Journal of Experimental Child Psychology
Papers 4682
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#1Johanna Hartung (University of Ulm)H-Index: 3
#2Laura E. Engelhardt (University of Texas at Austin)H-Index: 11
Last.Elliot M. Tucker-Drob (University of Texas at Austin)H-Index: 31
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Abstract Comparisons of results from studies of executive function (EF) in early childhood to those of EF in middle and late childhood suggest that individual differences in EFs may differentiate from a unitary factor in early childhood to an increasingly multidimensional structure in middle childhood and adolescence. We tested whether associations among EFs strengthened from middle childhood to adolescence using cross-sectional data from a population-based sample of 1019 children aged 7–15 year...
#1Agnieszka J. Jaroslawska ('QUB': Queen's University Belfast)
#2Teresa McCormack ('QUB': Queen's University Belfast)H-Index: 21
Last.Eugene M. Caruso (UCLA: University of California, Los Angeles)
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Abstract The notion of what constitutes fairness has been assumed to change during childhood, in line with a marked shift from outcome-based to intention-based moral reasoning. However, the precise developmental profile of such a shift is still subject to debate. This study sought to determine the age at which the perceived intentions of others begin to influence fairness-related decision making in children (aged 6–8 and 9–11 years) and adolescents (aged 14 and 15 years) in the context of the mi...
#1Evelyn Bosma (LEI: Leiden University)H-Index: 4
#2Naomi Nota (MPG: Max Planck Society)
Abstract Bilingual adults are faster in reading cognates than in reading non-cognates in both their first language (L1) and second language (L2). This cognate effect has been shown to be gradual: recognition was facilitated when words had higher degrees of cross-linguistic similarity. The aim of the current study was to investigate whether cognate facilitation can also be observed in bilingual children’s sentence reading. To answer this question, a group of Frisian–Dutch bilingual children (N = ...
#1Nathan Beaucage (MacEwan University)
#2Jennifer Skolney (MacEwan University)
Last.Tara Vongpaisal (MacEwan University)H-Index: 1
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Abstract A three-dimensional object version of the standard Dimensional Change Card Sort (DCCS) was developed to examine the influence of multisensory stimuli on 3-year-old children’s executive function. Whereas the developmental phenomenon marking 3-year-olds’ difficulties with rule use in the standard DCCS can be attributed to several cognitive factors, we examined the possibility that better encoding of object features could facilitate children’s rule-switching behavior. We examined whether 3...
#1Thilanga D. Wewalaarachchi (NUS: National University of Singapore)H-Index: 3
#2Leher Singh (NUS: National University of Singapore)H-Index: 18
Abstract Most children are raised in a bilingual environment. However, compared with monolingual language acquisition, relatively little is known about how bilingual children acquire native phonology. Moreover, much less is known about how children acquire knowledge of tone languages in comparison with consonant–vowel languages such as English. In this study, 6-year-old Mandarin monolingual and English–Mandarin bilingual learners were tested on their sensitivity to vowel, consonant, and lexical ...
#1Ori Ossmy (Center for Neural Science)
#2Danyang Han (Center for Neural Science)
Last.Karen E. Adolph (Center for Neural Science)H-Index: 37
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Abstract Goal-directed actions involve problem solving—how to coordinate perception and action to get the job done. Whereas previous work focused on the ages at which children succeed in problem solving, we focused on how children solve motor problems in real time. We used object fitting as a model system to understand how perception and action unfold from moment to moment. Preschoolers (N = 25) and adults (N = 24) inserted three-dimensional objects into their corresponding openings in a “shape-...
Abstract This study examined (a) how observing different types of gestures while listening to a story affected the recall of path and event information in 5-year-old children (n = 71) and adults (n = 55) and (b) whether the effects of gesture type on children’s recall of information were related to individual differences such as working memory, language abilities, spontaneous gesture use, and gesture production during the recall task. Participants were asked four questions to measure their spont...
Abstract Children judge in-group members more favorably than out-group members. They also judge moral transgressions as more serious and more worthy of punishment than conventional transgressions. Here we asked whether children’s judgments of moral and conventional transgressions vary by the group membership of the transgressor (in-group, neutral, out-group, or self). In addition, we asked whether judgments of the transgressions would extend to the transgressors themselves, including cases in wh...
1 CitationsSource
#1Arcangelo Uccula (University of Sassari)H-Index: 3
#2Mauro Enna (University of Sassari)H-Index: 1
Last.Barbara Treccani (University of Trento)H-Index: 10
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Abstract In two experiments, we administered two binary classification tasks to third- to fifth-grade students and found that either the conceptual size (Experiment 1) or semantic category (Experiment 2) of the target picture interacted with response position: Participants emitted faster and/or more accurate right- and left-side responses to stimuli referring to typically large and small objects (i.e., a SNARC [spatial–numerical association of response codes]-like effect) or to living and nonliv...
#1Elena Florit (UNIPD: University of Padua)H-Index: 8
#2Pietro De Carli (UNIPD: University of Padua)H-Index: 6
Last.Lucia Mason (UNIPD: University of Padua)H-Index: 34
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Abstract This study examined the contribution of advanced theory of mind (AToM), operationalized as second- or higher-order recursive mentalistic reasoning, to multiple-text comprehension in fourth and fifth graders (N = 184). The role of AToM was analyzed by taking into account children’s individual characteristics (i.e., age, gender, prior topic knowledge, word reading fluency, vocabulary knowledge, and single-text comprehension) and task features (i.e., contrast between positions on the topic...
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Developmental psychology
Cognitive psychology
Social psychology