Journal of Experimental Child Psychology最新文献

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IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2026-01-01

引用次数: 0

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2026-01-01

引用次数: 0

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2026-01-01

引用次数: 0

Asymmetry of temporal causal reasoning in preschoolers: The role of temporal direction representation 学龄前儿童时间因果推理的不对称：时间方向表征的作用。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-12-29 DOI: 10.1016/j.jecp.2025.106447

Yu Zhang , Jingyi Zhang , Chunying Gao, Yinghe Chen

Temporal causal reasoning (TCR) involves using temporal information from sequential events to infer causal relationships, comprising diagnostic reasoning and predictive reasoning. During the preschool years, TCR undergoes rapid yet asymmetric development: diagnostic reasoning emerges earlier, while predictive reasoning develops later. This developmental asymmetry may be associated with the maturation of temporal direction representation, the ability to mentally represent events in a specific temporal order. However, the robustness of this asymmetry and the cognitive mechanisms underlying it remain unclear. This study addressed two questions: first, whether children aged 4 to 6 years exhibit a developmental asymmetry in TCR, with diagnostic reasoning preceding predictive reasoning; and second, whether temporal direction representation contributes to this asymmetry. Experiment 1 measured 4- to 6-year-olds’ TCR ability and their tendencies in temporal direction representation, revealing that 4–6-year-old children exhibit a developmental pattern where diagnostic reasoning precedes predictive reasoning: 4-year-olds succeeded only in diagnostic reasoning, whereas children aged 5 and 6 performed above chance in both types of reasoning. In addition, preliminary associations between temporal direction representation and TCR performance were revealed. Experiment 2 primed children with different temporal direction representations, revealing that backward temporal priming facilitated diagnostic reasoning, with this effect varying by age and proving particularly strong for 4- and 5-year-olds. These findings highlight a robust developmental asymmetry in TCR and provide novel evidence that temporal direction representation plays a role in it, highlighting the importance of understanding the link between temporal and causal direction for children’s causal learning.

时间因果推理（TCR）是指利用序列事件的时间信息来推断因果关系，包括诊断推理和预测推理。在学龄前，TCR经历了快速但不对称的发展：诊断推理出现得较早，而预测推理发展得较晚。这种发育的不对称可能与时间方向表征的成熟有关，即以特定的时间顺序在心理上表征事件的能力。然而，这种不对称的稳健性及其背后的认知机制尚不清楚。本研究解决了两个问题：第一，4 - 6岁儿童是否表现出TCR的发育不对称，诊断推理先于预测推理；第二，时间方向表征是否导致了这种不对称。实验1测量了4 ~ 6岁儿童的TCR能力及其时间方向表征倾向，揭示了4 ~ 6岁儿童表现出诊断推理先于预测推理的发展模式：4岁儿童仅在诊断推理中成功，而5 ~ 6岁儿童在两种推理中均表现出高于机会的表现。此外，还初步揭示了时间方向表征与TCR绩效之间的关系。实验2对具有不同时间方向表征的儿童进行了启动，揭示了反向时间启动促进了诊断推理，这种效果因年龄而异，在4岁和5岁的儿童中尤为明显。这些研究结果突出了TCR中强大的发展不对称性，并提供了时间方向表征在其中发挥作用的新证据，强调了理解时间方向和因果方向之间的联系对儿童因果学习的重要性。

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引用次数: 0

How youth think about structural, individual, and random sources of wealth inequality 年轻人如何看待财富不平等的结构性、个体性和随机性来源

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.2025.106430

Amanda R. Burkholder , Riley N. Sims , Melanie Killen

This study investigated how youth evaluate wealth inequalities, and whether youth differentiate structural, individual, and random explanations for why such inequalities exist. Understanding these distinctions is necessary for addressing exclusionary attitudes, biases, and discriminatory behaviors that emerge in childhood which have deleterious outcomes for youth. The present study included 262 youth (56.1% female; 27% Black, 49% White, 6.5% Asian American or Pacific Islander, 6% Latine, 6% multiracial, 6% other) who were 9 to 14-years-old, living in the Mid-Atlantic region of the U.S., and from primarily middle to high-middle income backgrounds. Participants evaluated wealth inequalities of different causes, reasoned about their judgments, and decided whether to rectify the inequalities. They also responded to causal explanations for why some are wealthy and others are poor. The wealth inequalities were represented with target groups from Black and White racial backgrounds. Youth viewed structural sources of inequality as less acceptable than individual or random inequalities. While youth expected poverty to be caused through structural barriers, only by early adolescence did they recognize that being wealthy was a result of structural advantages, particularly for White individuals. Further, youth who perceived themselves as lower in wealth status than their peers were more likely than their higher wealth status peers to endorse redistribution of wealth when no reason for the inequality was given. Given that structural explanations of wealth disparities help to understand wealth differences and thus provide a means for addressing prejudice and bias, these findings have implications for reducing prejudicial attitudes about wealth in childhood.

本研究调查了年轻人如何评估财富不平等，以及年轻人是否区分了这种不平等存在的结构性、个人和随机解释。了解这些区别对于解决儿童期出现的排他性态度、偏见和歧视行为是必要的，这些态度、偏见和歧视行为会对青少年产生有害的影响。本研究包括262名青少年（56.1%为女性，27%为黑人，49%为白人，6.5%为亚裔美国人或太平洋岛民，6%为拉丁裔，6%为多种族，6%为其他），年龄在9至14岁，生活在美国中大西洋地区，主要来自中高收入背景。参与者评估不同原因造成的财富不平等，对自己的判断进行推理，并决定是否要纠正这种不平等。他们还对为什么有些人富有而有些人贫穷的因果解释做出了回应。财富不平等以黑人和白人种族背景的目标群体为代表。青年认为不平等的结构性根源比个人或随机的不平等更难以接受。虽然年轻人认为贫穷是由结构性障碍造成的，但直到青春期早期，他们才认识到富有是结构性优势的结果，对白人来说尤其如此。此外，在没有给出不平等原因的情况下，那些认为自己比同龄人财富地位低的年轻人比那些财富地位高的同龄人更有可能支持财富再分配。鉴于财富差异的结构性解释有助于理解财富差异，从而为解决偏见和偏见提供了一种手段，这些发现对减少儿童对财富的偏见态度具有启示意义。

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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 : 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

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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