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1.
Three experiments examined 4‐ to 6‐year‐olds' use of potential cues to geographic background. In Experiment 1 (N = 72), 4‐ to 5‐year‐olds used a speaker's foreign accent to infer that they currently live far away, but 6‐year‐olds did not. In Experiment 2 (N = 72), children at all ages used accent to infer where a speaker was born. In both experiments, race played some role in children's geographic inferences. Finally, in Experiment 3 (N = 48), 6‐year‐olds used language to infer both where a speaker was born and where they currently live. These findings reveal critical differences across development in the ways that speaker characteristics are used as inferential cues to a speaker's geographic location and history. 相似文献
2.
The ability to evaluate “sins of omission”—true but pragmatically misleading, underinformative pedagogy—is critical for learning. This study reveals a developmental change in children's evaluation of underinformative teachers and investigates the nature of their limitations. Participants rated a fully informative teacher and an underinformative teacher in two different orders. Six‐ and 7‐year‐olds (N = 28) successfully distinguished the teachers regardless of the order (Experiment 1), whereas 4‐ and 5‐year‐olds (N = 82) succeeded only when the fully informative teacher came first (Experiments 2 and 3). After seeing both teachers, 4‐year‐olds (N = 32) successfully preferred the fully informative teacher (Experiment 4). These results are discussed in light of developmental work in pragmatic implicature, suggesting that young children might struggle with spontaneously generating relevant alternatives for evaluating underinformative pedagogy. 相似文献
3.
It is widely believed that exploration is a mechanism for young children's learning. The present investigation examines preschoolers’ beliefs about how learning occurs. We asked 3‐ to 5‐year‐olds to articulate how characters in a set of stories learned about a new toy. Younger preschoolers were more likely to overemphasize the role of characters’ actions in learning than older children were (Experiment 1, N = 53). Overall performance improved when the stories explicitly stated that characters were originally ignorant and clarified the characters’ actions, but general developmental trends remained (Experiment 2, N = 48). These data suggest that explicit metacognitive understanding of the relation between actions and learning is developing during the preschool years, which might have implications for how children learn from exploration. 相似文献
4.
Children's ability to flexibly shift attention between different representational schemes was investigated using the dimensional change card sorting task. Across three experiments (N = 56 three‐year‐olds and N = 40 four‐year‐olds in 2 ; N = 14 three‐year‐olds in 3 ; and N = 14 three‐year‐olds in 4 ) the role of perceptual information on children's cognitive flexibility was investigated by manipulating different aspects of the task materials between pre‐ and postswitch phases. Better performance was observed when either task‐relevant (the color or shape of the images on the cards) or task‐irrelevant information (the background color or shape of the actual cards) was changed, with this improvement occurring when the changes were salient enough to induce a stimulus novelty effect. 相似文献
5.
The Development of Selective Copying: Children's Learning From an Expert Versus Their Mother 
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下载免费PDF全文 Amanda J. Lucas Emily R. R. Burdett Vanessa Burgess Lara A. Wood Nicola McGuigan Paul L. Harris Andrew Whiten 《Child development》2017,88(6):2026-2042
This study tested the prediction that, with age, children should rely less on familiarity and more on expertise in their selective social learning. Experiment 1 (N = 50) found that 5‐ to 6‐year‐olds copied the technique their mother used to extract a prize from a novel puzzle box, in preference to both a stranger and an established expert. This bias occurred despite children acknowledging the expert model's superior capability. Experiment 2 (N = 50) demonstrated a shift in 7‐ to 8‐year‐olds toward copying the expert. Children aged 9–10 years did not copy according to a model bias. The findings of a follow‐up study (N = 30) confirmed that, instead, they prioritized their own—partially flawed—causal understanding of the puzzle box. 相似文献
6.
Getting to No: Pragmatic and Semantic Factors in Two‐ and Three‐Year‐Olds' Understanding of Negation 下载免费PDF全文
下载免费PDF全文 Although infants say “no” early, older children have difficulty understanding its truth‐functional meaning. Two experiments investigate whether this difficulty stems from the infelicity of negative sentences out of the blue. In Experiment 1, given supportive discourse, 3‐year‐olds (N = 16) understood both affirmative and negative sentences. However, with sentence types randomized, 2‐year‐olds (N = 28) still failed. In Experiment 2, affirmative and negative sentences were blocked. Two‐year‐olds (N = 28) now succeeded, but only when affirmatives were presented first. Thus, although discourse felicity seems the primary bottleneck for 3‐year‐olds' understanding of negation, 2‐year‐olds struggle with its semantic processing. Contrary to accounts where negatives are understood via affirmatives, both sentence types were processed equally quickly, suggesting previously reported asymmetries are due to pragmatic accommodation, not semantic processing. 相似文献
7.
Jared M. J. Berman Susan A. Graham Dallas Callaway Craig G. Chambers 《Child development》2013,84(5):1791-1805
Two experiments examined 4‐ and 5‐year‐olds' use of vocal affect to learn new words. In Experiment 1 (n = 48), children were presented with two unfamiliar objects, first in their original state and then in an altered state (broken or enhanced). An instruction produced with negative, neutral, or positive affect, directed children to find the referent of a novel word. During the novel noun, eye gaze measures indicated that both 4‐ and 5‐year‐olds were more likely to consider an object congruent with vocal affect cues. In Experiment 2, 5‐year‐olds (n = 15) were asked to extend and generalize their initial mapping to new exemplars. Here, 5‐year‐olds generalized these newly mapped labels but only when presented with negative vocal affect. 相似文献
8.
Bahar Köymen Elena Lieven Denis A. Engemann Hannes Rakoczy Felix Warneken Michael Tomasello 《Child development》2014,85(3):1108-1122
This study investigates how children negotiate social norms with peers. In Study 1, 48 pairs of 3‐ and 5‐year‐olds (N = 96) and in Study 2, 48 pairs of 5‐ and 7‐year‐olds (N = 96) were presented with sorting tasks with conflicting instructions (one child by color, the other by shape) or identical instructions. Three‐year‐olds differed from older children: They were less selective for the contexts in which they enforced norms, and they (as well as the older children to a lesser extent) used grammatical constructions objectifying the norms (“It works like this” rather than “You must do it like this”). These results suggested that children's understanding of social norms becomes more flexible during the preschool years. 相似文献
9.
Western preschool children often assign ownership based on first possession and some theorists have proposed that this judgment might be an early emerging, innate bias. Five‐ to 9‐year‐olds (n = 112) from a small‐scale group in Kenya (Kikuyu) watched videotaped interactions of two women passing an object. The object's starting position and the women's gestures were varied. Use of the first possession heuristic increased with age, and 8‐ to 9‐year‐olds performed similarly to German 5‐year‐olds (n = 24). Starting position and gestures had no effect. A control study confirmed that 5‐year‐old Kikuyus (n = 20) understood the video material. The findings reveal that the first possession heuristic follows different developmental trajectories cross‐culturally and stress the role of children's sociocultural environment. 相似文献
10.
Christopher R. Gonzales Alexis Merculief Megan M. McClelland Simona Ghetti 《Child development》2022,93(2):524-539
Children's ability to monitor subjective feelings of uncertainty (i.e., engage in uncertainty monitoring) is a central metacognitive skill. In the current study, we examined the development of uncertainty monitoring as well as its relations with vocabulary and executive function development in children (N = 137, 52% female) from predominately White and Latinx/Hispanic backgrounds when they were 4–6 years old and enrolled in a Head Start preschool and kindergarten between 2018 and 2019. We found that children's uncertainty monitoring improved during the kindergarten year. Children's executive function and vocabulary in preschool and vocabulary growth from preschool to kindergarten predicted uncertainty monitoring at the end of kindergarten, which sheds new light on potential mechanisms supporting children's metacognitive development. 相似文献
11.
During communication, conversational partners should offer as much information as is required and relevant. For instance, the statement “Some Xs Y” is infelicitous if one knows that all Xs Y. Do children understand the link between speaker knowledge and utterance strength? In Experiment 1, 5‐year‐olds (N = 32) but not 4‐year‐olds (N = 32) reliably connected statements of different logical strength (e.g., “The girl colored all/some of the star”) to observers who were fully or partially informed. Four‐year‐olds’ performance improved when observer knowledge could be assessed more easily (Experiment 2a, N = 25) but remained the same in a nonlinguistic version of Experiment 1 that preserved the epistemic requirements of the original study (Experiment 2b, N = 26). These findings have implications for the development of early communicative abilities. 相似文献
12.
Viewing Fantastical Events Versus Touching Fantastical Events: Short‐Term Effects on Children's Inhibitory Control 下载免费PDF全文
下载免费PDF全文 Three pretest–posttest experiments were conducted to compare the effects of viewing versus interacting with either fantastical or real events on 4‐ and 6‐year‐old children's inhibitory control. Experiment 1 (N = 72) suggested that although viewing fantastical events had a negative effect on inhibitory control, interacting with them produced no such disruption. Experiment 2 (N = 17) also found that children's inhibitory control decreased after viewing fantastical events but not after interacting with them. In addition, functional near‐infrared spectroscopy (fNIRS) data showed that viewing fantastical events resulted in greater activation in the dorsolateral prefrontal cortex. Experiment 3 (N = 72) showed that children's inhibitory control increased after viewing and interacting with real events. The implications for studying the effects of mobile devices are discussed. 相似文献
13.
Binding is key in multisensory perception. This study investigated the audio‐visual (A‐V) temporal binding window in 4‐, 5‐, and 6‐year‐old children (total N = 120). Children watched a person uttering a syllable whose auditory and visual components were either temporally synchronized or desynchronized by 366, 500, or 666 ms. They were asked whether the voice and face went together (Experiment 1) or whether the desynchronized videos differed from the synchronized one (Experiment 2). Four‐year‐olds detected the 666‐ms asynchrony, 5‐year‐olds detected the 666‐ and 500‐ms asynchrony, and 6‐year‐olds detected all asynchronies. These results show that the A‐V temporal binding window narrows slowly during early childhood and that it is still wider at 6 years of age than in older children and adults. 相似文献
14.
Realizing Relevance: The Influence of Domain‐Specific Information on Generation of New Knowledge Through Integration in 4‐ to 8‐Year‐Old Children 下载免费PDF全文
下载免费PDF全文 In accumulating knowledge, direct modes of learning are complemented by productive processes, including self‐generation based on integration of separate episodes. Effects of the number of potentially relevant episodes on integration were examined in 4‐ to 8‐year‐olds (N = 121; racially/ethnically heterogeneous sample, English speakers, from large metropolitan area). Information was presented along with unrelated or related episodes; the latter challenged children to identify the relevant subset of episodes for integration. In Experiment 1, 4‐ and 6‐year‐olds integrated in the unrelated context. Six‐year‐olds also succeeded in the related context in forced‐choice testing. In Experiment 2, 8‐year‐olds succeeded in open‐ended and forced‐choice testing. Results illustrate a developmental progression in productive extension of knowledge due in part to age‐related increases in identification of relevant information. 相似文献
15.
Sammy Perone Stephen J. Molitor Aaron T. Buss John P. Spencer Larissa K. Samuelson 《Child development》2015,86(3):812-827
Executive functions enable flexible thinking, something young children are notoriously bad at. For instance, in the dimensional change card sort (DCCS) task, 3‐year‐olds can sort cards by one dimension (shape), but continue to sort by this dimension when asked to switch (to color). This study tests a prediction of a dynamic neural field model that prior experience with the postswitch dimension can enhance 3‐year‐olds' performance in the DCCS. In Experiment 1A, a matching game was used to preexpose 3‐year‐olds (n = 36) to color. This facilitated switching from sorting by shape to color. In 3 , 3‐year‐olds (n = 18) were preexposed to shape. This did not facilitate switching from sorting by color to shape. The model was used to explain this asymmetry. 相似文献
16.
Two studies investigated children's reasoning about their mental and bodily states during the time prior to biological conception—“prelife.” By exploring prelife beliefs in 5‐ to 12‐year‐olds (N = 283) from two distinct cultures (urban Ecuadorians, rural indigenous Shuar), the studies aimed to uncover children's untutored intuitions about the essential features of persons. Results showed that with age, children judged fewer mental and bodily states to be functional during prelife. However, children from both cultures continued to privilege the functionality of certain mental states (i.e., emotions, desires) relative to bodily states (i.e., biological, psychobiological, perceptual states). Results converge with afterlife research and suggest that there is an unlearned cognitive tendency to view emotions and desires as the eternal core of personhood. 相似文献
17.
Angie M. Johnston Mark Sheskin Samuel G. B. Johnson Frank C. Keil 《Child development》2018,89(4):1110-1119
One of the core functions of explanation is to support prediction and generalization. However, some explanations license a broader range of predictions than others. For instance, an explanation about biology could be presented as applying to a specific case (e.g., “this bear”) or more generally across “all animals.” The current study investigated how 5‐ to 7‐year‐olds (N = 36), 11‐ to 13‐year‐olds (N = 34), and adults (N = 79) evaluate explanations at varying levels of generality in biology and physics. Findings revealed that even the youngest children preferred general explanations in biology. However, only older children and adults preferred explanation generality in physics. Findings are discussed in light of differences in our intuitions about biological and physical principles. 相似文献
18.
Zoe E. Taylor Nancy Eisenberg Tracy L. Spinrad Keith F. Widaman 《Child development》2013,84(4):1145-1151
Longitudinal relations among ego‐resiliency (ER), effortful control (EC), and observed intrusive parenting were examined at 18, 30, and 42 months of age (Ns = 256, 230, and 210) using structural equation modeling. Intrusive parenting at 18 and 30 months negatively predicted EC a year later, over and above earlier levels. EC at 30 months mediated the negative relation between 18‐month intrusive parenting and ER at 42 months when controlling for stability of the variables. ER did not predict EC. The findings suggest that intrusive parenting may have a negative effect on children's ego‐resiliency through its effects on children's abilities to regulate attention and behavior. 相似文献
19.
Rachel E. White Emily O. Prager Catherine Schaefer Ethan Kross Angela L. Duckworth Stephanie M. Carlson 《Child development》2017,88(5):1563-1571
This study investigated the benefits of self‐distancing (i.e., taking an outsider's view of one's own situation) on young children's perseverance. Four‐ and 6‐year‐old children (N = 180) were asked to complete a repetitive task for 10 min while having the option to take breaks by playing an extremely attractive video game. Six‐year‐olds persevered longer than 4‐year‐olds. Nonetheless, across both ages, children who impersonated an exemplar other—in this case a character, such as Batman—spent the most time working, followed by children who took a third‐person perspective on the self, or finally, a first‐person perspective. Alternative explanations, implications, and future research directions are discussed. 相似文献
20.
Sophie Bridgers Costanza De Simone Hyowon Gweon Azzurra Ruggeri 《Child development》2023,94(5):1259-1280
Do children consider how others learned when seeking help? Across three experiments, German children (N = 536 3-to-8 year olds, 49% female, majority White, tested 2017–2019) preferred to learn from successful active learners selectively by context: They sought help solving a problem from a learner who had independently discovered the solution to a previous problem over those who had learned through instruction or observation, but only when the current problem was novel, yet related, to the learners' problem (Experiment 1). Older, but not younger, children preferred the active learner even when she was offered help (Experiment 2), though only when her discovery was deliberate (Experiment 3). Although a preference to learn from successful active learners emerges early, a genuine appreciation for process beyond outcome increases across childhood. 相似文献