Implicit Association Test, which measures two associations simultaneously. Thus, it is often unclear which association is driving children’s gender stereotypes, which hampers the ability to effectively target harmful associations for bias change. The current research uses the Preschool Auditory Stroop, an adaptation of the Auditory Stroop, to measure distinct implicit gender stereotypes in three to seven-year-old children. Across two studies, the first using human voices and the second using computer-generated voices, children were faster to respond when female-stereotypical words were paired with female voices and male-stereotypical words were paired with male voices. These results indicate that children have implicit gender stereotypes as early as age three. Furthermore, results suggested that the magnitude of these implicit gender stereotypes was comparable across our age range. This study indicates that implicit gender stereotypes are present in children as young as three, and results suggest that this methodology can be used in future research to chart the trajectory of distinct implicit gender stereotypes across development.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"254 - 272"},"PeriodicalIF":2.1,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42257041","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}
Pub Date : 2021-12-27DOI: 10.1080/15248372.2021.2013225
Christine Fawcett
ABSTRACT From early in life, infants synchronize with others on a physiological level, a process thought to underlie social connections and group cohesion. This synchronization is seen, for example, when their pupils dilate in response to observing another person with dilated pupils – known as “pupillary contagion.” There is mixed evidence on whether arousal synchrony is modulated by interpersonal similarity factors, such as race, and even in studies that find such an effect, confounding visual factors could play a role. In the current study, language was used to manipulate interpersonal similarity for 10-month-old infants who saw speakers’ pupils dilate or constrict, while their own pupil size and gaze were assessed. Results from the first half of the study show that only own-language speakers elicited pupillary contagion and increased attention when their pupils dilated. While in the second half of the study, when infants’ level of attention was also decreasing, this effect did not hold. Together, the results indicate that infants’ sharing of arousal is modulated by shared language, though further research can help to clarify how these effects unfold over time.
{"title":"Sharing a Common Language Affects Infants’ Pupillary Contagion","authors":"Christine Fawcett","doi":"10.1080/15248372.2021.2013225","DOIUrl":"https://doi.org/10.1080/15248372.2021.2013225","url":null,"abstract":"ABSTRACT From early in life, infants synchronize with others on a physiological level, a process thought to underlie social connections and group cohesion. This synchronization is seen, for example, when their pupils dilate in response to observing another person with dilated pupils – known as “pupillary contagion.” There is mixed evidence on whether arousal synchrony is modulated by interpersonal similarity factors, such as race, and even in studies that find such an effect, confounding visual factors could play a role. In the current study, language was used to manipulate interpersonal similarity for 10-month-old infants who saw speakers’ pupils dilate or constrict, while their own pupil size and gaze were assessed. Results from the first half of the study show that only own-language speakers elicited pupillary contagion and increased attention when their pupils dilated. While in the second half of the study, when infants’ level of attention was also decreasing, this effect did not hold. Together, the results indicate that infants’ sharing of arousal is modulated by shared language, though further research can help to clarify how these effects unfold over time.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"173 - 187"},"PeriodicalIF":2.1,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42601727","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}
Pub Date : 2021-12-13DOI: 10.1080/15248372.2021.2013226
Naoko Nakamichi
ABSTRACT A food’s visual features and testimony from others are important clues for children when making food choices. Children must integrate these two forms of information to make choices about food. The present study investigated children’s food choices when these two clues are presented together. After confirming that children between the ages of 4–6 years (N= 32) did not prefer visually unfamiliar foods (Experiment 1), Experiment 2 investigated whether positive testimony about the taste or healthiness would influence children’s choices about visually unfamiliar foods. More specifically, children heard testimony from adults and peers that visually unfamiliar foods were either tasty (taste testimony condition, n= 24) or good for you (health testimony condition, n= 24). Then, they were asked whether they would choose to eat the visually unfamiliar foods which were recommended by an adult or a peer. In the no testimony condition, children (n= 24) were asked to choose the foods without hearing testimony about visually unfamiliar foods. Testimony about a food’s taste encouraged children to choose visually unfamiliar foods; peers’ testimony regarding a food’s taste had a stronger influence on children’s selection of visually unfamiliar foods than testimony from adults. However, health testimony did not facilitate choosing visually unfamiliar foods, regardless of whether from an adult or a peer. Why different types and sources of testimony had various degrees of influence on children’s selection of visually unfamiliar foods was discussed.
{"title":"Testimony about Food Taste and Health: The Impact of Testimony on Children’s Choices about Visually Unfamiliar Foods","authors":"Naoko Nakamichi","doi":"10.1080/15248372.2021.2013226","DOIUrl":"https://doi.org/10.1080/15248372.2021.2013226","url":null,"abstract":"ABSTRACT A food’s visual features and testimony from others are important clues for children when making food choices. Children must integrate these two forms of information to make choices about food. The present study investigated children’s food choices when these two clues are presented together. After confirming that children between the ages of 4–6 years (N= 32) did not prefer visually unfamiliar foods (Experiment 1), Experiment 2 investigated whether positive testimony about the taste or healthiness would influence children’s choices about visually unfamiliar foods. More specifically, children heard testimony from adults and peers that visually unfamiliar foods were either tasty (taste testimony condition, n= 24) or good for you (health testimony condition, n= 24). Then, they were asked whether they would choose to eat the visually unfamiliar foods which were recommended by an adult or a peer. In the no testimony condition, children (n= 24) were asked to choose the foods without hearing testimony about visually unfamiliar foods. Testimony about a food’s taste encouraged children to choose visually unfamiliar foods; peers’ testimony regarding a food’s taste had a stronger influence on children’s selection of visually unfamiliar foods than testimony from adults. However, health testimony did not facilitate choosing visually unfamiliar foods, regardless of whether from an adult or a peer. Why different types and sources of testimony had various degrees of influence on children’s selection of visually unfamiliar foods was discussed.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"305 - 322"},"PeriodicalIF":2.1,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48241226","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：