Journal of Experimental Child Psychology最新文献_第3页

Does understanding others help children to be more social and less lonely? Relations among theory of mind, social skills and loneliness 理解他人能帮助孩子更善于社交，减少孤独吗？心理理论、社交技能与孤独感的关系

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-26 DOI: 10.1016/j.jecp.2025.106446

Joanna Smogorzewska , Grzegorz Szumski , Paweł Grygiel

We examined longitudinal (three waves across two years) relationships among advanced theory of mind (AToM), social skills and loneliness in young children, while controlling for verbal abilities, executive functions, and parents’ education level. At T1, 750 typically developing primary-school-age children (340 boys and 410 girls; Mage at T1 = 7.44 years, SD = 0.50) participated in the study. Across the sample, AToM abilities developed over time, but social skills and levels of loneliness remained stable. The cross-lagged relationships revealed that early social skills were linked with later AToM. However, these associations diminished over time, particularly from the second to the third grade. In contrast, loneliness did not show significant cross-lagged effects on either social skills or AToM in later grades. Among girls, earlier social skills were a systematic predictor of later AToM skills and loneliness, whereas among boys, only social skills at T1 were a predictor of AToM and loneliness at T2 while AToM at T1 was a predictor of social skills at T2. We regard social skills as the most important element in the analysed relationships, and recommend that enhancement of children’s social skills be continuously encouraged.

在控制语言能力、执行功能和父母教育水平的情况下，我们研究了幼儿高级心理理论（AToM）、社交技能和孤独感之间的纵向（两年三波）关系。在T1时，750名正常发育的小学适龄儿童（男孩340名，女孩410名；T1 = 7.44岁，SD = 0.50）参加了研究。在整个样本中，AToM能力随着时间的推移而发展，但社交技能和孤独程度保持稳定。交叉滞后关系揭示了早期的社交技能与后来的AToM相关。然而，随着时间的推移，这种联系逐渐减弱，尤其是从二年级到三年级。相比之下，孤独感在高年级的社交技能和智商方面没有显示出显著的交叉滞后效应。在女孩中，早期的社交技能是后来的AToM技能和孤独的系统预测因子，而在男孩中，只有T1时的社交技能是T2时的AToM和孤独的预测因子，而T1时的AToM是T2时的社交技能的预测因子。我们认为社交技能是所分析的关系中最重要的因素，并建议不断鼓励提高儿童的社交技能。

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引用次数: 0

Children’s reasoning about ability differences 儿童关于能力差异的推理

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-25 DOI: 10.1016/j.jecp.2025.106422

Melis Muradoglu , Sébastien Goudeau , Andrei Cimpian

In the United States, over 70% of students attend schools that group students by their presumed abilities. What do children think distinguishes students in high-ability groups from students in low-ability groups? In the present work, we examine how 6- to 11-year-old children explain ability differences between ability-grouped students. In Study 1 (N = 98; 50 girls; predominantly white), children’s self-generated explanations predominantly cited internal (i.e., located within students) rather than external (i.e., located within students’ environments) causes, and children expressed more agreement with experimenter-provided explanations that cited internal (vs. external) causes as well. Study 2 (N = 159; 79 girls; predominantly white) revealed that children who more strongly endorsed explanations appealing to stable internal causes had lower expectations for the upward mobility of students in low-ability groups. These findings provide insight into how children explain ability differences in the context of common, school-sanctioned groups, and how these explanations may guide children’s beliefs about others’ capacity to improve.

在美国，超过70%的学生就读的学校根据学生的能力进行分组。孩子们认为高能力组的学生和低能力组的学生有什么区别？在目前的工作中，我们研究了6至11岁的儿童如何解释能力分组学生之间的能力差异。在研究1中（N = 98； 50名女孩；主要是白人），儿童的自我解释主要引用内部（即位于学生内部）而不是外部（即位于学生环境中）原因，并且儿童对实验者提供的引用内部（相对于外部）原因的解释表示更一致。研究2 （N = 159； 79名女孩；主要是白人）显示，更强烈地支持吸引稳定内因的解释的儿童对低能力群体学生向上流动的期望更低。这些发现让我们深入了解了儿童如何在普通的、学校认可的群体中解释能力差异，以及这些解释如何引导儿童对他人能力提高的看法。

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引用次数: 0

Developing a scale for mathematics vocabulary self-efficacy: Variations among primary, middle, and high school students 数学词汇自我效能感量表的编制：小学、初中和高中学生的差异

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-25 DOI: 10.1016/j.jecp.2025.106444

Yijie Li, Xin Lin

Understanding mathematics vocabulary is essential to students’ mathematics development. This study developed and validated the Mathematics Vocabulary Self-Efficacy scale to assess students’ beliefs in comprehending and utilizing mathematics vocabulary across school levels. Grounded in Bandura’s self-efficacy theory, the scale was designed to reflect developmental differences and domain-specific features. Exploratory factor analysis (n = 600) identified a consistent four-factor structure (Technical, Sub-technical, Symbolic, and General). Multi-group confirmatory factor analysis (n = 653) further confirmed this structure and demonstrated measurement invariance across primary, middle, and high school students, enabling valid cross-level comparisons. Latent mean analysis revealed that high school students demonstrated higher self-efficacy in symbolic vocabulary, whereas middle school students exhibited higher self-efficacy in technical, sub-technical, and general vocabulary. These findings suggest that students’ mathematics vocabulary self-efficacy fluctuates across educational stages. Importantly, unlike traditional mathematics vocabulary knowledge assessments, the scale captures students’ beliefs about their ability to use and understand mathematics vocabulary, providing a distinct but complementary perspective. These findings deepen our understanding of students’ self-efficacy in mathematics vocabulary and offer valuable insights for educators striving to improve mathematics vocabulary instruction across diverse educational levels.

理解数学词汇对学生的数学发展至关重要。本研究开发并验证了数学词汇自我效能感量表，以评估学生在理解和利用数学词汇方面的信念。该量表以班杜拉的自我效能理论为基础，旨在反映发展差异和领域特征。探索性因子分析（n = 600）确定了一致的四因素结构（技术，次技术，象征性和一般）。多组验证性因子分析（n = 653）进一步证实了这一结构，并证明了小学、初中和高中学生的测量不变性，从而实现了有效的跨水平比较。潜在均值分析显示，高中生在符号词汇方面表现出较高的自我效能感，而初中生在技术词汇、次技术词汇和一般词汇方面表现出较高的自我效能感。这些研究结果表明，学生的数学词汇自我效能感在不同的教育阶段存在波动。重要的是，与传统的数学词汇知识评估不同，该量表捕捉了学生对自己使用和理解数学词汇能力的看法，提供了一个独特但互补的视角。这些发现加深了我们对学生数学词汇自我效能感的理解，并为努力提高不同教育水平的数学词汇教学的教育工作者提供了有价值的见解。

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引用次数: 0

Actions, Actors, and Affiliations: Divergent moral and intergroup influences on different forms of social judgment 行为、行为者和从属关系：不同的道德和群体间影响对不同形式的社会判断。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-24 DOI: 10.1016/j.jecp.2025.106443

Youjung Choi , Yarrow Dunham

This study examined how children integrate moral and intergroup information across three dimensions of social judgments: evaluating behaviors, evaluating actors, and deciding whether to interact with an actor. Children aged 4–8 years (N = 128; 50 % female; 76.9 % White) were randomly assigned to one of two novel “minimal” groups. They then listened to stories depicting morally good and bad intergroup (between-group condition) and intragroup interactions (within-group condition). Results showed that children draw on moral and group information in different ways across the three judgment types. Moral valence strongly shaped all three judgments: prosocial behaviors and actors were evaluated more positively than antisocial ones, and this valence effect strengthened with age. Group membership, however, exerted its clearest influence on interaction decisions, and children relied on this cue less as they got older. These findings provide new evidence concerning how children incorporate moral and intergroup information into a broad range of everyday social judgments and how this integration develops.

本研究考察了儿童如何在社会判断的三个维度上整合道德和群体间信息：评估行为、评估行为者和决定是否与行为者互动。4-8岁的儿童（N = 128, 50%为女性，76.9%为白人）被随机分为两个新颖的“最小”组。然后，他们听了描述道德好坏的故事，小组间（小组间条件）和小组内（小组内条件）的互动。结果表明，在三种判断类型中，儿童以不同的方式吸取道德和群体信息。道德效价强烈地影响了这三种判断：亲社会行为和行动者比反社会行为和行动者得到更积极的评价，而且这种效价效应随着年龄的增长而增强。然而，群体成员身份对互动决策的影响最为明显，随着年龄的增长，孩子们对这一线索的依赖越来越少。这些发现为儿童如何将道德和群体间信息纳入广泛的日常社会判断以及这种整合如何发展提供了新的证据。

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引用次数: 0

Extinction cues and extinction in multiple contexts reduce the renewal of instrumental behavior in primary school children 消失线索和多重情境中的消失减少了小学生工具性行为的更新。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-23 DOI: 10.1016/j.jecp.2025.106442

Rosalia Baiamonte , Juan Bravo , Lucía Castilla , A. Matías Gámez

The reemergence of previously extinguished behaviors poses a critical challenge to the long-term effectiveness of behavioral interventions, including those implemented in school settings. This study examined, using a video game task and a sample of children aged 6 to 11 years, the efficacy of two strategies previously supported in research with adult humans and other animals: the use of extinction cues and extinction across multiple contexts. In Experiment 1, the introduction during the test phase of a cue previously associated with the extinction phase significantly reduced AAB renewal. In Experiment 2, conducting extinction in three different contexts decreased the magnitude of the ABA renewal effect. These findings may hold promise for the development of behavioral interventions that are more resistant to relapse, thereby contributing to the design of more effective behavioral interventions in childhood.

以前消失的行为的重新出现对行为干预的长期有效性提出了重大挑战，包括在学校环境中实施的行为干预。这项研究通过一个电子游戏任务和一个6至11岁的儿童样本，检验了两种策略的有效性，这两种策略之前在成年人和其他动物的研究中得到了支持：使用灭绝线索和在多种环境下的灭绝。在实验1中，在测试阶段引入先前与消退阶段相关的线索显著降低了AAB更新。在实验2中，在三种不同的环境下进行消光会降低ABA更新效应的强度。这些发现可能为开发更不易复发的行为干预措施带来希望，从而有助于设计更有效的儿童行为干预措施。

引用次数: 0

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