Journal of Experimental Child Psychology最新文献_第8页

The effects of phonological and semantic similarity on early referent identification 语音和语义相似性对早期指代识别的影响

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-10-29 DOI: 10.1016/j.jecp.2024.106112

Natalia Arias-Trejo , Armando Q. Angulo-Chavira , Kim Plunkett

Language processing encompasses a sophisticated interplay of phonological (sound-based) and semantic (meaning-based) processes. This intricate interaction develops progressively during early language acquisition. It involves not only the addition of new words to the child’s vocabulary but also the evolving organization of lexico-semantic networks. The aim of the current research was to investigate how young children navigate the complexities of word relationships, with a focus on the interplay between phonological similarity and semantic relatedness. A preferential looking experiment was conducted involving 73 participants divided into two age groups, with 39 aged 18 months and 34 aged 24 months. The experimental design involved auditory presentation of target words together with pairs of target and distractor images that systematically varied the phonological and semantic similarity between the pairs. The results showed a significant developmental progression in young children’s phonological and semantic processing abilities. At 18 months, children predominantly responded to phonological cues, displaying challenges in distinguishing between phonologically similar words regardless of semantic context. By 24 months, there was an evident sensitivity to both phonological and semantic cues. This age group especially showed processing difficulties with words that were both phonologically similar and semantically related, suggesting a more complex integration of lexico-semantic networks. These findings underscore the pivotal role of phonological processing in early language acquisition and point to the gradual integration of semantic relationships into children’s lexicons.

语言处理包括语音（基于声音）和语义（基于意义）过程的复杂互动。这种复杂的相互作用在早期语言习得过程中逐步发展。它不仅涉及在儿童词汇中添加新词，还涉及词汇-语义网络的不断发展。当前研究的目的是调查幼儿如何驾驭复杂的词汇关系，重点是语音相似性和语义相关性之间的相互作用。研究人员将 73 名参与者分成两个年龄组，其中 39 名 18 个月大，34 名 24 个月大。实验设计包括在听觉上呈现目标单词以及目标和分心图片对，系统地改变图片对之间的语音和语义相似性。结果表明，幼儿的语音和语义处理能力有明显的发展变化。18 个月大时，幼儿主要对语音线索做出反应，在区分语音相似的单词方面表现出挑战性，而与语义背景无关。到 24 个月时，幼儿对语音和语义线索都明显敏感。这个年龄组的儿童在处理语音上相似、语义上相关的单词时尤其表现出困难，这表明词汇-语义网络的整合更为复杂。这些发现强调了语音处理在早期语言习得中的关键作用，并指出语义关系会逐渐融入儿童的词典中。

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引用次数: 0

The Early Motor Questionnaire facilitates the remote assessment of normative motor development in infancy and toddlerhood 早期运动问卷有助于远程评估婴幼儿时期的正常运动发育情况

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-10-29 DOI: 10.1016/j.jecp.2024.106114

Michael T. Willoughby , Erich Lauff , W. Roger Mills-Koonce , Sarah J. Short , Cathi B. Propper

This study investigated the utility of the Early Motor Skills Questionnaire–Extended Version (EMQ-X). Participants included 165 children who were participating in the Brain and Early Experience study, which is a prospective longitudinal study of children followed across the first 5 years of life. Parent-reported motor skills were moderately associated with other aspects of children’s development (temperament and gesture use) and experience (exposure to learning materials), with rs ≈ .25 to .45. Children’s gross motor, fine motor, and perception action subscales exhibited strong internal consistency and pronounced developmental changes across the first 3 years of life, with greater rates of linear change in infancy compared with toddlerhood. Longer gestational age was associated with higher initial levels of motor skills, and prenatal exposure to smoking was associated with slower rates of motor skill acquisition; these effects were comparable for the gross motor, fine motor, and perception action subscales. The EMQ-X is an efficient tool for measuring children’s motor skills and may be of special interest for use in studies where performance-based assessments are not feasible.

本研究调查了早期运动技能问卷-扩展版（EMQ-X）的实用性。该研究是一项前瞻性纵向研究，对出生后头五年的儿童进行跟踪调查。家长报告的运动技能与儿童其他方面的发展（气质和手势的使用）和经历（接触学习材料的机会）呈中度相关，rs≈.25至.45。儿童的粗大运动、精细运动和感知动作分量表显示出很强的内部一致性，在出生后的头 3 年中有明显的发展变化，与学步期相比，婴儿期的线性变化率更高。较长的胎龄与较高的初始运动技能水平有关，而产前吸烟与较慢的运动技能习得速度有关；这些影响在粗大运动、精细运动和感知动作分量表中具有可比性。EMQ-X是测量儿童运动技能的有效工具，在无法进行基于表现的评估的研究中可能特别适用。

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引用次数: 0

The effects of ostracism on preschoolers’ over-imitation behaviors 排斥对学龄前儿童过度模仿行为的影响。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-10-28 DOI: 10.1016/j.jecp.2024.106110

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

Overimitation represents an early developing behavior implicated in the emergence of learning, affective, and social competences. Adult overimitation is heavily affected by contextual variables such as social ostracism, the experience of being ignored by others in a social context, an experience that threatens several psychological needs, inducing the urge to reaffiliate with a social group to restore the original state of well-being. Yet, the impact of social ostracism on overimitation in children remains unclear. This study explored how a face-to-face triadic inclusive/ostracizing ball-tossing game affects overimitation in predominantly White 3-year-old children (n = 43, 53.4% boys) and 5-year-old children (n = 43, 41.8% boys). Results showed that preschoolers are highly affected by social ostracism experiences, with both age groups displaying decreased positive emotionality and heightened negative emotionality when ostracized. Despite this continuity in the affective and behavioral reactions toward social exclusion, imitation fidelity is differently affected by first-person ostracism; the 3-year-olds imitated more when ostracized, whereas the 5-year-olds did so when included, signaling a developmental difference between the strategy repertoire at different ages. Overall, the current findings shed light on the social influences driving preschoolers’ overimitation behaviors, emphasizing the importance of investigating social mechanisms underlying imitation and young children’s social cognition development.

过度模仿是一种与学习、情感和社交能力的形成有关的早期发展行为。成人过度模仿在很大程度上受环境变量的影响，如社会排斥，即在社会环境中被他人忽视的经历，这种经历会威胁到多种心理需求，诱发重新融入社会群体的冲动，以恢复原有的幸福状态。然而，社会排斥对儿童过度模仿的影响仍不清楚。本研究探讨了面对面三方包容/排斥抛球游戏如何影响以白人为主的 3 岁儿童（43 人，53.4% 为男孩）和 5 岁儿童（43 人，41.8% 为男孩）的过度模仿。结果显示，学龄前儿童受社会排斥经历的影响很大，两个年龄组的儿童在受到排斥时都会表现出积极情绪降低和消极情绪升高。尽管对社会排斥的情感和行为反应具有连续性，但模仿的忠实性却受到第一人称排斥的不同影响；3 岁儿童在被排斥时模仿得更多，而 5 岁儿童在被接纳时则模仿得更多，这表明不同年龄段儿童的策略库之间存在发展差异。总之，目前的研究结果揭示了学龄前儿童过度模仿行为的社会影响因素，强调了研究模仿和幼儿社会认知发展背后的社会机制的重要性。

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引用次数: 0

Developmental trajectories of motor imagery in relation to physical fitness in children aged 7 to 14 years: A 1-year follow-up study 运动想象与 7 至 14 岁儿童体能的发展轨迹：为期一年的跟踪研究。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-10-25 DOI: 10.1016/j.jecp.2024.106115

Luka Šlosar , Katarina Pus , Uros Marusic

Motor imagery (MI) is fundamentally linked to the motor system. It improves motor learning and optimizes motor actions without physical execution, highlighting its unique role in rehabilitation programs and motor performance. Understanding the developmental trajectories of MI and the factors influencing its variability across ages could enable more effective, age-specific strategies for pediatric rehabilitation. This study assessed 65 children aged 7 to 14 years at two time points 1 year apart. MI ability was assessed using the Movement Imagery Questionnaire for Children, and physical fitness was evaluated using the SLOfit testing battery. Among the three perspectives assessed; internal visual imagery (IVI), external visual imagery (EVI), and kinesthetic imagery (KI), KI was unique in not correlating with age at both time points. The development of MI perspectives varied between athletes and non-athletes, with non-athletes showing a decline in IVI compared with athletes. This differential was further evidenced by significant differences in KI between the groups at the second assessment, with a similar trend observed at the first assessment. Of the physical fitness tests, only the 600-m run correlated consistently with KI at both assessments. Our findings suggest that regular participation in sports significantly affects KI performance, highlighting the importance of sports participation for the development of MI abilities in children. Future research should examine additional assessment points in different age groups and sport experience to better understand the development of MI and its potential implications for pediatric rehabilitation.

运动想象（MI）与运动系统有着根本性的联系。它能提高运动学习能力，优化运动动作，而无需身体执行，这突出了它在康复计划和运动表现中的独特作用。了解运动想象（MI）的发展轨迹以及影响其在不同年龄段变化的因素，可以为儿科康复提供更有效的、针对特定年龄段的策略。本研究在相隔一年的两个时间点对 65 名 7 至 14 岁的儿童进行了评估。通过儿童运动想象力问卷对其运动能力进行了评估，并通过SLOfit测试对其体能进行了评估。在所评估的三种视角（内部视觉意象（IVI）、外部视觉意象（EVI）和动觉意象（KI））中，KI 的独特之处在于在两个时间点均与年龄无关。多元智能视角的发展在运动员和非运动员之间存在差异，与运动员相比，非运动员的 IVI 有所下降。在第二次评估中，各组之间的 KI 存在显著差异，而在第一次评估中也观察到了类似的趋势，这进一步证明了这种差异。在体能测试中，只有 600 米跑与两次评估中的 KI 一致。我们的研究结果表明，经常参加体育运动对 KI 的表现有很大影响，这突出了参加体育运动对儿童多元智能能力发展的重要性。未来的研究应针对不同年龄组和运动经历的其他评估点进行检查，以更好地了解多元智能的发展及其对儿科康复的潜在影响。

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引用次数: 0

Monocular gap stereopsis in infants 婴儿的单眼间隙立体视。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-10-23 DOI: 10.1016/j.jecp.2024.106107

Michael Kavšek , Martin Heil

In monocular gap stereopsis, one eye perceives a complete rectangular surface while the other eye perceives two small adjacent rectangular surfaces separated by a narrow vertical gap. Our visual system interprets the difference caused by the unmatched monocular images as a depth difference between two small rectangles. In a spontaneous visual preference study, it was asked whether participants aged 4 months responded to the depth effect generated by a monocular gap. Two experimental conditions were conducted. In one (large outer edge disparity condition), the monocular depth effect was twice as strong as in the other one (small outer edge disparity condition), according to the experimental research with adult participants conducted by Pianta and Gillam (2003, Vision Research, Vol. 43, pp. 1937–1950). In both conditions, it was tested whether the stimulus bearing monocular gap stereopsis was preferred over a comparison stimulus without depth. According to the results, the participants preferred looking at the stimulus with monocular stereopsis in the large outer edge disparity condition over doing so in the small outer edge disparity condition. Moreover, the difference between experimental conditions was significant; that is, the infants displayed a stronger spontaneous preference in the condition with the large outer edge disparity than in the condition with the small outer edge disparity. These findings provide evidence to suggest that infants aged 4 months are able to respond to monocular vertical gap information.

在单眼间隙立体视中，一只眼睛看到的是一个完整的矩形表面，而另一只眼睛看到的是两个相邻的小矩形表面，两者之间有一个狭窄的垂直间隙。我们的视觉系统将不匹配的单眼图像造成的差异解释为两个小矩形之间的深度差异。在一项自发视觉偏好研究中，我们询问了 4 个月大的参与者是否会对单眼间隙产生的深度效应做出反应。研究采用了两种实验条件。根据 Pianta 和 Gillam 对成人参与者进行的实验研究（2003 年，《视觉研究》，第 43 卷，第 1937-1950 页），在其中一个实验条件（大外缘差距条件）下，单眼深度效应是另一个实验条件（小外缘差距条件）下的两倍。在这两种条件下，都测试了带有单眼间隙立体感的刺激物是否比没有深度的对比刺激物更受青睐。结果表明，在大外缘差距条件下，被试更喜欢看带有单眼立体视的刺激物，而在小外缘差距条件下则不然。此外，实验条件之间的差异也很显著；也就是说，在外缘差距大的条件下，婴儿比在外缘差距小的条件下表现出更强的自发偏好。这些发现提供了证据，表明 4 个月大的婴儿能够对单眼垂直差距信息做出反应。

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引用次数: 0

Linking parents’ play strategies with their preschoolers’ STEM skills: The mediating roles of child STEM talk and self-regulated learning 将父母的游戏策略与学龄前儿童的 STEM 技能联系起来：儿童 STEM 谈话和自我调节学习的中介作用。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-10-19 DOI: 10.1016/j.jecp.2024.106095

Morgan D. Mannweiler, Karen L. Bierman, Lynn S. Liben

Previous studies document associations between parents’ use of guided-play strategies and children’s STEM (science, technology, engineering, and math) skills. We extend existing research by exploring mediating mechanisms that may account for these links. Parents played with their preschool children (N = 75; 49% girls and 51% boys; 94% White, 3% Black, 1% biracial, 1% Asian, and 1% Native American; M_age = 4.82 years) in undertaking a building challenge. Videotaped play was coded for parents’ guiding STEM talk (density of math, spatial, and scientific inquiry language) and management strategy (high vs. low directiveness). Mediators included children’s STEM talk during play and self-regulated learning (assessed by executive function tests and examiner’s ratings of children’s task orientation). Structural equation models confirmed hypothesized mediated paths from parent STEM talk to child math (but not spatial) skills via child STEM talk and from parent STEM talk and directiveness to child math and spatial skills via child self-regulated learning. We discuss implications for future research and intervention design.

以往的研究记录了父母使用引导式游戏策略与儿童 STEM（科学、技术、工程和数学）技能之间的联系。我们对现有研究进行了扩展，探索了这些联系的中介机制。父母与他们的学龄前儿童（人数=75；49%为女孩，51%为男孩；94%为白人，3%为黑人，1%为双种族，1%为亚裔，1%为美洲原住民；年龄=4.82岁）一起进行了一项建筑挑战。对录像游戏进行了编码，以反映父母的 STEM 指导性谈话（数学、空间和科学探究语言的密度）和管理策略（高指导性与低指导性）。调节因素包括儿童在游戏过程中的 STEM 谈话和自我调节学习（通过执行功能测试和考官对儿童任务取向的评分进行评估）。结构方程模型证实了假设的中介路径，即从家长的 STEM 谈话到儿童的数学（但不是空间）技能（通过儿童的 STEM 谈话），以及从家长的 STEM 谈话和指导性到儿童的数学和空间技能（通过儿童的自我调节学习）。我们讨论了未来研究和干预设计的意义。

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引用次数: 0

Word form generalization across voices: The role of infant sleep 跨声音的词形泛化：婴儿睡眠的作用

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-10-18 DOI: 10.1016/j.jecp.2024.106106

Margherita Belia , Tamar Keren-Portnoy, Marilyn Vihman

Infant sleep plays a crucial role in various aspects of language development, including the generalization of visual and auditory stimuli. The relative role of daytime naps and nocturnal sleep in these memory generalization processes is debated, with some studies observing significant generalization following a post-encoding nap and others observing it following nocturnal sleep, but only in cases where a post-encoding nap had occurred on the previous day. We conducted an online experiment with 8-month-old infants to determine whether a nap immediately following auditory exposure to words spoken by one talker enhances infants’ recognition of the same word forms produced by a different talker (i.e., word form generalization). This ability involves the extraction of constant auditory features from a pool of variable auditory instances and thus is an example of memory generalization. Results revealed a significant increase in word form generalization after a night’s sleep, specifically in infants who napped shortly after initial exposure to the words. This study provides the first evidence for the combined role of post-encoding naps and nocturnal sleep in phonological learning across different acoustic contexts. Phonological learning is frequently overlooked in research about word learning; however, prior to a child’s ability to associate words and their meanings and to use language referentially they must first encode and access the phonological forms of words and recognize them in running speech. Therefore, the findings from this study contribute significantly to our understanding of vocabulary acquisition by highlighting the importance of daytime naps in phonological learning.

婴儿睡眠在语言发展的各个方面都起着至关重要的作用，包括视觉和听觉刺激的泛化。白天小睡和夜间睡眠在这些记忆泛化过程中的相对作用还存在争议，一些研究观察到编码后小睡后的记忆泛化效果显著，而另一些研究观察到夜间睡眠后的记忆泛化效果显著，但仅限于前一天编码后小睡的情况。我们以 8 个月大的婴儿为对象进行了一项在线实验，以确定在听力接触一个说话者所说的单词后立即小睡是否会增强婴儿对不同说话者所说的相同单词形式的识别能力（即单词形式泛化）。这种能力涉及从可变的听觉实例中提取恒定的听觉特征，因此是记忆泛化的一个例子。研究结果表明，经过一夜睡眠后，词形泛化能力明显增强，特别是在初次接触单词后不久打盹的婴儿中。这项研究首次证明了编码后小睡和夜间睡眠在不同声学语境中对语音学习的共同作用。语音学习在有关单词学习的研究中经常被忽视；然而，在儿童能够联想单词及其含义并有针对性地使用语言之前，他们必须首先编码和访问单词的语音形式，并在运行的语音中识别它们。因此，本研究的结果通过强调白天小睡在语音学习中的重要性，极大地促进了我们对词汇学习的理解。

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引用次数: 0

Thinking about thinking: A longitudinal investigation linking developments in metacognition, inhibitory control, and theory of mind 关于思考的思考将元认知、抑制控制和思维理论的发展联系起来的纵向调查

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-10-17 DOI: 10.1016/j.jecp.2024.106103

Mariel Symeonidou , Martin J. Doherty , Josephine Ross

This longitudinal study tracked the developmental relations linking metacognition, theory of mind, and inhibitory control in 52 children across a 1.5-year interval, beginning at 3 or 4 years of age. Metacognition and inhibitory control emerged before theory of mind and predicted subsequent theory of mind competence. Moreover, there was evidence of developmental mediation, whereby metacognition predicted inhibitory control, which predicted theory of mind. We suggest that metacognitive self-reflection may provide the “developmental enrichment” necessary to think about thinking, and when inhibitory control is sufficiently developed this thinking can be extended to complex reasoning about own and other minds.

这项纵向研究追踪了 52 名儿童从 3 或 4 岁开始的元认知、心智理论和抑制控制之间 1.5 年的发展关系。元认知和抑制控制先于心智理论出现，并能预测随后的心智理论能力。此外，有证据表明，元认知预示着抑制控制，而抑制控制又预示着心智理论的发展。我们认为，元认知的自我反思可以提供思考思维所需的 "发展丰富性"，当抑制控制得到充分发展时，这种思考可以扩展到对自己和他人思维的复杂推理。

引用次数: 0

Children weigh internet inaccuracy when trusting in online information 儿童在信任网络信息时会权衡网络的不准确性

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-10-17 DOI: 10.1016/j.jecp.2024.106105

Yu Tong , Judith H. Danovitch , Fuxing Wang , Weijun Wang

This study examined whether an internet source’s history of inaccuracy influences children’s epistemic trust in online information. Chinese children aged 4 to 8 years (N = 84; 41 girls and 43 boys) accessed information on their own from an image-based website, heard information from the internet that was relayed by an adult, or viewed a person in a video providing information without referring to the internet (in a baseline condition). After the internet source provided three obviously inaccurate statements, children significantly reduced their epistemic trust in the internet source regardless of whether they obtained the information through a direct interaction with the internet or it was relayed by an adult. Moreover, the extent of the reduction in trust was comparable to the baseline video condition. Taken together, these findings demonstrate that 4- to 8-year-old children take into account a history of inaccuracy and revise their beliefs in statements from the internet, just as they do when evaluating human informants.

本研究探讨了网络信息来源的不准确历史是否会影响儿童对网络信息的认识信任。4至8岁的中国儿童（人数=84；女孩41人，男孩43人）自己从一个基于图像的网站上获取信息，或从互联网上听到由成人转述的信息，或观看一个人在视频中提供的信息，但没有提及互联网（基线条件）。在互联网信息源提供了三次明显不准确的陈述后，儿童对互联网信息源的认识信任度明显降低，无论他们是通过与互联网的直接互动获得信息，还是通过成人转述获得信息。此外，信任度降低的程度与基线视频条件相当。综上所述，这些研究结果表明，4 到 8 岁的儿童在评估人类信息提供者时，也会考虑到不准确的历史记录，并修正他们对来自互联网的陈述的信念。

引用次数: 0

The effects of prosody and referent characteristics on novel noun learning in children 拟声词和指代特征对儿童学习新名词的影响

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-10-15 DOI: 10.1016/j.jecp.2024.106104

Julie M. Hupp , Melissa K. Jungers , Samantha A. McDonald , Yujin Song

Prosody is how words are spoken, often affecting the messages we convey. When prosody is relevant to the meaning, word learning is enhanced; however, it is unknown whether children attend to prosody that is not relevant to a word learning task (e.g., fearful for no reason). Previous research with adult noun learning showed that some emotional prosodies (e.g., warning) decreased word learning in comparison with a neutral Name prosody, demonstrating adults’ inability to ignore this irrelevant information. Given preschool children’s developing abilities to use prosody, the current research examined the effect of emotional prosody on children’s novel noun learning. In this study, preschool children (N = 67) were trained on novel labels paired to novel referents across five prosodic categories. Results suggest that referent complexity, animacy status, and prosody affect children’s noun learning, but in a different way than they affect adults. Prosody affected learning labels only for simple inanimate referents, with Happy and Fear prosodies being more accurate than the neutral Name. Whereas adults in previous research have been seemingly distracted by emotional prosody in learning nouns, children’s novel noun learning for simple objects was enhanced by Happy and Fear prosodies. This demonstrates the potential benefits that emotional prosody may have on children’s word learning.

拟声词是说话的方式，往往会影响我们传达的信息。当拟声词与词义相关时，单词学习会得到加强；然而，儿童是否会注意与单词学习任务无关的拟声词（如无缘无故的恐惧），目前尚不清楚。之前对成人名词学习的研究表明，与中性的 "名称 "拟声词相比，一些情绪性拟声词（如警告）会降低单词学习效果，这表明成人无法忽略这些不相关的信息。鉴于学龄前儿童使用拟声词的能力正在发展，本研究考察了情绪拟声词对儿童新名词学习的影响。在这项研究中，学龄前儿童（N = 67）接受了与五种拟声类别中的新名词配对的新标签训练。结果表明，指代复杂性、动画状态和拟声词会影响儿童的名词学习，但影响方式与成人不同。拟声词只对简单的无生命指代的学习标签有影响，其中 "快乐 "和 "恐惧 "的拟声词比中性的 "名称 "更准确。在以往的研究中，成人在学习名词时似乎会受到情绪拟声词的干扰，而儿童在学习简单物体的新名词时，快乐和恐惧拟声词会增强他们的学习效果。这说明情绪拟声对儿童的词语学习可能有潜在的好处。

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引用次数: 0