Pub Date : 2025-08-06DOI: 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.
{"title":"Influence of victims’ responses on children’s costly third-party punishment","authors":"Yuanyuan Li , Pengchao Li , Jiajing Cai , Qiaoyu Zhou , Jie He","doi":"10.1016/j.jecp.2025.106351","DOIUrl":"10.1016/j.jecp.2025.106351","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106351"},"PeriodicalIF":2.0,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144779421","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 : 2025-08-02DOI: 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.
{"title":"The impact of perceptual diversity in numerical discrimination","authors":"Stacee Santos , Tasha Posid , Sara Cordes","doi":"10.1016/j.jecp.2025.106352","DOIUrl":"10.1016/j.jecp.2025.106352","url":null,"abstract":"<div><div>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 <em>within</em> the set (e.g., sets containing both blue and red items), <em>across</em> 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.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106352"},"PeriodicalIF":2.0,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144757145","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 : 2025-08-01DOI: 10.1016/j.jecp.2025.106346
Lucas Stark , Benjamin Goecke , Ann-Kathrin Jaggy , Jens Krummenauer , Sebastian Kuntze , Jessika Golle , Benjamin Nagengast
The decision threshold describes the minimum probability a person needs to be certain enough to make a decision. Lower decision thresholds lead people to jump to conclusions and are associated with superstitious and conspiracy-related beliefs. To shed light on the role of the decision threshold in the development of these phenomena, it is crucial to study decision thresholds at an early age. However, current measures of decision thresholds have only been administered in adult samples and are based on subjective probability estimates. The current study validates a new instrument that was adapted to measure the decision thresholds of children and is based on the objective probability values of a situation by using a signal detection analytical approach. We assessed decision thresholds in a sample of N = 299 children from an extracurricular enrichment program for talented primary school students. Receiver operating characteristic curves indicated that the new measurement instrument has high sensitivity. Furthermore, its construct validity was supported by positive associations with children’s performance in the original beads task, a measure of confirmation bias, age, grade level, and math performance. However, no associations were found with a measure of alternation bias, epistemic certainty beliefs, self-concept in data-related tasks, general self-efficacy, or gender. This study introduces a new instrument for measuring the decision threshold in children using objective probability values and gives insights into decision-making processes and their implications for cognitive biases and related constructs.
{"title":"Assessing decision thresholds in primary school students using signal detection theory: validating an adapted version of the beads task","authors":"Lucas Stark , Benjamin Goecke , Ann-Kathrin Jaggy , Jens Krummenauer , Sebastian Kuntze , Jessika Golle , Benjamin Nagengast","doi":"10.1016/j.jecp.2025.106346","DOIUrl":"10.1016/j.jecp.2025.106346","url":null,"abstract":"<div><div>The decision threshold describes the minimum probability a person needs to be certain enough to make a decision. Lower decision thresholds lead people to jump to conclusions and are associated with superstitious and conspiracy-related beliefs. To shed light on the role of the decision threshold in the development of these phenomena, it is crucial to study decision thresholds at an early age. However, current measures of decision thresholds have only been administered in adult samples and are based on subjective probability estimates. The current study validates a new instrument that was adapted to measure the decision thresholds of children and is based on the objective probability values of a situation by using a signal detection analytical approach. We assessed decision thresholds in a sample of <em>N</em> = 299 children from an extracurricular enrichment program for talented primary school students. Receiver operating characteristic curves indicated that the new measurement instrument has high sensitivity. Furthermore, its construct validity was supported by positive associations with children’s performance in the original beads task, a measure of confirmation bias, age, grade level, and math performance. However, no associations were found with a measure of alternation bias, epistemic certainty beliefs, self-concept in data-related tasks, general self-efficacy, or gender. This study introduces a new instrument for measuring the decision threshold in children using objective probability values and gives insights into decision-making processes and their implications for cognitive biases and related constructs.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106346"},"PeriodicalIF":2.0,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144750621","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 : 2025-07-31DOI: 10.1016/j.jecp.2025.106349
Yunji Park , Percival G. Matthews
Fractions knowledge is widely recognized as a key building block for developing mathematical competence. However, many children face difficulties learning fractions. Recognizing these challenges, researchers have sought potential leverage points to enhance children’s fraction learning. In the present study, we investigated the relative contributions of verbal skills vs. non-verbal, non-symbolic number processing to 5th- to 7th- grade children’s fractions skills. Specifically, we compared two math-specific verbal skills—transcoding and mathematics vocabulary—and two skills representing non-symbolic analog magnitudes—approximate number sense acuity and acuity for processing non-symbolic ratios. To assess children’s symbolic fraction abilities, we used an experimental fraction arithmetic error detection task alongside a fraction magnitude comparison task, with fractions stimuli composed of two-digit components. Critically, mathematics vocabulary was the only predictor of interest that significantly predicted performance on both the error detection and comparison tasks. Our findings underscore the importance of math-specific verbal skills in supporting children’s fraction abilities, perhaps implicating their role in fostering conceptual understanding, while indicating a limited role for analog representational skills.
{"title":"Math language matters: math-specific verbal skills, not analog representation of non-symbolic magnitudes, predict symbolic fraction abilities in primary school children","authors":"Yunji Park , Percival G. Matthews","doi":"10.1016/j.jecp.2025.106349","DOIUrl":"10.1016/j.jecp.2025.106349","url":null,"abstract":"<div><div>Fractions knowledge is widely recognized as a key building block for developing mathematical competence. However, many children face difficulties learning fractions. Recognizing these challenges, researchers have sought potential leverage points to enhance children’s fraction learning. In the present study, we investigated the relative contributions of verbal skills vs. non-verbal, non-symbolic number processing to 5th- to 7th- grade children’s fractions skills. Specifically, we compared two math-specific verbal skills—transcoding and mathematics vocabulary—and two skills representing non-symbolic analog magnitudes—approximate number sense acuity and acuity for processing non-symbolic ratios. To assess children’s symbolic fraction abilities, we used an experimental fraction arithmetic error detection task alongside a fraction magnitude comparison task, with fractions stimuli composed of two-digit components. Critically, mathematics vocabulary was the only predictor of interest that significantly predicted performance on both the error detection and comparison tasks. Our findings underscore the importance of math-specific verbal skills in supporting children’s fraction abilities, perhaps implicating their role in fostering conceptual understanding, while indicating a limited role for analog representational skills.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106349"},"PeriodicalIF":2.0,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144750622","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 : 2025-07-25DOI: 10.1016/j.jecp.2025.106347
Fanny Grisetto , Clémence Roger , Gwendoline Mahé
Understanding reading development requires investigating how visual word recognition capacities develop, particularly through lexical decision tasks. Traditionally, accuracy and reaction times (RTs) are analysed separately, overlooking their interaction, which provides crucial insights into performance. This study proposes a novel framework, hypothesizing that error dynamics (i.e., error distribution through RTs) could be an objective marker of reading efficiency. To test this hypothesis, the study investigated the relationship between reading skills in learning-to-read children and the dynamics of lexical decision errors. Lexical decision performance was analysed in 56 French-speaking children (22 Grade 1 and 34 Grade 2, 36 females). Two complementary methodologies were employed: RTs comparison between correct and incorrect responses and Conditional Accuracy Functions (CAFs) to evaluate accuracy as a function of RTs. Results showed that pseudoword errors were faster than correct responses whereas word errors were slower than correct responses. Of importance, fewer slow word errors and more fast pseudoword errors correlated with reading skills. The findings suggested that as reading skills improve, error dynamics would progressively shift from slow word errors to fast pseudoword errors. This study demonstrated that integrating accuracy and RTs via error dynamics analysis could provide objective markers of reading development. Crucially, it highlights a novel developmental index of reading skills through the shift of error patterns, offering a promising avenue for early identification of reading difficulties.
{"title":"Error dynamics as a marker of reading efficiency development: Insights from lexical decision performance in young readers","authors":"Fanny Grisetto , Clémence Roger , Gwendoline Mahé","doi":"10.1016/j.jecp.2025.106347","DOIUrl":"10.1016/j.jecp.2025.106347","url":null,"abstract":"<div><div>Understanding reading development requires investigating how visual word recognition capacities develop, particularly through lexical decision tasks. Traditionally, accuracy and reaction times (RTs) are analysed separately, overlooking their interaction, which provides crucial insights into performance. This study proposes a novel framework, hypothesizing that error dynamics (i.e., error distribution through RTs) could be an objective marker of reading efficiency. To test this hypothesis, the study investigated the relationship between reading skills in learning-to-read children and the dynamics of lexical decision errors. Lexical decision performance was analysed in 56 French-speaking children (22 Grade 1 and 34 Grade 2, 36 females). Two complementary methodologies were employed: RTs comparison between correct and incorrect responses and Conditional Accuracy Functions (CAFs) to evaluate accuracy as a function of RTs. Results showed that pseudoword errors were faster than correct responses whereas word errors were slower than correct responses. Of importance, fewer slow word errors and more fast pseudoword errors correlated with reading skills. The findings suggested that as reading skills improve, error dynamics would progressively shift from slow word errors to fast pseudoword errors. This study demonstrated that integrating accuracy and RTs via error dynamics analysis could provide objective markers of reading development. Crucially, it highlights a novel developmental index of reading skills through the shift of error patterns, offering a promising avenue for early identification of reading difficulties.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106347"},"PeriodicalIF":1.8,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703223","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 : 2025-07-19DOI: 10.1016/j.jecp.2025.106344
Cecilia Björkhammer, Ulf Träff, Rickard Östergren
The core assumptions of the integrated theory of numerical development were tested using a cross-sectional sample of 379 fifth-grade students, who were assessed on their understanding of whole numbers and fractions, including arithmetic skills. An additional factor of part-whole knowledge was also assessed and analyzed in four structural equation models. All models showed non-significant chi-square values and good fit indices according to common modelling benchmarks. As hypothesized, whole number magnitude knowledge predicts fraction magnitude knowledge and arithmetic proficiency. Additionally, part-whole knowledge mediates numerical magnitude understanding but does not predict arithmetic outcomes. These findings are in line with the integrated theory of numerical development, suggesting that numerical magnitude knowledge is crucial for both numerical development and arithmetic learning. Our findings also reveal that part-whole knowledge may serve as a bridge to more advanced magnitude understanding. Theoretical and practical implications are discussed.
{"title":"Predicting fraction magnitude knowledge and fraction arithmetic","authors":"Cecilia Björkhammer, Ulf Träff, Rickard Östergren","doi":"10.1016/j.jecp.2025.106344","DOIUrl":"10.1016/j.jecp.2025.106344","url":null,"abstract":"<div><div>The core assumptions of the integrated theory of numerical development were tested using a cross-sectional sample of 379 fifth-grade students, who were assessed on their understanding of whole numbers and fractions, including arithmetic skills. An additional factor of part-whole knowledge was also assessed and analyzed in four structural equation models. All models showed non-significant chi-square values and good fit indices according to common modelling benchmarks. As hypothesized, whole number magnitude knowledge predicts fraction magnitude knowledge and arithmetic proficiency. Additionally, part-whole knowledge mediates numerical magnitude understanding but does not predict arithmetic outcomes. These findings are in line with the integrated theory of numerical development, suggesting that numerical magnitude knowledge is crucial for both numerical development and arithmetic learning. Our findings also reveal that part-whole knowledge may serve as a bridge to more advanced magnitude understanding. Theoretical and practical implications are discussed.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106344"},"PeriodicalIF":1.8,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144663512","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 : 2025-07-18DOI: 10.1016/j.jecp.2025.106345
Laura Diprossimo, Kate Cain
Shared book reading is an important context for children’s vocabulary development. Yet, the process by which word learning is influenced by the characteristics of both the learning material and the learner remains poorly understood – particularly in relation to contemporary digital literacy practice. We examined the effects of book format (print vs. digital) and individual differences in prior vocabulary knowledge and executive functions on children’s word learning. English-speaking caregivers and their 4- to 5-year-olds took part in this study (N = 99; child’s Mage = 57.5 months; 57.6 % girls). In a cross-sectional, within-subjects design, dyads read one of two custom storybooks in print, and the other in digital format, with order of book and format presentation counterbalanced across participants. Word learning was assessed with tests of production, definition, and comprehension. There was no evidence of a main effect of book format across word learning measures, however, several child characteristics influenced word learning. Prior vocabulary knowledge predicted performance on all word learning measures, boys were more accurate than girls in tests of definition and comprehension, and executive functions significantly predicted performance in the definition test. In addition, there was a significant cross-over interaction between book format and executive functions for the comprehension test scores. In the digital book condition only, higher comprehension test scores were obtained by children who scored more highly on the measures of executive functions. Overall, these findings underscore the importance of considering individual differences and multiple outcomes when studying learning from different media.
{"title":"Individual differences in word learning from print and digital shared book reading","authors":"Laura Diprossimo, Kate Cain","doi":"10.1016/j.jecp.2025.106345","DOIUrl":"10.1016/j.jecp.2025.106345","url":null,"abstract":"<div><div>Shared book reading is an important context for children’s vocabulary development. Yet, the process by which word learning is influenced by the characteristics of both the learning material and the learner remains poorly understood – particularly in relation to contemporary digital literacy practice. We examined the effects of book format (print vs. digital) and individual differences in prior vocabulary knowledge and executive functions on children’s word learning. English-speaking caregivers and their 4- to 5-year-olds took part in this study (<em>N</em> = 99; child’s M<sub>age</sub> = 57.5 months; 57.6 % girls). In a cross-sectional, within-subjects design, dyads read one of two custom storybooks in print, and the other in digital format, with order of book and format presentation counterbalanced across participants. Word learning was assessed with tests of production, definition, and comprehension. There was no evidence of a main effect of book format across word learning measures, however, several child characteristics influenced word learning. Prior vocabulary knowledge predicted performance on all word learning measures, boys were more accurate than girls in tests of definition and comprehension, and executive functions significantly predicted performance in the definition test. In addition, there was a significant cross-over interaction between book format and executive functions for the comprehension test scores. In the digital book condition only, higher comprehension test scores were obtained by children who scored more highly on the measures of executive functions. Overall, these findings underscore the importance of considering individual differences and multiple outcomes when studying learning from different media.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106345"},"PeriodicalIF":1.8,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144654220","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 : 2025-07-16DOI: 10.1016/j.jecp.2025.106330
Eva E. Chen , Shaocong Ma , Julian M. Groves , Sarah E. Gaither
Children often attend to social group differences when making decisions. Here, we investigated group preferences among Hong Kong children: 115 Chinese children (Mage = 67.56 months, SD = 10.35 months; 52 girls, 63 boys) and 84 ethnic minority South Asian/Southeast Asian (or SA/SEA; Mage = 76.50 months, SD = 11.59 months; 42 girls, 42 boys). Participants were presented with an ethnic ingroup individual and an ethnic outgroup individual on a computer screen, indicating their preference for one individual over the other in the study. They were randomly assigned to one of two conditions, one in which their ethnic group member was portrayed as wealthy while the other individual was portrayed as poor, one in which their group member was poor while the other individual was wealthy. Chinese children preferred to socialize with the ethnic ingroup child over the ethnic outgroup child. By contrast, SA/SEA children preferred to socialize with ethnic outgroup individuals. For both groups of children, the wealth of the presented individuals impacted their preferences. These findings, drawn from Hong Kong where an ethnic majority group co-resides with several visible ethnic minority groups, provide insights about how group status as it intersects with ethnicity functions as a key mechanism in determining group preferences.
{"title":"Whom do I like more? Examining ethnic majority and minority children’s socializing preferences in Hong Kong","authors":"Eva E. Chen , Shaocong Ma , Julian M. Groves , Sarah E. Gaither","doi":"10.1016/j.jecp.2025.106330","DOIUrl":"10.1016/j.jecp.2025.106330","url":null,"abstract":"<div><div>Children often attend to social group differences when making decisions. Here, we investigated group preferences among Hong Kong children: 115 Chinese children (<em>M</em><sub>age</sub> = 67.56 months, <em>SD</em> = 10.35 months; 52 girls, 63 boys) and 84 ethnic minority South Asian/Southeast Asian (or SA/SEA; <em>M</em><sub>age</sub> = 76.50 months, <em>SD</em> = 11.59 months; 42 girls, 42 boys). Participants were presented with an ethnic ingroup individual and an ethnic outgroup individual on a computer screen, indicating their preference for one individual over the other in the study. They were randomly assigned to one of two conditions, one in which their ethnic group member was portrayed as wealthy while the other individual was portrayed as poor, one in which their group member was poor while the other individual was wealthy. Chinese children preferred to socialize with the ethnic ingroup child over the ethnic outgroup child. By contrast, SA/SEA children preferred to socialize with ethnic outgroup individuals. For both groups of children, the wealth of the presented individuals impacted their preferences. These findings, drawn from Hong Kong where an ethnic majority group co-resides with several visible ethnic minority groups, provide insights about how group status as it intersects with ethnicity functions as a key mechanism in determining group preferences.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106330"},"PeriodicalIF":1.8,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144634410","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 : 2025-07-14DOI: 10.1016/j.jecp.2025.106342
Emma Amyot , Craig Chambers , Susan A. Graham
Previous research indicates that preschoolers match emotional prosody with a corresponding emotional face when choosing between a positively versus negatively-valenced face. However, it is unclear whether these decisions are guided by discrete emotion categories or by coarse-grained valence distinctions. Here, we examined adults’ and children’s cross-modal matching of emotional prosody with one of two faces whose depicted emotions either contrasted in valence (e.g., happy vs. sad) or fell within the same valence category (e.g., sad vs. angry). First, to provide a basis for comparison for children’s performance, adults were presented with auditory stimuli and asked to choose a matching emotional face when the non-matching alternative either contrasted in valence (Exp. 1) or had the same valence (Exp. 2). Adults correctly matched emotional prosody with corresponding faces in both cases. In contrast, although 5-year-olds correctly matched emotional prosody when the alternative faces contrasted in valence (Exp. 3), they succeeded with within-valence distinctions only when differentiating negatively-valenced discrete emotions and not positively-valenced ones (Exp. 4). By 8 years of age, children accurately differentiated same-valence discrete emotions regardless of whether they were negatively- or positively-valenced (Exp. 5). Implications for the developmental trajectory of children’s recognition of discrete emotional prosody categories are discussed.
{"title":"The role of valence in children’s and adults’ cross-modal integration of emotional prosody and emotional faces","authors":"Emma Amyot , Craig Chambers , Susan A. Graham","doi":"10.1016/j.jecp.2025.106342","DOIUrl":"10.1016/j.jecp.2025.106342","url":null,"abstract":"<div><div>Previous research indicates that preschoolers match emotional prosody with a corresponding emotional face when choosing between a positively versus negatively-valenced face. However, it is unclear whether these decisions are guided by discrete emotion categories or by coarse-grained valence distinctions. Here, we examined adults’ and children’s cross-modal matching of emotional prosody with one of two faces whose depicted emotions either contrasted in valence (e.g., happy vs. sad) or fell within the same valence category (e.g., sad vs. angry). First, to provide a basis for comparison for children’s performance, adults were presented with auditory stimuli and asked to choose a matching emotional face when the non-matching alternative either contrasted in valence (Exp. 1) or had the same valence (Exp. 2). Adults correctly matched emotional prosody with corresponding faces in both cases. In contrast, although 5-year-olds correctly matched emotional prosody when the alternative faces contrasted in valence (Exp. 3), they succeeded with within-valence distinctions only when differentiating negatively-valenced discrete emotions and not positively-valenced ones (Exp. 4). By 8 years of age, children accurately differentiated same-valence discrete emotions regardless of whether they were negatively- or positively-valenced (Exp. 5). Implications for the developmental trajectory of children’s recognition of discrete emotional prosody categories are discussed.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106342"},"PeriodicalIF":1.8,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144632676","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 : 2025-07-08DOI: 10.1016/j.jecp.2025.106343
Carolyn Elizabeth Alchin , Tanya M. Machin , Neil Martin , Lorelle J. Burton
Authenticity is important for psychological thriving and adolescents experiment with who they are becoming (identities) with friends, so friendships are an important relationship where state authenticity and inauthenticity (the sense of and being the real me right now, versus not the real me) occur. Recent qualitative research noted friendship motivations may be connected to adolescents’ state authenticity and inauthenticity experiences, so the current study quantitatively investigated whether motivations/regulations (intrinsic, identified, introjected, external, and amotivation) predict adolescents’ state authenticity and inauthenticity when socialising online with a friend they also know in-person. Adolescents (13–17 years old, N = 130) completed an online survey about their experience of socialising online with a friend in the past 24 hours. Two exploratory factor analyses (EFA) using polychoric matrices were conducted (n1 = 115), followed by a multiple linear regression (n2 = 108). Two EFAs were conducted, with state authenticity and inauthenticity items forming one factor, while motivation in a friendship items formed two distinct factors (autonomous motivation and controlled motivation). The regression showed autonomous motivation in a friendship predicted and explained 18% of variability in state authenticity and inauthenticity (large effect). A very large sample is required to validate and identify whether controlled motivation in a friendship (e.g., involving guilt) may have a small effect. Autonomous motivation in a friendship includes positive social values, such that friendships where autonomous motivation is present enables state authenticity, and by extension, opportunities for teens to psychologically thrive.
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