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Picture book reading improves children's learning understanding. 绘本阅读提高了儿童的学习理解能力。
IF 2.3 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-02-28 DOI: 10.1111/bjdp.12479
Zhenlin Wang, Yihan Shao

Mental state reasoning is an integral part of children's teaching and learning understanding. This study investigated whether a picture book reading approach focusing on mental state discourse and contrasting perspectives in a preschool classroom setting would improve children's teaching and learning understanding and school readiness. In total, 104 children from four classrooms aged between 46 and 64 months (53 girls, M = 54.03 months, SD = 3.68) participated in the study. Half of the classrooms were randomly assigned to an experimental group where teachers read picture books rich in mental state discourse and engaged in intensive discussions with children for eight weeks. Children's false belief understanding and teaching and learning understanding were measured before and after the eight-week period. The result revealed that picture book reading improved children's learning understanding with a medium effect size, controlling for demographic variables, children's verbal ability, inhibition, and initial false belief understanding. The experimental group children further demonstrated more advanced school readiness 18 months after the intervention ended in a follow-up study using a teacher questionnaire.

心理状态推理是儿童教学理解不可或缺的一部分。本研究探讨了在学前班环境中采用以心理状态论述和对比视角为重点的绘本阅读方法能否提高儿童的教学理解能力和入学准备。共有来自四个班级的 104 名年龄在 46 到 64 个月之间的儿童(53 名女孩,M = 54.03 个月,SD = 3.68)参加了此次研究。其中一半的班级被随机分配到实验组,在为期八周的时间里,教师与儿童一起阅读富含心理状态话语的图画书并进行深入讨论。在八周前后,对儿童的错误信念理解和教学理解进行了测量。结果显示,在控制了人口统计学变量、儿童的语言能力、抑制和最初的错误信念理解后,绘本阅读提高了儿童的学习理解能力,效果中等。在干预结束 18 个月后的后续研究中,实验组儿童通过教师问卷进一步显示出更高的入学准备水平。
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引用次数: 0
Media exposure and preschoolers' social-cognitive development 媒体接触与学龄前儿童的社会认知发展
IF 2.3 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-02-26 DOI: 10.1111/bjdp.12478
Jan Lenhart, Tobias Richter

Exposure to narratives may have beneficial effects on children's social-cognitive development because narratives provide information about the social world and often require social understanding for story comprehension. In the current study, we examined the influence of narratives presented via different media (books, audiobooks, TV/films) on theory-of-mind performance and mental verb comprehension in a sample of 114 three- to six-year-old preschool children. Parents' reports on the number of (children's) books at home, the overall duration of TV/film and audio media exposure, the frequency of shared book reading, watching children's TV/films and audiobook listening, and parent–child discussions about media content were collected. Children's theory-of-mind performance and mental verb comprehension were measured as dependent variables. When gender, age, language skills and parental education were controlled, only the number of children's books, shared book reading frequency, audio-media exposure and audiobook usage significantly predicted children's theory-of-mind scores. None of the media exposure or the parent–child discussion variables had significant incremental effects above the family and child characteristics on mental verb comprehension.

接触叙事可能会对儿童的社会认知发展产生有益的影响,因为叙事提供了有关社会世界的信息,而且往往需要社会理解才能理解故事。在本研究中,我们以 114 名三至六岁学龄前儿童为样本,研究了通过不同媒体(书籍、有声读物、电视/电影)呈现的叙事对心智理论表现和心理动词理解的影响。研究收集了家长对家中(儿童)书籍数量、接触电视/电影和音频媒体的总体时间、共同阅读书籍、观看儿童电视/电影和收听有声读物的频率以及亲子对媒体内容讨论的报告。儿童的心智理论表现和心理动词理解能力作为因变量进行测量。在对性别、年龄、语言技能和父母教育程度进行控制后,只有儿童图书的数量、共享图书的阅读频率、有声媒体接触和有声读物的使用能显著预测儿童的心智理论得分。在心理动词理解方面,媒体接触或亲子讨论变量都没有比家庭和儿童特征有明显的递增效应。
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引用次数: 0
From mindreading to originality: Exploring the relationship between Theory of Mind and Creativity across the lifespan 从读心术到独创性:探索心智理论与创造力在整个生命周期中的关系。
IF 2.3 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-02-21 DOI: 10.1111/bjdp.12476
Vassiliki Beloyianni, Dimitrios Zbainos, Maria-Paraskevi Karagianni

In the previous psychoeducational literature, many theorists have argued that creativity and originality require the ability to make predictions and assumptions regarding other individuals' ideas. Thus, it has been widely hypothesized that social cognition and theory of mind (ToM) might be a fundamental component or even a prerequisite of creativity. Despite their common grounds, the empirical evidence examining the potential link between ToM and creative thinking throughout their development seems to be indirect, limited, and fragmented. In this respect, this scoping review aimed to collect and synthesize the existing knowledge about the relationship between ToM and creativity at different ages to identify significant literature gaps and generate updated research questions that might guide future research. The search process led to the inclusion, analysis, and collation of 6 relevant studies only, indicating that this research topic has been poorly investigated. Results demonstrated that ToM and creativity are strongly correlated even after partialling out significant mediators, such as age and intelligence. Such a strong association should be further investigated and explained.

在以往的心理教育文献中,许多理论家都认为,创造力和独创性需要对他人的想法进行预测和假设的能力。因此,人们普遍假设,社会认知和心智理论(ToM)可能是创造力的基本组成部分,甚至是创造力的先决条件。尽管二者有共同的基础,但研究心智理论和创造性思维在其整个发展过程中的潜在联系的实证证据似乎是间接、有限和零散的。有鉴于此,本范围综述旨在收集和综合有关不同年龄阶段 ToM 与创造力之间关系的现有知识,找出重要的文献空白,并提出可能指导未来研究的最新研究问题。在搜索过程中,仅纳入、分析和整理了 6 项相关研究,这表明对这一研究课题的调查还很不够。研究结果表明,即使剔除了年龄和智力等重要的中介因素,创造力与 ToM 仍然密切相关。这种密切联系应得到进一步调查和解释。
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引用次数: 0
Episodic future thinking and delay of gratification in children: Is imagining reward pay-off helpful? 儿童的偶发未来思维和延迟满足:想象回报是否有用?
IF 2.3 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-02-20 DOI: 10.1111/bjdp.12477
Ciarán Canning, Teresa McCormack, Eirinn Clifford, Ciara Donnelly, Erinn Duffy, Samuel Hickland, Agnieszka J. Graham

Previous studies have failed to show an effect of episodic future thinking (EFT) on children's delay of gratification (DoG), contrasting strikingly with adult findings. Recent findings from a sample of 8–11-year-old children by Canning et al. (J. Exp. Child Psychol., 228, 2023, 105618) indicate that EFT cueing is not effective compared to a no-cue control even when it is reward related. Canning et al. suggest children's DoG performance, unlike that of adults, may be negatively affected by the cognitive load of cueing, but this leaves unexplained why EFT reward-related cueing produced significantly better performance than cueing that did not involve EFT in their study. The current study attempted to further delineate the importance of linking future thinking cues to rewards. A reward-related EFT condition was compared to a reward-unrelated EFT condition and a no-cue control on a delay choice task. No significant differences were observed between the three conditions. This suggests that even reward-related future thinking is ineffective at improving children's delayed gratification. Further research is needed to determine why children struggle to benefit from EFT cues.

以往的研究未能显示外显未来思维(EFT)对儿童延迟满足(DoG)的影响,这与成人的研究结果形成了鲜明对比。最近,Canning 等人从 8-11 岁儿童样本中得出的最新研究结果(《儿童心理学杂志》,228, 2023, 105618)表明,与无提示对照组相比,EFT 提示即使与奖励有关也无效。Canning等人认为,与成人不同,儿童的DoG表现可能会受到提示认知负荷的负面影响,但这无法解释为什么在他们的研究中,与奖励相关的EFT提示会比不涉及EFT的提示产生明显更好的表现。本研究试图进一步阐明将未来思维线索与奖励联系起来的重要性。在延迟选择任务中,将与奖励相关的EFT条件与与奖励无关的EFT条件和无提示对照进行了比较。在这三种条件之间没有观察到明显的差异。这表明,即使是与奖励相关的未来思维也无法有效改善儿童的延迟满足能力。还需要进一步研究,以确定为什么儿童难以从 EFT 提示中获益。
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引用次数: 0
Zoti's Social Toolkit: Developing and piloting novel animated tasks to assess emotional understanding and conflict resolution skills in childhood 佐蒂的社交工具包:开发和试用新颖的动画任务,以评估儿童的情绪理解和冲突解决技能。
IF 2.3 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-02-07 DOI: 10.1111/bjdp.12475
Vanessa Lloyd-Esenkaya, Ailsa J. Russell, Michelle C. St Clair

Current methods used to investigate emotional inference and conflict resolution knowledge are limited in their suitability for use with children with language disorders due to a reliance on language processing. This is problematic, as nearly 8% of the population are estimated to have developmental language disorder (DLD). In this paper, we present ‘Zoti's Social Toolkit’, a set of animated scenarios that can be used to assess emotion inferencing and conflict resolution knowledge. All animated scenarios contain interpersonal situations centred around a gender-neutral alien named Zoti. Four studies investigated the face and construct validity of the stimuli. The final stimulus set can be used with children, who may or may not have language difficulties and is openly available for use in research.

目前用于研究情绪推断和冲突解决知识的方法,由于依赖于语言处理,因此对语言障碍儿童的适用性有限。这是一个问题,因为据估计,近 8% 的人口患有发育性语言障碍 (DLD)。在本文中,我们介绍了 "Zoti 社交工具包",这是一套可用于评估情绪推断和冲突解决知识的动画情景。所有动画情景都包含以一个性别中立的外星人 Zoti 为中心的人际交往情境。四项研究调查了刺激物的面效度和建构效度。最终的刺激集可用于有语言障碍或没有语言障碍的儿童,并可在研究中公开使用。
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引用次数: 0
Older adults' name–face association learning is facilitated for names with high-frequency first syllables 老年人的姓名-面孔联想学习对具有高频首音节的姓名有促进作用。
IF 2.3 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-01-21 DOI: 10.1111/bjdp.12474
Bianca A. Headen, Lori E. James

Older adults have even greater difficulty learning name–face associations than young adults, although many variables reflecting properties of the names have been shown to affect young and older adults' name learning similarly. Older adults' name–face association learning was compared for names with high-frequency (HF) first syllables versus names with low-frequency (LF) first syllables. Twenty-eight adults ages 65 to 80 learned five names with HF first syllables and five names with LF first syllables in association with 10 new faces over repeated testing rounds with feedback. Participants learned more name–face associations when the names had HF first syllables than LF first syllables. Findings indicate that older adults benefit from increased frequency of phonological segments within a word on a task other than word retrieval and are consistent with a theoretical framework that accounts for learning new name–face associations, the effects of linguistic properties of the names, and ageing.

尽管许多反映姓名属性的变量对年轻人和老年人姓名学习的影响相似,但老年人在学习姓名-面部联想时比年轻人更加困难。我们比较了老年人对高频(HF)首音节与低频(LF)首音节名称的名-面联想学习情况。28 名年龄在 65 至 80 岁之间的成年人在有反馈的反复测试中学习了 5 个首音为高频的名字和 5 个首音为低频的名字与 10 张新面孔的联想。当名字的第一个音节为高频时,参与者学习到的名字-面孔联想比第一个音节为低频时更多。研究结果表明,在单词检索以外的任务中,增加单词中语音片段的频率会使老年人受益,这与学习新的姓名-面孔联想、姓名语言特性的影响以及老龄化的理论框架是一致的。
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引用次数: 0
On a need-to-know basis: Young children distinguish conventional and privileged information 以需要知道为基础:幼儿区分常规信息和特权信息。
IF 2.3 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-01-09 DOI: 10.1111/bjdp.12473
Douglas A. Behrend, Helana Girgis, Rachel Stevens

Young children are biased to treat new information communicated to them as conventional, shareable, and known by others in their community. However, some information is privileged in the sense that is not intended to be shared with or known by all. The current study compared judgements regarding sharing conventional versus privileged information. Seventy-four 3- to 5-year-olds and adults responded to vignettes in which a protagonist had to decide whether to share conventional (an object name) or privileged information (surprise). Consistent with our hypothesis, there was no developmental change in sharing judgements for conventional information but a clear decrease with age for sharing privileged information. Nonetheless, even 3-year-olds were more likely to judge that conventional information should be shared more than privileged information, though this difference increased with age. While children overall treat information as shareable, there is an emerging ability to distinguish how conventional versus privileged information should be shared.

幼儿偏向于把传递给他们的新信息视为常规信息、可共享信息和社区中其他人都知 道的信息。然而,有些信息是有特权的,即不打算与所有人分享或不为所有人所知。本研究比较了对共享常规信息和特权信息的判断。74 名 3 至 5 岁的儿童和成人回答了一个小故事,故事中的主人公必须决定是分享常规信息(物体名称)还是特权信息(惊喜)。与我们的假设一致的是,对常规信息的分享判断并没有随着年龄的增长而变化,但对特权信息的分享判断却随着年龄的增长而明显下降。尽管如此,即使是 3 岁的儿童也更倾向于判断常规信息比特权信息更应该被分享,尽管这种差异随着年龄的增长而增大。虽然儿童总体上认为信息是可以共享的,但他们开始有能力区分常规信息和特权信息 应如何共享。
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引用次数: 0
Preschoolers' retrospective and prospective judgements of immanent justice following distributive actions 学龄前儿童对分配行为后的内在正义的回顾性和前瞻性判断。
IF 2.3 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-01-03 DOI: 10.1111/bjdp.12472
Alessandra Geraci, Uberta Ganucci Cancellieri

Prior research provided evidence for retrospective and prospective judgements of immanent justice in adults, but the developmental origins of judgements of immanent justice remain unknown. Both retrospective and prospective judgements were investigated in preschool age, using explicit and implicit measures. In Experiment 1, 2.5- and 4-year-olds were first shown events in which one agent distributed resources fairly or unfairly, and then they saw test events in which both distributors were damaged by a misfortune. Later, they were presented with a verbal task, in which they had to respond to two questions on evaluation of the deservingness, by using explicit measures. All children were likely to approve of deserved outcomes when deeds and outcomes were congruent (i.e., unfair distributor—misfortune), and only older ones were likely to disapprove when they were incongruent (i.e., fair distributor—misfortune). In Experiment 2, 4-year-olds after seeing familiarization events of Experiment 1, were presented with two verbal questions to explore prospective judgements of immanent justice, by using explicit measures. In Experiment 3, 4-year-olds were first shown familiarization events of Experiment 1 and listened to respective narratives, then before the outcome was revealed they were assessed with a reaching task to investigate prospective judgements of immanent justice, by using implicit measures. Children reached the image depicting a bad outcome for the unfair distributor, and that illustrated a good outcome for the fair distributor. The results of the last two experiments demonstrated a fine ability to make prospective judgements at 4 years of life, and found that they were to be more prone to apply immanent justice reasoning to positive outcomes following good actions. Taken together, these results provide new evidence for preschoolers' retrospective and prospective judgements of immanent justice.

先前的研究为成人对内在正义的回顾性和前瞻性判断提供了证据,但对内在正义判断的发展起源仍然未知。我们采用显性和隐性测量方法,对学龄前儿童的回顾性和前瞻性判断进行了研究。在实验 1 中,首先向 2.5 岁和 4 岁的儿童展示了一个代理人公平或不公平分配资源的事件,然后他们看到了两个分配者都因不幸而受损的测试事件。之后,他们又接受了一项口头任务,必须用明确的测量方法回答两个关于应得性评价的问题。当行为和结果一致时(即分配者不公平--不幸),所有儿童都可能赞成应得的结果,而当行为和结果不一致时(即分配者公平--不幸),只有年龄较大的儿童可能不赞成应得的结果。在实验 2 中,4 岁儿童在看完实验 1 的熟悉事件后,会被提出两个口头问题,通过明确的测量来探究他们对即时公正的前瞻性判断。在实验 3 中,首先让 4 岁儿童观看实验 1 中的熟悉事件,并聆听相应的叙述,然后在结果揭晓之前,对他们进行伸手任务评估,通过内隐测量来探究他们对内在正义的前瞻性判断。孩子们伸手够描绘不公平分配者坏结果的图像,而伸手够描绘公平分配者好结果的图像。后两项实验的结果表明,4 岁儿童具有很好的前瞻性判断能力,并发现他们更容易对良好行为后的积极结果运用即时公正推理。总之,这些结果为学龄前儿童对内在公正的回顾性和前瞻性判断提供了新的证据。
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引用次数: 0
Editorial Acknowledgement 编辑致谢
IF 2.3 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-12-11 DOI: 10.1111/bjdp.12471
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引用次数: 0
Identity development and adjustment during emerging adulthood from a gender perspective 从性别视角看初成年期的身份发展与调整。
IF 2.3 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2023-11-27 DOI: 10.1111/bjdp.12470
Inmaculada Sánchez-Queija, Paula Domínguez-Alarcón, Marta Díez, Águeda Parra

Identity development is a key task during emerging adulthood. The goals of the present study are to validate the Spanish version of the Dimensions of Identity Development Scale (DIDS) and to explore the relationship between identity dimensions and adjustment (flourishing and distress), from a gender perspective. The sample comprised 1502 Spanish university students (60.1% women). The results reveal that the DIDS is valid in the Spanish context and that significant gender differences were observed in some dimensions of identity development, with men scoring higher for identification with commitment and women scoring higher for exploration in depth and ruminative exploration. Finally, both dimensions of commitment and ruminative exploration had a stronger effect on men's than on women's adjustment, suggesting that the integration of the self has more impact on men's outcomes than on women's. These findings highlight the need to include the gender perspective in all future research in order to gain deeper insight into the relationship between the identity development process and adjustment during emerging adulthood.

身份发展是成年初期的一项关键任务。本研究的目的是验证西班牙语版本的身份发展量表(DIDS),并从性别角度探讨身份维度与适应(繁荣和痛苦)之间的关系。样本包括1502名西班牙大学生(60.1%为女性)。结果表明,DIDS在西班牙情境下是有效的,并且在身份发展的某些维度上观察到显著的性别差异,男性在承诺认同方面得分较高,女性在深度探索和反刍探索方面得分较高。最后,承诺和反刍探索两个维度对男性的影响都大于对女性的影响,这表明自我整合对男性结果的影响大于对女性结果的影响。这些发现强调了在未来的所有研究中纳入性别视角的必要性,以便更深入地了解身份发展过程与成年初期的适应之间的关系。
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引用次数: 0
期刊
British Journal of Developmental Psychology
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