共查询到20条相似文献，搜索用时 31 毫秒
1.
Kevin P. Darby Sophia W. Deng Dirk B. Walther Vladimir M. Sloutsky 《Child development》2021,92(3):1173-1186
Selective attention is the ability to focus on goal-relevant information while filtering out irrelevant information. This work examined the development of selective attention to natural scenes and objects with a rapid serial visual presentation paradigm. Children (N = 69, ages 4–6 years) and adults (N = 80) were asked to attend to either objects or scenes, while ignoring the other type of stimulus. A multinomial processing tree model was used to decompose selective attention into focusing and filtering components. The results suggest that attention is object-biased in children, due to difficulty filtering attention to goal-irrelevant objects, whereas attention in adults is relatively unbiased. The findings suggest important developmental asymmetries in selective attention to scenes and objects. 相似文献
2.
Similes require two different pragmatic skills: appreciating the intended similarity and deriving a scalar implicature (e.g., “Lucy is like a parrot” normally implies that Lucy is not a parrot), but previous studies overlooked this second skill. In Experiment 1, preschoolers (N = 48; ages 3–5) understood “X is like a Y” as an expression of similarity. In Experiment 2 (N = 99; ages 3–6, 13) and Experiment 3 (N = 201; ages 3–5 and adults), participants received metaphors (“Lucy is a parrot”) or similes (“Lucy is like a parrot”) as clues to select one of three images (a parrot, a girl or a parrot-looking girl). An early developmental trend revealed that 3-year-olds started deriving the implicature “X is not a Y,” whereas 5-year-olds performed like adults. 相似文献
3.
Emotional expressions are abundant in children’s lives. What role do they play in children’s causal inference and exploration? This study investigates whether preschool-aged children use others’ emotional expressions to infer the presence of unknown causal functions and guide their exploration accordingly. Children (age: 3.0–4.9; N = 112, the United States) learned about one salient causal function of a novel toy and then saw an adult play with it. Children explored the toy more when the adult expressed surprise than when she expressed happiness (Experiment 1), but only when the adult already knew about the toy’s salient function (Experiment 2). These results suggest that children consider others’ knowledge and selectively interpret others’ surprise as vicarious prediction error to guide their own exploration. 相似文献
4.
Rista C. Plate Jacqueline M. Fulvio Kristin Shutts C. Shawn Green Seth D. Pollak 《Child development》2018,89(1):205-218
Individuals track probabilities, such as associations between events in their environments, but less is known about the degree to which experience—within a learning session and over development—influences people's use of incoming probabilistic information to guide behavior in real time. In two experiments, children (4–11 years) and adults searched for rewards hidden in locations with predetermined probabilities. In Experiment 1, children (n = 42) and adults (n = 32) changed strategies to maximize reward receipt over time. However, adults demonstrated greater strategy change efficiency. Making the predetermined probabilities more difficult to learn (Experiment 2) delayed effective strategy change for children (n = 39) and adults (n = 33). Taken together, these data characterize how children and adults alike react flexibly and change behavior according to incoming information. 相似文献
5.
The authors examined relations among observed joint attention, maternal report of child’s social competence, setting (home vs. laboratory), task (unstructured vs. semi-structured), and dyad type [hearing mother–hearing child (n = 55, Mage = 25.8 months) vs. hearing mother–deaf child (n = 27, Mage = 26.9 months)]. Hearing child dyads scored higher on joint attention during unstructured tasks, especially in their home environment. Hearing child dyads displayed similar joint attention to deaf toddler dyads when they engaged in a semi-structured task, but higher on these measures during unstructured free play. Unlike hearing children, joint attention was differentially related to social competence in deaf children, with relatively higher versus lower social competence depending on relatively high versus low observed joint attention, respectively. 相似文献
6.
This study investigated whether seeing iconic gestures depicting verb referents promotes two types of generalization. We taught 3- to 4-year-olds novel locomotion verbs. Children who saw iconic manner gestures during training generalized more verbs to novel events (first-order generalization) than children who saw interactive gestures (Experiment 1, N = 48; Experiment 2, N = 48) and path-tracing gestures (Experiment 3, N = 48). Furthermore, immediately (Experiments 1 and 3) and after 1 week (Experiment 2), the iconic manner gesture group outperformed the control groups in subsequent generalization trials with different novel verbs (second-order generalization), although all groups saw interactive gestures. Thus, seeing iconic gestures that depict verb referents helps children (a) generalize individual verb meanings to novel events and (b) learn more verbs from the same subcategory. 相似文献
7.
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
8.
Janna M. Gottwald Laura-Ashleigh Bird Samantha Keenaghan Clare Diamond Eliana Zampieri Haleema Tosodduk Andrew J. Bremner Dorothy Cowie 《Child development》2021,92(1):351-366
Adults’ body representation is constrained by multisensory information and knowledge of the body such as its possible postures. This study (N = 180) tested for similar constraints in children. Using the rubber hand illusion with adults and 6- to 7-year olds, we measured proprioceptive drift (an index of hand localization) and ratings of felt hand ownership. The fake hand was either congruent or incongruent with the participant’s own. Across ages, congruency of posture and visual–tactile congruency yielded greater drift toward the fake hand. Ownership ratings were higher with congruent visual–tactile information, but unaffected by posture. Posture constrains body representation similarly in children and adults, suggesting that children have sensitive, robust mechanisms for maintaining a sense of bodily self. 相似文献
9.
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
10.
Hearing “Quack” and Remembering A Duck: Evidence for Fluency Attribution in Young Children 下载免费PDF全文
下载免费PDF全文 Previous research has suggested that fluency does not influence memory decisions until ages 7–8. In two experiments (n = 96 and n = 64, respectively), children, aged 4, 6, and 8 years (Experiments 1 and 2), and adults (Experiment 2) studied a list of pictures. Participants completed a recognition test during which each study item was preceded by a sound providing either a highly predictive or mildly predictive context in order to make some test items more conceptually fluent. Overall, highly predictive items were recognized at a higher rate than mildly predictive items demonstrating an earlier development of the fluency heuristic than previously observed. The study provides insight into how children develop metacognitive expectations and when they start to use them to guide their memory responses. 相似文献
11.
Julia A. Leonard Dominique N. Martinez Samantha C. Dashineau Anne T. Park Allyson P. Mackey 《Child development》2021,92(4):1325-1336
Children need to learn to persist through challenges, yet adults sometimes step in to solve problems for them. Here, we looked at how adult taking over related to children’s persistence. In an observational study (N = 34, ages 4–8), we found that parents who took over more often during a challenging puzzle task rated their children as dispositionally less persistent. To establish whether taking over can cause reduced persistence, we ran two preregistered experiments (N = 150, ages 4–5). Children assigned to a taking over condition persisted less on a subsequent task compared to those in a teaching or a baseline condition. Reframing the context did not ameliorate the negative impact of taking over. The results suggest that taking over impairs children’s persistence. 相似文献
12.
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
13.
This study examined whether executive functions impact how flexibly children represent task context in performing repeated sequential actions. Japanese children in Experiments 1 (N = 52; 3–6 years) and 2 (N = 50, 4–6 years) performed sequential actions repeatedly; one group received reminders. Experiment 1 indicated that reminders promote flexible changes in contextual representations. Experiment 2 observed such effects in younger children and showed executive functions were associated with the flexible representation of task context. Reminders did not perfectly compensate for the role of executive functions but wiped out individual differences in executive functions that contribute to children’s acquisition of routines. Therefore, setting goals before context-dependent actions is necessary, but not sufficient, to modulate contextual representations in routines. 相似文献
14.
Attention control abilities are relevant for learning success. Little is known about the development of audio-visual attention in early childhood. Four groups of children between the ages of 4 and 10 years and adults performed an audio-visual distraction paradigm (N = 106). Multilevel analyses revealed increased reaction times in a visual categorization task when task-irrelevant novel sounds were presented, demonstrating involuntary distraction of attention. This distraction effect decreased with age and significantly differed between age groups. In addition, the two youngest age groups responded with a delay in trials following a distractor trial, indicating delayed reallocation of attention to the task at hand. Results indicate a significant maturation of audio-visual attention control within a few years during early childhood that continues throughout middle childhood. 相似文献
15.
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
16.
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
17.
Children often “overimitate,” comprehensively copying others' actions despite manifest perceptual cues to their causal ineffectuality. The inflexibility of this behavior renders its adaptive significance difficult to apprehend. This study explored the boundaries of overimitation in 3‐ to 6‐year‐old children of three distinct cultures: Westernized, urban Australians (N = 64 in Experiment 1; N = 19 in Experiment 2) and remote communities of South African Bushmen (N = 64) and Australian Aborigines (N = 19). Children overimitated at high frequency in all communities and generalized what they had learned about techniques and object affordances from one object to another. Overimitation thus provides a powerful means of acquiring and flexibly deploying cultural knowledge. The potency of such social learning was also documented compared to opportunities for exploration and practice. 相似文献
18.
Lars O. White Boris Bornemann Michael J. Crowley Fabio Sticca Pascal Vrtička Stephanie Stadelmann Yvonne Otto Annette M. Klein Kai von Klitzing 《Child development》2021,92(4):1274-1290
Attachment theory proposes that children’s representations of interactions with caregivers guide information-processing about others, bridging interpersonal domains. In a longitudinal study (N = 165), preschoolers (Mage = 5.19 years) completed the MacArthur Story Stem Battery to assess parent representations. At school-age (Mage = 8.42 years), children played a virtual ballgame with peers who eventually excluded them to track event-related cardiac slowing, a physiological correlate of rejection, especially when unexpected. At both ages, parents and teachers reported on peer and emotional problems. During exclusion versus inclusion-related events, cardiac slowing was associated with greater positive parent representations and fewer emerging peer problems. Cardiac slowing served as a mediator between positive parent representations and peer problems, supporting a potential psychophysiological mechanism underlying the generalization of attachment-related representations to peer relationships. 相似文献
19.
Margaret Cychosz Tristan Mahr Benjamin Munson Rochelle Newman Jan R. Edwards 《Child development》2023,94(4):e197-e214
To learn language, children must map variable input to categories such as phones and words. How do children process variation and distinguish between variable pronunciations (“shoup” for soup) versus new words? The unique sensory experience of children with cochlear implants, who learn speech through their device's degraded signal, lends new insight into this question. In a mispronunciation sensitivity eyetracking task, children with implants (N = 33), and typical hearing (N = 24; 36–66 months; 36F, 19M; all non-Hispanic white), with larger vocabularies processed known words faster. But children with implants were less sensitive to mispronunciations than typical hearing controls. Thus, children of all hearing experiences use lexical knowledge to process familiar words but require detailed speech representations to process variable speech in real time. 相似文献
20.
Strategic collaboration according to the law of comparative advantage involves dividing tasks based on the relative capabilities of group members. Three experiments (N = 405, primarily White and Asian, 45% female, collected 2016–2019 in Canada) examined how this strategy develops in children when dividing cognitive labor. Children divided questions about numbers between two partners. By 7 years, children allocated difficult questions to the skilled partner (Experiment 1, d = 1.42; Experiment 2, d = 0.87). However, younger children demonstrated a self-serving bias, choosing the easiest questions for themselves. Only when engaging in a third-party collaborative task did 5-year-olds assign harder questions to the more skilled individual (Experiment 3, d = 0.55). These findings demonstrate early understanding of strategic collaboration subject to a self-serving bias. 相似文献