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Perspective matters in goal-predictive gaze shifts during action observation: Results from 6-, 9-, and 12-month-olds and adults 观察动作时目标预测性视线转移的视角问题:6、9 和 12 个月大的儿童和成人的研究结果
IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-09-20 DOI: 10.1016/j.jecp.2024.106075
Maurits Adam , Birgit Elsner , Norbert Zmyj

Research on goal-predictive gaze shifts in infancy so far has mostly focused on the effect of infants’ experience with observed actions or the effect of agency cues that the observed agent displays. However, the perspective from which an action is presented to the infants (egocentric vs. allocentric) has received only little attention from researchers despite the fact that the natural observation of own actions is always linked to an egocentric perspective, whereas the observation of others’ actions is often linked to an allocentric perspective. The current study investigated the timing of 6-, 9-, and 12-month-olds’ goal-predictive gaze behavior, as well as that of adults, during the observation of simple human grasping actions that were presented from either an egocentric or allocentric perspective (within-participants design). The results showed that at 6 and 9 months of age, the infants predicted the action goal only when observing the action from the egocentric perspective. The 12-month-olds and adults, in contrast, predicted the action in both perspectives. The results therefore are in line with accounts proposing an advantage of egocentric versus allocentric processing of social stimuli, at least early in development. This study is among the first to show this egocentric bias already during the first year of life.

迄今为止,有关婴儿期目标预测性视线转移的研究主要集中在婴儿对所观察到的行动的经验或所观察到的代理人所显示的代理线索的影响上。然而,尽管婴儿自然观察自己的行动总是与自我中心视角相关联,而观察他人的行动则往往与分配中心视角相关联,但行动呈现给婴儿的视角(自我中心视角还是分配中心视角)却很少受到研究人员的关注。本研究调查了 6 个月、9 个月和 12 个月大的幼儿以及成人在观察简单的人类抓握动作时的目标预测性注视行为的时间,这些动作是从自我中心或分配中心的角度呈现的(参与者内部设计)。结果显示,6 个月和 9 个月大的婴儿只有在从自我中心视角观察动作时才能预测动作目标。而 12 个月大的婴儿和成人则在两种视角下都能预测动作。因此,研究结果与以自我为中心处理社会刺激相对于以分配为中心处理社会刺激具有优势的观点一致,至少在发育早期是如此。这项研究是首批在婴儿出生后第一年就显示出这种自我中心偏差的研究之一。
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引用次数: 0
Examining the cognitive and perceptual perspectives of music-to-language transfer: A study of Cantonese–English bilingual children 从认知和感知角度探讨音乐到语言的迁移:粤英双语儿童研究
IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-09-18 DOI: 10.1016/j.jecp.2024.106069
William Choi , Veronica Ka Wai Lai , Siu-Hang Kong , Alfredo Bautista

Motivated by theories of music-to-language transfer, we investigated whether and how musicianship benefits phonological and lexical prosodic awareness in first language (L1) Cantonese and second language (L2) English. We assessed 86 Cantonese–English bilingual children on rhythmic sensitivity, pitch sensitivity, nonverbal intelligence, inhibitory control, working memory, Cantonese phonological awareness, Cantonese tone awareness, English phonological awareness, and English stress awareness. Based on their prior music learning experience, we classified the children as musicians and non-musicians. The musicians performed better than the non-musicians on Cantonese phonological awareness, Cantonese tone awareness, and English phonological awareness. In addition, the musicians had superior pitch sensitivity, nonverbal intelligence, inhibitory control, and working memory than the non-musicians. For Cantonese and English phonological awareness, neither cognitive abilities nor pitch and rhythmic sensitivities turned out to be a unique predictor. However, working memory uniquely predicted Cantonese tone awareness, with age, rhythmic sensitivity, and pitch sensitivity controlled. From a theoretical perspective, our findings on Cantonese tone awareness favors the cognitive perspective of music-to-language transfer, in which working memory enhancement could explain the musicians’ superior performance in Cantonese tone awareness. However, our findings on phonological awareness do not favor the cognitive perspective, nor do they favor the perceptual perspective, in which enhanced rhythmic and pitch sensitivities could explain musicians’ advantage.

受音乐到语言迁移理论的启发,我们研究了音乐是否以及如何提高第一语言(L1)粤语和第二语言(L2)英语的语音和词汇前音意识。我们对 86 名粤英双语儿童进行了节奏敏感性、音高敏感性、非语言智能、抑制控制、工作记忆、粤语语音意识、粤语语调意识、英语语音意识和英语重音意识的评估。根据儿童以前的音乐学习经历,我们将他们分为音乐家和非音乐家。在粤语语音意识、粤语语调意识和英语语音意识方面,音乐家比非音乐家表现更好。此外,音乐家在音高敏感度、非语言智能、抑制控制和工作记忆方面的表现也优于非音乐家。在粤语和英语语音意识方面,认知能力、音高和节奏敏感性都不是唯一的预测因素。然而,在年龄、节奏敏感性和音高敏感性受到控制的情况下,工作记忆对粤语音调意识的预测却独一无二。从理论角度看,我们对粤语音调意识的研究结果更倾向于音乐到语言迁移的认知角度,即工作记忆的增强可以解释音乐家在粤语音调意识方面的优异表现。然而,我们对语音意识的研究结果并不倾向于认知角度,也不倾向于知觉角度,即节奏感和音高敏感度的增强可以解释音乐家的优势。
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引用次数: 0
The development of children’s and adults’ use of kinematic cues for visual anticipation and verbal prediction of action 儿童和成人利用运动学线索进行视觉预测和行动语言预测的发展过程
IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-09-17 DOI: 10.1016/j.jecp.2024.106064
Saskia Melzel , Nicole Altvater-Mackensen , Kerstin Ganglmayer , Fabian Müller , Konstantin Steinmassl , Petra Hauf , Markus Paulus

Expectations about how others’ actions unfold in the future are crucial for our everyday social interactions. The current study examined the development of the use of kinematic cues for action anticipation and prediction in 3-year-olds, 4-year-olds, 10-year-olds, and adults in two experiments. Participants observed a hand repeatedly reaching for either a close or far object. The motor kinematics of the hand varied depending on whether the hand reached for the close or far object. We assessed whether participants would use kinematic cues to visually anticipate (Experiment 1; N=98) and verbally predict (Experiment 2; N=80) which object the hand was going to grasp. We found that only adults, but not 3- to 10-year-olds, based their visual anticipations on kinematic cues (Experiment 1). This speaks against claims that action anticipations are based on simulating others’ motor processes and instead provides evidence that anticipations are based on perceptual mechanisms. Interestingly, 10-year-olds used kinematic cues to correctly verbally predict the target object, and 4-year-olds learned to do so over the trials (Experiment 2). Thus, kinematic cues are used earlier in life for explicit action predictions than for visual action anticipations. This adds to a recent debate on whether or not an implicit understanding of others’ actions precedes their ability to verbally reason about the same actions.

对他人未来行动展开的预期对我们的日常社会交往至关重要。本研究通过两项实验,考察了 3 岁儿童、4 岁儿童、10 岁儿童和成人在使用运动学线索进行行动预期和预测方面的发展情况。参与者观察一只手反复伸向近处或远处的物体。根据手伸向近处或远处物体的不同,手的运动运动学也有所不同。我们评估了参与者是否会利用运动学线索来视觉预测(实验 1;98 人)和口头预测(实验 2;80 人)手要抓住哪个物体。我们发现,只有成年人,而不是 3 至 10 岁的儿童,会根据运动学线索进行视觉预测(实验 1)。这与动作预测是基于模拟他人的运动过程的说法相悖,反而提供了预测是基于知觉机制的证据。有趣的是,10 岁儿童利用运动学线索正确地口头预测目标物体,而 4 岁儿童在实验中也学会了这样做(实验 2)。因此,与视觉动作预测相比,运动学线索更早用于明确的动作预测。这就为最近关于对他人动作的内隐理解是否先于对相同动作的口头推理能力的争论增添了新的内容。
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引用次数: 0
Children’s beliefs about the emotional consequences of norm adherence and violation 儿童对遵守和违反准则的情绪后果的看法
IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-09-17 DOI: 10.1016/j.jecp.2024.106071
Anne E. Riggs, Anne A. Fast

What behaviors make people happy? In the current studies, we investigated 4- to 7-year-old children’s (N = 148) emotion attributions for people who follow or violate a conventional norm when doing so aligns or conflicts with other psychological motivations. In Study 1, we tested whether children believe people are happier when they desire (vs. do not desire) adhering to (vs. violating) a norm. In Study 2, we tested whether children believe people are happier when freely choosing (vs. being told) to adhere to (vs. violate) a norm. In both studies, children predicted the highest happiness levels for people who followed norms even when doing so conflicted with other psychological motivators (e.g., wanting or freely choosing to do something). Children also explained their emotion attributions by making reference to norms more often than to desires or personal choices. Results are discussed in terms of implications for children’s own norm adherence and early socialization practices in Western cultures.

什么样的行为会让人快乐?在目前的研究中,我们调查了 4 到 7 岁儿童(人数 = 148)对遵守或违反传统规范的人的情感归因,当这样做与其他心理动机一致或冲突时。在研究 1 中,我们测试了儿童是否认为,当人们希望(与不希望)遵守(与违反)规范时,他们会更快乐。在研究 2 中,我们测试了儿童是否认为人们在自由选择(与被告知)遵守(与违反)规范时会更快乐。在这两项研究中,儿童预测遵守规范的人幸福感最高,即使这样做与其他心理动机(如想要或自由选择做某事)相冲突。儿童在解释他们的情感归因时,也更多地参考规范,而不是欲望或个人选择。研究结果对西方文化中儿童遵守规范和早期社会化实践的影响进行了讨论。
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引用次数: 0
Turkish- and English-speaking 3-year-old children are sensitive to the evidential strength of claims when revising their beliefs 讲土耳其语和英语的 3 岁儿童在修正自己的信念时对主张的证据力度很敏感
IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-09-17 DOI: 10.1016/j.jecp.2024.106068
F. Ece Özkan , Samuel Ronfard , Çağla Aydın , Bahar Köymen

Individuals revise their beliefs based on the evidential strength of others’ claims. Unlike English, in languages such as Turkish evidential marking is obligatory; speakers must express whether their claims are based on direct observation or not. We investigated whether Turkish- and English-speaking 3- and 5-year-olds (N = 146; 72 girls; based in Turkey and Canada) differed in their belief revision after hearing claims based on direct observation, indirect observation, or inference. We found the same pattern in both linguistic groups; the 3-year-olds revised their beliefs more often when they heard claims based on direct observation and inference than on indirect observation, whereas the 5-year-olds showed no difference across different claims. By age 3, Turkish- and English-speaking children are sensitive to the strength of claims when revising their beliefs.

个人会根据他人主张的证据强度来修正自己的信念。与英语不同,在土耳其语等语言中,证据标记是强制性的;说话者必须表达他们的主张是否基于直接观察。我们调查了土耳其语和英语的 3-5 岁儿童(人数=146;72 名女孩;分别来自土耳其和加拿大)在听到基于直接观察、间接观察或推理的说法后,其信念修正是否有所不同。我们在两个语言组中发现了相同的模式;3 岁儿童在听到基于直接观察和推理的说法时,比听到基于间接观察的说法时更经常地修正他们的信念,而 5 岁儿童在听到不同说法时则没有表现出差异。3 岁时,讲土耳其语和英语的儿童在修正自己的信念时对说法的强度很敏感。
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引用次数: 0
Do children need counting principle knowledge to count on their fingers? 孩子们用手指数数需要计数原理知识吗?
IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-09-17 DOI: 10.1016/j.jecp.2024.106073
Marie Krenger, Catherine Thevenot

It has been established that young children who use their fingers to solve arithmetic problems outperform those who do not. However, it remains unclear whether finger counting itself enhances arithmetic performance or if children with already advanced numerical abilities are more inclined to use this strategy. In the current study, to shed light on this matter, we observed the behavior of 189 4- and 5-year-old children in an addition task and a task assessing their knowledge of the three “how-to-count” principles (i.e., stable order, one-to-one correspondence, and cardinality principles). Of these children, 169 were reassessed 1 year later (the second testing point). At the first testing point, our results revealed that finger users better know the counting principles than non-finger users. Nevertheless, some children use their fingers without knowing the principles, but in this case they present low performance in the addition task. Moreover, we found that knowing the counting principles does not naturally prompt finger use. Finally, we did not find evidence supporting the idea that finger use has a specific role in the development of counting principles, which questions the idea that finger counting has a functional role in the construction of the number concept. All in all, our results tend to show that children need to know the counting principles to be efficient finger users. Therefore, finger counting seems to be a useful tool when used by children who already possess advanced numerical knowledge.

已经证实,用手指解决算术问题的幼儿比不用手指的幼儿成绩更好。然而,究竟是用手指计算本身能提高算术成绩,还是计算能力已经很强的儿童更倾向于使用这种策略,目前仍不清楚。在本研究中,为了弄清这个问题,我们观察了 189 名 4 至 5 岁儿童在加法任务和评估他们对三个 "如何计算 "原则(即稳定顺序、一一对应和万有引力原则)知识的任务中的表现。其中 169 名儿童在一年后(第二个测试点)接受了重新评估。在第一个测试点,我们的结果显示,使用手指的儿童比不使用手指的儿童更了解计数原理。不过,也有一些儿童在不了解原则的情况下使用手指,但在这种情况下,他们在加法任务中的表现较差。此外,我们还发现,了解计数原理并不会自然而然地促进手指的使用。最后,我们没有发现证据支持手指使用在数数原则的发展中具有特殊作用的观点,这就对手指数数在构建数概念中具有功能性作用的观点提出了质疑。总之,我们的研究结果倾向于表明,儿童需要了解计数原理才能有效地使用手指。因此,当儿童已经掌握了较多的数字知识时,手指数数似乎是一种有用的工具。
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引用次数: 0
What do children value more in a collaborator—Problem-solving capacity or fair sharing? 儿童更看重合作者的哪一点--解决问题的能力还是公平分享?
IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-09-17 DOI: 10.1016/j.jecp.2024.106070
Katarzyna Myslinska-Szarek , Felix Warneken

Collaboration requires individuals to find partners who are adept at problem-solving and act fairly when sharing the spoils of joint labor. Given that individuals might vary along both dimensions, it can create a dilemma with the challenging decision of whether to prioritize a potential partner’s capacity to perform a task or the partner’s level of fairness in sharing obtained resources. Here we tested whether young children can solve this dilemma when two potential partners have opposing qualities: One partner is high in the capacity to solve a problem but less likely to share fairly, whereas the other partner is lower in capacity but fair. In two studies with a total of N = 188 children aged 4 to 6 years, we found that children adjust their decisions based on the social context and the perceived difficulty of the collaborative task: Children show an overall preference for fair partners when collaborating in an easy task, but they choose partners high in problem-solving capacity and low in fairness when collaborating in a more difficult task. These results show that already young children can evaluate others along two dimensions and make trade-offs between capacity and fairness when deciding what is more relevant for a given situation.

协作要求个人找到善于解决问题的伙伴,并在分享共同劳动成果时公平行事。鉴于个体在这两个维度上都可能存在差异,这就会造成一个两难的选择,即是优先考虑潜在伙伴完成任务的能力,还是优先考虑伙伴在分享所获资源时的公平程度。在这里,我们测试了当两个潜在伙伴的品质截然相反时,幼儿能否解决这种两难困境:其中一个伙伴解决问题的能力很强,但不太可能公平地分享资源;而另一个伙伴的能力较低,但很公平。在两项共涉及 188 名 4 至 6 岁儿童的研究中,我们发现儿童会根据社会环境和对合作任务难度的感知来调整他们的决定:在合作完成简单任务时,儿童总体上倾向于选择公平的伙伴;但在合作完成较困难的任务时,他们会选择解决问题能力强而公平性低的伙伴。这些结果表明,年幼的儿童就能从两个维度来评价他人,并在能力和公平之间做出权衡,以决定哪一个与特定情况更相关。
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引用次数: 0
Give some, keep some, put some: The language of sharing in children 给一些,留一些,放一些:儿童的分享语言
IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-09-14 DOI: 10.1016/j.jecp.2024.106066
Keith Jensen , Lin Rouvroye , Sarah Eiteljoerge , Elena Lieven , Eduardo Fe , Nausicaa Pouscoulous

Sensitivity to linguistic cues, in theory, can change the interpretation of social and game theoretical behavior. We tested this in a pair of experiments with children aged 4 and 5 years. Children were asked to give some, keep some, or put some stickers for themselves or for another player (a puppet) after collaborative activities. We found that the direction of the verb did influence how selfish the younger children were. We also had children tidy up the toys after each activity to determine their interpretation of some. Children could derive the pragmatic scalar implicature linked to some (i.e., interpreting it as meaning not all), and they did so particularly when it affected them personally. These findings have important implications for the stability of other-regarding preferences and the importance of instructions in games.

从理论上讲,对语言线索的敏感性可以改变对社会行为和游戏理论行为的解释。我们在一对 4 岁和 5 岁儿童的实验中测试了这一点。我们要求儿童在合作活动结束后,为自己或其他参与者(木偶)贴上一些贴纸,或保留一些贴纸,或贴上一些贴纸。我们发现,动词的方向确实会影响年幼儿童的自私程度。我们还让幼儿在每次活动后整理玩具,以确定他们对 "一些 "的解释。儿童可以推导出与 "一些 "相关的语用标度暗示(即把它解释为 "不是全部 "的意思),尤其是当它影响到他们个人时。这些发现对游戏中其他考虑偏好的稳定性和指令的重要性具有重要意义。
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引用次数: 0
Social and communicative not a prerequisite: Preverbal infants learn an abstract rule only from congruent audiovisual dynamic pitch–height patterns 社交和交流不是先决条件:前语言婴儿只能从一致的视听动态音高模式中学习抽象规则。
IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-09-06 DOI: 10.1016/j.jecp.2024.106046
Hiu Mei Chow , Yuen Ki Ma , Chia-huei Tseng

Learning in the everyday environment often requires the flexible integration of relevant multisensory information. Previous research has demonstrated preverbal infants’ capacity to extract an abstract rule from audiovisual temporal sequences matched in temporal synchrony. Interestingly, this capacity was recently reported to be modulated by crossmodal correspondence beyond spatiotemporal matching (e.g., consistent facial emotional expressions or articulatory mouth movements matched with sound). To investigate whether such modulatory influence applies to non-social and non-communicative stimuli, we conducted a critical test using audiovisual stimuli free of social information: visually upward (and downward) moving objects paired with a congruent tone of ascending or incongruent (descending) pitch. East Asian infants (8–10 months old) from a metropolitan area in Asia demonstrated successful abstract rule learning in the congruent audiovisual condition and demonstrated weaker learning in the incongruent condition. This implies that preverbal infants use crossmodal dynamic pitch–height correspondence to integrate multisensory information before rule extraction. This result confirms that preverbal infants are ready to use non-social non-communicative information in serving cognitive functions such as rule extraction in a multisensory context.

日常环境中的学习往往需要灵活整合相关的多感官信息。以往的研究表明,前语婴能够从时间同步匹配的视听时间序列中提取抽象规则。有趣的是,最近有报道称,这种能力受到时空匹配之外的跨模态对应(例如,与声音匹配的一致的面部情绪表达或发音嘴部动作)的调节。为了研究这种调节影响是否适用于非社交和非交流刺激,我们使用不含社交信息的视听刺激进行了一项关键性测试:视觉上向上(和向下)移动的物体与音调上升或下降的一致音搭配。来自亚洲大都会地区的东亚婴儿(8-10 个月大)在视听一致的条件下成功地学习了抽象规则,而在视听不一致的条件下学习效果较弱。这意味着前语言婴儿在提取规则之前,会利用跨模态动态音高对应来整合多感官信息。这一结果证实,前语言婴儿已准备好利用非社会性的非交流信息来实现认知功能,如在多感官环境中提取规则。
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引用次数: 0
A bird’s-eye view of research practices in mathematical cognition, learning, and instruction: Reimagining the status quo 数学认知、学习和教学研究实践鸟瞰:重新认识现状。
IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-09-05 DOI: 10.1016/j.jecp.2024.106056
Martha W. Alibali , Percival G. Matthews , Jessica Rodrigues , Rui Meng , Nicholas A. Vest , Victoria Jay , David Menendez , Jennifer O. Murray , Andrea Marquardt Donovan , Lauren E. Anthony , Nicole M. McNeil

Research on mathematical cognition, learning, and instruction (MCLI) often takes cognition as its point of departure and considers instruction at a later point in the research cycle. In this article, we call for psychologists who study MCLI to reflect on the “status quo” of their research practices and to consider making instruction an earlier and more central aspect of their work. We encourage scholars of MCLI (a) to consider the needs of educators and schools when selecting research questions and developing interventions; (b) to compose research teams that are diverse in the personal, disciplinary, and occupational backgrounds of team members; (c) to make efforts to broaden participation in research and to conduct research in authentic settings; and (d) to communicate research in ways that are accessible to practitioners and to the general public. We argue that a more central consideration of instruction will lead to shifts that make research on MCLI more theoretically valuable, more actionable for educators, and more relevant to pressing societal challenges.

有关数学认知、学习和教学(MCLI)的研究往往以认知为出发点,而在研究周期的较后阶段才考虑教学。在本文中,我们呼吁研究数学认知、学习与教学的心理学家反思其研究实践的 "现状",并考虑将教学作为其工作中更早和更核心的方面。我们鼓励研究多语种共同学习的学者:(a) 在选择研究问题和制定干预措施时,考虑教育者和学校的需求;(b) 组建研究团队,团队成员的个人、学科和职业背景应多样化;(c) 努力扩大研究的参与度,在真实环境中开展研究;(d) 以从业者和公众都能接受的方式交流研究成果。我们认为,对教学的更核心考虑将带来转变,使有关多语言学习的研究更具理论价值,对教育工作者更具可操作性,并与紧迫的社会挑战更加相关。
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引用次数: 0
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Journal of Experimental Child Psychology
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