Pub Date : 2025-02-27DOI: 10.1016/j.jecp.2025.106206
Manon Rousselle, Agnès Blaye, Marlène Abadie
Previous research has shown that false memories—that is, remembering things that did not happen but are consistent with the gist of the actual experiences—increase during development. The current study shows that this developmental reversal of false memory is moderated by the development of working memory (WM). In two experiments, 5- and 8-year-olds (N = 184; 103 girls; European) were asked to memorize lists of three or four semantically related words during retention intervals of a few seconds in which the opportunities to maintain the studied words in WM were varied. The children then performed an immediate recall test and a delayed recognition test. Experiment 1 showed that 8-year-olds made more semantic recall errors—that is, false memories—than non-semantic recall errors in the immediate test, whereas the opposite was true for 5-year-olds. Experiment 2, which introduced a stronger manipulation of WM maintenance, showed that 8-year-olds made more semantic errors than 5-year-olds in the immediate test when the opportunity to maintain the studied words in WM was reduced. This developmental reversal disappeared when children had more opportunities to maintain the studied words in WM. These results suggest that the development of WM maintenance mechanisms during childhood reduces the age-related increase in false memories.
{"title":"Development of false memories in 5- and 8-year-olds: The role of working memory maintenance mechanisms","authors":"Manon Rousselle, Agnès Blaye, Marlène Abadie","doi":"10.1016/j.jecp.2025.106206","DOIUrl":"10.1016/j.jecp.2025.106206","url":null,"abstract":"<div><div>Previous research has shown that false memories—that is, remembering things that did not happen but are consistent with the gist of the actual experiences—increase during development. The current study shows that this developmental reversal of false memory is moderated by the development of working memory (WM). In two experiments, 5- and 8-year-olds (<em>N</em> = 184; 103 girls; European) were asked to memorize lists of three or four semantically related words during retention intervals of a few seconds in which the opportunities to maintain the studied words in WM were varied. The children then performed an immediate recall test and a delayed recognition test. Experiment 1 showed that 8-year-olds made more semantic recall errors—that is, false memories—than non-semantic recall errors in the immediate test, whereas the opposite was true for 5-year-olds. Experiment 2, which introduced a stronger manipulation of WM maintenance, showed that 8-year-olds made more semantic errors than 5-year-olds in the immediate test when the opportunity to maintain the studied words in WM was reduced. This developmental reversal disappeared when children had more opportunities to maintain the studied words in WM. These results suggest that the development of WM maintenance mechanisms during childhood reduces the age-related increase in false memories.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"254 ","pages":"Article 106206"},"PeriodicalIF":1.8,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143509949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-24DOI: 10.1016/j.jecp.2025.106204
Jean-Michel Robichaud , Geneviève A. Mageau , Hali Kil , Chloé McLaughlin , Noémie Comeau , Karina Schumann
Parenting research has documented positive associations between parents’ tendency to apologize following their mishaps and indicators of adolescents’ healthy development. One mechanism that may account for these benefits is apologies’ potential role in restoring the satisfaction of adolescents’ basic psychological needs, which may have been frustrated by parents’ mishaps. Yet the associations between parental apologies, adolescents’ basic needs, and ensuing developmental outcomes have never been studied. Furthermore, how parents phrase their apologies may differently relate to adolescents’ basic needs, with victim-centered apologies being more likely to be need-supportive and defensive apologies more likely to be need-thwarting. To address these issues, we recruited 347 mid- to late adolescents and assessed parental apologies as well as adolescents’ perceptions of their basic needs at three levels of abstraction (global, situational, and hypothetical) using correlational and experimental methods. At the global level, we also assessed indicators of adolescents’ healthy development that were previously linked to parental apologies (i.e., internalizing and externalizing problems and prosocial behaviors). Across abstraction levels, parental apologies—whether perceived, coded, or manipulated as presenting more victim-centered elements and fewer defensive elements—tended to be associated with higher needs satisfaction and lower needs frustration. Furthermore, path analysis showed that the relation between parental apologies and adolescents’ externalizing problems, internalizing problems, and prosocial behaviors could be fully accounted for by adolescents’ perceptions of their basic needs. These results suggest that parental apologies may play a role in adolescents’ basic psychological needs satisfaction and frustration and, in turn, in their development.
{"title":"Parental apologies as a potential determinant of adolescents’ basic psychological needs satisfaction and frustration","authors":"Jean-Michel Robichaud , Geneviève A. Mageau , Hali Kil , Chloé McLaughlin , Noémie Comeau , Karina Schumann","doi":"10.1016/j.jecp.2025.106204","DOIUrl":"10.1016/j.jecp.2025.106204","url":null,"abstract":"<div><div>Parenting research has documented positive associations between parents’ tendency to apologize following their mishaps and indicators of adolescents’ healthy development. One mechanism that may account for these benefits is apologies’ potential role in restoring the satisfaction of adolescents’ basic psychological needs, which may have been frustrated by parents’ mishaps. Yet the associations between parental apologies, adolescents’ basic needs, and ensuing developmental outcomes have never been studied. Furthermore, how parents phrase their apologies may differently relate to adolescents’ basic needs, with victim-centered apologies being more likely to be need-supportive and defensive apologies more likely to be need-thwarting. To address these issues, we recruited 347 mid- to late adolescents and assessed parental apologies as well as adolescents’ perceptions of their basic needs at three levels of abstraction (global, situational, and hypothetical) using correlational and experimental methods. At the global level, we also assessed indicators of adolescents’ healthy development that were previously linked to parental apologies (i.e., internalizing and externalizing problems and prosocial behaviors). Across abstraction levels, parental apologies—whether perceived, coded, or manipulated as presenting more victim-centered elements and fewer defensive elements—tended to be associated with higher needs satisfaction and lower needs frustration. Furthermore, path analysis showed that the relation between parental apologies and adolescents’ externalizing problems, internalizing problems, and prosocial behaviors could be fully accounted for by adolescents’ perceptions of their basic needs. These results suggest that parental apologies may play a role in adolescents’ basic psychological needs satisfaction and frustration and, in turn, in their development.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"254 ","pages":"Article 106204"},"PeriodicalIF":1.8,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143474745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-21DOI: 10.1016/j.jecp.2025.106201
Jinglei Ren , Min Wang , Xianglin Zhang , Rachel Romeo , Joanne Arciuli
The current study investigated the association between home environment and children’s reading outcomes, with a focus on the mediating roles of vocabulary and morphological awareness (MA) and the moderating roles of statistical learning (SL). A sample of 191 8-year-old Chinese children (92 girls) with diverse socioeconomic status (SES) backgrounds completed assessments of vocabulary knowledge, MA, nonlinguistic visual and auditory SL, Chinese positional and phonetic SL, reading tasks, nonverbal reasoning, and verbal working memory. Results showed that both vocabulary and MA mediated the relationship between SES and reading, but only vocabulary mediated the relationship between home literacy environment (HLE) and reading. Importantly, children who were better in domain-specific SL, particularly those with strong Chinese radical positional SL, were less affected by SES disparities in reading outcomes. However, SL did not moderate the associations between HLE and reading outcomes.
{"title":"Statistical learning as a buffer: Investigating its impact on the link between home environment and reading achievement","authors":"Jinglei Ren , Min Wang , Xianglin Zhang , Rachel Romeo , Joanne Arciuli","doi":"10.1016/j.jecp.2025.106201","DOIUrl":"10.1016/j.jecp.2025.106201","url":null,"abstract":"<div><div>The current study investigated the association between home environment and children’s reading outcomes, with a focus on the mediating roles of vocabulary and morphological awareness (MA) and the moderating roles of statistical learning (SL). A sample of 191 8-year-old Chinese children (92 girls) with diverse socioeconomic status (SES) backgrounds completed assessments of vocabulary knowledge, MA, nonlinguistic visual and auditory SL, Chinese positional and phonetic SL, reading tasks, nonverbal reasoning, and verbal working memory. Results showed that both vocabulary and MA mediated the relationship between SES and reading, but only vocabulary mediated the relationship between home literacy environment (HLE) and reading. Importantly, children who were better in domain-specific SL, particularly those with strong Chinese radical positional SL, were less affected by SES disparities in reading outcomes. However, SL did not moderate the associations between HLE and reading outcomes.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"253 ","pages":"Article 106201"},"PeriodicalIF":1.8,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143453191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-20DOI: 10.1016/j.jecp.2025.106196
Emma Lazaroff, Haley A. Vlach
Comparison has been shown to aid children’s immediate learning across a variety of domains. However, less research has examined the effects of comparison on children’s long-term memory, particularly in the laboratory setting. This study examined what children remember about science concepts using comparison. Experiment 1 (N = 120; 59 boys) taught children aged 4 to 8 years about animal adaptation using comparison and then tested their memory or generalization immediately or after a 5-minute delay. Experiment 2 (N = 120; 56 boys) taught children about animal adaptation in the same way, but prompted children to generalize only perceptual or relational information at test. Results revealed that children do not rapidly forget information after a brief delay, but they struggle to generalize both perceptual (β = −.527, p < .001) and relational (β = −.496, p < .001) information immediately and over time, and that using language prompts may help to mitigate this effect, particularly with relational information (β = .236, p = .005). In sum, these experiments suggest that children are able to retain information after a brief delay, that additional cognitive supports are likely needed to facilitate long-term learning from comparison, and that language is a promising way to support this learning.
研究表明，比较有助于儿童在不同领域的即时学习。然而，较少研究比较对儿童长期记忆的影响，尤其是在实验室环境中。本研究考察了儿童通过比较对科学概念的记忆情况。实验 1（人数 = 120；59 名男孩）使用比较法向 4 至 8 岁的儿童传授有关动物适应的知识，然后立即或延迟 5 分钟后测试他们的记忆或概括能力。实验 2（人数 = 120；56 名男孩）以同样的方式向儿童传授动物适应知识，但在测试时只要求儿童概括感知或关系信息。实验结果表明，儿童在短暂延迟后不会迅速遗忘信息，但他们在立即和随着时间的推移概括知觉信息（β = -.527, p < .001）和关系信息（β = -.496, p < .001）时却很吃力，而使用语言提示可能有助于减轻这种影响，尤其是在概括关系信息时（β = .236, p = .005）。总之，这些实验表明，儿童能够在短暂延迟后保留信息，但可能需要额外的认知支持来促进从比较中的长期学习，而语言是支持这种学习的一种有前途的方法。
{"title":"Children’s memory and generalization of science concepts learned using comparison","authors":"Emma Lazaroff, Haley A. Vlach","doi":"10.1016/j.jecp.2025.106196","DOIUrl":"10.1016/j.jecp.2025.106196","url":null,"abstract":"<div><div>Comparison has been shown to aid children’s immediate learning across a variety of domains. However, less research has examined the effects of comparison on children’s long-term memory, particularly in the laboratory setting. This study examined what children remember about science concepts using comparison. Experiment 1 (<em>N</em> = 120; 59 boys) taught children aged 4 to 8 years about animal adaptation using comparison and then tested their memory or generalization immediately or after a 5-minute delay. Experiment 2 (<em>N</em> = 120; 56 boys) taught children about animal adaptation in the same way, but prompted children to generalize only perceptual or relational information at test. Results revealed that children do not rapidly forget information after a brief delay, but they struggle to generalize both perceptual (<em>β</em> = −.527, <em>p</em> < .001) and relational (<em>β</em> = −.496, <em>p</em> < .001) information immediately and over time, and that using language prompts may help to mitigate this effect, particularly with relational information (<em>β</em> = .236, <em>p</em> = .005). In sum, these experiments suggest that children are able to retain information after a brief delay, that additional cognitive supports are likely needed to facilitate long-term learning from comparison, and that language is a promising way to support this learning.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"253 ","pages":"Article 106196"},"PeriodicalIF":1.8,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445297","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}
Mooney faces are two-tone facial images with degraded individual features (e.g., eyes and mouth) and retain only shadows and highlights. Previous research has reported that even young infants can detect faces from Mooney face images despite the degraded features. In Experiment 1, we tested the upright preference for Mooney face images with the features degraded at four levels, from Level 1 (slightly degraded) to Level 4 (extremely degraded). The results indicated that infants showed a significant visual preference for upright images over inverted images under the Level 1 (slightly degraded) and Level 2 (moderately degraded) conditions. In addition, in Experiment 2 we confirmed that infants showed an upright face preference for the original non-degraded face images. The results of the two experiments suggest that although infants aged 6 to 11 months consistently showed an upright face preference even for Mooney face images with relatively modest degradedness, their ability to detect face figures from Mooney face figures was still immature
{"title":"The development of Mooney face perception in 6- to 11-month-old infants","authors":"Nanako Yamanaka , Yumiko Otsuka , Masaharu Kato , Nobu Shirai","doi":"10.1016/j.jecp.2025.106199","DOIUrl":"10.1016/j.jecp.2025.106199","url":null,"abstract":"<div><div>Mooney faces are two-tone facial images with degraded individual features (e.g., eyes and mouth) and retain only shadows and highlights. Previous research has reported that even young infants can detect faces from Mooney face images despite the degraded features. In Experiment 1, we tested the upright preference for Mooney face images with the features degraded at four levels, from Level 1 (slightly degraded) to Level 4 (extremely degraded). The results indicated that infants showed a significant visual preference for upright images over inverted images under the Level 1 (slightly degraded) and Level 2 (moderately degraded) conditions. In addition, in Experiment 2 we confirmed that infants showed an upright face preference for the original non-degraded face images. The results of the two experiments suggest that although infants aged 6 to 11 months consistently showed an upright face preference even for Mooney face images with relatively modest degradedness, their ability to detect face figures from Mooney face figures was still immature</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"253 ","pages":"Article 106199"},"PeriodicalIF":1.8,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143437293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-19DOI: 10.1016/j.jecp.2025.106205
Frankie T.K. Fong , Carissa Thong , Nicole L. Nelson
We adapted a previous protocol to assess children’s ability to spontaneously associate a novel cause with a novel emotional expression. An experimenter opened a series of boxes and generated an expression based on what was inside (the cause of the emotion). Participants (4- to 9-year-olds; N = 72) guessed what the experimenter saw from four possible objects linked to four expressions: stickers (happy), a broken balloon (sad), a spider (scared), and a novel object, pax (novel puffed cheeks expression). Children were then invited to open a series of boxes and generate expressions for the experimenter. Results suggest that children used a process of elimination to associate the novel pax object with the puffed cheeks expression. Some children also re-produced the puffed cheeks expression in a later task. As a final trial, when children were asked how people would feel when seeing the pax object, younger children tended to use positive labels and older children used negative labels. These results show that children are able to quickly associate novel facial expressions with precipitating events as early as 4 years of age, comparable to their performance in linking familiar expressions and objects.
{"title":"Children use process of elimination to associate a novel expression with a novel cause","authors":"Frankie T.K. Fong , Carissa Thong , Nicole L. Nelson","doi":"10.1016/j.jecp.2025.106205","DOIUrl":"10.1016/j.jecp.2025.106205","url":null,"abstract":"<div><div>We adapted a previous protocol to assess children’s ability to spontaneously associate a novel cause with a novel emotional expression. An experimenter opened a series of boxes and generated an expression based on what was inside (the cause of the emotion). Participants (4- to 9-year-olds; <em>N</em> = 72) guessed what the experimenter saw from four possible objects linked to four expressions: stickers (happy), a broken balloon (sad), a spider (scared), and a novel object, pax (novel puffed cheeks expression). Children were then invited to open a series of boxes and generate expressions for the experimenter. Results suggest that children used a process of elimination to associate the novel pax object with the puffed cheeks expression. Some children also re-produced the puffed cheeks expression in a later task. As a final trial, when children were asked how people would feel when seeing the pax object, younger children tended to use positive labels and older children used negative labels. These results show that children are able to quickly associate novel facial expressions with precipitating events as early as 4 years of age, comparable to their performance in linking familiar expressions and objects.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"253 ","pages":"Article 106205"},"PeriodicalIF":1.8,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social exclusion heightens negative emotions and hostile cognition toward others; however, its effects on non-Western adults and children remain unclear. These studies examined the effects on Japanese adults (N = 68; 34 female; Mage = 21.87 years) and 4- to 6-year-old children (N = 147; 78 female). The results showed that although excluded adults reported higher negative emotions and hostile evaluations of excluders, hostile cognitions toward others did not differ significantly between the inclusion and exclusion conditions. Excluded older children reported higher hostile evaluations toward excluders; however, emotions and hostile cognitions toward others did not differ significantly between the conditions. Although developmental changes in emotions and hostile evaluations were suggested, this research partially contradicts previous Western findings, highlighting the need for cross-cultural research.
{"title":"Hostile cognitions and emotions following social exclusion in Japanese adults and young children","authors":"Nozomi Yamamoto , Ryuta Kuwamizu , Yusuke Moriguchi","doi":"10.1016/j.jecp.2025.106200","DOIUrl":"10.1016/j.jecp.2025.106200","url":null,"abstract":"<div><div>Social exclusion heightens negative emotions and hostile cognition toward others; however, its effects on non-Western adults and children remain unclear. These studies examined the effects on Japanese adults (<em>N</em> = 68; 34 female; <em>M</em><sub>age</sub> = 21.87 years) and 4- to 6-year-old children (<em>N</em> = 147; 78 female). The results showed that although excluded adults reported higher negative emotions and hostile evaluations of excluders, hostile cognitions toward others did not differ significantly between the inclusion and exclusion conditions. Excluded older children reported higher hostile evaluations toward excluders; however, emotions and hostile cognitions toward others did not differ significantly between the conditions. Although developmental changes in emotions and hostile evaluations were suggested, this research partially contradicts previous Western findings, highlighting the need for cross-cultural research.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"253 ","pages":"Article 106200"},"PeriodicalIF":1.8,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-16DOI: 10.1016/j.jecp.2025.106198
Jonah Brenner , Katherine Steele , Jacqueline D. Woolley
Young children struggle with the “reader’s dilemma” (i.e., which aspects of a story with fantasy elements apply to real life), and research finds that incorporating fantasy elements such as anthropomorphic characters and unrealistic settings into storybooks can negatively affect children’s learning. To explore whether children can learn about a cause-and-effect relation from fantasy storybooks, we presented children with a realistic storybook or one containing varying levels of fantasy (Study 1) and a storybook with multiple fantasy elements (Study 2). Children learned about a target event depicting a physical cause-and-effect relation (i.e., if you flick your wrist, the stone will skip across the water), and we assessed their comprehension of the target cause-and-effect relation and their ability to generalize this information to the real world and reason counterfactually about the outcome. Across two preregistered studies (3- to 5-year-olds, N = 214), 5-year-olds, and some 4-year-olds, learned and generalized their knowledge about the target cause-and-effect relation from both the realistic and fantastical storybooks, suggesting that fantasy does not hinder children’s learning about physical cause-and-effect relations.
{"title":"Children learn cause-and-effect relations from fantastical and realistic storybooks","authors":"Jonah Brenner , Katherine Steele , Jacqueline D. Woolley","doi":"10.1016/j.jecp.2025.106198","DOIUrl":"10.1016/j.jecp.2025.106198","url":null,"abstract":"<div><div>Young children struggle with the “reader’s dilemma” (i.e., which aspects of a story with fantasy elements apply to real life), and research finds that incorporating fantasy elements such as anthropomorphic characters and unrealistic settings into storybooks can negatively affect children’s learning. To explore whether children can learn about a cause-and-effect relation from fantasy storybooks, we presented children with a realistic storybook or one containing varying levels of fantasy (Study 1) and a storybook with multiple fantasy elements (Study 2). Children learned about a target event depicting a physical cause-and-effect relation (i.e., if you flick your wrist, the stone will skip across the water), and we assessed their comprehension of the target cause-and-effect relation and their ability to generalize this information to the real world and reason counterfactually about the outcome. Across two preregistered studies (3- to 5-year-olds, <em>N</em> = 214), 5-year-olds, and some 4-year-olds, learned and generalized their knowledge about the target cause-and-effect relation from both the realistic and fantastical storybooks, suggesting that fantasy does not hinder children’s learning about physical cause-and-effect relations.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"253 ","pages":"Article 106198"},"PeriodicalIF":1.8,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-11DOI: 10.1016/j.jecp.2024.106190
Yomna Waly , Craig G. Chambers , Susan A. Graham
Rapid and accurate recognition of another’s emotions is critical to successful communication. Previous research indicates that preschoolers can use emotional prosody in familiar languages to identify an object being referred to by a speaker (i.e., associate a happy tone with an intact object and a sad tone with a broken object). Here, we examined whether listeners’ use of emotional prosody is tied to language comprehension by testing English-speaking preschoolers’ and adults’ use of emotional prosody when presented with utterances spoken in Arabic. In Experiment 1, 4-year-olds listened to a series of happy- or sad-sounding Arabic utterances while simultaneously viewing a visual array of objects that varied in their association with happiness or sadness (e.g., broken vs. intact toy). In contrast to previous studies in which listeners heard English utterances, results suggested that children were unsuccessful at implicitly (demonstrated via eye gaze) or explicitly (demonstrated via pointing) linking emotional intonation with corresponding objects. A second experiment demonstrated that 4-year-olds could, however, successfully match the same emotional utterances with happy or sad faces. Experiment 3 examined these abilities in English-speaking adults using the same materials. Adults correctly linked emotional prosody to both objects and faces. Taken together, the findings demonstrate that both 4-year-olds and adults can correctly categorize emotional intonation in an unfamiliar language. Only adults, however, were successful at using emotional prosody to help identify an object a speaker is referring to. These findings demonstrate developmental differences in the use of emotional prosody.
{"title":"Preschoolers’ use of emotional prosody in an unfamiliar language","authors":"Yomna Waly , Craig G. Chambers , Susan A. Graham","doi":"10.1016/j.jecp.2024.106190","DOIUrl":"10.1016/j.jecp.2024.106190","url":null,"abstract":"<div><div>Rapid and accurate recognition of another’s emotions is critical to successful communication. Previous research indicates that preschoolers can use emotional prosody in familiar languages to identify an object being referred to by a speaker (i.e., associate a happy tone with an intact object and a sad tone with a broken object). Here, we examined whether listeners’ use of emotional prosody is tied to language comprehension by testing English-speaking preschoolers’ and adults’ use of emotional prosody when presented with utterances spoken in Arabic. In Experiment 1, 4-year-olds listened to a series of happy- or sad-sounding Arabic utterances while simultaneously viewing a visual array of objects that varied in their association with happiness or sadness (e.g., broken vs. intact toy). In contrast to previous studies in which listeners heard English utterances, results suggested that children were unsuccessful at implicitly (demonstrated via eye gaze) or explicitly (demonstrated via pointing) linking emotional intonation with corresponding objects. A second experiment demonstrated that 4-year-olds could, however, successfully match the same emotional utterances with happy or sad faces. Experiment 3 examined these abilities in English-speaking adults using the same materials. Adults correctly linked emotional prosody to both objects and faces. Taken together, the findings demonstrate that both 4-year-olds and adults can correctly categorize emotional intonation in an unfamiliar language. Only adults, however, were successful at using emotional prosody to help identify an object a speaker is referring to. These findings demonstrate developmental differences in the use of emotional prosody.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"253 ","pages":"Article 106190"},"PeriodicalIF":1.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-11DOI: 10.1016/j.jecp.2025.106197
Marina A. Zhukova , Lisa K. Chinn , Connor Cheek , Anastasia A. Sukmanova , Tatiana A. Kustova , Elena L. Grigorenko
Research has uncovered extensive negative effects of institutional rearing on development, including language deficits. However, less is known about how these effects may be passed down vertically from mothers to children. The current study examined this pathway with respect to language development using behavioral and neural measures. Participants were mother–child dyads (children aged 8–71 months) where the mothers were either previously institutionalized in orphanages (n = 20) or not (n = 34). Mothers qualified for the study if they were 16 to 35 years of age, had a child aged 8 months to 5 years, and were native Russian speakers. We hypothesized that mothers with a history of institutionalization would provide a linguistically impoverished environment, leading to lower language scores in their children and altered neural responses to language violations. Contrary to our hypotheses, maternal history of institutionalization was not significantly associated with child language abilities (expressive or receptive) or the frequency of conversational turns. However, mothers with a history of institutionalization spoke fewer words around their female offspring relative to mothers raised in biological families. Event-related potential (ERP) analyses revealed topography differences in children’s P400 response during phonological processing associated with maternal institutionalization history. We were also able to predict with above-chance accuracy children whose mothers had a history of institutionalization using machine learning on ERP measures. These findings suggest the need for targeted interventions to support language development in children of mothers with a history of institutionalization.
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