Journal of Experimental Child Psychology最新文献_第7页

From obligation-dominant to guilt-dominant: the asymmetrical development of indebtedness in Chinese mid-childhood children 从义务主导型到内疚主导型：中国儿童中期负债的不对称发展。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-09-16 DOI: 10.1016/j.jecp.2025.106355

Ying Fang , Xiaoxue Gao , Weijian Li , Jinliang Qin , Xiaolin Zhou

Upon receiving favors, adults can experience not only gratitude but also the negative feeling of indebtedness. Indebtedness is comprised of the guilt for burdening others and the sense of obligation to repay, which are derived from the appraisals about the benefactor’s communal- and exchange-oriented intentions and in turn reinforce corresponding relationships with the benefactor. Yet, from the perspective of ontogeny, how the two components of indebtedness develop and how these developments contribute to children’s social functions (e.g., peer relationship preferences) remain unclear. Here, we developed a favor-exchange interpersonal game to systematically investigate Chinese mid-childhood (6–12 years) children’s appraisals of the benefactor’s intentions, feelings of indebtedness, and peer relationship preferences when receiving help from communal benefactors who did not expect repayment or from exchange benefactors who expected repayment. Two experiments convergingly demonstrated that the development of indebtedness undergoes a transformation from obligation-dominant to guilt-dominant in emotional responses, appraisal-emotion associations and emotion-behavior associations: first, the self-reported sense of obligation and its contribution to indebtedness decreased as age increased, while the self-reported guilt and its contribution to indebtedness increased; second, with age, participants reported higher guilt and lower obligation when perceiving communal intentions from the benefactor; and third, as age increased, participants were more likely to become friends with the benefactor out of the feeling of guilt rather than the sense of obligation, resulting in their increased preferences for communal benefactors. This study extends our understanding of the adaptive functions of indebtedness and its potential contributions to peer relationship preferences.

在接受帮助时，成年人不仅会感受到感激，还会感受到负债的负面感觉。负债是由给他人造成负担的罪恶感和偿还的义务感构成的，这两种感觉来自于对施助者以公共和交换为导向的意图的评价，并反过来加强了与施助者的相应关系。然而，从个体发生的角度来看，负债的两个组成部分是如何发展的，以及这些发展如何促进儿童的社会功能（例如，同伴关系偏好）仍不清楚。在这里，我们开发了一种助人交换的人际游戏，系统地调查了中国儿童在接受不期望回报的社区捐助者和期望回报的交换捐助者的帮助时，对捐助者意图、负债感和同伴关系偏好的评价。两个实验均表明，负债的发展在情绪反应、评价-情绪关联和情绪-行为关联上经历了从义务-主导向内疚-主导的转变：第一，随着年龄的增长，自我报告的义务感及其对负债的贡献减少，而自我报告的内疚及其对负债的贡献增加；其次，随着年龄的增长，参与者在感知施恩人的共同意图时表现出更高的负罪感和更低的责任感；第三，随着年龄的增长，参与者更有可能出于内疚感而不是义务感而与捐助者成为朋友，这导致他们对共同捐助者的偏好增加。本研究扩展了我们对负债的适应功能及其对同伴关系偏好的潜在贡献的理解。

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引用次数: 0

Developmental changes in emotion recognition from human biological motion in children with intellectual developmental disorders and typically developing peers 智力发育障碍儿童和典型发育同伴在人类生理运动中情绪识别的发展变化。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-09-16 DOI: 10.1016/j.jecp.2025.106357

Elliot Riviere , Yoann Fombouchet , Edouard Gentaz , Yannick Courbois

Individuals with intellectual developmental disorders (IDD) often experience difficulties in emotion recognition. Previous research has primarily investigated these difficulties through tasks involving emotional facial expressions. However, no study has yet explored emotion recognition through other modalities, such as dynamic bodily expressions. The current study aimed to investigate developmental changes in emotion recognition through human biological motion presented in point-light displays (HBM-PLD) in children with IDD. Forty-two children with IDD and 157 typically developing (TD) children aged between 4 and 18 years participated in tasks requiring the recognition of emotional HBM-PLD (joy, anger, fear, sadness, and neutral) presented on a screen. We relied on a matched-pair design with two comparison groups: 31 pairs of participants were matched by chronological age (CA-matching) and 36 pairs were matched by fluid intelligence score assessed with Raven’s 2 Progressive Matrices (CE-matching). Results showed that children with IDD performed significantly worse than their TD peers when matched by chronological age. However, when matching was based on cognitive efficiency, these differences were greatly reduced, bringing the performances of children with IDD closer to those of younger TD children with similar cognitive efficiency. Generalized additive modeling (GAM) demonstrated that these differences could be explained by chronological age (reflecting experience related to development) and fluid intelligence (reflecting reasoning abilities). These results, obtained for the first time using HBM-PLD, provide empirical support for the hypothesis that emotion recognition abilities in children with IDD may reflect a developmental delay. The discussion highlights important considerations for developing targeted interventions tailored to individuals with IDD.

患有智力发育障碍（IDD）的个体在情绪识别方面经常遇到困难。之前的研究主要是通过涉及情绪面部表情的任务来调查这些困难。然而，目前还没有研究通过其他方式来探索情感识别，比如动态的身体表达。本研究旨在探讨IDD儿童通过点光显示（HBM-PLD）表现的人类生物运动来识别情绪的发育变化。42名患有IDD的儿童和157名年龄在4 - 18岁之间的正常发育（TD）儿童参与了识别屏幕上呈现的情绪HBM-PLD（喜悦、愤怒、恐惧、悲伤和中性）的任务。我们采用配对设计，分为两组：31对参与者按实足年龄配对（ca配对），36对参与者按Raven's 2 Progressive Matrices评估的流体智力评分配对（ce配对）。结果显示，与实际年龄相匹配时，IDD患儿的表现明显差于TD患儿。然而，当基于认知效率进行匹配时，这些差异大大减少，使IDD儿童的表现更接近认知效率相似的低龄TD儿童。广义加性建模（GAM）表明，这些差异可以用实足年龄（反映与发育相关的经验）和流体智力（反映推理能力）来解释。这些结果是首次使用HBM-PLD获得的，为IDD儿童的情绪识别能力可能反映发育迟缓的假设提供了实证支持。讨论强调了针对缺乏症患者制定针对性干预措施的重要考虑。

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引用次数: 0

From age two, children use pronouns to predict who will speak next in conversation 从两岁开始，孩子们就会用代词来预测下一个说话的人是谁

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-09-15 DOI: 10.1016/j.jecp.2025.106358

Imme Lammertink , Maartje de Vries , Caroline Rowland , Marisa Casillas

Children’s exposure to language is shaped by interactional needs in conversation. Prior research has largely focused on how such language influences word learning and long-term lexical knowledge. However, the effects of interactional language are likely to go far beyond word learning. Earlier studies showed that in conversation, from around age 2;6 children who are watching a conversation are more likely to spontaneously switch their gaze to an upcoming responder when they hear a question compared to when they hear a non-question. However, what information drives these predictions remains unclear. Tracking the eye gaze behavior of Dutch children (1–4-year-olds) and adults, the purpose of this research was to examine whether participant’s predictions are driven by individually informative linguistic cues, comparing two cues associated with interrogatives: one lexical cue (subject pronoun) and one canonically associated prosodic cue (utterance-final intonation). We find that from age children 2;0 make more and earlier anticipations of an upcoming addressee response when hearing the early lexical cue (you vs. I subject pronouns), but we have no evidence that their predictions are changed by the later prosodic cue. Further, we investigated how cue use depends on linguistic context by comparing semantically meaningful (Study 1) and non-meaningful (Study 2) context. Only in meaningful contexts did participants show a pronoun advantage in predicting conversational structure. This suggests that using these cues relies on broader linguistic context. The findings take us a step closer to understanding how linguistic and interactional skills become intertwined in development.

儿童接触语言是由对话中的互动需求决定的。先前的研究主要集中在这种语言如何影响单词学习和长期词汇知识。然而，互动语言的影响可能远远超出单词学习。早期的研究表明，从2岁左右开始，正在观看对话的孩子在听到问题时比听到没有问题时更有可能自发地将目光转向即将到来的应答者。然而，究竟是什么信息推动了这些预测仍不清楚。跟踪荷兰儿童（1 - 4岁）和成人的注视行为，本研究的目的是检验参与者的预测是否受到个体信息语言线索的驱动，比较与疑问句相关的两种线索：一种是词汇线索（主语代词），另一种是典型的韵律线索（话语-语调）。我们发现，从2岁的孩子；当听到早期的词汇线索（你和我主语代词）时，他们会对即将到来的收件人反应做出更多和更早的预期，但我们没有证据表明他们的预测会被后来的韵律线索改变。此外，我们通过比较语义有意义（研究1）和无意义（研究2）语境来研究线索使用如何依赖于语言语境。只有在有意义的语境中，参与者才表现出代词预测会话结构的优势。这表明使用这些线索依赖于更广泛的语言语境。这些发现使我们更接近于理解语言和互动技能在发展过程中是如何交织在一起的。

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引用次数: 0

Investigating the development and coherence of young children’s saving skills 调查幼儿储蓄技能的发展和连贯性

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-09-12 DOI: 10.1016/j.jecp.2025.106359

Mirella R. Rocca, Ege Kamber, Tessa R. Mazachowsky, Caitlin E.V. Mahy

Reserving resources for future use, or saving, is an ability that emerges around the age of three. However, young children often struggle to save resources. Previous research has examined saving primarily in two domains; token and item saving. However, in day-to-day life children save many other things as well, such as time and space. Children’s saving might also be influenced by practices that they and their parents engage in. Thus, the current study investigated: (a) the development of young children’s saving, (b) the coherence of saving of four different resources, and (c) the influence of family saving practices on children’s saving. Three- to 6-year-old children (N = 98) completed five saving tasks, measuring token, item (marbles and stickers), space, and time saving. Their parents completed two questionnaires tapping into children’s saving in everyday life and family saving practices. Children’s saving mostly increased with age. Children’s saving of abstract resources (tokens, space, and time) cohered, while saving of concrete items (marbles and stickers) cohered. No parental practices predicted children’s saving; however, child practices predicted time saving in particular. Broadly, children’s saving skills increased with age, with abstract resources (i.e., tokens, space and time) and concrete resources (marbles and stickers) emerging as distinct domains of saving, even after controlling for age and receptive vocabulary scores. This study adds to the existing literature on the development of children’s saving and expands our knowledge of how children save different types of resources.

预留资源以备将来使用或储蓄是三岁左右出现的一种能力。然而，年幼的孩子往往难以节约资源。先前的研究主要从两个方面考察了储蓄；令牌和项目保存。然而，在日常生活中，孩子们也节省了很多其他的东西，比如时间和空间。孩子们的储蓄也可能受到他们和父母所从事的活动的影响。因此，本研究调查了：(a)幼儿储蓄的发展情况，(b)四种不同资源储蓄的一致性，以及(c)家庭储蓄做法对儿童储蓄的影响。98名3 ~ 6岁的儿童完成了5项节省任务，分别是测量标记物、物品（弹珠和贴纸）、空间和时间的节省。他们的父母完成了两份调查问卷，调查内容涉及孩子们在日常生活中的储蓄情况和家庭储蓄习惯。孩子们的储蓄大多随着年龄的增长而增加。孩子们对抽象资源（符号、空间和时间）的节约是一致的，而对具体物品（弹珠和贴纸）的节约是一致的。没有父母的做法能预测孩子的储蓄；然而，儿童实践预测，特别是节省时间。总的来说，儿童的储蓄技能随着年龄的增长而增加，抽象资源（即符号、空间和时间）和具体资源（弹珠和贴纸）成为不同的储蓄领域，即使在控制了年龄和接受性词汇分数之后也是如此。本研究补充了现有关于儿童储蓄发展的文献，扩展了我们对儿童如何储蓄不同类型资源的认识。

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引用次数: 0

“How much do I know?”: Children’s evaluations of their absolute and relative knowledge “我知道多少？”：儿童对其绝对知识和相对知识的评价

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-09-08 DOI: 10.1016/j.jecp.2025.106366

Judith H. Danovitch , Candice M. Mills , Allison J. Williams-Gant , Khushboo S. Patel , Natalie B. Quintero

The current study explores the relation between how children evaluate their knowledge when thinking only about what they know (i.e., absolute knowledge) and when they compare their knowledge to that of an expert (i.e., relative knowledge). Children ages 6–10 (N = 148; 77 boys, 71 girls; 74% White; 87% non-Hispanic) completed measures of their absolute explanatory knowledge about common and uncommon animals and vehicles and their knowledge relative to an expert about the same topics. Children’s absolute and relative knowledge judgments were closely related, and, in both tasks, children rated their explanatory knowledge higher for common than for uncommon items. Children’s relative knowledge ratings also decreased with age, and children who rated their absolute knowledge highly still frequently believed that experts knew more than them. Implications for children’s learning are discussed.

目前的研究探讨了儿童在只考虑他们所知道的知识（即绝对知识）和当他们将自己的知识与专家的知识（即相对知识）进行比较时如何评估自己的知识之间的关系。6-10岁的儿童（N = 148； 77名男孩，71名女孩；74%白人；87%非西班牙裔）完成了他们对常见和不常见动物和交通工具的绝对解释性知识的测量，以及他们相对于专家对相同主题的知识。儿童的绝对知识判断和相对知识判断是密切相关的，在这两个任务中，儿童对常见项目的解释性知识的评价高于不常见项目。儿童的相对知识评分也随着年龄的增长而下降，那些对自己的绝对知识评分较高的儿童仍然经常认为专家比他们知道得更多。讨论了对儿童学习的影响。

引用次数: 0

Challenging gender essentialism with animal examples: Reducing children’s prejudice toward voice-based gender nonconformity 以动物为例挑战性别本质主义：减少儿童对基于声音的性别不一致的偏见

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-09-04 DOI: 10.1016/j.jecp.2025.106356

Hannah Xiaohan Wu , Boby Ho-Hong Ching , Tiffany Ting Chen

Grounded in developmental intergroup theory, which highlights the role of essentialist thinking in the emergence of prejudice, this study examined whether reducing children’s gender essentialism could decrease prejudice against speakers with gender-nonconforming (GN) voices. A total of 162 children aged 8–12 years participated in the study. The intervention group (N = 81) received three lessons illustrating diversity in sex-related traits and behaviors in the animal kingdom to challenge essentialist beliefs about gender roles, expression, and biological sex, whereas the control group received comparable lessons without gender-related content. Gender essentialism was measured via a structured questionnaire, and prejudice was assessed through children’s affective preferences, perceived normative acceptance, and sharing behavior toward gender-conforming (GC) and GN speakers. Results showed that the intervention effectively reduced gender essentialism, leading to decreased prejudice in affective and normative measures, but not in sharing behavior. Effects were stronger for GN speakers than for GC speakers, with particularly larger effects for GN female voices. These findings provide causal evidence linking gender essentialism to prejudice and suggest that targeting essentialist beliefs may be a promising strategy for fostering more inclusive social attitudes in childhood.

发展群体间理论强调了本质主义思维在偏见产生中的作用，本研究以该理论为基础，考察了减少儿童的性别本质主义是否可以减少对性别不一致（GN）语音说话者的偏见。共有162名8-12岁的儿童参与了这项研究。干预组（N = 81）接受了三节课程，说明动物王国中与性别相关的特征和行为的多样性，以挑战关于性别角色、表达和生理性别的本质主义信念，而对照组接受了没有性别相关内容的类似课程。性别本质主义通过结构化问卷进行测量，偏见通过儿童的情感偏好、感知的规范接受和对性别一致性（GC）和GN说话者的分享行为来评估。结果表明，干预有效地减少了性别本质主义，导致情感和规范措施上的偏见减少，但在分享行为上没有。对GN说话者的影响比GC说话者更强，尤其是对GN女声的影响更大。这些发现提供了将性别本质主义与偏见联系起来的因果证据，并表明针对本质主义信仰可能是在儿童时期培养更具包容性的社会态度的有希望的策略。

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引用次数: 0

Corrigendum to “The effects of ostracism on preschoolers’ over-imitation behaviors”. [J. Exp. Child Psychol. 249 (2025) 106110] “排斥对学龄前儿童过度模仿行为的影响”的更正。[J。儿童心理学。249 (2025)106110 [j]

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-08-28 DOI: 10.1016/j.jecp.2025.106353

Alessia Testa , Giada Basset , Chiara Turati , Hermann Bulf , Ermanno Quadrelli

引用次数: 0

Exploring post-error slowing in children aged 8–11: task-specific patterns and associations with cognitive and academic outcomes 探索8-11岁儿童的错误后迟缓：特定任务模式及其与认知和学业成绩的关联

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-08-27 DOI: 10.1016/j.jecp.2025.106354

Elena Cravet , Ebru Ger

Post-error slowing (PES) is considered an index of cognitive control and performance monitoring, yet its consistency across tasks and its relation to academic outcomes in children remain unclear. This study examined PES in 8-to 11-year-old children using modified versions of three executive function tasks: Flanker, Go/No-Go, and N-back. We asked (1) whether children show significant PES in these tasks, (2) whether PES correlates across task blocks, (3) whether PES correlates across tasks, (4) whether PES is influenced by task demands and difficulty, and (5) whether PES associates with the overall mathematical grade, the overall Italian language grade and intelligence. Results revealed that (1) children showed significant post-error slowing in all tasks, (2) PES correlated positively between some task blocks in N-back and Go/No-Go, (3) PES did not correlate across tasks, (4) PES differed by different task demands and difficulty, (5) only PES in the Flanker task correlated significantly with intelligence and marginally with language achievement, both positively. Overall, PES appears as a task-specific phenomenon in children, with limited links to cognitive and academic outcomes.

错误后减缓（PES）被认为是认知控制和表现监测的指标，但其在不同任务中的一致性及其与儿童学业成绩的关系尚不清楚。本研究通过修改版本的三个执行功能任务：侧卫、Go/No-Go和N-back来检测8- 11岁儿童的PES。我们询问(1)儿童在这些任务中是否表现出显著的PES， (2) PES在任务块之间是否相关，(3)PES在任务之间是否相关，(4)PES是否受到任务要求和难度的影响，以及(5)PES是否与整体数学成绩、整体意大利语成绩和智力相关。结果表明：(1)儿童在所有任务中均表现出显著的错误后慢化，(2)N-back和Go/No-Go的部分任务块间PES呈正相关，(3)不同任务间PES不相关，(4)不同任务要求和难度间PES存在差异，(5)只有Flanker任务的PES与智力显著相关，与语言成就轻微相关，两者均为正相关。总的来说，PES似乎是儿童的一种特定任务现象，与认知和学业成绩的联系有限。

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引用次数: 0

Influence of victims’ responses on children’s costly third-party punishment 受害者的反应对儿童昂贵的第三方惩罚的影响

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-08-06 DOI: 10.1016/j.jecp.2025.106351

Yuanyuan Li , Pengchao Li , Jiajing Cai , Qiaoyu Zhou , Jie He

Third-party punishment (TTP) promotes social cooperation and enforces social norms. Even children are willing to pay a cost to implement such punishment. While children punish for retributive and consequentialist concern focused on the violator, whether they consider victims’ feelings when implement TPP remains unclear. This research investigated whether six-, eight-, and ten-year-old Chinese children (N = 218) take victims’ responses into consideration when punishing moral, conventional, and personal violations. Participants were shown violations across domains with response (positive vs. negative) or without response and were asked to decide whether to pay a cost to punish the violator. According to Experiment 1, children of each age made distinctions between social domains in their TPP. Victims’ positive responses decreased TPP in the moral domain, but not in the conventional or personal domains. Experiment 2 revealed that nine-year-olds (not six-year-olds) punished less when the victim (compared to a bystander) gave a positive response. This study identified the development of children’s costly TPP across domains and the influence of victims’ responses on children’s punishment.

第三方惩罚（TTP）促进社会合作，执行社会规范。即使是孩子也愿意为实施这种惩罚付出代价。虽然儿童惩罚的报复性和结果主义关注的重点是违法者，但他们在实施TPP时是否考虑受害者的感受尚不清楚。本研究调查了6岁、8岁和10岁的中国儿童（N = 218）在惩罚道德、传统和个人违规行为时是否会考虑受害者的反应。参与者被展示了不同领域的违规行为，有回应（积极的和消极的）或没有回应，并被要求决定是否支付惩罚违规者的费用。根据实验1，不同年龄的儿童在TPP中对社会领域进行了区分。受害者的积极反应在道德领域降低了TPP，但在传统或个人领域没有。实验2显示，当受害者（与旁观者相比）做出积极回应时，9岁的孩子（而不是6岁的孩子）受到的惩罚更少。本研究确定了儿童昂贵的跨领域TPP的发展以及受害者的反应对儿童惩罚的影响。

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引用次数: 0

The impact of perceptual diversity in numerical discrimination 知觉多样性对数字歧视的影响

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2025-08-02 DOI: 10.1016/j.jecp.2025.106352

Stacee Santos , Tasha Posid , Sara Cordes

The ability to abstract the numerosity of a set, independent of perceptual attributes such as color, shape, or texture, is critical to a true understanding of number. Substantial evidence suggests that variations in perceptual attributes of sets (e.g., differing colors and shapes of items) hinder preschoolers’ abilities to exactly match the number of items across sets. Yet, it is unclear whether it is the precise nature of the demands of a matching task that may highlight perceptual attributes of items within the set. Less work has focused on how perceptual variations influence approximate (i.e., imprecise) numerical abilities, such as numerical discrimination. In the present study, 3–10-year-old children and adults were asked to compare sets of items with different perceptual attributes either within the set (e.g., sets containing both blue and red items), across the set pairs (e.g., comparing a set of red items to a set of blue items), or both. Results reveal discriminations through early childhood and adulthood were impaired when perceptual characteristics differed across the sets but not when these variations occurred within the sets themselves. These findings suggest that perceptual variability impacts approximate numerosity judgments, hinting at the processes involved in numerical discrimination.

抽象一组数字的能力，独立于颜色、形状或纹理等感知属性，对真正理解数字至关重要。大量证据表明，集合感知属性的变化（例如，不同颜色和形状的物品）阻碍了学龄前儿童准确匹配集合中物品数量的能力。然而，尚不清楚是否是匹配任务的需求的精确性质可能突出了集合中项目的感知属性。较少的工作集中在感知变化如何影响近似（即，不精确的）数字能力，如数字辨别。在目前的研究中，3 - 10岁的儿童和成人被要求比较具有不同知觉属性的物品，或者在集合内（例如，包含蓝色和红色物品的集合），跨集合对（例如，比较一组红色物品和一组蓝色物品），或者两者都比较。结果显示，当知觉特征在组间不同时，幼儿期和成年期的辨别能力受损，而当这些变化发生在组内时则不会受损。这些发现表明，知觉变化影响近似数字判断，暗示了涉及数字歧视的过程。

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引用次数: 0