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Children’s Pursuit of Counterintuitive Information in Books 儿童对书籍反直觉信息的追求
IF 2.1 2区 心理学 Q2 Psychology Pub Date : 2023-06-08 DOI: 10.1080/15248372.2023.2216283
Jonathan D. Lane, Samuel Ronfard
ABSTRACT For decades, developmental psychologists and educators have emphasized that learning about counterintuitive phenomena may be a critical driving force for cognitive development. Thus far, little is known about the specific content that children seek to enrich their knowledge. Using a novel book-choice paradigm, we directly examine children’s preference to engage with media that contains more mundane vs. more counterintuitive content. Children ranging from 3- to 8-years (N = 174), from the U.S. and Canada, were presented with pairs of books about animals. The two books in each pair were visually identical aside from their printed title. One book in each pair was described as presenting a fact that (according to validation data on children’s and adults’ beliefs in these facts) was relatively intuitive, and the other book was described as presenting a fact that was relatively counterintuitive. The youngest participants (3–4 years) demonstrated no preference in selecting books with intuitive vs. counterintuitive facts about animals, whereas older children (5-years onward) demonstrated an increasing preference for counterintuitive content. Combined with validation data on children’s and adults’ intuitions about the focal facts, these data suggest that children’s preference to seek information that adults deem counterintuitive (at least in the domain of biology) increases with age as a function of changes in the strength of children’s intuitions about what is possible.
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引用次数: 0
Children’s Emerging Understanding of Anonymity Does Not Predict Reputation Enhancing Generosity 儿童对匿名的初步理解并不能预测声誉会增强慷慨
IF 2.1 2区 心理学 Q2 Psychology Pub Date : 2023-05-31 DOI: 10.1080/15248372.2023.2216297
J. Richards, Stephanie Hartlin, C. Moore, John Corbit
ABSTRACT Young children tend to behave more generously when their actions are identified than when they are anonymous, yet we know little about the cognitive foundations required for anonymity to impact generosity. In three studies we examined Canadian children’s understanding of anonymity and its impact on sharing in anonymous and identified contexts. Study 1 assessed whether 3- and 5-year-old children (N = 100, 51 female) understood anonymous and identified sharing, and whether age-related changes in their understanding corresponded to sharing behavior. We found that understanding of anonymity improved with age, but anonymity did not influence sharing. Study 2 assessed 5-year-old children’s (N = 60, 30 female) judgments about how others would share in these contexts and their preferences for receiving donations from identified or anonymous donors. We found that children preferred to receive from identified donors and believed that identified donors were more generous. Study 3 assessed whether 5-year-old children (N = 60, 30 female) preferred to share as anonymous or identified donors themselves, and whether their choice influenced sharing behavior. We found that while participants preferred to share as identified donors, this choice did not influence sharing. Overall, our findings suggest that although 5-year-old Canadian children have a robust understanding of the implications of anonymous and identified sharing, this understanding is not sufficient to motivate increased generosity.
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引用次数: 0
Direct Assessments of Social Skills Can Complement Teacher Ratings in Predicting Children’s Academic Achievement 社会技能的直接评估可以补充教师对儿童学业成绩的预测
IF 2.1 2区 心理学 Q2 Psychology Pub Date : 2023-05-30 DOI: 10.1080/15248372.2023.2216291
Katharine E. Scott, R. King, A. Cochrane, C. Kalish, Kristin Shutts
ABSTRACT The present research evaluated whether behavioral tasks (“direct assessments”) commonly used to assess young children’s social cognitive development in laboratory studies could have utility for measuring and predicting U.S. children’s outcomes in educational contexts. To do so, children (N = 95; 49 boys, 46 girls; 41.05% White, 16.84% Hispanic, 14.74% Black, 13.68% Asian, 11.58% Multiracial, 2.11% American Indian/Alaska Native) in a publicly funded pre-kindergarten (4K) program in the United States completed 9 direct assessments that capture important skills in early childhood (e.g., task switching, group conformity preference, theory of mind). The school district also provided children’s 4K and kindergarten grades (assessed through teacher ratings of children) to evaluate whether direct assessments had additional explanatory power over-and-above existing metrics of children’s aptitude. Across the direct assessments, children’s group conformity preferences (i.e., the extent to which children preferred members of the same group to behave in the same way) were most reliably correlated with concurrent (4K) and predictive of future (kindergarten) grades, even when controlling for teacher ratings of children’s concurrent performance. Interestingly, teacher ratings of children on each assessment loaded onto a single factor despite the intention to capture theoretically distinct components of children’s school performance. Discussion focuses on the implications of direct assessments in educational contexts and critical areas for future research at the interface of psychology and education.
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引用次数: 0
The Role of Partnerships to Shift Power Asymmetries in Research with Vulnerable Communities: Reflections from an Early Childhood Development Project in South Africa 伙伴关系在弱势社区研究中改变权力不对称的作用:来自南非幼儿发展项目的思考
IF 2.1 2区 心理学 Q2 Psychology Pub Date : 2023-05-27 DOI: 10.1080/15248372.2023.2215863
C. Draper, C. Cook, Riedewhaan Allie, S. Howard, Hleliwe Makaula, R. Merkley, Mbulelo Mshudulu, Nafeesa Rahbeeni, Nosibusiso Tshetu, G. Scerif
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引用次数: 1
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 Q2 Psychology 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 Q2 Psychology 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 Q2 Psychology 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 Q2 Psychology 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 Q2 Psychology 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 Q2 Psychology 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
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Journal of Cognition and Development
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