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Can Preschoolers Recognize the Facial Expressions of People Wearing Masks and Sunglasses? Effects of Adding Voice Information 学龄前儿童能识别戴口罩和太阳镜的人的面部表情吗?添加语音信息的效果
IF 2.1 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-05-04 DOI: 10.1080/15248372.2023.2207665
Fumikazu Furumi, Minori Fukazawa, Yumiko Nishio
Early childhood is marked by significant developmental changes in the ability to recognize facial expressions. However, since the COVID-19 outbreak, people have been wearing masks more frequently during social interactions which may hamper the recognition of facial expressions. This study examines whether preschoolers recognize the facial expressions of people with partially covered faces (wearing masks or sunglasses) or uncovered faces better, and whether recognition improves when additional voice information is provided. The participants included 27 Japanese preschoolers (11 boys and 16 girls) aged 3-5 years. The participants were presented with two groups of facial expressions: stimuli showing uncovered faces and those showing faces partially covered with a mask or sunglasses. A two-factor within-participant analysis of variance was conducted on the number of correct facial-expression responses in each trial. The children recognized the expressions of uncovered faces significantly better than those of faces with masks or sunglasses. When voice information was added, they recognized all facial expressions. Therefore, partially covered faces interfere with preschoolers' recognition of facial expressions, and voice information aids facial expression recognition.Copyright © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.
儿童早期识别面部表情的能力发生了显著的发育变化。然而,自新冠肺炎爆发以来,人们在社交活动中戴口罩的频率越来越高,这可能会阻碍面部表情的识别。这项研究考察了学龄前儿童是否能更好地识别面部部分遮盖(戴口罩或太阳镜)或未遮盖的人的面部表情,以及当提供额外的语音信息时,识别能力是否会提高。参与者包括27名3-5岁的日本学龄前儿童(11名男孩和16名女孩)。参与者被呈现出两组面部表情:显示未遮盖面部的刺激和显示面部部分被口罩或太阳镜覆盖的刺激。在每个试验中,对正确的面部表情反应的数量进行了双因素内参与者方差分析。孩子们对未戴口罩的脸的表情识别能力明显优于戴口罩或太阳镜的脸。当添加语音信息时,他们可以识别所有的面部表情。因此,部分覆盖的人脸会干扰学龄前儿童对面部表情的识别,而语音信息有助于面部表情识别。版权所有©2023作者。由Taylor&Francis Group,LLC授权出版。
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引用次数: 0
A Review of “How You Say it” 《How You Say it》书评
IF 2.1 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-05-03 DOI: 10.1080/15248372.2023.2207654
M. Rhodes
Learning to communicate in one’s native language(s) is one of the most impressive accomplishments of the first few years of life. Developmental scientists have extensively detailed and debated how children accomplish this feat, recognizing that language acquisition is both an amazing developmental achievement (on its own) and foundational to the rest of the cognitive development – including to conceptual development, knowledge acquisition, memory, and education. Yet, despite all the attention the field has paid to language acquisition and its role in development, Katherine Kinzler’s comprehensive and beautifully written book, How You Say It, argues that we have largely overlooked one critical consequence – that learning one’s native language provides a fundamental sense of identity and lens for making sense of the social world. Kinzler builds this argument drawing from her own empirical work in developmental science and research from other subfields of psychology, as well as from an interdisciplinary perspective informed by sociology, linguistics, history, evolutionary biology, education, and law. Kinzler describes compelling evidence that children’s social responses are shaped by whether a potential social partner speaks like they do (in terms of language and accent). By five months, babies prefer to look at people who speak their native language or with a native accent (Kinzler, Dupoux, & Spelke, 2007). By 10-months, they prefer to take a toy from someone they previously saw speak in their native language (Kinzler, Dupoux, & Spelke, 2007), and expect people who speak the same language to affiliate with one another and have other things (e.g., food preferences) in common, but people who speak different languages to disengage from one another and have other differences (Liberman, Sullivan, Woodward, & Kinzler, 2016). By early childhood, these biases are explicit – children prefer to learn (even non-linguistic information) from people who speak their native language with their native accent (Kinzler, Corriveau, & Harris, 2011), explicitly say they would rather be friends with someone who speaks with their native accent (Kinzler, Shutts, DeJesus, & Spelke, 2009), and begin to endorse language-based stereotypes (e.g., about who is nicer or smarter; Kinzler & DeJesus, 2013). Kinzler argues that these finding stem from a basic tendency for people (including young children) to notice who speaks like them and treat this as a marker of who is in or out of their group. From this perspective, children’s differential treatment and responses to people who speak differently from them are not only about ease of communication; instead, sharing a native language fundamentally marks whether we see someone as like us or not. A range of controls supports the conclusion that the social effects of language are not reducible to ease of communication alone: children’s biases appear just as strong based on accent (when they can still understand the content of what someo
学会用母语交流是人生最初几年最令人印象深刻的成就之一。发展科学家对儿童如何完成这一壮举进行了广泛的详细讨论和辩论,他们认识到语言习得既是一项惊人的发展成就(本身),也是认知发展的基础——包括概念发展、知识获取、记忆和教育。然而,尽管这个领域对语言习得及其在发展中的作用给予了所有的关注,凯瑟琳·金兹勒(Katherine Kinzler)写得全面而优美的《你怎么说》(How You Say It)一书认为,我们在很大程度上忽视了一个关键的后果——学习母语提供了一种基本的身份意识,并为理解社会世界提供了视角。金兹勒从她自己在发展科学和心理学其他分支领域的实证研究中,以及从社会学、语言学、历史学、进化生物学、教育学和法学的跨学科视角出发,构建了这一论点。金兹勒描述了令人信服的证据,表明儿童的社会反应是由潜在的社会伙伴是否像他们一样说话(在语言和口音方面)所塑造的。5个月大时,婴儿更喜欢看说母语或带有母语口音的人(Kinzler, Dupoux, & Spelke, 2007)。到10个月时,他们更喜欢从以前见过说母语的人那里拿玩具(Kinzler, Dupoux, & Spelke, 2007),并期望说同一种语言的人彼此联系,并有其他共同的东西(例如,食物偏好),但说不同语言的人会脱离彼此,并有其他差异(Liberman, Sullivan, Woodward, & Kinzler, 2016)。在幼儿时期,这些偏见是明确的——孩子们更喜欢从母语口音的人那里学习(甚至是非语言信息)(Kinzler, Corriveau, & Harris, 2011),明确表示他们更愿意和母语口音的人做朋友(Kinzler, Shutts, DeJesus, & Spelke, 2009),并开始认可基于语言的刻板印象(例如,关于谁更好或更聪明;Kinzler & DeJesus, 2013)。金兹勒认为,这些发现源于人们(包括幼儿)的一种基本倾向,即注意到谁说话像自己,并将其视为群体内外的标志。从这个角度来看,儿童对与他们说话不同的人的区别对待和反应不仅仅是为了方便沟通;相反,共享母语从根本上标志着我们是否认为某人与我们相似。一系列的控制都支持这样的结论,即语言的社会影响不能仅仅归结为交流的便利:儿童的偏见表现为基于口音(当他们仍然能理解别人所说的内容时)和基于语言(当他们听不懂时)的同样强烈;即使在非语言环境中,儿童的偏见也会出现(例如,婴儿更喜欢看说母语的人,即使他们沉默不语;儿童更喜欢从说母语的人那里学习如何使用工具,即使工具演示是没有语言的)。
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引用次数: 0
Mixed-Effects Models for Cognitive Development Researchers 认知发展研究者的混合效应模型
IF 2.1 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-04-10 DOI: 10.1080/15248372.2023.2176856
Melis Muradoglu, Joseph R. Cimpian, Andrei Cimpian
ABSTRACT Mixed-effects models are an analytic technique for modeling repeated measurement or nested data. This paper explains the logic of mixed-effects modeling and describes two examples of mixed-effects analyses using R. The intended audience of the paper is psychologists who specialize in cognitive development research. Therefore, the concepts and examples covered will focus primarily on repeated-measurement data resulting from studies in which participants respond to multiple items or trials. However, many of the concepts and examples we cover will likely be of use to readers outside this area of psychology. Finally, we discuss recommendations for dealing with practical challenges, suggest approaches for troubleshooting, and provide guidance on reporting results from mixed-effects models.
摘要混合效应模型是一种用于建模重复测量或嵌套数据的分析技术。本文解释了混合效应建模的逻辑,并描述了使用R进行混合效应分析的两个例子。本文的目标受众是专门从事认知发展研究的心理学家。因此,所涵盖的概念和示例将主要关注参与者对多个项目或试验做出反应的研究所产生的重复测量数据。然而,我们所涵盖的许多概念和例子可能对心理学领域之外的读者有用。最后,我们讨论了应对实际挑战的建议,提出了故障排除方法,并为报告混合效应模型的结果提供了指导。
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引用次数: 4
English-Learning 12-Month-Olds Do Not Map Function-Like Words to Objects 12个月大的英语学习者不会像单词一样将函数映射到对象
IF 2.1 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-04-04 DOI: 10.1080/15248372.2023.2197067
S. Geffen, S. Curtin, S. Graham
ABSTRACT By 12 months, English-learning infants have an awareness of the sound patterns of word forms that constitute acceptable labels for objects in their native language. In the following experiments, we replicated and extended previous findings that Canadian English-learning infants will not link function-like words with novel objects. Across three experiments using the Switch task, 101 infants living in Calgary, Canada, were habituated to two CV and VC word-object pairings. At test, infants did not look longer on the Switch trial and the Same trial, suggesting they did not form word-object associations between prototypical function words and a novel object in any of the experiments (ps>0.5). This set of null results extends prior research showing that Canadian English-learning infants will not link function-like words with novel objects and suggests that infants’ prior experience with their native language may constrain their learning of novel labels.
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引用次数: 0
Maternal Reminiscing and Children’s Socioemotional Development: Evidence from a Large Pre-Birth Longitudinal Cohort Study, Growing Up in New Zealand 母亲回忆与儿童的社会运动发展:来自新西兰一项大型出生前纵向队列研究的证据
IF 2.1 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-03-30 DOI: 10.1080/15248372.2023.2192276
Madeline Garnett, E. Reese, Isabelle Swearingen, E. Peterson, K. Salmon, K. Waldie, Stephanie D’Souza, P. Atatoa-Carr, S. Morton, Amy L. Bird
ABSTRACT The aim of the present study was to explore how maternal reminiscing relates to socioemotional development during middle childhood. Specifically, analyses explored the link between maternal reminiscing and children’s internalizing (emotional problems and peer problems), externalizing (hyperactivity and conduct problems) and prosocial behavior within a large and diverse sample of New Zealand families, after controlling for a range of child and maternal sociodemographic factors. A subset of 1404 mother-child dyads (663 boys) were selected from the longitudinal study Growing Up in New Zealand’s 8-year data collection wave. Mother-child reminiscing conversations about a past negative emotional event were coded using a scale-based measure of maternal elaboration. After controlling for child and maternal sociodemographic characteristics, regression analyses identified unique associations between maternal reminiscing style and children’s concurrent scores on the Strengths and Difficulties Questionnaire. Overall, greater maternal elaboration was associated with fewer child emotional problems and greater child prosocial behavior. This study presents novel data exploring the importance of mother-child reminiscing interactions at a critical and sensitive time in child development. Future research should explore bidirectional influences across time between mothers’ elaborative reminiscing and children’s socioemotional development.
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引用次数: 0
Executive Functions: Going Places at Pace 执行职能:按部就任
IF 2.1 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-03-15 DOI: 10.1080/15248372.2023.2187636
Claire Hughes
ABSTRACT Research on children’s executive functions (EF) has continued apace for a long time. The papers in this special issue offer the reader a welcome opportunity to pause and reflect on whether existing conceptualizations of EF require a paradigm shift. This debate is informed by thoughtful discussion of the difficulties in assessing EF in different societal contexts, by innovative approaches to enriching the assessment of EF, and novel accounts of what underpins developmental change in EF, as well as how EF relates to other aspects of children’s cognitive development. My commentary is organized by the dimensions of place and time and concludes with insights gleaned from the special issue regarding ways of supporting children’s growing EF.
摘要儿童执行功能的研究持续了很长一段时间。本期特刊中的论文为读者提供了一个值得欢迎的机会,让他们停下来思考EF的现有概念是否需要范式转变。这场辩论的内容包括对不同社会背景下评估EF的困难进行的深思熟虑的讨论,丰富EF评估的创新方法,以及对EF发展变化的基础以及EF与儿童认知发展的其他方面的关系的新颖描述。我的评论是根据地点和时间的维度进行组织的,并以从特刊中收集到的关于支持儿童成长EF的方法的见解作为结论。
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引用次数: 1
The Future of Research on Executive Function and Its Development: An Introduction to the Special Issue 执行功能研究的未来及其发展:特刊导论
IF 2.1 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-03-15 DOI: 10.1080/15248372.2023.2188946
Sabine Doebel, Ulrich Müller,
ABSTRACT Over the last several decades, research on executive function in children has flourished, producing a wealth of empirical findings. These findings have raised many theoretical and methodological questions that warrant attention and are addressed in this special issue. This introduction to the special issue reviews some of the recent history of the field before introducing the seven target articles. We introduce these articles in the context of current theoretical and methodological issues: domain generality versus domain specificity of executive function, ecological and cultural validity of executive function measures, executive function training and transfer, and the nature of relations between executive function and achievement and other outcomes. This diverse set of articles collectively provides many fresh, testable ideas that promise to advance the field and usher in the next wave of theory-guided executive function research.
在过去的几十年里,关于儿童执行功能的研究蓬勃发展,产生了丰富的实证结果。这些发现提出了许多值得注意的理论和方法问题,并在本期特刊中加以讨论。在介绍七篇目标文章之前,这篇特刊的介绍回顾了该领域的一些近代史。我们在当前理论和方法问题的背景下介绍这些文章:执行功能的领域一般性与领域特异性,执行功能测量的生态和文化有效性,执行功能训练和转移,以及执行功能与成就和其他结果之间关系的本质。这些不同的文章共同提供了许多新鲜的、可测试的观点,这些观点有望推动该领域的发展,并引领下一波理论指导的执行功能研究。
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引用次数: 2
People Do Not Always Know Best: Preschoolers’ Trust in Social Robots 人们并不总是最了解:学龄前儿童对社交机器人的信任
IF 2.1 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-03-09 DOI: 10.1080/15248372.2023.2178435
Anna Baumann, Elizabeth J. Goldman, Alexandra Meltzer, D. Poulin-Dubois
ABSTRACT In this paper, we investigated whether Canadian preschoolers prefer to learn from a competent robot over an incompetent human using the classic trust paradigm. An adapted Naive Biology task was also administered to assess children’s perception of robots. In Study 1, 3-year-olds and 5-year-olds were presented with two informants; A social, humanoid robot (Nao) who labeled familiar objects correctly, while a human informant labeled them incorrectly. Both informants then labeled unfamiliar objects with novel labels. It was found that 3-year-old children equally endorsed the labels provided by the robot and the human, but 5-year-old children learned significantly more from the competent robot. Interestingly, 5-year-olds endorsed Nao’s labels even though they accurately categorized the robot as having mechanical insides. In contrast, 3-year-old children associated Nao with biological or mechanical insides equally. In Study 2, new samples of 3-year-olds and 5-year-olds were tested to determine whether the human-like appearance of the robot informant impacted children’s trust judgments. The procedure was identical to that of Study 1, except that a non-humanoid robot, Cozmo, replaced Nao. It was found that 3-year-old children still trusted the robot and the human equally and that 5-year-olds preferred to learn new labels from the robot, suggesting that the robot’s morphology does not play a key role in their selective trust strategies. It is concluded that by 5 years of age, preschoolers show a robust sensitivity to epistemic characteristics (e.g., competency), but that younger children’s decisions are equally driven by the animacy of the informant.
摘要在本文中,我们使用经典的信任范式调查了加拿大学龄前儿童是否更愿意向有能力的机器人学习而不是向不称职的人类学习。一个改编的朴素生物学任务也被用来评估儿童对机器人的感知。在研究1中,给3岁和5岁的儿童提供两名举报人;一种社会性的类人机器人(Nao),它能正确地标记熟悉的物体,而人类信息提供者却错误地标记了它们。然后,两名被调查者都给不熟悉的物体贴上新的标签。研究发现,3岁的孩子对机器人和人类提供的标签同样认可,但5岁的孩子从有能力的机器人那里学到的东西明显更多。有趣的是,5岁的孩子对Nao的标签表示赞同,尽管他们准确地将其归类为机械内部机器人。相比之下,3岁的儿童将Nao与生物或机械内部等同起来。在研究2中,对3岁和5岁儿童的新样本进行了测试,以确定机器人线人的人形外观是否会影响儿童的信任判断。实验过程与研究1相同,只是用一个非人形机器人Cozmo代替了Nao。研究发现,3岁儿童对机器人和人类的信任程度仍然是一样的,而5岁儿童更喜欢从机器人那里学习新的标签,这表明机器人的形态在他们的选择性信任策略中并不起关键作用。结论是,到5岁时,学龄前儿童对认知特征(例如,能力)表现出强烈的敏感性,但年幼的儿童的决定同样受到信息提供者的活力的驱动。
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引用次数: 5
Arithmetic Word Problem-Solving and Math Anxiety: The Role of Perceived Difficulty and Gender 算术单词解决与数学焦虑:感知困难和性别的作用
IF 2.1 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-03-07 DOI: 10.1080/15248372.2023.2186692
Eleonora Doz, Alessandro Cuder, S. Pellizzoni, B. Carretti, M. Passolunghi
ABSTRACT A crucial component of mathematics curriculum in primary education is represented by the ability to solve arithmetic word problems. Previous studies investigated predominantly the cognitive factors underlying this skill, neglecting the role of emotional (e.g. math anxiety – MA) and metacognitive aspects (e.g. perceived difficulty). Some findings suggested that emotional factors could influence perceived task difficulty which would, in turn, impair students’ performance. However, the relation between MA, perceived difficulty, and math problem-solving has not been explored yet. Moreover, although many studies reported gender differences in MA levels, findings involving primary school children are contrasting. Thus, this study aimed to evaluate the role of MA and perceived task difficulty on arithmetic word problem-solving proficiency in a sample of Italian primary school students, and to investigate gender differences in those variables. Results showed that MA had a direct and indirect effect through perceived difficulty on problem-solving performance. Furthermore, findings confirmed that girls exhibited higher MA levels, however no gender difference was observed in problem-solving accuracy nor in perceived difficulty. The study underlines the need to consider emotional factors when investigating children’s difficulties in math problem-solving and highlight the importance of MA interventions, especially for girls, already in primary education.
小学数学课程的一个重要组成部分是解决算术应用题的能力。以往的研究主要调查了这种技能背后的认知因素,而忽视了情绪方面(如数学焦虑)和元认知方面(如感知困难)的作用。一些研究结果表明,情绪因素可以影响感知任务难度,进而影响学生的表现。然而,MA、感知难度和数学问题解决之间的关系尚未被探讨。此外,尽管许多研究报告了MA水平的性别差异,但涉及小学生的研究结果却形成了对比。因此,本研究旨在评估MA和感知任务难度对意大利小学生算术单词解决能力的作用,并探讨这些变量的性别差异。结果表明,MA通过感知困难对问题解决绩效有直接和间接的影响。此外,研究结果证实,女孩表现出更高的MA水平,但在解决问题的准确性和感知难度方面没有观察到性别差异。这项研究强调了在调查儿童在解决数学问题方面的困难时考虑情感因素的必要性,并强调了MA干预的重要性,特别是对已经在接受小学教育的女孩。
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引用次数: 2
The Development of Working Memory: Sex Differences in Accuracy and Reaction Times 工作记忆的发展:准确性和反应时间的性别差异
IF 2.1 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-03-02 DOI: 10.1080/15248372.2023.2178437
Paul Ibbotson, Ernesto Roque-Gutierrez
ABSTRACT Small but robust differences in cognition exist between the sexes in adult populations. Studying sex differences in children’s cognition can bring insight into when, where and how these differences might emerge in development. Here, we focus on differences in working memory because of its importance in underpinning a wide range of complex cognitive tasks and developmental outcomes for children. Using two levels of difficulty on a standard test of working memory (N-Back), data from 104 6- to 7-year-olds in Cuba showed that boys have quicker reaction times, but girls provide more accurate responses. With a comparable true positive rate between boys and girls, the sex differences in both accuracy and reaction times were limited to false-positive responses. Sex differences were consistent across levels of task difficulty and persisted after speed-accuracy trade-offs were considered. We argue that avoiding false positives requires a particularly strong role for inhibitory control and that this emerges in development according to a different maturational schedule for girls than it does for boys, underpinned by quantitative and qualitative differences in the development of brain areas that support this function.
在成年人群中,性别之间的认知存在着微小但明显的差异。研究儿童认知方面的性别差异可以深入了解这些差异在发展过程中可能出现的时间、地点和方式。在这里,我们将重点放在工作记忆的差异上,因为它在支持儿童广泛的复杂认知任务和发展结果方面具有重要意义。在工作记忆(N-Back)的标准测试中,对104名6至7岁的古巴儿童进行了两级难度的测试,结果显示,男孩的反应速度更快,而女孩的反应更准确。男孩和女孩之间的真阳性率相当,准确性和反应时间的性别差异仅限于假阳性反应。性别差异在任务难度水平上是一致的,在考虑了速度和准确性的权衡之后,性别差异仍然存在。我们认为,避免误报需要抑制控制发挥特别强大的作用,而这在女孩和男孩的发育过程中根据不同的成熟时间表出现,这是由支持该功能的大脑区域发育的数量和质量差异所支撑的。
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引用次数: 1
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