Journal of Experimental Child Psychology最新文献_第10页

Young children’s updating of mental representations of story characters and events based on verbal and pictorial information 幼儿基于语言和图像信息对故事人物和事件的心理表征的更新

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-06-11 DOI: 10.1016/j.jecp.2025.106322

Ruth Lee , Patrycia Jarosz , Patricia A. Ganea

The ability to create mental models of story events is essential for narrative comprehension, yet little is known about the mechanisms that support children’s ability to build and update an integrated mental representation of a story (a ‘situation model’) as it unfolds. The current study investigated very young children’s ability to update their situation model of a simple story from verbal and pictorial information about a physical event, manipulating both the explicitness of verbal information and the informativeness (Study 1) and presence (Study 2) of pictorial information. Sixty-four 2-year-olds (35 girls) and 67 3-year-olds (36 girls) participated in Study 1, and 119 2-year-olds (69 girls) and 81 3-year-olds (43 girls) participated in Study 2. Two- and 3-year-olds updated their mental representation of the physical state of the story protagonist at a rate above chance, regardless of the informativeness of an accompanying picture (Study 1) and the explicitness of verbal information provided (Study 2). However, children’s age in months significantly predicted 2-year-olds’ performance across studies, and in the absence of a picture, 3-year-olds performed less robustly when receiving implicit than when receiving explicit verbal information. Findings suggest that 2- and 3-year-olds can integrate implicit information into their situation model of a story, even when the accompanying pictorial information is not maximally informative, but that implicit verbal information embedded in a narrative presents challenges for young children’s updating when provided without pictorial support.

建立故事事件心理模型的能力对于叙事理解至关重要，然而，随着故事的展开，支持儿童建立和更新故事综合心理表征能力（“情境模型”）的机制却鲜为人知。本研究调查了幼童从一个物理事件的口头和图像信息中更新其简单故事情境模型的能力，同时操纵口头信息的显性性、信息性（研究1）和图像信息的存在性（研究2）。研究1中有64名2岁儿童（35名女孩）和67名3岁儿童（36名女孩）参加，研究2中有119名2岁儿童（69名女孩）和81名3岁儿童（43名女孩）参加。两岁和三岁的孩子以高于偶然的速度更新他们对故事主角身体状态的心理表征，而不考虑附带图片的信息量（研究1）和所提供的口头信息的明确性（研究2）。然而，在所有研究中，儿童的月龄显著地预测了2岁儿童的表现，并且在没有图片的情况下，3岁儿童在接受隐性语言信息时的表现不如接受显性语言信息时的表现强劲。研究结果表明，2岁和3岁的儿童可以将内隐信息整合到他们的故事情境模型中，即使伴随的图像信息不能最大限度地提供信息，但在没有图像支持的情况下，叙事中嵌入的内隐口头信息对幼儿的更新提出了挑战。

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引用次数: 0

Episodic future thinking and delay of gratification in children: An individual differences study 儿童情景未来思维与延迟满足：个体差异研究

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-06-08 DOI: 10.1016/j.jecp.2025.106308

Ciarán Canning, Agnieszka J. Graham, Teresa McCormack

Unlike studies with adolescents and adults, studies with children have yet to uncover a link between episodic future thinking (EFT) and delay of gratification (DoG) and EFT cueing has not been shown to enhance children’s DoG. Understanding developmental patterns requires better understanding of the processes underlying children’s DoG performance. This study examined whether individual differences predicted 8–11-year-olds’ (53% M) performance on two separate DoG tasks, each with or without EFT cueing: a delay choice task with real rewards and a delay discounting task with hypothetical monetary rewards. It also examined whether these measures predicted children’s ability to benefit from EFT cueing. The children were from Ireland, primarily White, and ranged from marginally below average to above average SES. In analyses controlling for age and general verbal ability, none of our variables predicted the difference in performance between the uncued and EFT-cued versions of either task. Positive contemplation emotion, reflecting the extent to which a child takes pleasure from anticipating positive future events, was the sole significant predictor of performance on a delay choice task with EFT cues, controlling for age and verbal ability. For the delay discounting task, EFT ability, working memory and a more proactive attentional control style were all significant predictors of performance on an EFT-cued version of the task, but not on an uncued version. Engaging in EFT cueing seems to be effortful for children, and greater cognitive resources may be needed to buffer against the cognitive load associated with future thinking cues in delay discounting tasks.

与对青少年和成人的研究不同，对儿童的研究尚未发现情景未来思维（EFT）和延迟满足（DoG）之间的联系，而EFT线索也未被证明能增强儿童的延迟满足。理解发展模式需要更好地理解儿童DoG表现背后的过程。这项研究考察了个体差异是否能预测8 - 11岁儿童（53% M）在两个独立的DoG任务中的表现，每个任务都有或没有EFT提示：一个有真实奖励的延迟选择任务和一个有假设货币奖励的延迟折扣任务。它还研究了这些指标是否能预测儿童从EFT提示中获益的能力。这些孩子来自爱尔兰，主要是白人，他们的社会地位从略低于平均水平到高于平均水平。在控制年龄和一般语言能力的分析中，我们的变量都不能预测未提示和有eft提示的两种任务之间的表现差异。积极的沉思情绪，反映了孩子从预期积极的未来事件中获得快乐的程度，是在EFT提示下延迟选择任务中表现的唯一重要预测因素，控制了年龄和语言能力。对于延迟折扣任务，EFT能力、工作记忆和更主动的注意控制风格都是EFT提示版本的任务表现的显著预测因子，但在未提示版本中没有。参与EFT提示对儿童来说似乎很费力，在延迟折扣任务中，可能需要更多的认知资源来缓冲与未来思维线索相关的认知负荷。

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引用次数: 0

The effect of fantastical elements on preschoolers’ false belief task performance 幻想元素对学龄前儿童错误信念任务表现的影响

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-06-07 DOI: 10.1016/j.jecp.2025.106321

Ece Tuglaci , Hande Ilgaz

Fantastical narratives may lessen the executive functions (EF) burden of false belief (FB) reasoning. Specifically, we hypothesized that fantasy contexts may alleviate the reality bias and allow children to entertain false beliefs more effectively. In two experiments, this study investigated whether children’s FB performance is influenced by the degree of fantastical elements in false belief tasks. In both experiments, children’s EF abilities were measured to see if the effect of fantasy remained after controlling for EF. The fantastical content of FB tasks and the order of fantastical (FF-FB) and realistic (RF-FB) false belief tasks were manipulated in a mixed-subject design with preschool children. In Experiment 1, children performed better in FF-FB even after controlling for their EF abilities. Experiment 2 replicated these results and revealed that 3-year-olds who completed the FF-FB tasks before the RF-FB tasks outperformed 3-year-olds who saw the reverse order when controlling for fantasy orientation and EF abilities. These findings imply that the fantasy context has a positive effect on children’s FB reasoning that extends beyond lessening the EF burden. Future work, especially training studies, could provide insight into the workings of this effect by focusing on the degree and features of fantasy and whether the observed changes are lasting.

幻想叙事可以减轻错误信念推理的执行功能负担。具体来说，我们假设幻想情境可以减轻现实偏见，并允许儿童更有效地接受错误信念。本研究通过两个实验考察了儿童的虚假信念任务中幻想成分的程度是否会影响儿童的虚假信念任务表现。在这两个实验中，研究人员都测量了儿童的情感表达能力，以观察在控制了情感表达后，幻想的影响是否仍然存在。以学龄前儿童为研究对象，采用混合被试设计，对虚构错误信念任务的虚构内容和虚构错误信念任务与现实错误信念任务的顺序进行操纵。在实验1中，即使控制了儿童的EF能力，儿童在FF-FB上的表现也更好。实验2重复了这些结果，并揭示了在完成RF-FB任务之前完成FF-FB任务的3岁儿童在控制幻想取向和EF能力时表现优于看到相反顺序的3岁儿童。这些发现表明，幻想情境对儿童的FB推理有积极的影响，而不仅仅是减轻EF负担。未来的工作，特别是训练研究，可以通过关注幻想的程度和特征，以及观察到的变化是否持续，来深入了解这种效应的作用。

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引用次数: 0

The impact of visual cues on reducing cognitive load in interactive storybooks for children 视觉线索对减少儿童互动故事书认知负荷的影响

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-06-04 DOI: 10.1016/j.jecp.2025.106320

Cintia Bali , Gergő Várkonyi , Mónika Szabó , András N. Zsidó

Interactive book applications enhance learning by simultaneously conveying visual and verbal information while actively engaging users through interactive elements. This fosters learning through active participation. However, these interactive features can also distract students and increase cognitive load. To address this issue, visually signaling interactive elements on the screen could help guide attention and facilitate the integration of multimodal content. Therefore, this study investigates whether visual signaling of interactive elements can reduce cognitive load and, in turn, improve children’s learning performance. A total of 119 children (M = 9.35, SD = 0.684) were divided into four groups: (1) signaled interactive application, (2) non-signaled interactive application, (3) video, and (4) static-picture control group. The children listened to a science-themed book with various interactive and multimedia elements. Learning outcomes were assessed through a recall test consisting of 16 questions. The ADHD Rating Scale-IV was used to evaluate attentional mechanisms, with assessments completed by the homeroom teachers. Children in the interactive application groups recalled more information compared to children participating in static-picture control group. The children in the video group differed significantly from the control group but not from the interactive application groups. However, children with attentional difficulties tended to perform worse when they watched the multimedia video, or the interactive features were not visually signaled. This negative association was not observed when the interactive features were signaled. The results suggest that using visual signals can be beneficial for children with attentional difficulties by promoting multisensory integration.

交互式图书应用程序通过同时传递视觉和口头信息，同时通过交互式元素积极吸引用户，从而增强学习效果。这样可以通过积极参与来促进学习。然而，这些互动功能也会分散学生的注意力，增加认知负荷。为了解决这个问题，屏幕上的视觉信号交互元素可以帮助引导注意力，促进多模式内容的整合。因此，本研究旨在探讨互动元素的视觉信号是否可以减轻认知负荷，进而提高儿童的学习成绩。将119名儿童（M = 9.35, SD = 0.684）分为四组：(1)有信号交互应用组，(2)无信号交互应用组，(3)视频组，(4)静态图片对照组。孩子们听了一本以科学为主题的书，书中有各种互动和多媒体元素。学习结果通过包含16个问题的回忆测试来评估。注意缺陷多动障碍评定量表（ADHD Rating Scale-IV）用于评估注意机制，由班主任完成评估。互动应用组的儿童比静态图片对照组的儿童回忆起更多的信息。视频组的孩子与对照组有显著差异，但与互动应用组没有显著差异。然而，有注意力困难的儿童在观看多媒体视频或互动功能没有视觉信号时往往表现更差。当交互特征发出信号时，没有观察到这种负相关。结果表明，使用视觉信号可以促进多感觉整合，从而对有注意力困难的儿童有益。

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引用次数: 0

Early self-teaching: Testing the nature of orthographic learning and learning transfer in beginning readers 早期自学：测试初学读者正字法学习和学习迁移的本质

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-06-04 DOI: 10.1016/j.jecp.2025.106309

Rebecca Tucker, S. Hélène Deacon

The current study aimed to clarify the nature of orthographic learning during independent reading (i.e., self-teaching) among beginning readers. The most prominent theory addressing learning of word-specific orthographic forms, the self-teaching hypothesis, predicts that beginning reading is beginning orthographic learning. And yet, empirical evidence to date has focused on older children. Here we test the extent to which beginning readers learn new words during self-teaching experiences, whether they transfer that learning to their subsequent processing of related words, and the role of decoding in both processes. In this study, children in Grades 1 and 2 read simple nonwords (e.g., lurb) embedded in short stories adapted to be appropriate for early readers. Children then completed orthographic choice tasks to test both their learning of those words and the transfer of learning to novel words that are either morphologically or orthographically related (e.g., lurber and lurble, respectively). Results indicated that children in Grades 1 and 2 learned the spelling patterns of novel words. Further, they were able to transfer that learning to their processing of the novel related words; however, only orthographically related words showed clear evidence of spelling-specific transfer. Notably, only children in Grade 2 were able to do retain their learning three days later. Finally, results indicated that accurate phonological decoding is not required for learning to occur, although it may facilitate learning for children in Grade 2. Taken together, these findings help to better understand the nature of self-teaching in beginning readers, informing future research and educational practices.

本研究旨在厘清初学读者在自主阅读（即自学）过程中正字法学习的本质。关于学习特定单词的正字法形式，最突出的理论是自学假说，它预测开始阅读就是开始学习正字法。然而，迄今为止的经验证据主要集中在年龄较大的儿童身上。在这里，我们测试了初学读者在自学过程中学习新单词的程度，他们是否将学习转移到后续相关单词的处理中，以及解码在这两个过程中的作用。在本研究中，一年级和二年级的儿童阅读了适合早期读者的短篇故事中嵌入的简单非单词（如lurb）。然后，孩子们完成正字法选择任务，以测试他们对这些单词的学习，以及学习到与形态学或正字法相关的新单词的转移（例如，lurber和lurble分别）。结果表明，1年级和2年级的儿童学习了新单词的拼写模式。此外，他们还能将这种学习转移到对新相关词汇的处理中；然而，只有与拼写相关的单词显示出拼写特定迁移的明显证据。值得注意的是，只有二年级的孩子能够在三天后记住所学的知识。最后，结果表明，准确的语音解码并不需要学习，尽管它可能有助于二年级儿童的学习。综上所述，这些发现有助于更好地理解初级读者自学的本质，为未来的研究和教育实践提供信息。

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引用次数: 0

But Why?: Children’s belief in the necessity of explanations 但是为什么呢?儿童对解释的必要性的信念

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-06-02 DOI: 10.1016/j.jecp.2025.106317

Teresa Flanagan , Alejandro Vesga , Tamar Kushnir , Shaun Nichols

Children exhibit sophisticated explanatory judgments: they expect, value, and judge explanations of salient facts. Do children also believe that everything must have an explanation? If so, they would exhibit a metaphysical explanatory judgment conforming to what philosophers have called the Principle of Sufficient Reason (PSR). In this study, 6–9-year-old children (N = 80, M_age = 7.92, SD_age = 1.21) were shown statements across domains (Psychology, Biology, Nature, Physics, Religion, and Supernatural). For each statement, children were asked if they agree with a person who says there must be an explanation, even if we do not know it, or with a person who says there may not be an explanation. As a comparison, children were also asked about coincidences, which should not necessitate an explanation under the PSR. Results suggest that indeed children conform to the PSR: children of all ages believed that the statements must have an explanation. Notably, 7–9-year-olds thought coincidences do not have to have an explanation, while 6-year-olds did not differ between the statements and coincidences. This is the first step at uncovering a developmental change in our metaphysical explanatory judgments.

儿童表现出复杂的解释性判断：他们期待、重视和判断对重要事实的解释。孩子们是否也相信凡事必有解释？如果是这样，他们就会表现出一种形而上学的解释性判断，符合哲学家们所谓的“充分理性原则”（PSR）。在这项研究中，6 - 9岁的儿童（N = 80, Mage = 7.92, SDage = 1.21）被展示跨领域的陈述（心理学，生物学，自然，物理，宗教和超自然）。对于每一个陈述，孩子们被问及他们是否同意一个人说的必须有一个解释，即使我们不知道它，或者一个人说的可能没有一个解释。作为比较，儿童还被问及关于巧合的问题，根据《战略战略报告》，这不需要作出解释。结果表明，儿童确实符合PSR：所有年龄段的儿童都认为这些陈述必须有一个解释。值得注意的是，7 - 9岁的孩子认为巧合不必有解释，而6岁的孩子在陈述和巧合之间没有区别。这是揭示我们形而上学解释性判断的发展变化的第一步。

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引用次数: 0

The influence of Chinese martial arts teaching intervention based on embodied cognition theory on attention networks in 5–6-year-old children 基于具身认知理论的中国武术教学干预对5 - 6岁儿童注意网络的影响

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-05-30 DOI: 10.1016/j.jecp.2025.106316

Bin Li , Ruijie Li , Haiquan Qin , Tao Chen , Jingyu Sun

To examine whether distinct Chinese Martial arts teaching approaches differentially enhance attention networks in preschoolers, this study enrolled 90 kindergarten children (5–6 years, M = 5.5 ± 0.2) randomly allocated to three groups: Martial arts sensory teaching (MAST) group, Martial arts traditional teaching (MATT) group, or a free activity(FA) group. Both Martial arts groups received 10-week interventions (2 sessions/week, 30 min/session), while the FA participated in scheduled outdoor free play without martial arts components. Alerting, orienting, and executive control networks were assessed pre- and post-intervention using the child version of the Attention Network Test (ANT). Baseline results showed no significant differences across groups in all three networks (p > 0.05). Post-intervention, MAST group exhibited significantly lower alerting scores than the FA (p = 0.02, d = 0.75), No significant differences were observed between MAST and MATT (p > 0.05, d = 0.58), or between MATT and FA (p > 0.05, d = 0.17). For executive control, the MAST group outperformed both the MATT group (p = 0.03, d = 0.95) and FA (p < 0.01, d = 1.32), while the MATT group also surpassed FA (p = 0.04, d = 0.57). No significant differences emerged in orienting across groups (p > 0.05). This study concludes that MAST significantly enhances the development of executive control and alerting networks in 5–6-year-old children, demonstrating superior efficacy compared to MATT. The findings suggest that dynamic task design and multi-sensory feedback mechanisms rooted in embodied cognition theory effectively promote the advancement of attention networks in preschool-aged children.

为了研究不同的中国武术教学方式是否对学龄前儿童的注意网络有不同的促进作用，本研究招募了90名5-6岁的幼儿园儿童，M = 5.5±0.2，随机分为武术感官教学（MAST）组、武术传统教学（MATT）组和自由活动（FA）组。两个武术组都接受了为期10周的干预（2次/周，30分钟/次），而FA组则参加了没有武术成分的户外自由游戏。使用儿童版本的注意网络测试（ANT）评估干预前后的警报、定向和执行控制网络。基线结果显示，在所有三个网络中，各组间无显著差异(p >；0.05)。干预后，MAST组的报警评分显著低于FA组（p = 0.02, d = 0.75），而MAST组与MATT组之间无显著差异(p >；0.05, d = 0.58)，或在MATT和FA之间(p >；0.05, d = 0.17)。在执行控制方面，MAST组优于MATT组（p = 0.03, d = 0.95）和FA组(p <；0.01, d = 1.32)，而MATT组也超过FA组（p = 0.04, d = 0.57）。各组间定向无显著差异(p >；0.05)。本研究的结论是，MAST显著增强了5 - 6岁儿童的执行控制和警报网络的发展，与MATT相比表现出更好的疗效。研究结果表明，基于具身认知理论的动态任务设计和多感觉反馈机制有效地促进了学龄前儿童注意网络的发展。

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引用次数: 0

Comparing effects of episodic future thinking and cue salience to improve different types of prospective memory in typically developing school-age children 比较情景未来思维和线索显著性对典型发展学龄儿童不同类型前瞻记忆的改善效果

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-05-23 DOI: 10.1016/j.jecp.2025.106305

Chen-wei Yuan , Tian-xiao Yang , Sascha Zuber , Xiao-min Su , Fu-sen An , Shuai-biao Li , De-heng Wang , Ya Wang , Raymond C.K. Chan

Prospective memory (PM) enables children to remember future intentions and is central to their development. Yet, school-age children face difficulties with remembering planned or assigned tasks and it is therefore crucial to uncover the methods for improving their PM performance. The present study examined the effects of two prominent methods – encoding PM tasks through episodic future thinking (EFT) versus increasing the salience of PM cues – in improving event- and time-based PM of school-age children. In two experiments, 8–12 year-old children (N = 126 and 126 respectively) completed three PM tasks and tasks tapping working memory, inhibition and shifting ability. Children were randomly assigned to the standard PM instruction group, the EFT group, or the cue salience group. In Experiment 1 (event-based PM), the cue salience group outperformed the other two groups in two computer-based PM tasks but not in a more naturalistic PM task. In Experiment 2 (time-based PM), the cue salience group outperformed the other two groups in all PM tasks, and this did not impair ongoing task performance and the cue salience group monitored the time less frequently. Moreover, children with lower shifting abilities showing larger benefits of salient cues on time-based PM. In both experiments, the EFT and standard groups had similar PM performance. These findings suggest that salient PM cues can improve event- and time-based PM in school-age children whereas EFT may not improve PM performance compared to standard encoding. Future research should investigate children’s ability to voluntarily set salient cues for completing daily PM tasks.

前瞻记忆（PM）使儿童能够记住未来的意图，对他们的发展至关重要。然而，学龄儿童在记住计划或分配的任务方面面临困难，因此发现提高他们PM表现的方法至关重要。本研究考察了两种主要方法——通过情景未来思维（EFT）编码PM任务与增加PM线索的显著性——对改善学龄儿童基于事件和时间的PM的影响。在两个实验中，8-12岁儿童（N = 126和126）分别完成了三个PM任务和工作记忆、抑制和转移能力的任务。儿童被随机分配到标准PM教学组、EFT组或提示显著组。在实验1（基于事件的PM）中，线索显著组在两个基于计算机的PM任务中表现优于其他两组，但在一个更自然的PM任务中表现不佳。在实验2（基于时间的PM）中，提示显著性组在所有PM任务中的表现都优于其他两组，这并不影响正在进行的任务表现，提示显著性组监测时间的频率更低。此外，移动能力较低的儿童在基于时间的PM上表现出更大的显著提示益处。在两个实验中，EFT组和标准组的PM表现相似。这些发现表明，显著的PM提示可以改善学龄儿童基于事件和时间的PM，而与标准编码相比，EFT可能不会提高PM的表现。未来的研究应该调查儿童自愿设置显著线索以完成日常PM任务的能力。

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引用次数: 0

Developmental effects of digitally contextualized reading on preschooler’s creative thinking: A quasi-experimental study 数字情境化阅读对学龄前儿童创造性思维发展的影响：一项准实验研究

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-05-22 DOI: 10.1016/j.jecp.2025.106307

Qi Sun , Canming Wang , David Yun Dai , Xinyu Li

It has been argued that preschool years are an important period for fostering creative thinking skills. Digital technologies are increasingly used in class activities to enhance creativity. However, few studies have experimentally explored how digital technologies can create multisensory reading activities to promote creative thinking in preschoolers. This study introduced digitally contextualized reading, which transforms picture-based reading into an emotionally immersive video reading experience. Unlike traditional methods, this approach emphasizes multisensory immersion and interactive engagement. To examine its impact on creative thinking, a quasi-experimental study was conducted with 251 children aged three to six in China (Intervention group N = 137) over six months, using pre- and post-tests. Results of independent t-tests, ANCOVA, and a two-way ANOVA showed that digitally contextualized reading significantly improved the fluency, elaboration, originality, and abstractness of creative thinking as measured by Torrance Tests of Creative Thinking. These findings highlight the viable role of digital technologies in fostering creative thinking, and its potential to enrich educational practices and advance young learners’ creative abilities.

人们一直认为，学龄前是培养创造性思维能力的重要时期。数字技术越来越多地用于课堂活动，以提高创造力。然而，很少有研究通过实验探索数字技术如何创造多感官阅读活动来促进学龄前儿童的创造性思维。本研究引入了数字情境化阅读，将基于图片的阅读转变为情感沉浸式视频阅读体验。与传统方法不同，这种方法强调多感官沉浸和互动参与。为了检验其对创造性思维的影响，对251名3至6岁的中国儿童（干预组N = 137）进行了为期6个月的准实验研究，采用了前后测试。独立t检验、方差分析和双向方差分析结果显示，通过Torrance创造性思维测试，数字情境化阅读显著提高了创造性思维的流畅性、精细化、原创性和抽象性。这些发现突出了数字技术在培养创造性思维方面的可行作用，以及它在丰富教育实践和提高青年学习者创造能力方面的潜力。

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引用次数: 0

Children infer counterfactual information from others’ facial expressions 孩子们从别人的面部表情中推断出与事实不符的信息

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-05-21 DOI: 10.1016/j.jecp.2025.106306

Alicia K. Jones , Nicole L. Nelson , Shalini Gautam , Jonathan Redshaw

Being able to identify when other people experience regret and relief can be beneficial for adapting our own behaviour and when trying to act pro-socially. Although children begin to experience regret and relief for themselves around age 6, it remains unclear whether they can recognise these counterfactual emotions in others. Across two studies, we investigated if 4- to 9-year-old children (N = 192, mostly Australian and socioeconomically advantaged, data collected in 2023) could identify others’ regret and relief after making a decision that led to a better or worse outcome. Children watched videos of four different adult actors choosing between two boxes that concealed different amounts of cookies. Each actor first looked inside the chosen box and made a happy or sad facial expression, and children were then shown the contents of the actor’s chosen box. Critically, the actor then looked inside the non-chosen box and again made either a happy or sad facial expression, before children were asked what they thought was inside that box. In both studies, many children aged 6 years and older inferred that the non-chosen box contained more cookies than the chosen box when the actor made a sad face. Children were less likely, however, to infer that the non-chosen box contained fewer cookies than the chosen box when the actor made a happy face. Overall, these findings suggest that from around 6 years of age children can infer counterfactual information from others’ facial expressions, and that children may more readily recognise regret than relief.

当别人感到后悔和宽慰时，能够识别出来，这对调整我们自己的行为以及在试图采取亲社会行动时是有益的。虽然孩子们在6岁左右开始对自己感到后悔和宽慰，但他们是否能识别出他人身上的这些反事实情绪，目前还不清楚。在两项研究中，我们调查了4至9岁的儿童（N = 192，主要是澳大利亚人和社会经济优势，数据收集于2023年）在做出导致更好或更坏结果的决定后，是否能识别他人的遗憾和宽慰。孩子们观看了四个不同的成人演员在两个盒子里选择不同数量的饼干的视频。每个演员首先看着选定的盒子，做出高兴或悲伤的面部表情，然后给孩子们看演员选择的盒子里的东西。关键的是，演员看了看没有选择的盒子，然后再次做出快乐或悲伤的面部表情，然后问孩子们他们认为盒子里有什么。在这两项研究中，许多6岁及以上的儿童推断，当演员做出悲伤的表情时，未选择的盒子里的饼干比选择的盒子里的饼干更多。然而，当演员做出快乐的表情时，孩子们不太可能推断出没有选择的盒子里的饼干比选择的盒子里的饼干少。总的来说，这些发现表明，从6岁左右开始，孩子们就可以从别人的面部表情中推断出与事实相反的信息，而且孩子们可能更容易识别出遗憾，而不是宽慰。

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