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Elementary school-aged children’s perceptions of academic dishonesty: Definitions and moral evaluations of cheating behaviors in school J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-03-12 Shanna Williams, Krupali Patel, Matthew Baker, Sarah Campbell, John Ranellucci, Victoria Talwar
A total of 76 children ( = 9 years 5 months, = 2.22 years) participated in a structured interview about their experiences with and knowledge of academic dishonesty. Overall, 27% of the sample reported having cheated in school. Most of these children were 10 to 13 years old, and the most prevalent form of cheating behavior reported was using forbidden materials during a test. Children’s age group was
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Child development and the role of visual experience in the use of spatial and non-spatial features in haptic object perception J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-03-11 Krista E. Overvliet, Albert Postma, Brigitte Röder
Previous work has suggested a different developmental timeline and role of visual experience for the use of spatial and non-spatial features in haptic object recognition. To investigate this conjecture, we used a haptic ambiguous odd-one-out task in which one object needed to be selected as being different from two other objects. The odd-one-out could be selected based on four characteristics: size
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Enhancement of visual dominance effects at the response level in children with attention-deficit/hyperactivity disorder J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-03-10 Xin Li, Shizhong Cai, Yan Chen, Xiaoming Tian, Aijun Wang
Previous studies have widely demonstrated that individuals with attention-deficit/hyperactivity disorder (ADHD) exhibit deficits in conflict control tasks. However, there is limited evidence regarding the performance of children with ADHD in cross-modal conflict processing tasks. The current study aimed to investigate whether children with ADHD have poor conflict control, which has an impact on sensory
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Children teach sensational information—as long as it is true J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-03-10 Fanxiao Wani Qiu, Canan Ipek, Henrike Moll
When sharing information, teenagers and adults prioritize what is sensational or attention-grabbing, sometimes at the cost of the truth. Nothing is known so far about whether young children prefer to transmit sensational information or what they prioritize when the sensational quality of information conflicts with its truth. In two experiments ( = 136), 4- and 5-year-olds engaged in a forced-choice
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Infants’ top-down perceptual modulation is specific to own-race faces J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-03-05 Naiqi G. Xiao, Hila Ghersin, Natasha D. Dombrowski, Alexandra M. Boldin, Lauren L. Emberson
Recent studies have revealed the influence of higher-level cognitive systems in modulating perceptual processing (top-down perceptual modulation) in infancy. However, more research is needed to understand how top-down processes in infant perception contribute to early perceptual development. To this end, this study examined infants’ top-down perception of own- and other-race faces to reveal whether
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Understanding the link between theory of mind and loneliness among primary school students: A cross-lagged panel model analysis J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-03-04 Liyan Yu, Liman Man Wai Li, Xiuhong Tong
This study aimed to investigate the longitudinal association between theory of mind (ToM) and loneliness as well as the potential moderating effects of parenting style on this association. A total of 689 Chinese third-grade students (341 girls and 348 boys; = 9.23 years, = 0.66) were recruited from eight primary schools and were followed from Grade 3 to Grade 5. These students reported their primary
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The social contexts of behaviors and relationships: The relation of classroom and cyber victimization to number of classroom and cyber friends J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-03-02 Robert Cohen, Glen E. Ray, Daneen P. Deptula, Ava H. Lubin
Behaviors and relationships exist within a variety of social contexts. More specifically for the current research, victimization and friendships occur in classrooms and, increasingly, in online virtual contexts. The current research examined how the number of classroom friends and number of cyber friends related to the extent of classroom victimization and extent of cyber victimization. Research has
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Spoken verb learning in children with language disorder J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-03-02 Cheyenne Svaldi, Saskia Kohnen, Serje Robidoux, Kim Vos, Aliene Reinders, Sudha Arunachalam, Roel Jonkers, Vânia de Aguiar
The current study examined spoken verb learning in elementary school children with language disorder (LD). We aimed to replicate verb learning deficits reported in younger children with LD and to examine whether verb instrumentality, a semantic factor reflecting whether an action requires an instrument (e.g., “to chop” is an instrumental verb), influenced verb learning. The possible facilitating effect
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Academic cheating in early childhood: Role of age, gender, personality, and self-efficacy J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-03-01 Shawn Yee, Amy Xu, Kanza Batool, Tz-Yu Duan, Catherine Ann Cameron, Kang Lee
The current study investigated the association of children’s age, gender, ethnicity, Big Five personality traits, and self-efficacy with their academic cheating behaviors. Academic cheating is a rampant problem that has been documented in adolescents and adults for nearly a century, but our understanding of the early development and factors influencing academic cheating is still weak. Using Zoom, the
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Tonal interference in word learning? A comparison of Cantonese and French J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-26 Leonardo Piot, Hui Chen, Anthony Picaud, Maxine Dos Santos, Lionel Granjon, Zili Luo, Ann Wai Huen To, Regine Y. Lai, Hintat Cheung, Thierry Nazzi
Most languages of the world use lexical tones to contrast words. Thus, understanding how individuals process tones when learning new words is fundamental for a better understanding of the mechanisms underlying word learning. The current study asked how tonal information is integrated during word learning. We investigated whether variability in tonal information during learning can interfere with the
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From whole numbers to fractions to word problems: Hierarchical relations in mathematics knowledge for Chinese Grade 6 students J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-23 Chang Xu, Sabrina Di Lonardo Burr, Hongxia Li, Chang Liu, Jiwei Si
It is well established in the literature that fraction knowledge is important for learning more advanced mathematics, but the hierarchical relations among whole number arithmetic, fraction knowledge, and mathematics word problem-solving are not well understood. In the current study, Chinese Grade 6 students ( = 1160; 465 girls; = 12.1 years, = 0.6) completed whole number arithmetic (addition, subtraction
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The roots of compassion in early childhood: Relationships between theory of mind and attachment representations with empathic concern and prosocial behavior J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-17 Anat Shoshani
This study focused on attachment representations and theory of mind as potential developmental origins of individual differences in preschoolers’ peer- and adult-directed empathic concern and prosocial behavior. In two experiments, 3- to 6-year-olds were exposed to either a high-distressed or low-distressed adult or child using a laboratory setting (Experiment 1; = 263) or hypothetical vignettes (Experiment
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Lying to recommend unqualified friends: Diverging implications for interpersonal and epistemic trust inferences J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-16 Shuai Shao, Gail D. Heyman
When people are asked to recommend individuals they care about, they often grapple with conflicts regarding the level of honesty they should maintain when being truthful could potentially hinder those individuals’ chances of receiving beneficial opportunities. In the current study, we examined how adolescents evaluate people based on how they respond to such dilemmas, with a focus on how it affects
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Do school and equality education characteristics influence young children’s understanding of sex/gender constancy? J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-16 Katie Alcock
In many cognitive developmental studies, young children ( < 6 years) fail to understand that changing the appearance of a person, object, or animal does not change its underlying reality. They appear to believe that a cat wearing a dog mask is genuinely a dog (appearance/reality distinction) and that a boy wearing a dress is genuinely a girl (sex/gender constancy). These skills may be affected by various
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Phonological decoding and morpho-orthographic decomposition: Complementary routes during learning to read J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-16 Brice Brossette, Élise Lefèvre, Elisabeth Beyersmann, Eddy Cavalli, Jonathan Grainger, Bernard Lété
We examined the reliance on phonological decoding and morpho-orthographic decomposition strategies in developing and skilled readers of French. A lexical decision experiment was conducted where the critical stimuli were four types of nonwords, all derived from the same base word, such as the French word (face) in the following examples: (a) pseudo-homophone (PsH) nonwords (e.g., ), (b) orthographic
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Fine-grained differences in gender-cue strength affect predictive processing in children: Cross-linguistic evidence from Russian and Bulgarian J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-16 Tanya Ivanova-Sullivan, Natalia Meir, Irina A. Sekerina
We tested predictive gender agreement processing in adjective–noun phrases by 45 4- to 6-year-old Russian- and Bulgarian-speaking children using the visual world eye-tracking paradigm. Russian and Bulgarian are closely related languages that have three genders but differ in the nature and number of gender cues on adjectives. Analysis of the proportion and time course of looks to the target noun showed
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Developmental changes in the visual, haptic, and bimodal perception of geometric angles J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-13 Corinne A. Holmes, Sarah M. Cooney, Paula Dempsey, Fiona N. Newell
Geometrical knowledge is typically taught to children through a combination of vision and repetitive drawing (i.e. haptics), yet our understanding of how different spatial senses contribute to geometric perception during childhood is poor. Studies of line orientation suggest a dominant role of vision affecting the calibration of haptics during development; however, the associated multisensory interactions
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Cognitive empathy boosts honesty in children and young adolescents J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-13 Tom Gordon-Hecker, Shaul Shalvi, Florina Uzefovsky, Yoella Bereby-Meyer
Children and young adolescents often tend to behave dishonestly in order to serve their self-interests. This study focused on how empathic abilities affect children’s tendency to deceive others. Deception is the act of causing others to form a false belief to get them to act in a way that serves the deceiver’s interests. As such, it requires the ability to predict how others might use the provided
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Tomorrow versus a year from now: Do children represent the near and distant future differently? J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-13 Bronwyn O'Brien, Michela Rodriguez, Elena Gallitto, Cristina M. Atance
Adults represent the near future more concretely and vividly than the distant future, with important implications for future-oriented behavior (e.g., planning, self-control). Although children are adept at describing future events at around 5 years of age, we know little about how temporal distance (i.e., “near” vs “distant”) affects their future event representations. In a series of three experiments
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Preschoolers negatively evaluate conventional norm violations in pretend play J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-13 Anne A. Fast, Anne E. Riggs
A growing body of research demonstrates that children’s pretend play is largely influenced by their understanding of reality. The current work took a novel approach to testing children’s understanding of pretense by investigating whether children apply and uphold their knowledge of conventional norms in pretend play. In this study, 3- to 5-year-old children ( = 200) were introduced to a series of pretend
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Contributions of preschool behavioral self-regulation and social skills to growth in different domains of early math knowledge J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-10 Brianna L. Devlin, Alexa Ellis, Tracy M. Zehner, Robert J. Duncan, James Elicker, David J. Purpura, Sara A. Schmitt
The current study explored the relative contribution of individual differences in children’s behavioral self-regulation and social skills (often referred to as learning-related skills) in the fall of preschool to children’s rate of growth in different domains of early math knowledge through the spring of kindergarten. Participants were 684 children ( = 57.6 months, = 3.8, at Time 1 [fall of preschool];
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Visual artificial grammar learning across 1 year in 7-year-olds and adults J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-08 Daniela K. Schönberger, Patrick Bruns, Brigitte Röder
Acquiring sequential information is of utmost importance, for example, for language acquisition in children. Yet, the long-term storage of statistical learning in children is poorly understood. To address this question, 27 7-year-olds and 28 young adults completed four sessions of visual sequence learning (Year 1). From this sample, 16 7-year-olds and 20 young adults participated in another four equivalent
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Infants’ attention during cross-situational word learning: Environmental variability promotes novelty preference J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-06 Kirsty J. Dunn, Rebecca L.A. Frost, Padraic Monaghan
Infants as young as 14 months can track cross-situational statistics between sets of words and objects to acquire word–referent mappings. However, in naturalistic word learning situations, words and objects occur with a host of additional information, sometimes noisy, present in the environment. In this study, we tested the effect of this environmental variability on infants’ word learning. Fourteen-month-old
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Right or wrong? How feedback content and source influence children’s mathematics performance and persistence J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-05 Megan Merrick, Emily R. Fyfe
The current study examined how different features of corrective feedback influenced children’s performance and motivational outcomes on a mathematics task. Elementary school-aged children from the United States ( = 130; = 7.61 years; 35% female; 60% White) participated in a Zoom session with a trained researcher. During the learning activity, children solved a series of mathematical equivalence problems
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Variation in pedagogy affects overimitation in children and adolescents J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-05 Marion Décaillet, Aurélien Frick, Xavier Lince, Thibaud Gruber, Solange Denervaud
Children are strong imitators, which sometimes leads to overimitation of causally unnecessary actions. Here, we tested whether learning from a peer decreases this tendency. First, 65 7- to 10-year-old children performed the Hook task (i.e., retrieve a reward from a jar with tools) with child or adult demonstrators. The overimitation rate was lower after watching a peer versus an adult. Second, we tested
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Children cooperate more with in-group members than with out-group members in an iterated face-to-face Prisoner’s Dilemma Game J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-03 Laurent Prétôt, Quinlan Taylor, Katherine McAuliffe
Adults are more likely to cooperate with in-group members than with out-group members in the context of social dilemmas, situations in which self-interest is in conflict with collective interest. This bias has the potential to profoundly shape human cooperation, and therefore it is important to understand when it emerges in development. Here we asked whether 6- to 9-year-old children ( = 146) preferentially
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Prior visual experience increases children’s use of effective haptic exploration strategies in audio-tactile sound–shape correspondences J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-02 Shibo Cao, Julia Kelly, Cuong Nyugen, Hiu Mei Chow, Brianna Leonardo, Aleksandra Sabov, Vivian M. Ciaramitaro
Sound–shape correspondence refers to the preferential mapping of information across the senses, such as associating a nonsense word like with rounded abstract shapes and with spiky abstract shapes. Here we focused on audio-tactile (AT) sound–shape correspondences between nonsense words and abstract shapes that are felt but not seen. Despite previous research indicating a role for visual experience
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Touch-and-feel features in “first words” picture books hinder infants’ word learning J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-01 Amber Muhinyi, Jessie Ricketts, Jeanne Shinskey
Little is known about the role of book features in infant word learning from picture books. We conducted a preregistered study to assess the role of touch-and-feel features in infants’ ability to learn new words from picture books. A total of 48 infants ( = 16.75 months, = 1.85) were assigned to a touch-and-feel picture-book condition or a standard picture-book condition (no touch-and-feel features)
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Detecting lies through others’ eyes: Children use perceptual access cues to evaluate listeners’ beliefs about informants’ deception J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-02-01 Cleo Tay, Ray Ng, Nina Ni Ye, Xiao Pan Ding
Children are often third-party observers of conversations between informants and receivers. Although 5- and 6-year-olds can identify and reject informants’ false testimony, it remains unclear whether they expect others to do the same. Accurately assessing others’ impressions of informants and their testimony in a conversational setting is essential for children’s navigation of the social world. Using
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Self-efficacy and cheating among young children J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-01-24 Li Zhao, Yaxin Li, Shiqi Ke, Kang Lee
This research, comprising three preregistered studies, investigated the link between self-efficacy and cheating on an academic test in 5- and 6-year-old children. Study 1 assessed children’s general self-efficacy and found it to be unrelated to their cheating behavior. Study 2 assessed task-specific self-efficacy, which was not found to be associated with cheating. In Study 3, children were randomly
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Racial categorization and intergroup perception in preschool children: A focus on group membership and group size in the French context J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-01-22 Cassandra Gedeon, Constantina Badea, Rana Esseily
In the current study, we explored how context influences intergroup perception in 3- to 6-year-old children ( = 242; = 55.5 months, = 9.94) in France. We examined the impact of participants’ group membership (belonging to a high- vs. low-social-status group) and their group size on the development of racial categorization and the perception of cultural distance. Children completed two tasks using photographs
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Compensatory prosocial behavior in high-risk adolescents observing social exclusion: The effects of emotion feedback J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-01-20 Kelli L. Dickerson, Jodi A. Quas
Although exposure to violence has been consistently associated with deficits in prosocial behavior among adolescents, effective methods of mitigating these deficits have yet to be identified. The current investigation tested whether prosocial behavior could be promoted by providing adolescents with feedback about the emotional states of others and whether the effects of feedback varied between adolescents
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The structure of metacognition in middle childhood: Evidence for a unitary metacognition-for-memory factor J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-01-18 Mariëtte van Loon, Ulrich Orth, Claudia Roebers
It has been debated whether children’s metacognitive monitoring and control processes rely on a general resource or whether metacognitive processes are task specific. Moreover, findings about the extent to which metacognitive processes are related to first-order task performance are mixed. The current study aimed to uncover the relationships among children’s monitoring (discrimination between correct
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Children’s comparison of different-length numbers: Managing different attributes in multidigit number processing J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-01-08 Javier García-Orza, Ismael Gutiérrez-Cordero, Ismael Rodríguez-Montenegro, Juan Antonio Álvarez-Montesinos
In everyday life the comparison of numbers usually occurs between numbers with different numbers of digits. However, experimental research here is scarce. Recent research has shown that adults respond faster to congruent pairs (the initial digit in the number with more digits is larger, e.g., 2384 vs. 107) than to incongruent pairs (the initial digit is larger in the number with fewer digits, e.g.
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Parenting by lying and children’s lying to parents: The moderating role of children’s beliefs J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-01-05 Petrina Hui Xian Low, Yena Kyeong, Peipei Setoh
How are children socialized about lying? One way is parental modeling of lying given that parents tell various lies to their children for parenting purposes, which is a practice known as parenting by lying. Importantly, how children perceive and interpret the lying behavior around them may be crucial to how they then learn to lie. Yet, we do not know how children’s perceptions of different types of
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Children’s expectations about the stability of others’ knowledge and preference states J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-01-05 Mahmut Kurupınar, Oya Serbest, Duygu Yılmaz, Gaye Soley
It is a crucial ability to predict others’ psychological states across time and contexts. Focusing on cultural inventions such as songs and stories, we contrasted children’s attributions of stability with others’ knowledge and preference states across time and space and whether these attributions change as a function of children’s familiarity with the known/liked items. Children (91 4-year-olds and
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To tell the truth or not: What effortful control, false belief, and sympathy tell us about preschoolers’ instrumental lies J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-01-06 Ece Sağel-Çetiner, Türkan Yılmaz Irmak, Begüm Açık Yavuz
This study aimed to examine the predictors of instrumental lies in preschool children, specifically focusing on false belief, effortful control, and sympathy. Instrumental lies are intentional falsehoods used to achieve personal goals such as avoiding punishment and obtaining an undeserved reward. A total of 192 preschool children (age range = 32–73 month-olds), along with their mothers and fathers
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Buildup and release from proactive interference: The forward testing effect in children’s spatial memory J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-01-06 Alp Aslan, Veit Kubik
Previous work has indicated that testing can enhance memory for subsequently studied new information by reducing proactive interference from previously studied information. Here, we examined this forward testing effect in children’s spatial memory. Kindergartners (5–6 years) and younger (7–8 years) and older (9–10 years) elementary school children studied four successively presented 3 × 3 arrays, each
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Chatbot dialogic reading boosts comprehension for Chinese kindergarteners with higher language skills J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-01-06 Xi Cheng, Li Yin, Chaochao Lin, Zhaoning Shi, Hanxiao Zheng, Leqi Zhu, Xiabi Liu, Keran Chen, Rui Dong
Dialogic reading promotes early language and literacy development, but high-quality interactions may be inaccessible to disadvantaged children. This study examined whether a chatbot could deliver dialogic reading support comparable to a human partner for Chinese kindergarteners. Using a 2 × 2 factorial design, 148 children (83 girls; Mage = 70.07 months, SD = 7.64) from less resourced families in Beijing
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Age-related differences in the removal of information from working memory J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-01-03 Siyuan Mei, Yang Gao, Wanna He, Christopher Jarrold, Tengfei Wang
Removal has been assumed to be a core mechanism in working memory. However, it remains unclear whether children can actively remove outdated information from working memory and how this ability develops as children age. The current study aimed to examine age-related differences in removal ability and its relations with cognitive control and working memory capacity. Children aged 7, 9, and 11 years
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The role of conventionality and design in children’s function judgments about malfunctioning artifacts J. Exp. Child Psychol. (IF 2.547) Pub Date : 2024-01-04 Frankie T.K. Fong, Guillermo Puebla, Mark Nielsen
This study investigated the individual influences of conventionality and designer’s intent on function judgments of possibly malfunctioning artifacts. Children aged 4 and 5 years and 6 to 8 years were presented with stories about an artifact with two equally plausible functions, one labeled as either conventional or designed. Subsequently, a character attempted to use the artifact for the cued function
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Inside a child’s mind: The relations between mind wandering and executive function across 8- to 12-year-olds J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-12-28 Fiza Hasan, Chelsie M. Hart, Susan A. Graham, Julia W.Y. Kam
Mind wandering refers to attention oriented away from a current task to thoughts unrelated to the task, often resulting in poorer task performance. In adults, mind wandering is a common occurrence that is associated with the executive function facets of inhibitory control, working memory capacity, and task switching. In this study, we cross-sectionally examined whether the relation between mind wandering
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Minimal gains for minimal pairs: Difficulty in learning similar-sounding words continues into preschool J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-12-21 Sarah C. Creel, Conor I. Frye
A critical indicator of spoken language knowledge is the ability to discern the finest possible distinctions that exist between words in a language—minimal pairs, for example, the distinction between the novel words beesh and peesh. Infants differentiate similar-sounding novel labels like “bih” and “dih” by 17 months of age or earlier in the context of word learning. Adult word learners readily distinguish
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Cognitive processes that underlie mathematically gifted emergent bilinguals J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-12-22 H. Lee Swanson, Jennifer E. Kong, Catherine M. Lussier
The purpose of this study was to determine those cognitive measures that increase the likelihood of identifying mathematically gifted students who are emerging bilinguals. Elementary school children (Grades 1, 2, and 3) were administered a battery of math, vocabulary, reading, and cognitive measures (short-term memory, inhibition, and working memory in their first language (L1: Spanish) and second
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Episodic memory during middle childhood: What is developing? J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-12-16 Panyuan Guo, Emma Carey, Kate Plaisted-Grant, Lucy G. Cheke
Whereas previous research has concentrated on the emergence of episodic memory during the early years, fewer investigations have explored the details of this development through middle and late childhood. Considerable variation in task demands and testing methodologies have rendered the trajectory of episodic memory during this period unclear, particularly with regard to which elements are in a state
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Investigating belief understanding in children in a nonverbal ambiguous displacement and communication setting J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-12-16 C.-N. Alexandrina Guran, Lucrezia Lonardo, Markus Tünte, Karla Arzberger, Christoph J. Völter, Stefanie Hoehl, Ludwig Huber, Claus Lamm
Finding ways to investigate false belief understanding nonverbally is not just important for preverbal children but also is the only way to assess theory of mind (ToM)-like abilities in nonhuman animals. In this preregistered study, we adapted the design from a previous study on pet dogs to investigate false belief understanding in children and to compare it with belief understanding of those previously
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High variability in learning materials benefits children’s pattern practice J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-12-08 Tongyao Zhang, Emily R. Fyfe
Concrete materials (e.g., pictures, objects) are believed to be helpful with learning, but not in all circumstances. Variability in these materials (i.e., using different materials vs. the same materials) could be an important factor. We compared how variability in concrete images influenced children’s learning about repeating patterns (e.g., ABBABBABB). A total of 87 children aged 4 to 6 years from
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Activity increases in empathy-related brain regions when children contribute to peers’ sadness and happiness J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-12-08 Erin M. McDonald, Katrina D. Farris, Arden M. Cooper, Meghan Rose Donohue, Erin C. Tully
Responding empathically when causing peers’ emotions is critical to children’s interpersonal functioning, yet there are surprising gaps in the literature. Previous research has focused on empathy when witnessing others’ emotions instead of causing others’ emotions, on negative emotions instead of positive emotions, and on behavioral correlates instead of neural correlates. In this study, children (N = 38;
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Moral evaluations of children’s truths and lies in a prosocial context: The role of reputation J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-12-02 Vanessa M. Turchio, Angela D. Evans
The current investigation examined the influence of a child’s reputation on 7- to 12-year-olds’ (Study 1; N = 146) and parents’ (Study 2; N = 198) moral evaluations of the child’s blunt truths (i.e., truths told despite possible hurt feelings) and prosocial lies (i.e., lies told to protect another’s feelings). In Study 1, children were read a series of vignettes in which a child, described as being
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From what I want to do to what we decided to do: 5-year-olds, but not 3-year-olds, honor their agreements with peers J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-11-30 Patricia Winter (née Grocke), Michael Tomasello
Sometimes we have a personal preference but we agree with others to follow a different course of action. In this study, 3- and 5-year-old children (N = 160) expressed a preference for playing a game one way and were then confronted with peers who expressed a different preference. The experimenter then either got the participants to agree with the peers explicitly or just shrugged her shoulders and
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Beyond empathy: Cognitive capabilities increase or curb altruism in middle childhood J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-11-17 Lucie Rose, Klara Kovarski, Florent Caetta, Dominique Makowski, Sylvie Chokron
Altruistic behavior, which intentionally benefits a recipient without expectation of a reward or at a cost to the actor, is observed throughout the lifespan from everyday interactions to emergency situations. Empathy has long been considered a major driver of altruistic action, but the social information processing model supports the idea that other cognitive processes may also play a role in altruistic
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Exploring audiovisual speech perception in monolingual and bilingual children in Uzbekistan J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-11-15 Shakhlo Nematova, Benjamin Zinszer, Kaja K. Jasinska
This study aimed to investigate the development of audiovisual speech perception in monolingual Uzbek-speaking and bilingual Uzbek–Russian-speaking children, focusing on the impact of language experience on audiovisual speech perception and the role of visual phonetic (i.e., mouth movements corresponding to phonetic/lexical information) and temporal (i.e., timing of speech signals) cues. A total of
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Longitudinal relations between theory of mind and academic achievement among deaf and hard-of-hearing school-aged children J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-11-13 Joanna Smogorzewska, Grzegorz Szumski, Sandra Bosacki, Paweł Grygiel, Christopher Osterhaus
This 2-year longitudinal study investigated the bidirectional relations between the development of theory of mind (ToM) and academic competences in a sample of 270 deaf and hard-of-hearing (DHH) children (Mage at Wave 1 = 7.52 years, SD = 0.99; 58.5% boys and 41.5% girls). Across three waves (10 months apart), children were assessed for their ToM abilities, using the ToM scale and a second-order false
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Parent–infant conversations are differentially associated with the development of preterm- and term-born infants J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-11-13 Sarah Coughlan, Jean Quigley, Elizabeth Nixon
Preterm birth is a risk factor for language difficulties. To better understand the language development of preterm-born infants, the current study investigated the concurrent associations between parent–infant conversations and the development of 22 preterm-born and 25 term-born infants at 2 years of age. Conversations occurring during mother/father–infant free-play interactions were analyzed to characterize
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Attention network training promotes selective attention of children with low socioeconomic status J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-11-14 Ruixue Xia, Xuerong Zhao, Yang Liu, Yan Dou, Zhenzhou Shu, Xiaohuan Ding, Xiaoqin Zhou, Jingjing Han, Xin Zhao
The objectives of this study were to evaluate the difference of selective attention efficiency between children with low and high socioeconomic status (SES) and the promotional effect of attention network training (an attention network test was used as the training task) on selective attention in children with the low SES. A total of 139 10- to 12-year-old children participated in two experiments (71
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Fraction Ball impact on student and teacher math talk and behavior J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-11-11 Daniela Alvarez-Vargas, Kreshnik Nasi Begolli, Marsha Choc, Lourdes M. Acevedo-Farag, Drew H. Bailey, Lindsey Richland, Andres Bustamante
We assessed the impacts of Fraction Ball—a novel suite of games combining the benefits of embodied guided play for math learning—on the math language production and behavior of students and teachers. In the Pilot Experiment, 69 fifth and sixth graders were randomly assigned to play four different Fraction Ball games or attend normal physical education class. The Efficacy Experiment was implemented
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Preschool children generate quantity inferences from both words and pictures J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-11-07 Alyssa Kampa, Catherine Richards, Anna Papafragou
As children learn to communicate with others, they must develop an understanding of the principles that underlie human communication. Recent evidence suggests that adults expect communicative principles to govern all forms of communication, not just language, but evidence about children’s ability to do so is sparse. This study investigated whether preschool children expect both pictures and words to
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“Dividing the labor”: Lexical verbs and the linguistic encoding of physical support in 2- to 4.5-year-old children J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-11-03 Laura Lakusta, Julia Wefferling, Karima Elgamal, Barbara Landau
Infants reason about support configurations (e.g., teddy bear on table) and young children talk about a variety of support relations, including support-from-below (e.g., apple on table) and many other types (e.g., Band-Aid on leg, picture on wall). Given this wide variation in support types, we asked whether early differentiation of the semantic space of support may play a key role in helping children
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Automatic imitation in school-aged children J. Exp. Child Psychol. (IF 2.547) Pub Date : 2023-11-03 Stephanie Wermelinger, Lea Moersdorf, Moritz M. Daum
Children imitate others for different reasons: To learn from others and to reach social goals such as affiliation or prosociality. So far, imitative acts have been measured using diverging methods in children and adults. Here, we investigated whether school-aged children’s imitation can be measured via their automatic imitation with a classical imitation-inhibition task (Brass et al., 2000) as has