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

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 : 2026-04-01 Epub Date: 2025-12-13 DOI: 10.1016/j.jecp.2025.106436

Gene P. Ouellette

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 : 2026-04-01 Epub 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

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 : 2026-04-01 Epub 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

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 : 2026-04-01 Epub 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

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 : 2026-04-01 Epub 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

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 : 2026-04-01 Epub 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

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 : 2026-04-01 Epub 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

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 : 2026-04-01 Epub 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

Good person, but bad friend: Children’s developing evaluations of tattling 好人，但坏朋友：儿童对打小报告的发展评价

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2026-04-01 Epub Date: 2025-12-26 DOI: 10.1016/j.jecp.2025.106439

Katie Vasquez, Alex Shaw

People strive to be good people and good friends. Sometimes it’s easy to know what it means to be both: Helping a friend is clearly the morally right thing to do and makes one a good friend. But life is not always so simple. What happens when a friend commits a moral transgression? Previous research demonstrates adults see this dilemma as a tradeoff—turning in an immoral friend makes the informant appear moral, but as a pretty crummy friend (Berry et al., 2024). The inverse is also true. Not turning in that friend is immoral, but is a sign of being a good friend. In three studies (N = 363 4- to 9-year-olds), we find that by age 6, children make similarly nuanced evaluations of those who tattle on their friends who have disclosed a moral transgression to them in confidence. Children think a person who tattles on a friend’s transgression is moral, but not a good friend (Studies 1–3). They also think that a person who does not tattle on a friend’s transgression is not very moral, but a good friend (Study 2). Taken together, this work informs our understanding of children’s views of friendship and morality more broadly. Children think that good friends provide unwavering support for each other, which can mean putting morals aside to protect a friend from punishment. Thus, even 6-year-old children believe that when our friends tell us about their transgressions, we are confronted with a difficult tradeoff: be a good person or a good friend.

人们努力成为好人和好朋友。有时候，我们很容易就能明白两者的含义：帮助朋友显然是道德上正确的事情，也能让一个人成为好朋友。但生活并不总是那么简单。如果朋友犯了道德上的错误会怎么样？先前的研究表明，成年人将这种困境视为一种权衡——一个不道德的朋友的转变会让告密者显得有道德，但实际上是一个相当糟糕的朋友（Berry et al., 2024）。反之亦然。不出卖那个朋友是不道德的，但却是做一个好朋友的标志。在三项研究中（N = 363名4- 9岁的孩子），我们发现，到6岁时，孩子们对那些私下向他们透露道德违规行为的朋友说闲话的人做出了类似的细微评价。孩子们认为告发朋友过错的人是有道德的，但不是好朋友（研究1-3）。他们还认为，不告发朋友过错的人不是很有道德，而是一个好朋友（研究2）。总的来说，这项工作让我们更广泛地了解了儿童对友谊和道德的看法。孩子们认为好朋友会互相给予坚定的支持，这可能意味着把道德放在一边，保护朋友免受惩罚。因此，即使是6岁的孩子也相信，当我们的朋友告诉我们他们的过错时，我们面临着一个艰难的权衡：是做一个好人还是一个好朋友。

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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 : 2026-04-01 Epub 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