Christopher Osterhaus, Serena Lecce, Susanne Koerber
This study explores the longitudinal association between Theory of Mind (ToM) and reading comprehension (RC) in middle childhood, focusing on three advanced ToM (AToM) components: social reasoning, reasoning about ambiguity and recognition of social norm transgressions. Over the course of a year, 112 nine-year-olds (61 girls, 51 boys; Mage = 9; 0 years, ±4 months at wave 1) were followed from Grade 3 to Grade 4 and assessed for AToM predictors of Grade-4 RC. Findings show that only social reasoning predicts RC, independent of general intelligence and prior RC performance. In turn, RC did not predict any AToM component. These findings contribute to understanding cognitive development in educational contexts, emphasizing the significance of AToM, particularly social reasoning, in RC.
{"title":"Unlocking narratives: Longitudinal associations between theory of mind and reading comprehension","authors":"Christopher Osterhaus, Serena Lecce, Susanne Koerber","doi":"10.1111/bjdp.12514","DOIUrl":"10.1111/bjdp.12514","url":null,"abstract":"<p>This study explores the longitudinal association between Theory of Mind (ToM) and reading comprehension (RC) in middle childhood, focusing on three advanced ToM (AToM) components: social reasoning, reasoning about ambiguity and recognition of social norm transgressions. Over the course of a year, 112 nine-year-olds (61 girls, 51 boys; <i>M</i><sub>age</sub> = 9; 0 years, ±4 months at wave 1) were followed from Grade 3 to Grade 4 and assessed for AToM predictors of Grade-4 RC. Findings show that only social reasoning predicts RC, independent of general intelligence and prior RC performance. In turn, RC did not predict any AToM component. These findings contribute to understanding cognitive development in educational contexts, emphasizing the significance of AToM, particularly social reasoning, in RC.</p>","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12514","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141749642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Zhongying Li, Tengfeng Huang, Carol A. Seger, Zhiya Liu
When learning new categories, do children benefit from the same types of training as adults? We compared the effects of feedback-based training with observational training in young adults (ages 18–25) and early school aged children (ages 6–7) across two different multimodal category learning tasks: conjunctive rule based and information integration. We used multimodal stimuli that varied across a visual feature (rotation speed of the “planet” stimulus) and an auditory feature (pitch frequency of a pure tone stimulus). We found an interaction between age and training type for the rule-based category task, such that adults performed better in feedback training than in observational training, whereas training type had no significant effect on children's category learning performance. Overall adults performed better than children in learning both the rule based and information integration category structures. In information integration category learning, feedback versus observational training did not have a significant effect on either adults' or children's category learning. Computational modelling revealed that children defaulted to univariate rules in both tasks. The finding that children do not benefit from feedback training and can learn successfully via observational learning has implications for the design of educational interventions appropriate for children.
{"title":"Feedback and observational learning differ in effectiveness during category learning in early school aged children and adults","authors":"Zhongying Li, Tengfeng Huang, Carol A. Seger, Zhiya Liu","doi":"10.1111/bjdp.12509","DOIUrl":"10.1111/bjdp.12509","url":null,"abstract":"<p>When learning new categories, do children benefit from the same types of training as adults? We compared the effects of feedback-based training with observational training in young adults (ages 18–25) and early school aged children (ages 6–7) across two different multimodal category learning tasks: conjunctive rule based and information integration. We used multimodal stimuli that varied across a visual feature (rotation speed of the “planet” stimulus) and an auditory feature (pitch frequency of a pure tone stimulus). We found an interaction between age and training type for the rule-based category task, such that adults performed better in feedback training than in observational training, whereas training type had no significant effect on children's category learning performance. Overall adults performed better than children in learning both the rule based and information integration category structures. In information integration category learning, feedback versus observational training did not have a significant effect on either adults' or children's category learning. Computational modelling revealed that children defaulted to univariate rules in both tasks. The finding that children do not benefit from feedback training and can learn successfully via observational learning has implications for the design of educational interventions appropriate for children.</p>","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12509","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141621789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated whether feedback on their errors and speed improves kindergarten children's performance in an executive function (EF) task. Children from Switzerland (N = 213, 49% female, Mage = 6.4 years) were tested in the Hearts and Flowers task pre- and post-training and trained either on a variant of this task with (n = 71) or without feedback (n = 72), or on a control learning task (n = 70). The feedback group performed more efficiently than the no-feedback group during the intervention and partially also in the post-test. Both EF training groups performed more efficiently than the control group in the post-test. These results suggest that kindergarten children detect and monitor their errors and even get better at it given the opportunity to practice. Moreover, they benefit additionally from external feedback. Integrating feedback into computerized cognitive training (and learning apps) could be a potential avenue for interventions in school settings.
{"title":"Training kindergarten children on learning from their mistakes","authors":"Ebru Ger, Claudia M. Roebers","doi":"10.1111/bjdp.12508","DOIUrl":"10.1111/bjdp.12508","url":null,"abstract":"<p>This study investigated whether feedback on their errors and speed improves kindergarten children's performance in an executive function (EF) task. Children from Switzerland (<i>N</i> = 213, 49% female, M<sub>age</sub> = 6.4 years) were tested in the Hearts and Flowers task pre- and post-training and trained either on a variant of this task with (<i>n</i> = 71) or without feedback (<i>n</i> = 72), or on a control learning task (<i>n</i> = 70). The feedback group performed more efficiently than the no-feedback group during the intervention and partially also in the post-test. Both EF training groups performed more efficiently than the control group in the post-test. These results suggest that kindergarten children detect and monitor their errors and even get better at it given the opportunity to practice. Moreover, they benefit additionally from external feedback. Integrating feedback into computerized cognitive training (and learning apps) could be a potential avenue for interventions in school settings.</p>","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12508","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141555919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines how listeners categorize second language (L2) accents and how their linguistic background affects this categorization. Ninety-eight adult bilingual and multilingual Greek listeners categorized accents in a familiar (British English)–unfamiliar (Australian English) L2 accent condition. Data were collected through an online survey and analysed using binomial mixed-effects models and signal detection analysis. The results demonstrated that both bilinguals and multilinguals exhibited low performance in the task, potentially due to their decreased familiarity with the Australian English accent and the fact that the two accents are phonetically similar. However, despite both groups' low performance, multilinguals outperformed bilinguals in accent categorization accuracy. This advantage could be attributed to a combination of cognitive and social dynamics. Results expand upon prior research, indicating that exposure to accent variation enhances listeners' abilities to categorize non-native accents. The study provides important theoretical implications for the perception of accents and practical insights into foreign language learning and multilingual communication.
{"title":"Categorization of second language accents by bilingual and multilingual listeners","authors":"Georgios P. Georgiou","doi":"10.1111/bjdp.12506","DOIUrl":"10.1111/bjdp.12506","url":null,"abstract":"<p>This study examines how listeners categorize second language (L2) accents and how their linguistic background affects this categorization. Ninety-eight adult bilingual and multilingual Greek listeners categorized accents in a familiar (British English)–unfamiliar (Australian English) L2 accent condition. Data were collected through an online survey and analysed using binomial mixed-effects models and signal detection analysis. The results demonstrated that both bilinguals and multilinguals exhibited low performance in the task, potentially due to their decreased familiarity with the Australian English accent and the fact that the two accents are phonetically similar. However, despite both groups' low performance, multilinguals outperformed bilinguals in accent categorization accuracy. This advantage could be attributed to a combination of cognitive and social dynamics. Results expand upon prior research, indicating that exposure to accent variation enhances listeners' abilities to categorize non-native accents. The study provides important theoretical implications for the perception of accents and practical insights into foreign language learning and multilingual communication.</p>","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12506","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141460684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Occupational gender stereotypes develop from early age and contribute to occupational gender imbalance. Previous research used questionnaires or interviews to investigate children's explicit stereotypes and where drawings have been used, mostly men-dominated occupations have been considered. This study used drawings and interviews to assess implicit stereotypes of both men and women-dominated occupations and whether children's sex, age and cultural background predicted these stereotypes. Two hundred and forty-three 6-to-7-year-olds and 10-to-11-year-olds in Britain and Argentina-encompassing both Global South and Global North perspectives- drew five human figures: (i) person of their choice, (ii) dancer, (iii) nanny (iv) firefighter and (v) pilot. In interviews, children confirmed and justified their gender choices for each drawing. Results indicate gender stereotypes in children from both countries, especially towards women-dominated occupations. Girls exhibited more rigid gender views than boys. These findings suggest widespread and culturally consistent occupational gender stereotypes, potentially limiting children's future job choices.
{"title":"A cross-cultural study of children's graphic representations of men- and women-dominated occupations","authors":"Romina A. Vivaldi, Sarah E. Rose","doi":"10.1111/bjdp.12507","DOIUrl":"10.1111/bjdp.12507","url":null,"abstract":"<p>Occupational gender stereotypes develop from early age and contribute to occupational gender imbalance. Previous research used questionnaires or interviews to investigate children's explicit stereotypes and where drawings have been used, mostly men-dominated occupations have been considered. This study used drawings and interviews to assess implicit stereotypes of both men and women-dominated occupations and whether children's sex, age and cultural background predicted these stereotypes. Two hundred and forty-three 6-to-7-year-olds and 10-to-11-year-olds in Britain and Argentina-encompassing both Global South and Global North perspectives- drew five human figures: (i) person of their choice, (ii) dancer, (iii) nanny (iv) firefighter and (v) pilot. In interviews, children confirmed and justified their gender choices for each drawing. Results indicate gender stereotypes in children from both countries, especially towards women-dominated occupations. Girls exhibited more rigid gender views than boys. These findings suggest widespread and culturally consistent occupational gender stereotypes, potentially limiting children's future job choices.</p>","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12507","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141460683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bronwyn O'Brien, Mohamed Ebeid, Cristina M. Atance
Do children consider temporal distance in their reasoning about the world? Using a novel method that relied minimally on verbal ability, we asked N = 106 3- to 6-year-olds to judge which of two characters felt more ‘happy’/‘sad’ right now: one engaging in a pleasant/unpleasant activity tomorrow or another engaging in this same activity when they are a year older. That is, we examined whether children understood that the closer in time a future event, the more intense the currently felt emotion. Starting at age 4, children correctly judged which child was more ‘happy’/‘sad’ right now. However, 4- to 6-year-olds tended not to explain their judgements by referring to temporal distance, per se. Results suggest that children are sensitive to temporal distance early in development, but do not yet verbally express this understanding. Implications for theories about children's future thinking and future areas of research are discussed.
{"title":"Who feels happier right now?: The impact of temporal distance on children's judgements of emotional intensity","authors":"Bronwyn O'Brien, Mohamed Ebeid, Cristina M. Atance","doi":"10.1111/bjdp.12505","DOIUrl":"10.1111/bjdp.12505","url":null,"abstract":"<p>Do children consider temporal distance in their reasoning about the world? Using a novel method that relied minimally on verbal ability, we asked <i>N</i> = 106 3- to 6-year-olds to judge which of two characters felt more ‘happy’/‘sad’ <i>right now</i>: one engaging in a pleasant/unpleasant activity <i>tomorrow</i> or another engaging in this same activity when they are <i>a year older</i>. That is, we examined whether children understood that the closer in time a future event, the more intense the currently felt emotion. Starting at age 4, children correctly judged which child was more ‘happy’/‘sad’ <i>right now</i>. However, 4- to 6-year-olds tended not to explain their judgements by referring to temporal distance, per se. Results suggest that children are sensitive to temporal distance early in development, but do not yet verbally express this understanding. Implications for theories about children's future thinking and future areas of research are discussed.</p>","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12505","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141460685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rachel D Fine, Solangel C Troncoso, Susan A Gelman
The current study explored whether positive contact through stories could influence how young children think about transgender identities and gender in general. A total of 174 children ages 5-6 and 9-10 were randomly assigned to one of three conditions: Jazz (participants watched a video regarding a transgender child named Jazz), Blue (participants watched a video regarding a marker that looked red on the outside but inside was really blue) and control (no video). Both videos described the main character as feeling different inside than outside, and their social transition to their preferred identity; researcher scaffolding supported the video messages. Children who viewed the Jazz video had: (a) greater understanding of transgender identities and (b) no overall differences in gender essentialism, but (c) lower gender essentialism on three specific measures (gender immutability, innate toy behaviours and innate preferences). Also, gender essentialism was lower in older versus younger children. In this study, a direct, realistic story was the only effective means of teaching children about transgender identities and reducing belief in gender immutability. Thus, stories can be a way to teach children about the social world and change essentialist beliefs, but the impact may be limited and greatly affected by features of the story.
{"title":"Transformative tales: The role of story videos on children's reasoning about transgender identities.","authors":"Rachel D Fine, Solangel C Troncoso, Susan A Gelman","doi":"10.1111/bjdp.12503","DOIUrl":"https://doi.org/10.1111/bjdp.12503","url":null,"abstract":"<p><p>The current study explored whether positive contact through stories could influence how young children think about transgender identities and gender in general. A total of 174 children ages 5-6 and 9-10 were randomly assigned to one of three conditions: Jazz (participants watched a video regarding a transgender child named Jazz), Blue (participants watched a video regarding a marker that looked red on the outside but inside was really blue) and control (no video). Both videos described the main character as feeling different inside than outside, and their social transition to their preferred identity; researcher scaffolding supported the video messages. Children who viewed the Jazz video had: (a) greater understanding of transgender identities and (b) no overall differences in gender essentialism, but (c) lower gender essentialism on three specific measures (gender immutability, innate toy behaviours and innate preferences). Also, gender essentialism was lower in older versus younger children. In this study, a direct, realistic story was the only effective means of teaching children about transgender identities and reducing belief in gender immutability. Thus, stories can be a way to teach children about the social world and change essentialist beliefs, but the impact may be limited and greatly affected by features of the story.</p>","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141421838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Beatrice Bobba, Takuya Yanagida, Maria Wiertsema, Diana Miconi, Adebunmi Oyekola, Ifunanya Chukwueke, Sevgi Bayram Özdemir
Sense of academic futility entails feelings of having no control over ones' educational success. Although mounting evidence points to its negative consequences for students' educational outcomes, less is known about its socio-contextual antecedents. Relatedly, the current study explored how fair and supportive relationships with teachers are related to the sense of academic futility and if class belonging mediates this link in a sample of adolescents with immigrant and non-immigrant backgrounds. A total of 1065 seventh-grade students (Mage = 13.12; SD = 0.42; 45% girls) from 55 classrooms completed questionnaires at two time points 1 year apart. Results of multilevel analyses indicated that fair and supportive relationships with teachers contributed to decreases in sense of academic futility at the individual but not at the classroom level. No mediation or moderation effects emerged. These findings highlight the crucial role of democratic student–teacher relationships in supporting the positive school adjustment of all students in increasingly multicultural societies.
{"title":"Student–teacher relationships and sense of academic futility: Longitudinal associations among early adolescents of immigrant and non-immigrant background","authors":"Beatrice Bobba, Takuya Yanagida, Maria Wiertsema, Diana Miconi, Adebunmi Oyekola, Ifunanya Chukwueke, Sevgi Bayram Özdemir","doi":"10.1111/bjdp.12504","DOIUrl":"10.1111/bjdp.12504","url":null,"abstract":"<p>Sense of academic futility entails feelings of having no control over ones' educational success. Although mounting evidence points to its negative consequences for students' educational outcomes, less is known about its socio-contextual antecedents. Relatedly, the current study explored how fair and supportive relationships with teachers are related to the sense of academic futility and if class belonging mediates this link in a sample of adolescents with immigrant and non-immigrant backgrounds. A total of 1065 seventh-grade students (<i>M</i><sub>age</sub> = 13.12; <i>SD</i> = 0.42; 45% girls) from 55 classrooms completed questionnaires at two time points 1 year apart. Results of multilevel analyses indicated that fair and supportive relationships with teachers contributed to decreases in sense of academic futility at the individual but not at the classroom level. No mediation or moderation effects emerged. These findings highlight the crucial role of democratic student–teacher relationships in supporting the positive school adjustment of all students in increasingly multicultural societies.</p>","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141421837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Human visual memory capacity has a rapid developmental progression. Here we examine whether image semantics modulate this progression. We assessed the performance of children (6–14 years) and young adults (19–36 years) on a visual memory task using real-world (or meaningful) as well as abstract image sets, which were matched in low-level image attributes. For real images, we find comparable performance across the two age groups, consistent with previously reported results. However, for abstract images, we find a clear age-related difference indicating greater reliance of children's memory processes on semantics, suggesting that strategies for encoding abstract patterns keep improving even into late childhood. We complemented these studies with computational experiments designed to examine the role of increasing experience with real-world images on real and abstract image encoding, to examine whether the observed age-related differences, as well as the general privilege of real over abstract images, can emerge directly through experience with meaningful images. Our results provide support for this possibility and set the stage for a finer-grained investigation of the timeline along which children's memory capacity for abstract images reaches adult levels.
{"title":"The influence of semantics on long-term visual memory capacity in children and adults","authors":"Priti Gupta, Marin Vogelsang, Lukas Vogelsang, Pragya Shah, Sharon Gilad-Gutnick, Pawan Sinha","doi":"10.1111/bjdp.12498","DOIUrl":"10.1111/bjdp.12498","url":null,"abstract":"<p>Human visual memory capacity has a rapid developmental progression. Here we examine whether image semantics modulate this progression. We assessed the performance of children (6–14 years) and young adults (19–36 years) on a visual memory task using real-world (or meaningful) as well as abstract image sets, which were matched in low-level image attributes. For real images, we find comparable performance across the two age groups, consistent with previously reported results. However, for abstract images, we find a clear age-related difference indicating greater reliance of children's memory processes on semantics, suggesting that strategies for encoding abstract patterns keep improving even into late childhood. We complemented these studies with computational experiments designed to examine the role of increasing experience with real-world images on real and abstract image encoding, to examine whether the observed age-related differences, as well as the general privilege of real over abstract images, can emerge directly through experience with meaningful images. Our results provide support for this possibility and set the stage for a finer-grained investigation of the timeline along which children's memory capacity for abstract images reaches adult levels.</p>","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141301998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Callyn Farrell, Ellen Sanderson, Aisling Mulvihill, Michael Thai, Virginia Slaughter
Mental state language (MSL) is an important mechanism through which children learn about their social world and place within it. Previous research has suggested that parents may use MSL differently towards children based on their child's gender. However, findings are inconsistent. This scoping review explores the consistency of reported differences in parents' MSL use as a function of children's gender while exploring the methodological variables that may provide insights into these differences. Based on a review of the 27 studies included, 12 found a significant relationship between child gender and parents' MSL, while the remaining did not. The included studies used a range of methodological approaches to elicit MSL. This scoping review allows researchers and practitioners to reflect upon assumptions regarding the associations between child gender and parents' MSL. Further, we call for the use of diverse and informed approaches when studying these associations from a developmental perspective in the future.
心理状态语言(MSL)是儿童了解自己的社会世界和社会地位的重要机制。以往的研究表明,父母可能会根据孩子的性别对孩子使用不同的心理状态语言。然而,研究结果并不一致。本范围综述探讨了父母在使用 MSL 时因儿童性别而产生的差异的一致性,同时还探讨了可能有助于深入了解这些差异的方法学变量。在对所纳入的 27 项研究进行回顾的基础上,12 项研究发现儿童性别与父母的 MSL 之间存在显著关系,而其余研究则没有发现这种关系。所纳入的研究采用了一系列方法来激发 MSL。本范围综述使研究人员和从业人员能够对儿童性别与父母 MSL 之间关系的假设进行反思。此外,我们呼吁今后在从发展的角度研究这些关联时,应使用多样化的知情方法。
{"title":"Parents' mental state language and child gender: A scoping review of developmental evidence.","authors":"Callyn Farrell, Ellen Sanderson, Aisling Mulvihill, Michael Thai, Virginia Slaughter","doi":"10.1111/bjdp.12502","DOIUrl":"https://doi.org/10.1111/bjdp.12502","url":null,"abstract":"<p><p>Mental state language (MSL) is an important mechanism through which children learn about their social world and place within it. Previous research has suggested that parents may use MSL differently towards children based on their child's gender. However, findings are inconsistent. This scoping review explores the consistency of reported differences in parents' MSL use as a function of children's gender while exploring the methodological variables that may provide insights into these differences. Based on a review of the 27 studies included, 12 found a significant relationship between child gender and parents' MSL, while the remaining did not. The included studies used a range of methodological approaches to elicit MSL. This scoping review allows researchers and practitioners to reflect upon assumptions regarding the associations between child gender and parents' MSL. Further, we call for the use of diverse and informed approaches when studying these associations from a developmental perspective in the future.</p>","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141262596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}