Journal of Experimental Child Psychology最新文献_第2页

How fathers and mothers make their children laugh: Associations with the security of parent-child attachment relationships 父亲和母亲如何让他们的孩子笑：与亲子依恋关系安全的关联。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-21 DOI: 10.1016/j.jecp.2025.106441

Sabrina Schmiedel , Jean-François Bureau , Jessica Turgeon , Audrey-Ann Deneault , Ariane J. Gauthier

Objectives

Bowlby (1969/1982) described an infant’s smile and pleasant vocalizations as attachment behaviors. However, most research on the formation of attachment relationships centers on the role of the caregiver’s response to child distress, neglecting the role of behaviors that promote proximity in a positive context. This study aimed to 1) explore fathers’ and mothers’ laughter-eliciting behaviors and children’s laughter using a newly developed coding instrument and 2) explore associations between these behaviors, children’s laughter, and child attachment security.

Design

A sample of 144 English- and French-speaking families, with 3- to 5-year-old children, participated in a Laughing Task and a separation-reunion procedure.

Results

Distinct but similar factorial structures emerged for mothers and fathers, both including a Touch and a Movement/Sound factor. Parental strategies were significantly associated with preschoolers’ laughter with both mothers and fathers. The path analysis results indicated that both laughter-eliciting strategies used by fathers were positively associated with children’s laughter which was also positively associated with child attachment security. As for mother–child dyads, only the Touch factor was significantly associated with children’s laughter. Furthermore, child attachment security was not associated with children’s laughter, but was significantly associated with the Movement/Sound factor.

Conclusions

Although fathers and mothers tend to use comparable strategies with similar success in making children laugh, the significance of this relational dynamic may differ in its contribution to the development of attachment security within parent–child dyads.

目的：Bowlby（1969/1982）将婴儿的微笑和愉快的发声描述为依恋行为。然而，大多数关于依恋关系形成的研究都集中在照顾者对儿童痛苦的反应上，而忽视了在积极环境中促进亲近的行为的作用。本研究旨在利用一种新开发的编码工具，探讨父亲和母亲的笑声诱发行为与儿童笑声的关系，以及这些行为、儿童笑声与儿童依恋安全之间的关系。设计：144个说英语和法语的家庭，有3到5岁的孩子，参加了一个“笑任务”和一个“分离-团聚”程序。结果：母亲和父亲出现了不同但相似的因子结构，包括触摸和运动/声音因素。父母策略与学龄前儿童与母亲和父亲的笑声显著相关。通径分析结果表明，父亲使用的两种诱发笑声的策略与孩子的笑声呈正相关，而孩子的笑声与孩子的依恋安全也呈正相关。至于母子二人组，只有触摸因素与孩子的笑声显著相关。此外，儿童依恋安全与儿童笑声无关，但与动作/声音因素显著相关。结论：虽然父亲和母亲倾向于使用类似的策略来让孩子笑，但这种关系动态的重要性可能在亲子二人组中对依恋安全发展的贡献上有所不同。

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引用次数: 0

Memory for complex dynamic events across two weeks in early infancy 婴儿早期对两周内复杂动态事件的记忆

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-18 DOI: 10.1016/j.jecp.2025.106438

Osman Skjold Kingo, Laura Gaïni, Trine Sonne, Peter Krøjgaard

Results from recent studies have shown that infants down to six months of age remember complex dynamic events across a two-week retention interval. However, the earliest age at which such material can be remembered is unknown. To explore this gap, the present study examined infants’ memory for complex dynamic events after a delay of two weeks in a visual paired-comparison design. We tested two age groups, a group of six-month-olds (N=37) and a group of four-month-olds (N=37). At T₁ participants saw one of two animated movies with a simple narrative. At T₂ infants saw both movies simultaneously and visual preference was discerned with eye-tracking. The six-month-olds looked reliably longer at the familiar movie thus indicating memory for this movie while the looking-pattern of the four-month-olds did not differ from chance. Supplementary Bayesian analyses showed moderate evidence for the six-month-olds looking more at the familiar movie than chance while showing moderate evidence for the 4-month-olds looking at chance level. These findings replicate recent findings with identical stimuli for the six-month-olds but fail to demonstrate memory in the group of 4-month-olds. Different analytical approaches are discussed as well as the implications of the results in relation to visual-paired comparison studies in general and the development of event memory in particular.

最近的研究结果表明，六个月以下的婴儿可以在两周的时间间隔内记住复杂的动态事件。然而，这些材料最早能被记住的年龄是未知的。为了探索这一差距，本研究在视觉配对比较设计中检查了延迟两周后婴儿对复杂动态事件的记忆。我们测试了两个年龄组，一组6个月大的婴儿（N=37）和一组4个月大的婴儿（N=37）。在T1组，参与者观看了两部动画电影中的一部，电影的叙述简单。在T2时，婴儿同时观看两部电影，并且通过眼球追踪识别视觉偏好。6个月大的婴儿看熟悉的电影的时间更长，这表明他们对这部电影有记忆，而4个月大的婴儿看电影的模式并没有什么不同。补充贝叶斯分析显示，6个月大的婴儿更多地看熟悉的电影，而不是偶然的，而4个月大的婴儿更多地看偶然的。这些发现重复了最近的研究结果，对6个月大的婴儿进行了相同的刺激，但未能证明对4个月大的婴儿的记忆。讨论了不同的分析方法，以及与一般的视觉配对比较研究和特定事件记忆发展有关的结果的含义。

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引用次数: 0

The belief-behavior link: The relationship between children’s beliefs about constraints on academic achievement and their persistence and challenge-seeking behaviors 信念-行为联系：儿童学业成就约束信念与其坚持和挑战寻求行为的关系。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-17 DOI: 10.1016/j.jecp.2025.106431

Xin Zhao, Ying Hu

Working with Chinese children aged 4 to 9, this study examines the relationship between children’s beliefs about constraints on academic achievements and their persistence and challenge-seeking behaviors. We assessed 143 children’s beliefs about the possibility and value of overcoming internal constraints (e.g., lack of talent) and external constraints (e.g., lack of educational resources) to achieve academic success. Behavioral persistence was measured by the time children spent attempting to open a difficult puzzle box, while challenge-seeking was assessed through their choice between a challenging versus an easy task. Results revealed notable developmental changes: with age, children increasingly believed in and valued overcoming internal or external constraints to achieve academic success. Older children also persisted longer in trying to open the puzzle box and were more likely to choose the challenging (vs. the easy) task. Importantly, we found task-specific correlations between beliefs and behaviors. Beliefs about the possibility and value of overcoming external constraints were positively correlated with persistence, while beliefs about overcoming internal constraints were positively correlated with challenge-seeking decisions. Overall, the findings suggest that children’s beliefs about constraints are meaningfully related to their behaviors and decisions in the face of challenges, providing an empirical basis for improving students’ persistence and challenge-seeking by shaping their beliefs.

本研究以4 - 9岁的中国儿童为研究对象，探讨了儿童关于学业成就限制的信念与他们的坚持和寻求挑战行为之间的关系。我们评估了143名儿童对克服内部限制（如缺乏天赋）和外部限制（如缺乏教育资源）以取得学业成功的可能性和价值的信念。行为持久性是通过孩子们尝试打开一个困难的谜题盒所花费的时间来衡量的，而寻求挑战是通过他们在具有挑战性的任务和简单的任务之间的选择来评估的。结果显示了显著的发展变化：随着年龄的增长，孩子们越来越相信并重视克服内部或外部限制以取得学业成功。年龄较大的孩子在打开谜题盒子的过程中坚持的时间也更长，更有可能选择具有挑战性的任务（相对于容易的任务）。重要的是，我们发现信念和行为之间存在特定任务的相关性。克服外部约束的可能性和价值信念与坚持存在正相关，克服内部约束信念与寻求挑战的决策存在正相关。总体而言，研究结果表明，儿童关于约束的信念与他们面对挑战的行为和决策有意义的关系，为通过塑造他们的信念来提高学生的坚持和寻求挑战的能力提供了实证基础。

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引用次数: 0

Parental mathematics anxiety predicts children’s cardinal number word and numeral knowledge at preschool entry 父母数学焦虑预测幼儿入园时基数词和数字知识。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-17 DOI: 10.1016/j.jecp.2025.106440

David C. Geary, Sara Gable, Mary K. Hoard, Lara Nugent

We explored the relation between the quantitative competencies and executive functions of 130 children (65 boys) at preschool entry (M = 3.83 years) and their parents’ (M = 35.0 years) cognitive abilities, academic achievement, mathematics attitudes, beliefs, and anxiety, and home numeracy activities. Children’s quantitative competencies were defined by simple (counting, enumeration, numeral recognition) and complex (spontaneous focus on number, cardinal knowledge) skills and knowledge. Bayesian and standard regressions indicated that higher parental reading achievement was associated better simple quantitative competencies, whereas higher parental math anxiety was associated with lower complex competencies, especially for cardinal knowledge of number words and numerals. Core models revealed that children with strong executive functions and parents with low math anxiety had substantive advantages over their peers in cardinal knowledge at preschool entry. High parental math anxiety clustered with lower parental math achievement, less confidence in their math competencies, and an avoidance of numerical information, but not with the reported frequency of home numeracy activities or positive math attitudes. Thus, the mechanism through which parents’ math anxiety might influence young children’s emerging cardinal knowledge is unclear.

本研究探讨了130名学龄前儿童（65名男孩）（M = 3.83岁）与其父母（M = 35.0岁）的认知能力、学业成绩、数学态度、信念和焦虑以及家庭计算活动与定量能力和执行功能的关系。儿童的定量能力由简单（计数、枚举、数字识别）和复杂（自发关注数字、基数知识）的技能和知识来定义。贝叶斯回归和标准回归表明，较高的父母阅读成绩与较好的简单定量能力相关，而较高的父母数学焦虑与较低的复杂能力相关，特别是数字单词和数字的基本知识。核心模型显示，执行功能强的儿童和数学焦虑程度低的家长在学前基本知识方面比同龄人有实质性优势。高度的父母数学焦虑与较低的父母数学成绩、对自己的数学能力缺乏信心和回避数字信息聚集在一起，但与报告的家庭计算活动的频率或积极的数学态度无关。因此，父母的数学焦虑影响幼儿基本知识形成的机制尚不清楚。

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引用次数: 0

Early algebra knowledge predicts later fraction understanding and improves with fraction instruction 早期的代数知识预示着以后对分数的理解，并随着分数教学而提高。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-16 DOI: 10.1016/j.jecp.2025.106418

Michael D’Erchie , Claire L. Forsmann , Michael Schneider , Andreas Obersteiner

Recent studies show that students’ fraction knowledge predicts their later algebra knowledge. This longitudinal study investigated whether this relationship is bidirectional—that is, whether early algebra knowledge predicts later fraction knowledge—and whether early algebra knowledge improves during fraction instruction. We followed 379 German fifth- and sixth-graders, assessing their early algebra and fraction knowledge before and after a period of six to nine months of fraction instruction. Pretest early algebra knowledge proved a stronger predictor of post-instruction fraction knowledge than either pretest fraction knowledge or end-of-year math grades reported at the study’s outset (small-to-medium effect size). Additionally, students’ early algebra knowledge improved during fraction instruction (small effect size). While prior research typically frames fractions as foundational for algebra, our findings complement this view by providing evidence that the reverse direction also holds true: early algebra knowledge predicts later fraction knowledge. Although the results do not establish causality, they point to the possibility that strengthening early algebraic thinking could benefit fraction learning, and that instruction on fractions may, in turn, improve algebra knowledge. Future experimental studies should explore how to leverage these findings instructionally to support mathematical development.

最近的研究表明，学生的分数知识预测了他们以后的代数知识。这项纵向研究调查了这种关系是否双向的，即早期代数知识是否预测了后来的分数知识，以及早期代数知识是否在分数教学中得到改善。我们跟踪了379名德国五年级和六年级的学生，在六到九个月的分数教学前后评估了他们的早期代数和分数知识。预测早期代数知识被证明比预测分数知识或研究开始时报告的年终数学成绩更能预测教学后分数知识（小到中等效应大小）。此外，在分数教学中，学生的早期代数知识有所提高（小效应量）。虽然先前的研究通常将分数视为代数的基础，但我们的发现通过提供证据补充了这一观点，证明相反的方向也是正确的：早期的代数知识可以预测后来的分数知识。尽管研究结果没有建立因果关系，但它们指出了加强早期代数思维可能有利于分数学习的可能性，而分数教学可能反过来提高代数知识。未来的实验研究应该探索如何利用这些发现来指导数学的发展。

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引用次数: 0

Connections between oral language processes and word reading and spelling in development: a complex, and still unfolding story 口语过程与发展中的单词阅读和拼写之间的联系：一个复杂的、仍在展开的故事。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-13 DOI: 10.1016/j.jecp.2025.106436

Gene P. Ouellette

引用次数: 0

Delayed language access hampers but does not hinder visual statistical learning in deaf and hard of hearing children 语言学习迟缓妨碍但不妨碍聋哑和重听儿童的视觉统计学习

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-11 DOI: 10.1016/j.jecp.2025.106435

Anne Wienholz , Daniela Schönberger , Nele Jonasson , Rebecca Püppke , Patrick Bruns , Isabella Buckenmaier , Brigitte Röder , Barbara Hänel-Faulhaber

Statistical learning in deaf and hard of hearing (DHH) children is poorly understood and the impact of age of sign language acquisition has not been systematically investigated. In the present study, we examined visual statistical learning and transfer effects in early (age of sign language acquisition before the age of three years) and late (age of sign language acquisition after the age of three years) DHH child signers (aged 6–8 years) of German Sign Language, compared to age-matched hearing children. The children completed a visual artificial grammar learning task across three learning sessions, each consisting of alternating learning and test phases. In a fourth session, a new stimulus set was introduced using the same underlying artificial grammar to assess transfer abilities. Early signers tended to show higher learning performance in the first session, while no difference between early and late signers was observed in the third session. Compared to age-matched hearing children, both DHH groups were indistinguishable in the first session but performed lower in the third session. Crucially, only early signers successfully transferred the learned sequence rules to the new stimulus set comparable to hearing children. Correlation analyses indicated that higher visuo-spatial working memory capacity in DHH children was associated with higher performance during transfer and in late signers during learning as well. Overall, the findings suggest that early exposure to natural language input affects visual statistical learning abilities in DHH children.

聋儿和听障儿童的统计学习情况尚不清楚，手语习得年龄的影响尚未得到系统的研究。在本研究中，我们比较了DHH儿童（6-8岁）德语手语的早期（3岁前的手语习得年龄）和晚期（3岁后的手语习得年龄）的视觉统计学习和迁移效果，并与同龄听力儿童进行了比较。孩子们在三个学习阶段完成了一个视觉人工语法学习任务，每个学习阶段由交替的学习和测试阶段组成。在第四节中，引入了一个新的刺激集，使用相同的底层人工语法来评估迁移能力。在第一次会话中，早手语者表现出较高的学习成绩，而在第三次会话中，早手语者和晚手语者之间没有差异。与年龄匹配的听力儿童相比，两个DHH组在第一次会议中无法区分，但在第三次会议中表现较差。至关重要的是，只有早期的手语者才能成功地将所学到的序列规则转移到与听力正常的儿童相当的新刺激集上。相关分析表明，DHH儿童较高的视觉空间工作记忆容量与较高的迁移和学习后期手语表现相关。总的来说，研究结果表明，早期接触自然语言输入会影响DHH儿童的视觉统计学习能力。

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引用次数: 0

Children expect national group membership to guide food choice 孩子们期望国家团体的成员资格来指导他们选择食物

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-11 DOI: 10.1016/j.jecp.2025.106437

Bailey Immel, Shreya Sodhi, Zoe Liberman

Children have early-developing expectations that people from their culture will eat familiar foods (DeJesus et al., 2019). If this is due to children truly understanding that food is cultural, they should also have expectations about what people from other cultures eat: unfamiliar foods. Across two studies, we asked 4- to 9-year-old children (N = 219; M_age = 6.90 years) to sort familiar foods, unfamiliar foods, and disgust elicitors based on who they believed ate the item: people from their national ingroup, people from a national outgroup, both, or neither. We also measured children’s own food preferences and ingroup bias. Both studies provided evidence that children expected ingroup members to eat familiar foods and expected outgroup members to eat unfamiliar foods. Interestingly, children’s cultural expectations about food may also be linked to their own food preferences and bias. Children with stronger personal preferences for familiar foods over unfamiliar foods were more likely to think that only people from their ingroup would eat those foods, and children with more bias against a national outgroup were less likely to expect outgroup members to eat familiar foods. These results demonstrate that children do have a cultural understanding of food choice and that their personal experiences and preferences linked to their social expectations.

孩子们很早就期望来自他们文化的人会吃熟悉的食物（DeJesus et al., 2019）。如果这是由于孩子们真正理解食物是文化的，他们也应该对来自其他文化的人吃什么有期望：不熟悉的食物。在两项研究中，我们要求4到9岁的儿童（N = 219；年龄= 6.90岁）根据他们认为吃了熟悉的食物、不熟悉的食物和引起厌恶的食物：来自他们国家内群体的人，来自国家外群体的人，两者都吃，或者两者都不吃。我们还测量了孩子们自己的食物偏好和群体偏见。两项研究都提供了证据，表明儿童期望群体内成员吃熟悉的食物，期望群体外成员吃不熟悉的食物。有趣的是，儿童对食物的文化期望也可能与他们自己的食物偏好和偏见有关。与不熟悉的食物相比，对熟悉的食物有更强烈个人偏好的孩子更有可能认为只有他们内部群体的人才会吃这些食物，而对国家外群体有更大偏见的孩子不太可能期望外群体成员吃熟悉的食物。这些结果表明，儿童确实对食物选择有文化上的理解，他们的个人经历和偏好与他们的社会期望有关。

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引用次数: 0

Reduced perceptual span in dyslexic children: a gaze-contingent eye-tracking study 阅读困难儿童的知觉广度减少：一项注视条件下的眼动追踪研究。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-10 DOI: 10.1016/j.jecp.2025.106434

Antonin Rossier-Bisaillon , Julie Robidoux , Brigitte Stanké , Bruno Gauthier , Boutheina Jemel

Introduction

In typically developing 9-year-olds, the perceptual span—the region of text from which useful information is extracted during a single eye fixation—extends up to seven characters to the right of fixation. This parafoveal preview supports fluent reading by facilitating saccade planning and lexical preprocessing. However, the perceptual span in children with dyslexia remains undocumented, and findings in adults are inconsistent. While theoretical models suggest a reduced span in dyslexia, this study offers the first experimental test of this hypothesis in children.

Methods

14 dyslexic children aged 9- to 12-year-old and 24 age-matched controls participated in the present eye-tracking study. Using a gaze-contingent window paradigm, children read sentences aloud while the number of visible characters around the point of fixation was systematically manipulated. Reading speed, reading accuracy, fixation duration and saccade length were assessed across five window size conditions.

Results

Our results show a diminished impact of window sizes on the reading speed of children with dyslexia as compared to controls. Eye-tracking data confirmed an increased foveal load and reduced parafoveal processing for this group. In both groups, gaze-contingent windows did not impact reading accuracy.

Conclusion

Results are interpreted within the framework of the foveal load hypothesis, alongside prior evidence of reduced preview benefit and heightened visual crowding in dyslexia. In this view, the greater effort required for foveal word identification in dyslexic readers limits the attentional resources available for parafoveal processing, thereby constraining access to upcoming text and ultimately reducing the effective perceptual span during reading.

在正常发育的9岁儿童中，感知跨度——在单眼注视时提取有用信息的文本区域——向注视的右侧延伸至7个字符。这种旁中央凹预览通过促进扫视计划和词汇预处理来支持流畅的阅读。然而，儿童阅读障碍的知觉广度仍未得到证实，成人的研究结果也不一致。虽然理论模型表明阅读障碍患者的阅读时间会缩短，但这项研究首次在儿童身上对这一假设进行了实验测试。方法：对14名9 ~ 12岁的诵读困难儿童和24名同龄对照进行眼动追踪研究。使用注视随机窗口范式，孩子们大声朗读句子，而注视点周围可见字符的数量被系统地操纵。阅读速度、阅读准确性、注视时间和扫视长度在五个窗口大小条件下进行评估。结果：我们的研究结果显示，与对照组相比，窗口大小对失读症儿童阅读速度的影响减弱。眼动追踪数据证实，这组人的中央凹负荷增加，中央凹旁处理减少。在两组中，随凝视而定的窗口对阅读准确性没有影响。结论：研究结果在中央凹负荷假说的框架内得到解释，同时也有先前的证据表明，阅读障碍患者的预览效果降低，视觉拥挤加剧。从这个角度来看，阅读困难的读者在中央凹识别单词时需要付出更大的努力，这限制了旁中央凹处理的注意力资源，从而限制了对即将到来的文本的访问，最终减少了阅读过程中的有效感知广度。

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引用次数: 0

Sources of error in numerical estimation: Insights from the wisdom of crowds effect 数字估计中的误差来源：来自群体智慧效应的见解

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-08 DOI: 10.1016/j.jecp.2025.106414

Hyekyung Park , John E. Opfer

Could the average estimate of a class of kindergartners be more accurate than any adult estimate? Normally, yes: a “wisdom of crowds” (WoC) effect would be observed if individual estimates were independent and unbiased, leading any crowd of children to outperform any individual adult. However, children’s estimates have been proposed to be biased by logarithmic encoding of numerical value, which would undermine the WoC effect. Here, we examined the WoC effect to test whether estimates reflect bias (e.g., logarithmic encoding), noise (e.g., uncertainty), or both. In Study 1, 80 4- to 7-year-olds and 80 adults were asked to estimate the number of dots on a number line, and we found that WoC effects and effects of crowd size were stronger on 0–30 than 0–100 number-lines. In Study 2, 80 children and 80 adults completed a symbolic number-line task, and we found similar effects. In both studies, we also compared a crowd of less-advanced with individual more-advanced children. Again, the WoC effect was stronger on 0–30 than 0–100 number lines. Overall, results provide further evidence that development of numerical estimation involves reducing bias (especially for large numbers), not just reducing noise. Implications for theories of number representation are discussed.

一个幼儿园班级的平均估计会比任何成年人的估计更准确吗？通常情况下，答案是肯定的：如果个人的估计是独立且无偏见的，那么就会观察到“群体智慧”（WoC）效应，导致任何一群孩子的表现都优于任何一个成年人。然而，儿童的估计被认为是有偏差的数值的对数编码，这将破坏WoC效应。在这里，我们检验了WoC效应，以检验估计是否反映了偏差（如对数编码）、噪声（如不确定性），或两者兼而有之。在研究1中，80名4- 7岁儿童和80名成年人被要求估计数轴上的点的数量，我们发现WoC效应和人群规模效应在0-30比0-100数轴上更强。在研究2中，80名儿童和80名成人完成了一个象征性的数轴任务，我们发现了类似的效果。在这两项研究中，我们还比较了一群进展较差的孩子和个别进展较好的孩子。同样，WoC效应在0-30比0-100数轴上更强。总的来说，结果提供了进一步的证据，证明数值估计的发展涉及减少偏差（特别是对于大数），而不仅仅是减少噪声。讨论了数表示理论的含义。

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引用次数: 0