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Evidence-based meets community-centred: A new approach to creating informal learning opportunities for children. 以证据为基础,以社区为中心:为儿童创造非正式学习机会的新方法。
IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-07-25 DOI: 10.1111/bjdp.12511
A Pesch, K K Fletcher, R M Golinkoff, K Hirsh-Pasek

Informal learning spaces present ripe opportunities to supplement formal learning experiences. In this paper, we offer a new approach to creating enriching learning activities for public spaces that reflects evidence-based practices rooted in developmental psychology and uses community-centring practices from participatory research approaches. We first argue that extant theory and research supports the use of guided play pedagogy to foster learning. Second, we argue that effective translation of research to practice should incorporate community voices at every stage of the design, implementation and evaluation process. We describe a new initiative called Playful Learning Landscapes that reflects tenets of core developmental theory including constructivism and social learning theories as well as guided play pedagogy. Playful Learning Landscapes also extends the scope and scale of these evidence-backed theories by collaborating with communities to design activities for local community spaces. Taken together, we offer a way of upholding core developmental theory with equitable, culturally inclusive research and intervention practices. Transforming community spaces into hubs for children's learning promises wide-reaching implications for equitable access, school readiness and early childhood education.

非正规学习空间为补充正规学习经验提供了成熟的机会。在本文中,我们提出了一种为公共空间创造丰富学习活动的新方法,它反映了植根于发展心理学的循证实践,并采用了参与式研究方法中以社区为中心的实践。首先,我们认为现有的理论和研究支持使用引导式游戏教学法来促进学习。其次,我们认为,将研究有效地转化为实践,应在设计、实施和评估过程的每个阶段纳入社区的声音。我们介绍了一项名为 "游戏学习景观 "的新倡议,它反映了核心发展理论的原则,包括建构主义和社会学习理论以及游戏引导教学法。通过与社区合作为当地社区空间设计活动,"游戏学习景观 "还扩展了这些证据支持理论的范围和规模。总之,我们提供了一种坚持核心发展理论与公平的、具有文化包容性的研究和干预实践相结合的方法。将社区空间转变为儿童学习的中心,有望对公平入学、入学准备和幼儿教育产生深远影响。
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引用次数: 0
Bystander responses in five-steps: Paving road to prosocial intervention to social exclusion through social-cognition 旁观者反应五步法:通过社会认知,为亲社会干预社会排斥铺平道路。
IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-07-24 DOI: 10.1111/bjdp.12513
Serengeti Ayhan, Seçil Gönültaş

To promote prosocial defending behaviours to social exclusion, it is important to understand the role of social-cognitive factors in bystanders' cognition, judgements and responses. The current research examined how social cognitive skills relate to different aspects of bystanders' cognition, judgements and responses in the five-step intervention model. Data were collected from 96 Turkish children and adolescents (Mage = 12.39 years, SD = 1.74, 59 girls, aged 10–17). Participants were presented with a hypothetical social exclusion scenario and their bystanders' cognition, judgements and responses were measured via five-step intervention model. Theory of mind (ToM), mind-reading motivation (MRM) and empathy were also measured as predictors. Hierarchical regression analyses showed that while ToM and MRM were more likely to predict bystanders' judgements and cognitions around social exclusion, empathy was also found to be correlated with behavioural aspects of bystanders' responses beside cognitions and judgements. Overall, our novel findings provide insight for intervention studies to promote prosocial bystanders' judgements, cognitions and responses by addressing different social-cognitive skills.

为了促进对社会排斥的亲社会防御行为,了解社会认知因素在旁观者的认知、判断和反应中的作用非常重要。目前的研究探讨了社会认知技能如何与五步干预模式中旁观者认知、判断和反应的不同方面相关联。研究收集了 96 名土耳其儿童和青少年(年龄 12.39 岁,平均年龄 1.74 岁,59 名女孩,年龄 10-17 岁)的数据。研究人员向参与者展示了一个假想的社会排斥情景,并通过五步干预模式测量了旁观者的认知、判断和反应。心智理论(ToM)、读心动机(MRM)和移情也作为预测因素进行了测量。层次回归分析表明,心智理论(ToM)和读心动机(MRM)更有可能预测旁观者对社会排斥的判断和认知,而移情也与旁观者在认知和判断之外的反应行为相关。总之,我们的新发现为干预研究提供了启示,以通过解决不同的社会认知技能来促进亲社会旁观者的判断、认知和反应。
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引用次数: 0
Preliminary development of a brief parent-report gender identity alignment/distress screener for children. 初步开发了家长报告的儿童性别认同调整/压力筛选器。
IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-07-22 DOI: 10.1111/bjdp.12510
Matthew A Diemer, Amy Hillier, Steven C Marcus

This research develops a brief, and preliminary, parent-report screener to assess gender identity alignment/distress in children. The increasing prevalence of children not identifying with their sex at birth, the length and outdated language of existing gender identity measures, and the need to assess gender identity among children (as opposed to adolescent/adult measures) motivate a screener. A survey containing 14 items from existing instruments was administered to a diverse set of 1110 parents of children ages 3-12. Exploratory and confirmatory factor analyses, followed by multiple indicators and multiple causes (MIMIC) modelling, were used to develop a 5-item, unidimensional screener that may assess gender identity alignment/distress. The screener may be suitable to identify children who experience misalignment between their gender and sex assigned at birth and parents or children for whom this misalignment causes distress. These families may benefit from additional resources and conversations between paediatric staff and children about their gender identity, including education for parents, and/or referrals for specialty care. Future research should further streamline and validate this preliminary screener, examine its convergence with gender identity and distress measures and explore including children's perspectives.

这项研究开发了一种简短的、初步的家长报告筛选器,用于评估儿童的性别认同一致性/压力。儿童出生时不认同自己性别的现象越来越普遍,现有的性别认同测量方法冗长且语言过时,以及评估儿童性别认同的需要(而不是青少年/成人测量方法)都促使我们开发筛选器。我们对 1110 名 3-12 岁儿童的家长进行了调查,其中包括 14 个来自现有工具的项目。通过探索性和确认性因素分析以及多指标和多原因(MIMIC)建模,我们开发出了一种可评估性别认同一致性/压力的 5 项单维筛选器。该筛选器可能适用于识别出生时性别与指定性别不一致的儿童,以及因性别不一致而感到困扰的父母或儿童。这些家庭可能会从更多的资源和儿科工作人员与儿童之间关于其性别认同的对话中受益,包括对家长的教育和/或转介到专业护理机构。未来的研究应进一步简化和验证这一初步筛选器,检查其与性别认同和困扰测量的一致性,并探索纳入儿童的观点。
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引用次数: 0
Unlocking narratives: Longitudinal associations between theory of mind and reading comprehension 解锁叙事:思维理论与阅读理解之间的纵向联系。
IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-07-22 DOI: 10.1111/bjdp.12514
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.

本研究探讨了智力理论(ToM)与儿童中期阅读理解(RC)之间的纵向联系,重点是智力理论(AToM)的三个高级组成部分:社会推理、模棱两可推理和对违反社会规范行为的识别。在一年的时间里,对 112 名 9 岁儿童(61 名女孩,51 名男孩;年龄 = 9;第 1 次调查时 0 岁,±4 个月)进行了从三年级到四年级的跟踪调查,并对预测四年级 RC 的 AToM 进行了评估。研究结果表明,只有社会推理能预测 RC,而与一般智力和以前的 RC 表现无关。反过来,RC 也不能预测任何 AToM 成分。这些发现有助于理解教育背景下的认知发展,强调了AToM,尤其是社会推理在RC中的重要性。
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引用次数: 0
Feedback and observational learning differ in effectiveness during category learning in early school aged children and adults 在学龄前儿童和成人的类别学习过程中,反馈学习和观察学习的效果不同。
IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-07-16 DOI: 10.1111/bjdp.12509
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.

在学习新类别时,儿童是否能从与成人相同类型的训练中获益?我们在两个不同的多模态类别学习任务(基于连接规则和信息整合)中,比较了基于反馈的训练和观察训练对年轻成人(18-25 岁)和学龄前儿童(6-7 岁)的影响。我们使用的多模态刺激具有不同的视觉特征("行星 "刺激的旋转速度)和听觉特征(纯音刺激的音调频率)。在基于规则的分类任务中,我们发现年龄与训练类型之间存在交互作用,成人在反馈训练中的表现优于观察训练,而训练类型对儿童的分类学习表现没有显著影响。总体而言,成人在学习基于规则的类别结构和信息整合类别结构方面的表现都优于儿童。在信息整合类别学习中,反馈训练和观察训练对成人和儿童的类别学习都没有显著影响。计算模型显示,儿童在这两项任务中都默认了单变量规则。儿童不能从反馈训练中获益,而可以通过观察学习成功地进行学习,这一发现对设计适合儿童的教育干预措施具有重要意义。
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引用次数: 0
Training kindergarten children on learning from their mistakes 培训幼儿园儿童从错误中学习。
IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-07-08 DOI: 10.1111/bjdp.12508
Ebru Ger, Claudia M. Roebers

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.

本研究调查了关于错误和速度的反馈是否能提高幼儿园儿童在执行功能(EF)任务中的表现。来自瑞士的儿童(人数 = 213,49% 为女性,年龄 = 6.4 岁)在培训前后接受了 "心与花 "任务测试,并在有反馈(人数 = 71)或无反馈(人数 = 72)或对照学习任务(人数 = 70)的情况下接受了该任务的变体培训。在干预过程中,反馈组的表现比无反馈组更有效率,部分反馈组在后期测试中的表现也比无反馈组更有效率。在后期测试中,两组 EF 培训人员的表现均优于对照组。这些结果表明,幼儿园儿童能够发现并监控自己的错误,甚至在有机会练习的情况下还能做得更好。此外,他们还能从外部反馈中额外受益。将反馈整合到计算机化认知训练(和学习应用程序)中,可能是在学校环境中进行干预的一个潜在途径。
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引用次数: 0
Categorization of second language accents by bilingual and multilingual listeners 双语和多语听者对第二语言口音的分类。
IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-06-27 DOI: 10.1111/bjdp.12506
Georgios P. Georgiou

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.

本研究探讨了听者如何对第二语言(L2)口音进行分类,以及他们的语言背景如何影响这种分类。98 名成年双语和多语希腊语听者在熟悉(英国英语)-不熟悉(澳大利亚英语)的第二语言口音条件下对口音进行了分类。数据通过在线调查收集,并使用二项混合效应模型和信号检测分析进行了分析。结果表明,双语者和多语者在任务中的表现都较低,这可能是由于他们对澳大利亚英语口音的熟悉程度较低,而且两种口音在语音上相似。然而,尽管两组人的成绩都很低,多语者在口音分类的准确性上却优于双语者。这一优势可归因于认知和社会动力的共同作用。研究结果拓展了之前的研究,表明暴露于口音变异会增强听者对非母语口音的分类能力。这项研究为口音感知提供了重要的理论意义,也为外语学习和多语言交流提供了实用的见解。
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引用次数: 0
A cross-cultural study of children's graphic representations of men- and women-dominated occupations 关于儿童对男性和女性主导职业的图画表现的跨文化研究。
IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-06-25 DOI: 10.1111/bjdp.12507
Romina A. Vivaldi, Sarah E. Rose

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.

职业性别定型观念从幼儿时期就开始形成,并导致职业性别失衡。以往的研究使用问卷或访谈来调查儿童的显性定型观念,而在使用图画的情况下,考虑的大多是男性占主导地位的职业。本研究使用绘画和访谈来评估对男性和女性占主导地位的职业的内隐定型观念,以及儿童的性别、年龄和文化背景是否会对这些定型观念产生影响。英国和阿根廷的 243 名 6 至 7 岁儿童和 10 至 11 岁儿童(包括全球南方和全球北方的儿童)绘制了五个人物形象:(i) 自己选择的人物,(ii) 舞蹈家,(iii) 保姆,(iv) 消防员和 (v) 飞行员。在访谈中,孩子们确认并说明了他们对每幅画的性别选择。结果表明,两国儿童都存在性别定型观念,尤其是对女性占主导地位的职业。与男孩相比,女孩的性别观念更为刻板。这些研究结果表明,职业性别定型观念普遍存在,而且在文化上一脉相承,可能会限制儿童未来的工作选择。
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引用次数: 0
Who feels happier right now?: The impact of temporal distance on children's judgements of emotional intensity 现在谁感觉更快乐?时间距离对儿童情绪强度判断的影响。
IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-06-24 DOI: 10.1111/bjdp.12505
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.

儿童在推理世界时会考虑时间距离吗?我们采用了一种尽量不依赖语言能力的新方法,让 106 名 3 至 6 岁的儿童判断两个角色中哪一个现在感觉更 "快乐"/"悲伤":一个角色明天会从事一项令人快乐/不愉快的活动,另一个角色则会在他们长大一岁后从事同样的活动。也就是说,我们要研究的是,儿童是否理解未来事件发生的时间越近,当前感受到的情绪就越强烈。从 4 岁开始,儿童就能正确判断哪个孩子现在更 "快乐"/"悲伤"。但是,4 到 6 岁的儿童往往不会用时间距离本身来解释他们的判断。研究结果表明,儿童在发育初期对时间距离很敏感,但还不能用语言表达这种理解。本文讨论了对儿童未来思维理论的影响以及未来的研究领域。
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引用次数: 0
Transformative tales: The role of story videos on children's reasoning about transgender identities. 变性故事:故事视频对儿童变性身份推理的作用。
IF 2.3 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-06-19 DOI: 10.1111/bjdp.12503
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.

本研究探讨了通过故事进行正面接触是否会影响幼儿对变性身份和性别的总体看法。共有 174 名 5-6 岁和 9-10 岁的儿童被随机分配到三种条件之一:Jazz(参与者观看了一段关于变性儿童 Jazz 的视频)、Blue(参与者观看了一段关于一个外表看起来是红色但其实里面是蓝色的标记的视频)和对照组(无视频)。两段视频都描述了主人公内心与外表不同的感觉,以及他们向自己喜欢的身份的社会转型;研究人员为视频信息提供了支架支持。观看了爵士乐视频的儿童:(a) 对变性人身份有了更多的了解;(b) 在性别本位主义方面没有整体差异,但(c) 在三项特定测量(性别不变性、天生玩具行为和天生偏好)中性别本位主义较低。此外,年龄较大的儿童与年龄较小的儿童相比,性别本位主义程度较低。在这项研究中,直接、真实的故事是向儿童传授变性身份知识和降低性别不可改变性信念的唯一有效手段。因此,故事可以成为教导儿童了解社会世界和改变本质主义信念的一种方式,但其影响可能有限,而且会受到故事特点的很大影响。
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引用次数: 0
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British Journal of Developmental Psychology
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