共查询到20条相似文献，搜索用时 15 毫秒
1.
Michael Ramscar Melody Dye Jessica W. Gustafson Joseph Klein 《Child development》2013,84(4):1308-1323
Cognitive control, the ability to align our actions with goals or context, is largely absent in children under four. How then are preschoolers able to tailor their behavior to best match the situation? Learning may provide an alternative route to context‐sensitive responding. This study investigated this hypothesis in the Dimensional Change Card Sort (DCCS), a classic test of cognitive control that most under‐fours fail. A training intervention based on learning theoretic principles proved highly effective: Three‐year‐olds who learned about DCCS rules and game contexts in a card‐labeling task, subsequently transferred this knowledge to sorting in the DCCS, passing at more than 3 times the rate of controls (N = 47). This surprising finding reveals much about the nature of the developing mind. 相似文献
2.
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
3.
An important aspect of executive functioning is the ability to flexibly switch between behavioral rules. This study explored how considering the multidimensionality of objects affects behavioral rule switching in 3-year-old children. In Study 1 (N = 40), children who participated in a brief game separating and aggregating an object’s dimensions (i.e., color and shape) showed improved performance on the Dimensional Change Card Sort (DCCS), a measure of behavioral rule switching, relative to controls. In Study 2 (N = 80) DCCS performance improved even when the initial practice involved a different dimension (pattern and shape). Thus, practice thinking about multidimensionality can affect 3-year-olds’ DCCS performance and therefore may play an important role in the development of flexible thinking. 相似文献
4.
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
5.
Getting to No: Pragmatic and Semantic Factors in Two‐ and Three‐Year‐Olds' Understanding of Negation 
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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
6.
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
7.
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
8.
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
9.
Do children believe that “everything happens for a reason?” That is, do children endorse purpose‐based, teleological explanations for significant life events, as they do for social behavior, artifacts, biological properties, and natural kinds? Across three experiments, 5‐ to 7‐year‐olds (N = 80), 8‐ to 10‐year‐olds (N = 72), and adults (N = 91) chose between teleological and nonteleological accounts of significant life events and judged how helpful those accounts were for understanding an event's cause. Five‐ to 7‐year‐olds favored teleological explanations, but this preference diminished with age. Five‐ to 7‐year‐olds and 8‐ to 10‐year‐olds also found teleological explanations more helpful than did adults. Perceiving purpose in life events may therefore have roots in childhood, potentially reflecting a more general sensitivity to purpose in the social and natural worlds. 相似文献
10.
Lauren H. Howard Annette M. E. Henderson Cristina Carrazza Amanda L. Woodward 《Child development》2015,86(1):259-275
Although children can use social categories to intelligently select informants, children's preference for in‐group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video‐recorded action demonstration by a linguistic in‐group and/or out‐group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen‐month‐olds did not selectively imitate the actions of the in‐group model in live contexts, though in‐group preferences were found after watching the demonstration on video. Three‐year‐olds selectively imitated the actions demonstrated by the in‐group member regardless of context. These results indicate that in‐group preferences have a more nuanced effect on social learning than previous research has indicated. 相似文献
11.
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
12.
Recent research has shown that infants are more likely to engage with in‐group over out‐group members. However, it is not known whether infants' learning is influenced by a model's group membership. This study investigated whether 14‐month‐olds (N = 66) selectively imitate and adopt the preferences of in‐group versus out‐group members. Infants watched an adult tell a story either in their native language (in‐group) or a foreign language (out‐group). The adult then demonstrated a novel action (imitation task) and chose 1 of 2 objects (preference task). Infants did not show selectivity in the preference task, but they imitated the in‐group model more faithfully than the out‐group model. This suggests that cultural learning is beginning to be truly cultural by 14 months of age. 相似文献
13.
Laura Zimmermann Alecia Moser Herietta Lee Peter Gerhardstein Rachel Barr 《Child development》2017,88(6):2013-2025
This study examined the effect of a “ghost” demonstration on toddlers’ imitation. In the ghost condition, virtual pieces moved to make a fish or boat puzzle. Fifty‐two 2.5‐ and 3‐year‐olds were tested on a touchscreen (no transfer) or with 3D pieces (transfer); children tested with 3D pieces scored above a no demonstration baseline, but children tested on the touchscreen did not. Practice on the touchscreen (n = 23) by 2.5‐ and 3‐year‐olds prior to the ghost demonstration did not improve performance. Finally, children who learned the puzzle task via a social demonstration and were tested on the touchscreen (n = 26) performed better than the ghost conditions. Taken together, these studies demonstrate that social demonstrations enhance learning from novel touchscreen tools during early childhood. 相似文献
14.
The Development of Selective Copying: Children's Learning From an Expert Versus Their Mother 下载免费PDF全文
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
15.
If You're Happy and You Know It: Positive Moods Reduce Age‐Related Differences in False Memory 下载免费PDF全文
下载免费PDF全文 When tested in the Deese–Roediger–McDermott paradigm, children typically exhibit fewer false memories than do adolescents or adults. Here, participants’ moods and the valence of word lists were manipulated to explore the mechanism responsible for this developmental reversal in memory performance. Children (7‐ to 8‐year‐olds), adolescents (11‐ to 12‐year‐olds), and young adults (18‐ to 22‐year‐olds; N = 270) were assigned to one of three induced mood conditions and were presented with emotional word lists. In negative moods, adolescents and adults falsely recalled more negative information than did children, showing the typical developmental reversal effect. This effect, however, was eliminated when participants were in positive moods. The findings provide support for associative‐activation theory and have important implications for our understanding of the development of emotional false memories. 相似文献
16.
“I Know You Don't Know I Know…” Children Use Second‐Order False‐Belief Reasoning for Peer Coordination 下载免费PDF全文
下载免费PDF全文 Numerous studies have investigated children's abilities to attribute mental states, but few have examined their ability to recruit these abilities in social interactions. Here, 6‐year‐olds (N = 104) were tested on whether they can use first‐ and second‐order false‐belief understanding to coordinate with peers. Children adjusted their decisions in a coordination game in response to either their partner's erroneous belief or their partner's erroneous belief about their own belief—a result that contrasts with previous findings on the use of higher order “theory of mind” (TOM) reasoning at this age. Six‐year‐olds are thus able to use their higher order TOM capacities for peer coordination, which marks an important achievement in becoming competent social collaborators. 相似文献
17.
Parochial Compliance: Young Children's Biased Consideration of Authorities’ Preferences Regarding Intergroup Interactions 下载免费PDF全文
下载免费PDF全文 Prosocial behavior is arguably influenced by an interaction between intrinsic dispositions (e.g., group bias) and extrinsic factors (e.g., institutional regulations). The current study investigated this interaction developmentally. Preschoolers (3‐ to 4‐year‐olds) and kindergarteners (5‐ to 6‐year‐olds; N = 111) participated in a resource distribution task in which they had to consider both the recipients’ group membership (minimal color‐based groups), and their own teachers’ preferences regarding how to distribute (give “all” or “none”). The results revealed that only kindergarteners were influenced by the experimental factors and differently across genders. Specifically, when the recommendation was to give “none,” girls followed it indiscriminately toward in‐ and out‐group recipients, but boys did so only toward out‐group recipients. Thus, boys exploited an authority's legitimization to act antisocially, according to a parochial bias. 相似文献
18.
Memory and Executive Functioning in 12‐Year‐Old Children With a History of Institutional Rearing 下载免费PDF全文
下载免费PDF全文 Johanna Bick Charles H. Zeanah Nathan A. Fox Charles A. Nelson 《Child development》2018,89(2):495-508
We examined visual recognition memory and executive functioning (spatial working memory [SWM], spatial planning, rule learning, and attention shifting) in 12‐year‐olds (n = 150) who participated in the Bucharest Early Intervention Project, a randomized controlled trial of foster care for institutionally reared children. Similar to prior reports at 8 years of age, institutionally reared children showed significant deficits in visual recognition memory and SWM. Deficits in attention shifting and rule learning were also apparent at this time point. These data suggest that early experiences continue to shape the development of memory, learning, and executive functioning processes in preadolescence, which may explain broader cognitive and learning difficulties commonly associated with severe early life neglect. 相似文献
19.
Two experiments investigated the development of metacognitive monitoring and control, and conditions under which children engage these processes. In Experiment 1, 5‐year‐olds (N = 30) and 7‐year‐olds (N = 30), unlike adults (N = 30), showed little evidence of either monitoring or control. In Experiment 2, 5‐year‐olds (N = 90) were given performance feedback (aimed at improving monitoring), instruction to follow a particular strategy (aimed at improving control), or both. Across conditions, feedback improved children's monitoring, and instruction improved both monitoring and control. Thus, children's poor metacognitive performance likely reflects a difficulty engaging the component processes spontaneously rather than a lack of metacognitive ability. These findings also suggest that the component processes are distinct, with both undergoing protracted development. 相似文献
20.
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