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

If someone is wrong but sincere, is it a lie? The role of objective falsity, intention, and in children's understanding of lying. 如果有人错了但很真诚，那是谎言吗？客观的虚假性、意图和在儿童对说谎的理解中的作用。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-01 Epub Date: 2025-08-08 DOI: 10.1016/j.jecp.2025.106350

Katarzyna Cantarero, Magdalena Król, Daria Gruberska, Maria Michalik, Gabriela Sorsa, Julia Żamejć, Sergio Moreno-Ríos

This study investigates how objective reality (truth vs falsity), intention (honest vs dishonest) and motivation (prosocial vs self-serving) affect lie labelling and moral judgment of lies. Using a comic-based task, we conducted a study with 5-6-year-olds and 9-10-year-olds (N = 194). Participants were presented with scenarios where a protagonist made either prosocial or self-serving statements that were truthful or false, with honest or deceptive intent. Results showed that younger children were more likely to judge objectively false statements as lies, while older children placed greater emphasis on the protagonist's intention. Prosocial lies were evaluated more positively than self-serving lies. However, contrary to prior research, prosocial lies were not less likely to be labeled as lies, but unlike in previous studies children were informed about the honest or dishonest intentions, which could prevent them from interpreting self-serving motivation as dishonest intentions. Additionally, lies were based on factual statements rather than opinions. Results of this research contribute to theory of mind, moral development, and social cognition research, offering insights into how children distinguish between truth and deception. The study also introduces a novel, language-independent tool for assessing children's understanding of deception, which may have applications in cross-cultural research and educational settings.

本研究探讨了客观现实（真实vs虚假）、意图（诚实vs不诚实）和动机（亲社会vs自私自利）如何影响谎言标签和对谎言的道德判断。采用基于漫画的任务，我们对5-6岁和9-10岁的儿童（N = 194）进行了研究。研究人员向参与者展示了一个场景，在这个场景中，主人公要么说亲社会的话，要么说自私自利的话，这些话是真实的，要么是虚假的，有诚实的意图，也有欺骗的意图。结果显示，年龄较小的孩子更有可能客观地将虚假陈述判断为谎言，而年龄较大的孩子则更重视主角的意图。亲社会谎言比自私自利的谎言得到更积极的评价。然而，与之前的研究相反，亲社会谎言被贴上谎言标签的可能性并不小，但与之前的研究不同，孩子们被告知诚实或不诚实的意图，这可以防止他们将自我服务动机解释为不诚实的意图。此外，谎言是基于事实陈述而不是观点。这项研究的结果有助于心理理论、道德发展和社会认知研究，为儿童如何区分真实和欺骗提供了见解。该研究还介绍了一种新的、独立于语言的工具，用于评估儿童对欺骗的理解，这可能在跨文化研究和教育环境中得到应用。

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引用次数: 0

Preparing 4th and 5th graders to learn algebra with worked examples and self-explanation prompts. 用实例和自我解释提示帮助四、五年级学生学习代数。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-01 Epub Date: 2025-08-08 DOI: 10.1016/j.jecp.2025.106348

Kelly M McGinn, Julie L Booth, Alexandra Huyghe

This study examined the effects of the MathByExample intervention, which integrates worked examples and self-explanation prompts into math worksheets to address 4th and 5th graders' misconceptions. Researchers conducted a year-long, classroom-based experiment in 58 U.S. classrooms, randomly assigning classrooms to experimental or control conditions. The study explored the intervention's impact on algebra readiness and the moderating effects of prior knowledge and intervention dosage. Results showed no significant overall impact of the intervention on foundational algebra knowledge (FAK) or preparation for future learning (PFL). However, further analysis provided key insights. For FAK scores, greater self-explanation prompt attempts improved learning, but only when students engaged with a high number of worksheets. Students with higher prior knowledge experienced a negative effect of attempting more worksheets, suggesting they may not benefit from excessive practice. Self-explanation attempts had a stronger positive effect for students with higher prior knowledge. For PFL scores, self-explanation attempts significantly improved PFL scores, but only for students with at least average prior knowledge, with the strongest effects seen in those completing more worksheets. These findings suggest that educators may benefit from actively incorporating the study and explanation of worked examples into elementary math instruction. To maximize their impact, teachers should regularly integrate worked examples into their lessons. Encouraging students to engage with worked examples through self-explanation may mitigate common misconceptions and enhance students' readiness for more advanced algebra concepts.

本研究考察了MathByExample干预的效果，该干预将工作示例和自我解释提示整合到数学工作表中，以解决四年级和五年级学生的误解。研究人员在美国58个教室进行了为期一年的以教室为基础的实验，随机将教室分配到实验或控制条件下。本研究探讨了干预对代数准备的影响，以及先验知识和干预剂量的调节作用。结果显示，干预对基础代数知识（FAK）或未来学习准备（PFL）没有显著的总体影响。然而，进一步的分析提供了关键的见解。对于FAK分数，更多的自我解释提示尝试提高了学习效果，但只有当学生参与大量的工作表时。拥有较高先验知识的学生尝试更多的工作表会产生负面影响，这表明他们可能不会从过多的练习中受益。自我解释尝试对具有较高先验知识的学生有更强的正向影响。就PFL分数而言，自我解释尝试显著提高了PFL分数，但仅适用于至少具有平均先验知识的学生，完成更多工作表的学生效果最强。这些发现表明，教育工作者可以从积极地将工作实例的研究和解释纳入小学数学教学中受益。为了最大限度地发挥其影响，教师应该定期将工作实例整合到他们的课程中。鼓励学生通过自我解释参与工作的例子可以减轻常见的误解，并提高学生对更高级的代数概念的准备。

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引用次数: 0

Brain response to CT-related touch in infants: Contribution of temperament and maternal touch 婴儿对ct相关触摸的脑反应：气质和母亲触摸的贡献

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-11-26 DOI: 10.1016/j.jecp.2025.106419

Eleonora Mascheroni , Denis Peruzzo , Alice Giubergia , Laura Cordolcini , Tommaso Ciceri , Isabella Lucia Chiara Mariani Wigley , Annalisa Castagna , Beatrice Riva , Florian Montano , Nivedita Agarwal , Rosario Montirosso

引用次数: 0

Parental neural responses to threat impact children’s test anxiety 父母对威胁的神经反应会影响孩子的考试焦虑。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-11-24 DOI: 10.1016/j.jecp.2025.106421

Shuliang Bai , Peibing Liu , Renlai Zhou

Test anxiety impacts students’ academic and psychological well-being, influenced not just by their own threat processing but also by their parents’ threat processing. This study aims to explore the association between parents’ threat processing and children’s test anxiety. The study initially recruited 53 parent–child dyads, and 45 dyads (N = 90) remained after data screening, comprising 20 children with high test anxiety (Mean _age = 10.44 years) and their parents (Mean _age = 38.75 years), and 25 children with low test anxiety (Mean _age = 11.13 years) and their parents (Mean _age = 38.36 years). All participants completed the emotional Stroop task and had their event-related potentials recorded when processing test-related and non-test-related threatening words, using the interference effects of the N2 and N450 as indicators of threat processing. Results showed that only under non-test-related threatening conditions did parents’ N2 and N450 interference effects negatively relate to children’s test anxiety levels, s suggesting that parents’ neural responses to general threat cues may play a role in shaping children’s anxiety and informing family-based interventions.

考试焦虑影响学生的学业和心理健康，不仅受到他们自己的威胁处理的影响，也受到父母的威胁处理的影响。本研究旨在探讨父母威胁处理与儿童考试焦虑的关系。本研究初始招募53对亲子对，经数据筛选后剩余45对（N = 90），其中高考试焦虑儿童20例（平均年龄10.44岁）及其父母（平均年龄38.75岁），低考试焦虑儿童25例（平均年龄11.13岁）及其父母（平均年龄38.36岁）。所有被试均完成情绪性Stroop任务，并记录其在处理测试相关和非测试相关威胁词时的事件相关电位，以N2和N450的干扰效应作为威胁处理的指标。结果表明，只有在非考试相关的威胁条件下，父母的N2和N450干扰效应与儿童的考试焦虑水平呈负相关，这表明父母对一般威胁线索的神经反应可能在塑造儿童的焦虑和为家庭干预提供信息方面发挥作用。

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引用次数: 0

Observing and producing gesture on shape categorization across learner characteristics 观察和产生不同学习者特征的形状分类手势。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-11-22 DOI: 10.1016/j.jecp.2025.106420

Nicole M. Hendrix , Susan Wagner Cook , Kristen N. Missall

Interindividual differences related to factors like sex and family socioeconomic background in spatial ability emerge early. Embedding task-specific tracing into instruction has the potential to support early spatial abilities but must be considered relative to child characteristics and existing problem-solving strategies. Aims were to: 1) evaluate whether adding observed or observed and produced tracing to instruction improved learning of shape identification compared to spoken instruction alone; 2) determine whether performance at pretest and posttest varied as a function of child characteristics; and 3) examine how spoken and gestured problem-solving strategies changed from pretest to posttest and related to both posttest performance and condition. We also assessed the extent to which change in performance varied based upon child characteristics and problem-solving strategy use. In this study, 121 children between 44 and 72 months received brief instruction regarding triangle and rectangle shape properties. Children were divided among three conditions: 1) no tracing or gesture accompanying spoken instruction; 2) task-specific gesture observed alongside instruction; and 3) task-specific gesture observed and produced during instruction. Results indicated that children across all three conditions improved on a shape sorting task. Improvement related to age and receptive vocabulary but not condition. There were trends towards differences associated with sex as well, with girls showing a benefit associated with observing and producing gesture while boys showed equivalent performance across conditions. These findings suggest gesture is not a panacea for supporting early spatial learning. Instead, the effects of instructional cuing likely depend on child characteristics and task context.

与性别、家庭社会经济背景等因素相关的个体间空间能力差异出现较早。在教学中嵌入特定任务的追踪有可能支持早期的空间能力，但必须考虑到儿童的特点和现有的解决问题的策略。目的是：1)评价与单独的口语教学相比，在教学中加入观察或观察和产生的描摹是否能改善形状识别的学习；2)确定前测和后测的表现是否随儿童特征的变化而变化；3)考察口语和手势问题解决策略在测试前和测试后的变化，以及与测试后的表现和状态的关系。我们还评估了基于儿童特征和问题解决策略使用的表现变化的程度。在这项研究中，121名年龄在44到72个月之间的儿童接受了关于三角形和矩形形状特性的简短指导。孩子们被分为三种情况：1)没有描摹或手势伴随口语指令；2)与指令一起观察特定任务的手势；3)在教学过程中观察和产生的任务特定手势。结果表明，三种情况下的孩子在形状分类任务上都有所提高。改善与年龄和接受性词汇有关，但与条件无关。性别也有差异的趋势，女孩在观察和做出手势方面表现出优势，而男孩在不同条件下都表现出相同的表现。这些发现表明，手势并不是支持早期空间学习的灵丹妙药。相反，教学提示的效果可能取决于孩子的特点和任务背景。

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引用次数: 0

Mathematical vocabulary in preschool children: Effects of linguistic and socio-economic factors on the production and comprehension of quantitative and spatial words and concepts 学龄前儿童的数学词汇：语言和社会经济因素对定量和空间词汇和概念的产生和理解的影响

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-11-21 DOI: 10.1016/j.jecp.2025.106416

Carole Berger , Sonia Angonin , Anne Lafay

The objective of the present study was to explore the acquisition of mathematical vocabulary by French preschoolers. Two tasks involving quantitative and spatial vocabulary (one focused on production and the other focused on comprehension) were administered to 128 children aged 3 to 6. The children came from a monolingual vs. multilingual environment and from an advantaged vs. disadvantaged socio-economic family background. The tasks were administered in the language of instruction (French language). Our results revealed an effect of the linguistic environment: children from a multilingual environment performed worse in the production of mathematical words and concepts (and especially spatial ones) than children from a monolingual environment. Furthermore, children from disadvantaged backgrounds performed worse than children from advantaged backgrounds in the comprehension and concept production tasks. Lastly, we observed an interaction between the socio-economic environment and the linguistic factor in the comprehension task. The present results might prompt new ideas and initiatives with regard to the content of educational programs.

本研究的目的是探讨法语学龄前儿童数学词汇的习得。研究人员对128名3至6岁的儿童进行了两项涉及定量词汇和空间词汇的任务（一项侧重于词汇的产生，另一项侧重于词汇的理解）。这些孩子来自单语和多语环境，来自有利的社会经济家庭背景和不利的社会经济家庭背景。这些任务是用教学语言（法语）进行的。我们的研究结果揭示了语言环境的影响：来自多语言环境的儿童在数学词汇和概念（尤其是空间概念）的产生方面比来自单语言环境的儿童表现得更差。此外，背景不利的儿童在理解和概念产生任务上的表现也比背景有利的儿童差。最后，我们观察到社会经济环境和理解任务中的语言因素之间的相互作用。目前的结果可能会促使人们对教育计划的内容产生新的想法和倡议。

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引用次数: 0

Acute academic stress impairs inhibitory control in early primary school children 急性学业压力损害小学早期儿童的抑制性控制

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-11-21 DOI: 10.1016/j.jecp.2025.106415

Qing Yang , Yifei Liu , Haixin Zhang , Meng Sun

Children at the early stage of primary school (typically aged 6–8 years) begin to encounter various stresses, including academic stress stemming from expectations and evaluations by parents, teachers, and peers. Concurrently, this age group experiences accelerated cognitive development, including the crucial capacity of inhibitory control (IC), vital for academic success. In exploring the interplay between these factors, we investigated how acute academic stress affects IC in early primary school children aged 7–8 years. Stress manipulation involved a time-constrained mathematics test with peer comparison and teacher evaluation. IC performance was assessed using the adapted Go/No-go task. Results revealed that children exposed to acute academic stress exhibited impaired IC, evidenced by a significant decrease in No-go stimulus accuracy in post-test compared to pre-test tasks. In contrast, control participants who were not subjected to stress induction but completed the same mathematical test or a simple maze test did not exhibit a similar effect. This study highlights the detrimental effects of acute academic stress on IC in young primary school children, underscoring the importance of reducing excessive academic stress to support the healthy development of children’s cognitive functions.

在小学的早期阶段（通常是6-8岁），孩子们开始遇到各种各样的压力，包括来自父母、老师和同龄人的期望和评价的学业压力。与此同时，这个年龄段经历了加速的认知发展，包括对学业成功至关重要的抑制控制（IC）的关键能力。为了探讨这些因素之间的相互作用，我们研究了急性学业压力如何影响7-8岁的小学早期儿童的智力。压力操纵包括有时间限制的数学测试，同伴比较和教师评价。使用改进的Go/No-go任务评估IC的性能。结果显示，暴露于急性学业压力下的儿童表现出智力受损，在测试后与测试前任务相比，No-go刺激的准确性显著降低。相比之下，没有受到压力诱导但完成相同数学测试或简单迷宫测试的对照组参与者没有表现出类似的效果。本研究强调了急性学业压力对小学生IC的不利影响，强调了减少过度的学业压力对支持儿童认知功能健康发展的重要性。

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引用次数: 0

Auditory statistical learning in young children: the feasibility of a novel task and the role of attention and working memory 幼儿听觉统计学习：新任务的可行性及注意和工作记忆的作用

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-11-21 DOI: 10.1016/j.jecp.2025.106405

Heidi M. Mettler, Mary Alt, Leah L. Kapa, Elena Plante

Purpose

Statistical learning is a mechanism that allows rapid learning without conscious effort. There is a significant gap in productive methodologies for measuring auditory linguistic statistical learning in children. Additionally, attention and working memory have been theorized to underlie this mechanism, but empirical evidence is mixed. The goal of this study was to develop an auditory linguistic statistical learning task with young children and examine the contribution of attention and working memory to outcomes on the learning task.

Method

This was a quantitative, nonexperimental study. We developed our statistical learning task through iterative rounds of piloting with children (average age 6.25 years). After, we tested 50 5- and 6-year-old native English-speaking children with typical development on our statistical learning, attention, and working memory tasks. We used generalized linear mixed models to examine the results.

Results

Thirty children (about 60 %) scored above chance on the statistical learning task, and the group average was comparable or higher than what has been reported in extant literature with similar tasks. Results of the mixed models indicated that neither attention nor working memory significantly predicted children’s outcomes on the statistical learning task.

Conclusions

The method and results provide methodological insight into measuring statistical learning abilities in young children and add to the mixed empirical evidence in the literature on the role of attention and working memory on statistical learning outcomes. Methodological and theoretical interpretations of the results are discussed.

目的统计学习是一种无需有意识努力就能快速学习的机制。在测量儿童听觉语言统计学习的有效方法方面存在显著差距。此外，注意力和工作记忆的理论支持这一机制，但经验证据是混合的。本研究的目的是开发一个幼儿听觉语言统计学习任务，并考察注意力和工作记忆对学习任务结果的贡献。方法定量、非实验研究。我们通过与儿童（平均年龄6.25岁）的反复试验来开发我们的统计学习任务。之后，我们测试了50名5岁和6岁的母语为英语的儿童，他们在统计学习、注意力和工作记忆任务上有典型的发展。我们使用广义线性混合模型来检验结果。结果30名儿童（约60%）在统计学习任务中得分高于机会，其组平均得分与现有文献报道的类似任务相当或更高。混合模型的结果表明，注意和工作记忆都不能显著预测儿童统计学习任务的结果。结论：该方法和结果为测量幼儿统计学习能力提供了方法学上的见解，并为文献中关于注意和工作记忆对统计学习结果的作用的混合经验证据提供了补充。讨论了结果的方法和理论解释。

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引用次数: 0

The development of third-party intervention in children aged 4–10: Balancing unfairness aversion and self-interest 4-10岁儿童第三方干预的发展：不公平厌恶与自身利益的平衡。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-11-20 DOI: 10.1016/j.jecp.2025.106417

Yibo Peng , Luyi Yan , Yiqun Chen , Jing Li , Zhenlin Wang , Liqi Zhu

This study explored how children (N = 196, ages 4–10) balance fairness and self-interest when making costly third-party interventions. Using a third-party trust game, children made decisions in both punishment and compensation contexts across three degrees of unfairness. Dynamic time warping (DTW) clustering was applied to identify distinct intervention patterns across unfairness conditions, offering a novel approach to capture children’s fairness behaviors as coherent trajectories rather than isolated responses. Results revealed that 4-year-olds, in low unfairness conditions (i.e., a 6:4 distribution), displayed more interventions than 10-year-olds, often exceeding what was required to restore fairness, whereas older children’s interventions were more aligned with fairness demands. In low unfairness conditions, inhibitory control was positively associated with intervention intensity, though this effect weakened with age. Age-related differences were evident in the strategies employed, particularly in punishment contexts. Younger children tended to display less clear strategies, while older children were more likely to exhibit either fairness-oriented or self-interest-oriented strategies. Negative empathy—empathy for others’ negative emotions—was positively associated with fairness-oriented decisions in punishment situations, with children exhibiting higher negative empathy more likely to be fair. However, the relationship between empathy and third-party compensation was less clear, as empathy was not significantly related to whether participants performed fairness- or self-interest-oriented behaviors. These findings suggest that with age, children’s third-party intervention strategies become more context-sensitive, shifting from spontaneous punishment in mild unfairness toward more calculated, fairness- or self-interest-oriented decisions. By contrast, third-party compensation appeared to be relatively unaffected by age in terms of orientation.

本研究探讨儿童（N = 196，年龄4-10岁）在进行昂贵的第三方干预时如何平衡公平和自身利益。通过第三方信任游戏，孩子们在三种不公平程度的惩罚和补偿背景下做出决定。采用动态时间扭曲聚类方法识别不同不公平条件下的不同干预模式，为将儿童公平行为作为连贯的轨迹而不是孤立的反应来捕捉提供了一种新的方法。结果显示，在低不公平条件下（即6:4分布），4岁儿童比10岁儿童表现出更多的干预，往往超过恢复公平所需的干预，而年龄较大的儿童的干预更符合公平要求。在低不公平条件下，抑制控制与干预强度呈正相关，尽管这种影响随着年龄的增长而减弱。与年龄相关的差异在所采用的策略中很明显，尤其是在惩罚情境中。年幼的孩子往往表现出不太清晰的策略，而年长的孩子更有可能表现出公平导向或自我利益导向的策略。消极共情——对他人消极情绪的共情——与惩罚情境中以公平为导向的决定正相关，表现出较高消极共情的孩子更有可能是公平的。然而，共情与第三方补偿之间的关系不太清楚，共情与参与者是否采取公平导向或自我利益导向的行为没有显著相关。这些发现表明，随着年龄的增长，儿童的第三方干预策略变得更加情境敏感，从轻度不公平的自发惩罚转向更有计划的、公平或以自我利益为导向的决定。相比之下，第三方赔偿似乎相对不受年龄的影响。

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引用次数: 0

Characterizing error types in the comprehension of fractions: The number line test 分数理解中错误类型的表征：数轴测试。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-11-12 DOI: 10.1016/j.jecp.2025.106373

Maxime Cauté , Cassandra Potier Watkins , Chenxi He , Stanislas Dehaene

Understanding fractions is a major hurdle for many students. A key aspect of fraction comprehension is the ability to evaluate their numerical magnitude. Here, we use a number-to-line task, where students point to the location of a number on a graduated line, to characterize errors in fraction comprehension. A total of ∼ 26,000 French pupils from 6th to 10th grade were tested (U.S. equivalent grades). Error rates were high, almost 80 % in 6th grade and 45 % in 10th grade. Errors could be classified into seven dominant patterns, whose frequency varied by grade level and individual performance. Younger and lower-performing children mostly confused fractions with decimals. Older and higher-performing children often confused a fraction

\frac{a}{b}

and its inverse

\frac{b}{a}

. All grades also confused the roles of the numerator and the denominator. We propose a theoretical framework suggesting that errors arise as bugs in the execution of one of two main strategies: children converting the fraction into a decimal, or partitioning the line into units and counting them. This model explains the observed error patterns as stemming from inappropriate strategy selection, flawed execution, or incorrect corrective steps due to flawed execution. Our analysis provides a deeper understanding of the various traps that students face when interpreting a fraction’s magnitude, the frequency of these errors, and their sequential order.

对许多学生来说，理解分数是一个主要障碍。分数理解的一个关键方面是评估分数数值大小的能力。在这里，我们使用数字到行任务，让学生指出数字在刻度线上的位置，以表征分数理解中的错误。对法国6年级至10年级的约2.6万名学生（美国等级制）进行了测试。错误率很高，六年级的错误率接近80%，十年级的错误率为45%。错误可分为七种主要模式，其频率因年级水平和个人表现而异。年龄较小和表现较差的孩子大多混淆了分数和小数。年龄较大和表现较好的孩子经常混淆分数ab和反比ba。所有年级的学生也混淆了分子和分母的角色。我们提出了一个理论框架，表明错误是在执行两种主要策略之一时出现的错误：儿童将分数转换为小数，或将直线划分为单位并进行计数。该模型将观察到的错误模式解释为源于不适当的策略选择、有缺陷的执行或由于有缺陷的执行而导致的不正确的纠正步骤。我们的分析提供了对学生在解释分数的大小、这些错误的频率以及它们的顺序时所面临的各种陷阱的更深入的理解。

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引用次数: 0