Pub Date : 2024-12-09DOI: 10.1016/j.jecp.2024.106161
Emma Libersky, Caitlyn Slawny, Margarita Kaushanskaya
{"title":"Corrigendum to \"Effects of dual- and single-language exposure on children's word learning: Experimentally testing the role of competition\" [J. Exp. Child Psychol. 244 (2024) 105953].","authors":"Emma Libersky, Caitlyn Slawny, Margarita Kaushanskaya","doi":"10.1016/j.jecp.2024.106161","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106161","url":null,"abstract":"","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106161"},"PeriodicalIF":1.8,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142808234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-09DOI: 10.1016/j.jecp.2024.106135
Alex Hodgkiss, Michael S C Thomas, Andrew K Tolmie, Emily K Farran
Previous research demonstrates an association between spatial ability and science achievement in primary-school-aged children. However, little is known about the mechanisms driving this relationship. We investigated the associations between children's spatial skills and components of physics learning (factual knowledge vs. conceptual knowledge [predictions and explanations]). Participants (N = 103; mean age = 9.6 years) completed a set of spatial tasks based on the "2 × 2" (intrinsic-extrinsic; static-dynamic) model of spatial cognition. They also participated in a whole-class science lesson about sound, followed by an assessment of science knowledge. After controlling for vocabulary and prior knowledge, spatial ability was not associated with factual knowledge scores. However, spatial skills were significantly associated with predictions and explanations; the association was stronger for explanations than for predictions and was driven by intrinsic-dynamic spatial skills. Findings demonstrate that spatial skills are more important for conceptual scientific knowledge than for factual scientific knowledge and further suggest that spatial intervention studies designed to enhance children's science learning should target intrinsic-dynamic spatial skills.
{"title":"Associations between spatial skills and physics knowledge in primary school: Spatial skills are more important for conceptual scientific knowledge than for factual scientific knowledge.","authors":"Alex Hodgkiss, Michael S C Thomas, Andrew K Tolmie, Emily K Farran","doi":"10.1016/j.jecp.2024.106135","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106135","url":null,"abstract":"<p><p>Previous research demonstrates an association between spatial ability and science achievement in primary-school-aged children. However, little is known about the mechanisms driving this relationship. We investigated the associations between children's spatial skills and components of physics learning (factual knowledge vs. conceptual knowledge [predictions and explanations]). Participants (N = 103; mean age = 9.6 years) completed a set of spatial tasks based on the \"2 × 2\" (intrinsic-extrinsic; static-dynamic) model of spatial cognition. They also participated in a whole-class science lesson about sound, followed by an assessment of science knowledge. After controlling for vocabulary and prior knowledge, spatial ability was not associated with factual knowledge scores. However, spatial skills were significantly associated with predictions and explanations; the association was stronger for explanations than for predictions and was driven by intrinsic-dynamic spatial skills. Findings demonstrate that spatial skills are more important for conceptual scientific knowledge than for factual scientific knowledge and further suggest that spatial intervention studies designed to enhance children's science learning should target intrinsic-dynamic spatial skills.</p>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106135"},"PeriodicalIF":1.8,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142808232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-05DOI: 10.1016/j.jecp.2024.106130
Yannick Lagarrigue, Jean-Pierre Thibaut
Recent studies indicate that the opportunity to compare several stimuli associated with the same novel object noun, in contrast to a single stimulus design, promotes generalization along conceptually unifying dimensions. In two experiments (N = 240 4- and 5-year-olds), we assessed the link between executive functions and vocabulary (EVIP, a French version [Canadian norms] of the Peabody Picture Vocabulary Test), on the one hand, and children's novel word generalization performance in a comparison design, on the other. The experiments used two types of materials: unfamiliar objects in Experiment 1 and familiar objects in Experiment 2. In both experiments, results revealed a significant association between generalization performance and flexibility, whereas no significant links were observed with inhibition, working memory, or vocabulary. For familiar objects, we anticipated that vocabulary would play a more significant role, which was not what was observed. We interpret these results in terms of children's capacity to shift to other dimensions or to re-describe stimuli. Working memory (i.e., keeping track of dimensions) and inhibition (e.g., inhibiting irrelevant salient dimensions) did not reach significance. We also discuss the absence of correlation between vocabulary and the generalization task.
{"title":"Successful comparisons in novel word generalization: Executive functions or semantic knowledge?","authors":"Yannick Lagarrigue, Jean-Pierre Thibaut","doi":"10.1016/j.jecp.2024.106130","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106130","url":null,"abstract":"<p><p>Recent studies indicate that the opportunity to compare several stimuli associated with the same novel object noun, in contrast to a single stimulus design, promotes generalization along conceptually unifying dimensions. In two experiments (N = 240 4- and 5-year-olds), we assessed the link between executive functions and vocabulary (EVIP, a French version [Canadian norms] of the Peabody Picture Vocabulary Test), on the one hand, and children's novel word generalization performance in a comparison design, on the other. The experiments used two types of materials: unfamiliar objects in Experiment 1 and familiar objects in Experiment 2. In both experiments, results revealed a significant association between generalization performance and flexibility, whereas no significant links were observed with inhibition, working memory, or vocabulary. For familiar objects, we anticipated that vocabulary would play a more significant role, which was not what was observed. We interpret these results in terms of children's capacity to shift to other dimensions or to re-describe stimuli. Working memory (i.e., keeping track of dimensions) and inhibition (e.g., inhibiting irrelevant salient dimensions) did not reach significance. We also discuss the absence of correlation between vocabulary and the generalization task.</p>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106130"},"PeriodicalIF":1.8,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142792614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-30DOI: 10.1016/j.jecp.2024.106129
Jane B. Childers , Mutsumi Imai , Masato Ohba , Faith Perry , Leah Marsh
Learning verbs is an important part of learning one’s native language. Prior studies have shown that children younger than 5 years can have difficulty in learning and extending new verbs. The current study extended these studies by showing children multiple events that can be compared during learning, including Japanese- and English-speaking children. In the study, 2-, 3-, and 4-year-olds saw two similar events and then one varied (progressive alignment) or three varied (low alignable) events in a learning phase before test, and this was repeated for four sets. Children were asked to extend these novel verbs in easy (non-cross-mapping) and difficult (cross-mapping) test trials. A repeated-measures analysis of variance showed a significant Age by Condition interaction. In contrast to prior results, the 4-year-olds in both languages did well in both conditions and across test trial types. The 3-year-olds, especially in Japanese, performed best in the progressive alignment condition, showing that experience in seeing similar events was useful for verb learning. The 2-year-olds mostly struggled in this task, showing success only in the low-alignment condition, non-cross-mapping (easy) test trial. These are new findings given that no previous study has examined the role of different levels of variability during learning in a cross-language sample, and no prior study has examined the impact of objects at test in this way. This study shows that an important mechanism for verb learning—the comparison of events—could be useful across languages.
{"title":"Examining children’s verb learning in the United States and Japan: Do comparisons help?","authors":"Jane B. Childers , Mutsumi Imai , Masato Ohba , Faith Perry , Leah Marsh","doi":"10.1016/j.jecp.2024.106129","DOIUrl":"10.1016/j.jecp.2024.106129","url":null,"abstract":"<div><div>Learning verbs is an important part of learning one’s native language. Prior studies have shown that children younger than 5 years can have difficulty in learning and extending new verbs. The current study extended these studies by showing children multiple events that can be compared during learning, including Japanese- and English-speaking children. In the study, 2-, 3-, and 4-year-olds saw two similar events and then one varied (progressive alignment) or three varied (low alignable) events in a learning phase before test, and this was repeated for four sets. Children were asked to extend these novel verbs in easy (non-cross-mapping) and difficult (cross-mapping) test trials. A repeated-measures analysis of variance showed a significant Age by Condition interaction. In contrast to prior results, the 4-year-olds in both languages did well in both conditions and across test trial types. The 3-year-olds, especially in Japanese, performed best in the progressive alignment condition, showing that experience in seeing similar events was useful for verb learning. The 2-year-olds mostly struggled in this task, showing success only in the low-alignment condition, non-cross-mapping (easy) test trial. These are new findings given that no previous study has examined the role of different levels of variability during learning in a cross-language sample, and no prior study has examined the impact of objects at test in this way. This study shows that an important mechanism for verb learning—the comparison of events—could be useful across languages.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"251 ","pages":"Article 106129"},"PeriodicalIF":1.8,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using a mediation model, this study examined the role of verbal intelligence and emotion knowledge in peer acceptance in a sample of Portuguese preschool children. Participants were 444 5-year-olds (214 girls and 230 boys). Emotion knowledge was assessed with the Portuguese version of the Assessment of Children’s Emotion Skills. Verbal intelligence was measured with the Serial Rapid Naming and Semantic Verbal Fluency tests of the Battery of Phonological Assessment. The Social Status Interview was used to assess peer acceptance. We observed a significant indirect effect of verbal intelligence on peer acceptance mediated by emotion knowledge. These results show that cognitive skills, namely the verbal ones, closely and dynamically interact with emotion knowledge in explaining children’s acceptance by their peers. The importance of promoting emotion knowledge and verbal intelligence is discussed, given their important contribution to social adjustment at a young age.
{"title":"A structural equation model of emotion knowledge and verbal intelligence in peer acceptance in a sample of Portuguese preschoolers","authors":"Mariana Sousa , Sara Cruz , Anabela Silva-Fernandes , Diana Alves","doi":"10.1016/j.jecp.2024.106131","DOIUrl":"10.1016/j.jecp.2024.106131","url":null,"abstract":"<div><div>Using a mediation model, this study examined the role of verbal intelligence and emotion knowledge in peer acceptance in a sample of Portuguese preschool children. Participants were 444 5-year-olds (214 girls and 230 boys). Emotion knowledge was assessed with the Portuguese version of the Assessment of Children’s Emotion Skills. Verbal intelligence was measured with the Serial Rapid Naming and Semantic Verbal Fluency tests of the Battery of Phonological Assessment. The Social Status Interview <em>was</em> used to assess peer acceptance. We observed a significant indirect effect of verbal intelligence on peer acceptance mediated by emotion knowledge. These results show that cognitive skills, namely the verbal ones, closely and dynamically interact with emotion knowledge in explaining children’s acceptance by their peers. The importance of promoting emotion knowledge and verbal intelligence is discussed, given their important contribution to social adjustment at a young age.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"251 ","pages":"Article 106131"},"PeriodicalIF":1.8,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-29DOI: 10.1016/j.jecp.2024.106125
Mioko Sudo, Mitsuhiko Ishikawa
In an ideal world, there would be sufficient resources to be fairly allocated to everyone. The reality, however, is that resources are often limited. How do children navigate resource distribution decisions in the face of scarcity and sufficiency? Our study consisted of two experiments with 4- to 12-year-olds (N = 96), where children were required to distribute resources among themselves, a gender ingroup member, and a gender outgroup member when there was a limited number of resources (Experiment 1) and when there were sufficient resources for an equitable distribution (Experiment 2). When resources were limited, children demonstrated an overall tendency to allocate more resources to themselves and the gender ingroup member at a disadvantage of the gender outgroup member. However, children were not indifferent to the welfare of the gender outgroup member, as evidenced by their tendency to minimize the disadvantage that the gender outgroup member experienced. Furthermore, when the number of resources allowed for an equitable distribution, children showed a robust tendency to fairly allocate the same number of resources to each individual. Thus, our findings suggest that children were acting on a moral gradient, whereby they included both the gender ingroup member and the gender outgroup member within their moral considerations, albeit demonstrating slight favoritism toward the former.
{"title":"Moral gradients based on social boundaries: Children prioritize themselves and their ingroup when resources are limited","authors":"Mioko Sudo, Mitsuhiko Ishikawa","doi":"10.1016/j.jecp.2024.106125","DOIUrl":"10.1016/j.jecp.2024.106125","url":null,"abstract":"<div><div>In an ideal world, there would be sufficient resources to be fairly allocated to everyone. The reality, however, is that resources are often limited. How do children navigate resource distribution decisions in the face of scarcity and sufficiency? Our study consisted of two experiments with 4- to 12-year-olds (<em>N</em> = 96), where children were required to distribute resources among themselves, a gender ingroup member, and a gender outgroup member when there was a limited number of resources (Experiment 1) and when there were sufficient resources for an equitable distribution (Experiment 2). When resources were limited, children demonstrated an overall tendency to allocate more resources to themselves and the gender ingroup member at a disadvantage of the gender outgroup member. However, children were not indifferent to the welfare of the gender outgroup member, as evidenced by their tendency to minimize the disadvantage that the gender outgroup member experienced. Furthermore, when the number of resources allowed for an equitable distribution, children showed a robust tendency to fairly allocate the same number of resources to each individual. Thus, our findings suggest that children were acting on a moral gradient, whereby they included both the gender ingroup member and the gender outgroup member within their moral considerations, albeit demonstrating slight favoritism toward the former.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"251 ","pages":"Article 106125"},"PeriodicalIF":1.8,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-29DOI: 10.1016/j.jecp.2024.106122
Gisella Decarli, Simone Zasso, Laura Franchin
Emotions are known to influence memory, in particular retention and recall, with positive emotions enhancing performances and negative emotions showing mixed effects. Although the influence of emotions on memory is well-established, their precise impact on the learning process remains a matter of debate and investigation. We implemented two experiments with children aged 6 to 8 years to examine how different emotional states affect training with tasks of varying difficulty. In Experiment 1, children were assessed in a letter recognition task and were assigned to positive, negative, or neutral emotional training conditions. Results showed significant performance improvements across all emotional conditions, indicating that emotional states did not differentially affect this task. In Experiment 2, using a more difficult non-word dictation task, significant improvements were found only in the positive and neutral conditions but not in the negative condition, suggesting that task difficulty modulates the impact of emotional states. These findings highlight the importance of considering both emotional states and task difficulty in educational settings. Positive and neutral emotions may facilitate cognitive processes under challenging conditions, whereas negative emotions might hinder them.
{"title":"Could the impact of emotional states on learning in children vary with task difficulty?","authors":"Gisella Decarli, Simone Zasso, Laura Franchin","doi":"10.1016/j.jecp.2024.106122","DOIUrl":"10.1016/j.jecp.2024.106122","url":null,"abstract":"<div><div>Emotions are known to influence memory, in particular retention and recall, with positive emotions enhancing performances and negative emotions showing mixed effects. Although the influence of emotions on memory is well-established, their precise impact on the learning process remains a matter of debate and investigation. We implemented two experiments with children aged 6 to 8 years to examine how different emotional states affect training with tasks of varying difficulty. In Experiment 1, children were assessed in a letter recognition task and were assigned to positive, negative, or neutral emotional training conditions. Results showed significant performance improvements across all emotional conditions, indicating that emotional states did not differentially affect this task. In Experiment 2, using a more difficult non-word dictation task, significant improvements were found only in the positive and neutral conditions but not in the negative condition, suggesting that task difficulty modulates the impact of emotional states. These findings highlight the importance of considering both emotional states and task difficulty in educational settings. Positive and neutral emotions may facilitate cognitive processes under challenging conditions, whereas negative emotions might hinder them.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"251 ","pages":"Article 106122"},"PeriodicalIF":1.8,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-29DOI: 10.1016/j.jecp.2024.106134
Jessica N. Lucas-Nihei, Alycia M. Hund, Matthew S. Hesson-McInnis
Peer acceptance is an important facet of child development. Much of the previous research focused on peer acceptance during the elementary school years, so more work is needed to understand peer acceptance and its antecedents during the preschool years. The goal of this study was to test the extent to which children’s self-regulation mediates the association between parent–child relationships and peer acceptance during the preschool years in our sample of 134 4- and 5-year-old children. Two mediation models were tested via a structural equation modeling approach using path analysis. Contrary to predictions, results were not consistent with mediation but rather indicated that parent–child closeness and children’s self-regulation are significant direct predictors of children’s peer acceptance and that age significantly predicts children’s self-regulation. These results contribute to the literature regarding factors that predict peer acceptance during early childhood and have implications for children, families, and professionals who support young children’s development.
{"title":"Does self-regulation mediate the relation between parent–child relationships and peer acceptance during early childhood?","authors":"Jessica N. Lucas-Nihei, Alycia M. Hund, Matthew S. Hesson-McInnis","doi":"10.1016/j.jecp.2024.106134","DOIUrl":"10.1016/j.jecp.2024.106134","url":null,"abstract":"<div><div>Peer acceptance is an important facet of child development. Much of the previous research focused on peer acceptance during the elementary school years, so more work is needed to understand peer acceptance and its antecedents during the preschool years. The goal of this study was to test the extent to which children’s self-regulation mediates the association between parent–child relationships and peer acceptance during the preschool years in our sample of 134 4- and 5-year-old children. Two mediation models were tested via a structural equation modeling approach using path analysis. Contrary to predictions, results were not consistent with mediation but rather indicated that parent–child closeness and children’s self-regulation are significant direct predictors of children’s peer acceptance and that age significantly predicts children’s self-regulation. These results contribute to the literature regarding factors that predict peer acceptance during early childhood and have implications for children, families, and professionals who support young children’s development.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"251 ","pages":"Article 106134"},"PeriodicalIF":1.8,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-27DOI: 10.1016/j.jecp.2024.106127
Krisztina V. Jakobsen , Cate M. Hickman , Elizabeth A. Simpson
Pareidolic faces—illusory faces in objects—offer a unique context for studying biases in the development of facial processing because they are visually diverse (e.g., color, shape) while lacking key elements of real faces (e.g., race, species). In an online study, 7- and 8-year-old children (n = 32) and adults (n = 32) categorized happy and angry expressions in human and pareidolic face images. We found that children have a robust, adult-like happy face advantage for human and pareidolic faces, reflected in speed and accuracy. These results suggest that the happy face advantage is not unique to human faces, supporting the hypothesis that humans employ comparable face templates for processing pareidolic and human faces. Our findings add to a growing list of other processing similarities between human and pareidolic faces and suggest that children may likewise show these similarities.
{"title":"A happy face advantage for pareidolic faces in children and adults","authors":"Krisztina V. Jakobsen , Cate M. Hickman , Elizabeth A. Simpson","doi":"10.1016/j.jecp.2024.106127","DOIUrl":"10.1016/j.jecp.2024.106127","url":null,"abstract":"<div><div>Pareidolic faces—illusory faces in objects—offer a unique context for studying biases in the development of facial processing because they are visually diverse (e.g., color, shape) while lacking key elements of real faces (e.g., race, species). In an online study, 7- and 8-year-old children (<em>n</em> = 32) and adults (<em>n</em> = 32) categorized happy and angry expressions in human and pareidolic face images. We found that children have a robust, adult-like happy face advantage for human and pareidolic faces, reflected in speed and accuracy. These results suggest that the happy face advantage is not unique to human faces, supporting the hypothesis that humans employ comparable face templates for processing pareidolic and human faces. Our findings add to a growing list of other processing similarities between human and pareidolic faces and suggest that children may likewise show these similarities.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"251 ","pages":"Article 106127"},"PeriodicalIF":1.8,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142723210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-22DOI: 10.1016/j.jecp.2024.106124
Sara Golmakani , Brianna E Kaplan , Karen E Adolph , Ori Ossmy
Visually guided planning is fundamental for manual actions on objects. Multi-step planning—when only the requirements for the initial action are directly visible in the scene—necessitates initial visual guidance to optimize the subsequent actions. We found that 3- to 5-year-old children (n = 23) who exhibited visually guided, multi-step planning in a structured tool-use task (hammering down a peg) also demonstrated visually guided planning during unstructured free play while interlocking Duplo bricks and Squigz pieces. Children who exhibited visually guided planning in the hammering task also spent more time looking at the to-be-grasped free-play object and at their construction during reach and transport compared with children who did not demonstrate multi-step planning in the hammering task. Moreover, visually guided planning in the Duplo and Squigz tasks was positively correlated, indicating that planning generalizes across contexts. Findings show that visually guided planning in young children generalizes across different manual actions on objects, including structured tool use and unstructured free play.
{"title":"Children plan manual actions similarly in structured tasks and in free play","authors":"Sara Golmakani , Brianna E Kaplan , Karen E Adolph , Ori Ossmy","doi":"10.1016/j.jecp.2024.106124","DOIUrl":"10.1016/j.jecp.2024.106124","url":null,"abstract":"<div><div>Visually guided planning is fundamental for manual actions on objects. Multi-step planning—when only the requirements for the initial action are directly visible in the scene—necessitates initial visual guidance to optimize the subsequent actions. We found that 3- to 5-year-old children (<em>n</em> = 23) who exhibited visually guided, multi-step planning in a structured tool-use task (hammering down a peg) also demonstrated visually guided planning during unstructured free play while interlocking Duplo bricks and Squigz pieces. Children who exhibited visually guided planning in the hammering task also spent more time looking at the to-be-grasped free-play object and at their construction during reach and transport compared with children who did not demonstrate multi-step planning in the hammering task. Moreover, visually guided planning in the Duplo and Squigz tasks was positively correlated, indicating that planning generalizes across contexts. Findings show that visually guided planning in young children generalizes across different manual actions on objects, including structured tool use and unstructured free play.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"250 ","pages":"Article 106124"},"PeriodicalIF":1.8,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142695876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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