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

US and Korean children prefer equality, but Korean children are more tolerant of ingroup-favoring allocations 美国和韩国的孩子更喜欢平等，但韩国的孩子更能容忍群体内的分配。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2026-02-01 Epub Date: 2025-09-29 DOI: 10.1016/j.jecp.2025.106375

Young-eun Lee , Seul-kee Jung , Hyun-joo Song , Felix Warneken

It has been shown that with age, US children become more likely to prefer equal over unequal allocations and do so in an impartial way for both ingroup and outgroup members. However, it is possible that such findings are based on norms of impartiality that are more common in Western societies than in collectivistic societies which place a greater emphasis on group loyalty. For example, children from a collectivist society might endorse ingroup-favoring allocations more than equal allocations or outgroup-favoring ones. In this pre-registered study, n = 205 5- to 12-year-olds from the US and South Korea saw hypothetical scenarios in which a child divided resources (e.g., chocolates) between their ingroup and outgroup. Group membership was manipulated using a minimal group paradigm based on team colors. Children evaluated equal, ingroup-favoring, and outgroup-favoring allocations. Results showed that children from both samples overall evaluated equal allocations most positively. However, Korean children judged ingroup-favoring allocations more acceptable and less deserving of punishment than did US peers. Both results were consistent across ages, suggesting the developmental stability of these effects from middle childhood into early adolescence. We discuss how the current results provide insight into cross-cultural differences in fairness norms.

研究表明，随着年龄的增长，美国儿童更倾向于平等分配，而不是不平等分配，并且对群体内外的成员都是公正的。然而，这些发现可能是基于公正的准则，这种准则在西方社会比在更强调群体忠诚的集体主义社会更普遍。例如，来自集体主义社会的孩子可能更支持群体内优先分配，而不是平等分配或群体外优先分配。在这项预先登记的研究中，来自美国和韩国的205名5岁至12岁的孩子看到了一个假设的场景，在这个场景中，一个孩子在他们的内部群体和外部群体之间分配资源（例如巧克力）。团队成员是通过基于团队颜色的最小群体范例来操纵的。儿童被评估为平等分配，群体内优先分配和群体外优先分配。结果表明，两个样本的儿童总体上对平等分配的评价是最积极的。然而，与美国同龄人相比，韩国孩子认为群体内偏爱的分配更容易接受，更不应该受到惩罚。这两个结果在不同年龄都是一致的，表明这些影响从童年中期到青春期早期的发展稳定性。我们讨论了当前的结果如何为公平规范的跨文化差异提供见解。

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引用次数: 0

“Watch me − This is how it should be done!” The effect of normative language on preschoolers’ overimitation occurs only in the lab but not at home “看着我——这才是应该做的！”规范语言对学龄前儿童过度模仿的影响只发生在实验室，而不发生在家庭。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2026-02-01 Epub Date: 2025-10-17 DOI: 10.1016/j.jecp.2025.106389

Jule Bach, Sabina Pauen

Preschoolers often imitate actions that are causally irrelevant, a phenomenon called “overimitation (OI)”. The present study examines how task context and language framing influence OI. A total of 160 four- to five-year-old German children from predominantly middle- to high-socioeconomic backgrounds participated in the study. All children performed the same OI task under four different conditions. They observed an adult model who demonstrated functional and non-functional actions before they themselves were allowed to retrieve a cookie from a transparent jar which could easily be opened by unscrewing the lid. This task was conducted either in a laboratory setting with an unfamiliar experimenter as model or at each child’s home with their caregiver as model. In both contexts, either a normative or a non-normative verbal instruction was used, resulting in a 2 × 2 between-subjects design. OI scores were not significantly affected by framing or context alone. However, a significant interaction was found between the two factors: a normative language led to more OI in the lab-context, but did not affect OI-scores in the home context. Implications of these findings for children’s sensitivity to context conditions and language framing in observational learning are discussed.

学龄前儿童经常模仿与因果关系无关的行为，这种现象被称为“过度模仿（OI）”。本研究探讨任务语境和语言框架如何影响成骨不全。共有160名4到5岁的德国儿童参加了这项研究，他们主要来自中高社会经济背景。所有儿童在四种不同的条件下执行相同的成骨不全症任务。他们观察了一个成年模特，在他们自己被允许从一个透明的罐子里取出饼干之前，他们展示了功能性和非功能性的行为，这个罐子可以很容易地通过拧开盖子打开。这项任务要么在实验室环境中进行，由一个不熟悉的实验者作为模型，要么在每个孩子的家中进行，由他们的照顾者作为模型。在这两种情况下，使用规范性或非规范性言语指令，导致受试者之间的2 × 2设计。单纯的框架或情境对成骨不全评分没有显著影响。然而，在这两个因素之间发现了显著的相互作用：在实验室环境中，规范的语言导致更多的OI，但在家庭环境中不影响OI得分。这些发现对儿童在观察学习中对语境条件和语言框架的敏感性的影响进行了讨论。

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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 : 2026-01-01 Epub 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

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 : 2026-01-01 Epub 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

Potential underlying mechanisms of spatial-mathematical associations among primary school children 小学生空间数学关联的潜在机制。

IF 2 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2026-01-01 Epub Date: 2025-09-18 DOI: 10.1016/j.jecp.2025.106369

Elaine Tang , Terry Tin-Yau Wong

The present study examined the roles of different spatial skills in mathematical outcomes and the potential underlying mechanisms among primary children. A sample of 348 Grade 3 and 4 students were assessed on different spatial skills and mathematics outcomes, alongside with other potential confounding factors such as working memory and vocabulary. Results suggested that spatial scaling and mental rotation uniquely predicted mathematics achievement. The link between spatial scaling and mathematics achievement was serially mediated by proportional reasoning, whole number line estimation, and fraction number line estimation, while that between mental rotation and mathematics achievement was mediated by missing term problems. The results shed light on the potential underlying mechanisms involved in the relationships between different spatial skills and mathematics outcomes and provides insights into the development of intervention strategies.

本研究考察了不同空间技能在小学生数学成绩中的作用及其潜在机制。研究人员对348名三年级和四年级学生的空间技能和数学成绩进行了评估，同时还对工作记忆和词汇等其他潜在的混杂因素进行了评估。结果表明，空间尺度和心理旋转是预测数学成绩的唯一因素。空间尺度对数学成绩的影响依次由比例推理、整数线估计和分数数线估计介导，而心理旋转对数学成绩的影响依次由缺项问题介导。研究结果揭示了不同空间技能与数学成绩之间关系的潜在机制，并为干预策略的发展提供了见解。

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 : 2026-01-01 Epub 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

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 : 2026-01-01 Epub 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

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 : 2026-01-01 Epub 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

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 : 2026-01-01 Epub 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

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 : 2026-01-01 Epub 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