Pub Date : 2025-11-06DOI: 10.1016/j.jecp.2025.106406
M. Addabbo , J. Mermier , J. Rutkowska , M. Meyer , S. Hunnius , C. Turati , H. Bulf
Converging evidence suggests that infants can extract and integrate emotional content from multiple sources (e.g., faces, body postures, and voices). Yet this evidence is mostly based on static representations of emotions, such as photographs, whereas in everyday life, infants are primarily exposed to dynamic input, particularly others’ actions. This study investigates whether infants can link emotional information conveyed in action kinematics and facial expressions. To address this issue, we used an ERP priming paradigm in which 12-month-olds were presented with video primes of actions performed with happy or angry kinematics, followed by target images of faces displaying happy or angry facial expressions. Results revealed a P400 congruency effect over the right hemisphere. Specifically, happy faces elicited a larger P400 than angry faces when they followed an incongruent emotional action. Moreover, the P400 was larger for incongruent than for congruent happy facial expressions. Results suggest that bodily kinematics provide infants with crucial contextual and emotional cues that bias their perception of facial expressions from early in life.
{"title":"The infant brain combines emotional information from faces and action kinematics","authors":"M. Addabbo , J. Mermier , J. Rutkowska , M. Meyer , S. Hunnius , C. Turati , H. Bulf","doi":"10.1016/j.jecp.2025.106406","DOIUrl":"10.1016/j.jecp.2025.106406","url":null,"abstract":"<div><div>Converging evidence suggests that infants can extract and integrate emotional content from multiple sources (e.g., faces, body postures, and voices). Yet this evidence is mostly based on static representations of emotions, such as photographs, whereas in everyday life, infants are primarily exposed to dynamic input, particularly others’ actions. This study investigates whether infants can link emotional information conveyed in action kinematics and facial expressions. To address this issue, we used an ERP priming paradigm in which 12-month-olds were presented with video primes of actions performed with happy or angry kinematics, followed by target images of faces displaying happy or angry facial expressions. Results revealed a P400 congruency effect over the right hemisphere. Specifically, happy faces elicited a larger P400 than angry faces when they followed an incongruent emotional action. Moreover, the P400 was larger for incongruent than for congruent happy facial expressions. Results suggest that bodily kinematics provide infants with crucial contextual and emotional cues that bias their perception of facial expressions from early in life.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"263 ","pages":"Article 106406"},"PeriodicalIF":2.0,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145448685","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 : 2025-11-03DOI: 10.1016/j.jecp.2025.106391
Wei Li , Xihua Zeng
Objective
The present study examined the relationship between self-compassion (SC) and aggressive behavior (AB) in children based on the mediating role of emotional regulation self-efficacy (ERSE). The study also distinguished between positive self-compassion (PSC) and negative self-compassion (NSC) and the influence on aggression.
Methods
A total of 628 students (9–15 years of age) attending Chinese primary and secondary schools were surveyed using validated SC, ERSE, and AB instruments. Structural equation modeling (SEM) was utilized to test the mediation model and the bootstrap method was utilized to test indirect effects.
Results
ERSE significantly mediated between SC and AB. PSC was only related to lower aggression through a higher ERSE because of indirect effects on physical aggressive behavior [PAB] (P < 0.01) and indirect aggressive behavior [IAB] (P < 0.05) were significant with full mediation established. In contrast, NSC exerted indirect and direct effects on aggression. NSC was positively correlated with PAB (P < 0.01) and IAB (P < 0.01) and the direct effects accounted for 75.2 % and 88.6 % of the total effects, respectively. NSC also exerted a negative effect on ERSE (P < 0.01), which further resulted in increased aggression in support of partial mediation.
Conclusion
These findings suggest that ERSE is a key mechanism linking SC to aggression and highlight the importance of enhancing ERSE in aggression prevention programs. Future programs should target increasing PSC, reducing NSC, and improving emotional regulation skills to offset AB in children.
{"title":"Mediating role of emotional regulation self-efficacy in the relationship between self-compassion and aggressive behavior in Chinese children","authors":"Wei Li , Xihua Zeng","doi":"10.1016/j.jecp.2025.106391","DOIUrl":"10.1016/j.jecp.2025.106391","url":null,"abstract":"<div><h3>Objective</h3><div>The present study examined the relationship between self-compassion (SC) and aggressive behavior (AB) in children based on the mediating role of emotional regulation self-efficacy (ERSE). The study also distinguished between positive self-compassion (PSC) and negative self-compassion (NSC) and the influence on aggression.</div></div><div><h3>Methods</h3><div>A total of 628 students (9–15 years of age) attending Chinese primary and secondary schools were surveyed using validated SC, ERSE, and AB instruments. Structural equation modeling (SEM) was utilized to test the mediation model and the bootstrap method was utilized to test indirect effects.</div></div><div><h3>Results</h3><div>ERSE significantly mediated between SC and AB. PSC was only related to lower aggression through a higher ERSE because of indirect effects on physical aggressive behavior [PAB] (<em>P</em> < 0.01) and indirect aggressive behavior [IAB] (<em>P</em> < 0.05) were significant with full mediation established. In contrast, NSC exerted indirect and direct effects on aggression. NSC was positively correlated with PAB (<em>P</em> < 0.01) and IAB (<em>P</em> < 0.01) and the direct effects accounted for 75.2 % and 88.6 % of the total effects, respectively. NSC also exerted a negative effect on ERSE (<em>P</em> < 0.01), which further resulted in increased aggression in support of partial mediation.</div></div><div><h3>Conclusion</h3><div>These findings suggest that ERSE is a key mechanism linking SC to aggression and highlight the importance of enhancing ERSE in aggression prevention programs. Future programs should target increasing PSC, reducing NSC, and improving emotional regulation skills to offset AB in children.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"262 ","pages":"Article 106391"},"PeriodicalIF":2.0,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145446290","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 : 2025-11-01DOI: 10.1016/j.jecp.2025.106403
Léa Hami , Laurence Casini , Marlène Abadie
When asked to remember a list of items for later testing, we often repeat earlier items to ourselves as later items are presented. This process, called “rehearsal,” develops during childhood. The present study examined the role of rehearsal in recalling lists of semantically related words and used the dual-retrieval model to pinpoint the retrieval processes modified by rehearsal in children and adults. Thirty-one children (Mage = 8.8 years, SD = 0.5, 12 females and 19 males) and 29 adults (Mage = 20.5 years, SD = 2.7, 23 females and 6 males) performed a complex span task consisting of maintaining words to be recalled later in immediate and delayed tests, while performing a concurrent task. The difficulty of the task was adjusted according to each participant’s abilities. Participants performed the task either silently, which allowed them to use rehearsal, or under articulatory suppression, which reduced rehearsal opportunities. The results showed that, although adults had a higher rate of correct recall, children benefited from rehearsal opportunities for both immediate and delayed correct recall. There were also fewer semantic errors in both age groups when rehearsal could be used. The dual-retrieval model revealed that rehearsal fosters direct access to verbatim memory and reconstruction based on gist memory. Finally, the difference in correct recall and direct access between the two age groups decreased when rehearsal could be used. These findings suggest that, although rehearsal is more effective for adults, children benefit more from it for correct recall and direct access to verbatim traces.
{"title":"The effect of articulatory rehearsal on dual-retrieval processes in semantically related list recall: A comparison between 8- and 10-year-old children and young adults","authors":"Léa Hami , Laurence Casini , Marlène Abadie","doi":"10.1016/j.jecp.2025.106403","DOIUrl":"10.1016/j.jecp.2025.106403","url":null,"abstract":"<div><div>When asked to remember a list of items for later testing, we often repeat earlier items to ourselves as later items are presented. This process, called “rehearsal,” develops during childhood. The present study examined the role of rehearsal in recalling lists of semantically related words and used the dual-retrieval model to pinpoint the retrieval processes modified by rehearsal in children and adults. Thirty-one children (<em>M</em>age = 8.8 years, <em>SD</em> = 0.5, 12 females and 19 males) and 29 adults (<em>M</em>age = 20.5 years, <em>SD</em> = 2.7, 23 females and 6 males) performed a complex span task consisting of maintaining words to be recalled later in immediate and delayed tests, while performing a concurrent task. The difficulty of the task was adjusted according to each participant’s abilities. Participants performed the task either silently, which allowed them to use rehearsal, or under articulatory suppression, which reduced rehearsal opportunities. The results showed that, although adults had a higher rate of correct recall, children benefited from rehearsal opportunities for both immediate and delayed correct recall. There were also fewer semantic errors in both age groups when rehearsal could be used. The dual-retrieval model revealed that rehearsal fosters direct access to verbatim memory and reconstruction based on gist memory. Finally, the difference in correct recall and direct access between the two age groups decreased when rehearsal could be used. These findings suggest that, although rehearsal is more effective for adults, children benefit more from it for correct recall and direct access to verbatim traces.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"262 ","pages":"Article 106403"},"PeriodicalIF":2.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145432858","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 : 2025-11-01DOI: 10.1016/j.jecp.2025.106402
Declan Devlin , Natalia Dubinkina , Eveline De Praetere , Francesco Sella , Bert Reynvoet
Children with developmental dyscalculia often show impaired performance on number order processing tasks. Recent findings suggest these deficits are not general in nature, but instead specific to certain kinds of sequences. In particular, one proposal is that dyscalculic children struggle specifically to understand that “in order” can refer to sequences outside of the (ascending-consecutive) count-list (e.g., 1-3-5 is in order). However, previous findings in support of this view were limited by (i) only considering ascending sequences and (ii) not accounting for other factors known to influence order processing performance, such as sequence familiarity. To address this, the present study compared a control (n = 28) and dyscalculic group (n = 12), aged between 7-12 years, across ascending and descending sequences varying in familiarity. As expected, dyscalculic children showed impaired performance on ascending non-consecutive sequences (e.g., 1-3-5) but not on ascending consecutive sequences (e.g., 1-2-3). Notably, however, this deficit appeared to remain only for unfamiliar sequences (e.g., 2-5-8) and not familiar ones (e.g., 2-4-6), although this interaction was non-significant. Moreover, dyscalculic children displayed typical performance across both consecutive (e.g., 5-4-3) and non-consecutive (e.g., 5-3-1) descending sequences, neither of which match the traditional count-list. Accordingly, although order processing deficits in developmental dyscalculia do appear specific in nature, they are not necessarily specific to non-count-list sequences.
{"title":"The nature of order processing deficits in developmental dyscalculia: The influences of familiarity and the count-list","authors":"Declan Devlin , Natalia Dubinkina , Eveline De Praetere , Francesco Sella , Bert Reynvoet","doi":"10.1016/j.jecp.2025.106402","DOIUrl":"10.1016/j.jecp.2025.106402","url":null,"abstract":"<div><div>Children with developmental dyscalculia often show impaired performance on number order processing tasks. Recent findings suggest these deficits are not general in nature, but instead specific to certain kinds of sequences. In particular, one proposal is that dyscalculic children struggle specifically to understand that “in order” can refer to sequences outside of the (ascending-consecutive) count-list (e.g., 1-3-5 is in order). However, previous findings in support of this view were limited by (i) only considering ascending sequences and (ii) not accounting for other factors known to influence order processing performance, such as sequence familiarity. To address this, the present study compared a control (<em>n</em> = 28) and dyscalculic group (<em>n</em> = 12), aged between 7-12 years, across ascending and descending sequences varying in familiarity. As expected, dyscalculic children showed impaired performance on ascending non-consecutive sequences (e.g., 1-3-5) but not on ascending consecutive sequences (e.g., 1-2-3). Notably, however, this deficit appeared to remain only for unfamiliar sequences (e.g., 2-5-8) and not familiar ones (e.g., 2-4-6), although this interaction was non-significant. Moreover, dyscalculic children displayed typical performance across both consecutive (e.g., 5-4-3) and non-consecutive (e.g., 5-3-1) descending sequences, neither of which match the traditional count-list. Accordingly, although order processing deficits in developmental dyscalculia do appear specific in nature, they are not necessarily specific to non-count-list sequences.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"262 ","pages":"Article 106402"},"PeriodicalIF":2.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145418141","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 : 2025-10-28DOI: 10.1016/j.jecp.2025.106378
Lucy M. Cronin-Golomb, Patricia J. Bauer
Productive memory processes, wherein learners move beyond directly taught information to generate new knowledge, are considered a means to knowledge base expansion. One such productive process is self-derivation through memory integration, which has been shown to relate concurrently to both children’s and adults’ performance on tests of semantic knowledge. Yet the extent to which self-derivation is a means of support for accumulation of new knowledge over time is not yet known. In the current study, to address this question, we examined longitudinal relations between self-derivation and knowledge in a sample of 148 8- to 12-year-old children (51 % female, 65 % White, 7 % Hispanic descent) in the Southeastern United States. To do so, we provided tests of self-derivation, memory for directly taught facts, and knowledge at two waves of data collection, approximately 1 year apart. We found significant relations between self-derivation and measures of knowledge across 1 year’s time, while accounting for age and memory for directly taught information. This research provides novel insight to the cognitive mechanisms that underlie successful semantic knowledge base expansion.
{"title":"Longitudinal relations between self-derivation and semantic knowledge growth","authors":"Lucy M. Cronin-Golomb, Patricia J. Bauer","doi":"10.1016/j.jecp.2025.106378","DOIUrl":"10.1016/j.jecp.2025.106378","url":null,"abstract":"<div><div>Productive memory processes, wherein learners move beyond directly taught information to generate new knowledge, are considered a means to knowledge base expansion. One such productive process is <em>self-derivation through memory integration</em>, which has been shown to relate concurrently to both children’s and adults’ performance on tests of semantic knowledge. Yet the extent to which self-derivation is a means of support for accumulation of new knowledge over time is not yet known. In the current study, to address this question, we examined longitudinal relations between self-derivation and knowledge in a sample of 148 8- to 12-year-old children (51 % female, 65 % White, 7 % Hispanic descent) in the Southeastern United States. To do so, we provided tests of self-derivation, memory for directly taught facts, and knowledge at two waves of data collection, approximately 1 year apart. We found significant relations between self-derivation and measures of knowledge across 1 year’s time, while accounting for age and memory for directly taught information. This research provides novel insight to the cognitive mechanisms that underlie successful semantic knowledge base expansion.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"262 ","pages":"Article 106378"},"PeriodicalIF":2.0,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145402302","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}
Children readily infer the presence of social groups based on shared characteristics. Theorizing and research in developmental psychology suggest that social categorization and inference processes may be influenced by linguistic cues or labels used to describe behaviors or groups. For example, Gelman and Heyman (1999) found that children attributed greater stability to behaviors if described with nouns rather than verbs. However, there is only limited developmental research on how linguistic cues affect group attitude formation. We present three studies examining how linguistics cues influence evaluation of novel groups, focusing on the distinction between noun and adjective labels. We introduced children to two groups via a storybook paradigm depicting desirable or undesirable behaviors (N = 365; median age = 7 years). While children acquired evaluative group representations, contrary to our hypotheses, linguistic variations did not significantly impact attitude formation. Children expressed group differences primarily through positive evaluations and did not generalize these group evaluations to unfamiliar group members, instead tending to evaluate them mildly positively.
{"title":"Children infer social group attitudes from evaluative behavioral information but do not extend them to unfamiliar group members","authors":"Nora Feline Becker , Yarrow Dunham , Juliane Degner","doi":"10.1016/j.jecp.2025.106401","DOIUrl":"10.1016/j.jecp.2025.106401","url":null,"abstract":"<div><div>Children readily infer the presence of social groups based on shared characteristics. Theorizing and research in developmental psychology suggest that social categorization and inference processes may be influenced by linguistic cues or labels used to describe behaviors or groups. For example, <span><span>Gelman and Heyman (1999)</span></span> found that children attributed greater stability to behaviors if described with nouns rather than verbs. However, there is only limited developmental research on how linguistic cues affect group attitude formation. We present three studies examining how linguistics cues influence evaluation of novel groups, focusing on the distinction between noun and adjective labels. We introduced children to two groups via a storybook paradigm depicting desirable or undesirable behaviors (N = 365; median age = 7 years). While children acquired evaluative group representations, contrary to our hypotheses, linguistic variations did not significantly impact attitude formation. Children expressed group differences primarily through positive evaluations and did not generalize these group evaluations to unfamiliar group members, instead tending to evaluate them mildly positively.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"262 ","pages":"Article 106401"},"PeriodicalIF":2.0,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145402028","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 : 2025-10-25DOI: 10.1016/j.jecp.2025.106394
Filip Andras, Pedro Macizo
Currently, there is a heated debate regarding the cognitive processes involved in solving single-digit addition problems and their inherent problem-size effect. The problem-size effect corresponds to an increase in the solution times as the size of the operands increases, and two theoretical accounts (memory retrieval and automatized counting) have been proposed to explain this effect. In the present study, we investigated the developmental changes behind the problem-size effect to pit these accounts against each other. To do so, 61 first-grade and sixth-grade children solved single-digit addition problems (with operands ranging from 0 to 9), and we scrutinized the problem-size effect within both tie and non-tie problems. We observed that tie problems presented a problem-size effect in first-grade children and this effect disappeared by the sixth grade. This is consistent with recent observations showing a developmental shift from counting to direct memory retrieval for small tie problems (Bagnoud et al., 2021), and we extend these findings by showing that this shift occurs at different speed for large ties. In contrast, non-tie problems always presented a problem-size effect in the first-grade children and critically in the sixth-grade children. This is inconsistent with the automatized counting theory (Uittenhove et al., 2016), which proposes different cognitive mechanisms for very-small and medium-small non-tie problems. Conversely, our data are better accommodated by the memory retrieval accounts (e.g., Campbell, 1995), which posit that small non-tie additions are initially solved by algorithmic procedures, but later transition to be solved by direct memory retrieval.
目前，关于解决个位数加法问题所涉及的认知过程及其固有的问题大小效应，存在着激烈的争论。问题大小效应对应于随着操作数大小的增加而增加的解决时间，已经提出了两种理论解释（内存检索和自动计数）来解释这种效应。在本研究中，我们调查了问题大小效应背后的发展变化，以使这些说法相互对立。为此，61名一年级和六年级的孩子解决了个位数的加法问题（操作数范围从0到9），我们仔细研究了问题大小对平局和非平局问题的影响。我们观察到，问题在一年级儿童中表现出问题大小效应，这种效应在六年级时消失。这与最近的观察结果一致，该观察结果显示，对于小领带问题，从计数到直接记忆检索的发展转变（Bagnoud等人，2021），我们通过表明这种转变以不同的速度发生在大领带上来扩展这些发现。相比之下，非领带问题在一年级儿童中总是表现出问题大小效应，在六年级儿童中表现出严重的问题大小效应。这与自动化计数理论（Uittenhove et al., 2016）不一致，该理论为非常小和中小型非关联问题提出了不同的认知机制。相反，我们的数据更好地适应于记忆检索帐户（例如，Campbell, 1995），它假设小的非关联加法最初由算法程序解决，但后来过渡到直接记忆检索解决。
{"title":"Problem-size effect in 6 and 12-year-old children: from counting to memory retrieval","authors":"Filip Andras, Pedro Macizo","doi":"10.1016/j.jecp.2025.106394","DOIUrl":"10.1016/j.jecp.2025.106394","url":null,"abstract":"<div><div>Currently, there is a heated debate regarding the cognitive processes involved in solving single-digit addition problems and their inherent problem-size effect. The problem-size effect corresponds to an increase in the solution times as the size of the operands increases, and two theoretical accounts (memory retrieval and automatized counting) have been proposed to explain this effect. In the present study, we investigated the developmental changes behind the problem-size effect to pit these accounts against each other. To do so, 61 first-grade and sixth-grade children solved single-digit addition problems (with operands ranging from 0 to 9), and we scrutinized the problem-size effect within both tie and non-tie problems. We observed that tie problems presented a problem-size effect in first-grade children and this effect disappeared by the sixth grade. This is consistent with recent observations showing a developmental shift from counting to direct memory retrieval for small tie problems (<span><span>Bagnoud et al., 2021</span></span>), and we extend these findings by showing that this shift occurs at different speed for large ties. In contrast, non-tie problems always presented a problem-size effect in the first-grade children and critically in the sixth-grade children. This is inconsistent with the automatized counting theory (<span><span>Uittenhove et al., 2016</span></span>), which proposes different cognitive mechanisms for very-small and medium-small non-tie problems. Conversely, our data are better accommodated by the memory retrieval accounts (e.g., <span><span>Campbell, 1995</span></span>), which posit that small non-tie additions are initially solved by algorithmic procedures, but later transition to be solved by direct memory retrieval.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"262 ","pages":"Article 106394"},"PeriodicalIF":2.0,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145363724","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 : 2025-10-24DOI: 10.1016/j.jecp.2025.106400
Lingyu Yi , Peiqi Chen , Meijie Wang , Xiaoqin Mai
Understanding developmental trajectories in fairness decision-making provides critical insights into the foundational role of fairness norms in human societies. This study investigates how different choice contexts shape children’s preferred approach and the costs incurred on fairness decisions. We examined third-party punishment (TPP) and third-party compensation (TPC) behaviors among children aged 10–12 years across two choice contexts: the single-choice context requiring the selection of either punishment or compensation (N = 243) and the dual-choice context allowing the use of both (N = 236). Participants responded to three types of offers: high inequality, moderate inequality, and equality. Key findings revealed that (1) Children predominantly chose “compensate only” in the single-choice context but preferred “punish and compensate” in the dual-choice context, and (2) Children incurred more costs to uphold fairness in the dual-choice context, with developmental differences observed across age groups. These results highlight how choice context influences fairness decision-making, deepen our understanding of developmental changes in TPP and TPC, and offer implications for how educators and policymakers can support children in proactively safeguarding fairness as bystanders.
{"title":"Punish, compensate, or both? Children’s fairness decisions in varying choice contexts","authors":"Lingyu Yi , Peiqi Chen , Meijie Wang , Xiaoqin Mai","doi":"10.1016/j.jecp.2025.106400","DOIUrl":"10.1016/j.jecp.2025.106400","url":null,"abstract":"<div><div>Understanding developmental trajectories in fairness decision-making provides critical insights into the foundational role of fairness norms in human societies. This study investigates how different choice contexts shape children’s preferred approach and the costs incurred on fairness decisions. We examined third-party punishment (TPP) and third-party compensation (TPC) behaviors among children aged 10–12 years across two choice contexts: the single-choice context requiring the selection of either punishment or compensation (<em>N</em> = 243) and the dual-choice context allowing the use of both (<em>N</em> = 236). Participants responded to three types of offers: high inequality, moderate inequality, and equality. Key findings revealed that (1) Children predominantly chose “compensate only” in the single-choice context but preferred “punish and compensate” in the dual-choice context, and (2) Children incurred more costs to uphold fairness in the dual-choice context, with developmental differences observed across age groups. These results highlight how choice context influences fairness decision-making, deepen our understanding of developmental changes in TPP and TPC, and offer implications for how educators and policymakers can support children in proactively safeguarding fairness as bystanders.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"262 ","pages":"Article 106400"},"PeriodicalIF":2.0,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145363723","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 : 2025-10-23DOI: 10.1016/j.jecp.2025.106388
Melanie Killen , Elise M. Kaufman , Kate V. Luken Raz
Children’s interest and motivation in math and science decline dramatically beginning as early as elementary school (K-5). This is especially true for marginalized students, such as girls and children from underrepresented racial-ethnic minority (URM) backgrounds. Understanding the relation between children’s STEM (science, technology, engineering, and math) competence beliefs and STEM occupation expectations provides a basis for timely and targeted intervention. This association is crucial because expectations about who will pursue and engage in STEM occupations reveals potential biases that might translate into exclusion of participation from STEM-related activities in childhood. To examine this topic, a survey was administered to N = 842 children ages 7–12 years from different racial-ethnic backgrounds in the suburbs of a large Mid-Atlantic city. As hypothesized, we found that math and science competence beliefs about girls predicted children’s expectation that a girl, rather than a boy, would grow up to be a scientist and a doctor. Further, math and science competency beliefs about URM peers predicted children’s expectation that a Black or Latine child would grow up to be a doctor, though these beliefs were not related to their expectations that a Black or Latine child would grow up to be a scientist. Additionally, participants were more likely to expect a girl to grow up to be a doctor than to be a scientist. The effects of participant age, gender, and race were also investigated. These findings contribute to understanding how best to broaden participation in math and science fields for all children.
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Pub Date : 2025-10-21DOI: 10.1016/j.jecp.2025.106396
Wouter Wolf , Vivian Iva , Isabella Larsen , Michael Tomasello
Three-year-old children normatively protest the transgression of adult rules in a variety of contexts. Five-year-olds also normatively protest the transgression of rules they have themselves created collaboratively with peers. But do children of these ages protest rules that they have created for themselves as individuals? We prompted five-year-olds (Study 1: 128 participants, 69 females) and three-year-olds (Study 2: 64 participants, 32 females) to devise a way to play with a toy in the presence of some puppet peers, after which a new puppet engaged with the toy the ‘wrong’ way. Results showed that five-year-olds protested at similar rates regardless of whether they came up with a way to play collaboratively with others and then played together (collaborative condition), came up with a way to play individually but then played together (two trendsetter conditions), or came up with a way to play and played totally individually (solo condition). In Study 2, three-year-olds protested self-created rules as well, albeit at lower rates than five-year-olds. Finally, neither age group’s protest seemed to be influenced by instructions containing explicit cues of normativity or conventionality (e.g., creating a game with rules vs coming up with a way to play). As such, when children create norms themselves, their willingness to protest novice transgressors seems not to be impacted by the degree to which these norms were created through collaboration. Moreover, our results show that promiscuous normativity of self-created norms emerges earlier than previously thought, around the same time children become promiscuous normativists towards adult-created norms.
{"title":"Young children enforce self-created norms promiscuously","authors":"Wouter Wolf , Vivian Iva , Isabella Larsen , Michael Tomasello","doi":"10.1016/j.jecp.2025.106396","DOIUrl":"10.1016/j.jecp.2025.106396","url":null,"abstract":"<div><div>Three-year-old children normatively protest the transgression of adult rules in a variety of contexts. Five-year-olds also normatively protest the transgression of rules they have themselves created collaboratively with peers. But do children of these ages protest rules that they have created for themselves as individuals? We prompted five-year-olds (Study 1: 128 participants, 69 females) and three-year-olds (Study 2: 64 participants, 32 females) to devise a way to play with a toy in the presence of some puppet peers, after which a new puppet engaged with the toy the ‘wrong’ way. Results showed that five-year-olds protested at similar rates regardless of whether they came up with a way to play collaboratively with others and then played together (collaborative condition), came up with a way to play individually but then played together (two trendsetter conditions), or came up with a way to play and played totally individually (solo condition). In Study 2, three-year-olds protested self-created rules as well, albeit at lower rates than five-year-olds. Finally, neither age group’s protest seemed to be influenced by instructions containing explicit cues of normativity or conventionality (e.g., creating a game with rules vs coming up with a way to play). As such, when children create norms themselves, their willingness to protest novice transgressors seems not to be impacted by the degree to which these norms were created through collaboration. Moreover, our results show that promiscuous normativity of self-created norms emerges earlier than previously thought, around the same time children become promiscuous normativists towards adult-created norms.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"262 ","pages":"Article 106396"},"PeriodicalIF":2.0,"publicationDate":"2025-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145349355","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}
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