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British Journal of Developmental Psychology

Wang I Wong
Spatial abilities are pertinent to mathematical competence, but evidence of the space-math link has largely been confined to older samples and intrinsic spatial abilities (e.g., mental transformation). The roles of gender and affective factors are also unclear. This study examined the correlations between counting ability, mental transformation, and targeting accuracy in 182 Hong Kong preschoolers, and whether these relationships were weaker at higher spatial anxiety levels. Both spatial abilities related with counting similarly for boys and girls...
October 20, 2016: British Journal of Developmental Psychology
Susanne Hardecker, Michael Tomasello
Young children enforce social norms from early on, but little research has examined how this enforcement behaviour emerges. This study investigated whether observing an adult's norm enforcement influences children's own enforcement of that norm compared with observing an action demonstration without enforcement. Additionally, children experienced enforcement either following their own (second-party) or a third-party's transgression (N = 120). Results revealed that observing enforcement increased two- and three-year-old children's protest against the sanctioned action regardless of second- or third-party context...
September 22, 2016: British Journal of Developmental Psychology
Sevgi Bayram Özdemir, Charissa S L Cheah, Robert J Coplan
This study examined the underlying processes and conditions that contribute to the school adjustment of shy children in Turkey, where children's interpersonal relationships in social settings and academic achievement are highly emphasized. First, we examined the unique mediating roles of children's feelings of social anxiety, depressive symptoms, and loneliness in the associations between shyness and indices of school outcomes (academic achievement and school liking/avoidance). Second, we explored the moderating role of children's peer acceptance in these associations...
September 21, 2016: British Journal of Developmental Psychology
Corinne Syrnyk, Kerstin Meints
From the little research that exists on the onset of word learning in infants under the age of 1 year, the evidence suggests an idiosyncratic comprehensive vocabulary is developing. To further this field, we tested 49 nine-month-old infants by pre-assessing their vocabularies using a UK version of the MacArthur-Bates Communicative Developmental Inventory. Intermodal preferential looking (IPL) was then used to examine word comprehension including: (a) words parents reported as understood, (b) words infants are expected to understand according to age-related frequency data, and (c) words parents had reported infants not to understand...
September 13, 2016: British Journal of Developmental Psychology
Erin I Smith, Robert G Crosby
In developmental research, religiousness is typically measured with omnibus affiliation or attendance variables that underspecify how the religious cultural contexts and experiences that affiliation represents influence developmental outcomes. This study explores associations between five aspects of a religious cultural context (family religiosity, religious schooling, church-based relationships with peers and adults, and view of God) in 844 seven- to 12-year-old Christian children to examine how they differentially predict self-esteem...
August 23, 2016: British Journal of Developmental Psychology
Alba Agostino, Nancie Im-Bolter, Arianna K Stefanatos, Maureen Dennis
Ironic criticism and empathic praise are forms of social communication that influence the affective states of others in a negative or positive way. In a sample of 76 typically developing children and adolescents (mean age = 11 years; 4 months; SD: 2 years; 8 months), we studied how understanding of emotional expression (facial expression of emotion) and emotive communication (affective theory of mind) was related to the ability to understand negatively valenced ironic criticism and positively valenced empathic praise...
August 19, 2016: British Journal of Developmental Psychology
Francesca Federico, Andrea Marotta, Diana Martella, Maria Casagrande
According to the attention network approach, attention is best understood in terms of three functionally and neuroanatomically distinct networks - alerting, orienting, and executive attention. Recent findings showed that social information influences the efficiency of these networks in adults. Using some social and non-social variants of the Attentional Network Test (ANT), this study was aimed to evaluate the development of the three attention networks in childhood, also assessing the development of the ability to manage social or non-social conflicting information...
August 4, 2016: British Journal of Developmental Psychology
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September 2016: British Journal of Developmental Psychology
Amandine Van Rinsveld, Christine Schiltz
We compared French- and English-speaking fifth-grade (10-year-old) children's performance in number transcoding. Whereas English two-digit number names follow the decimal structure (base 10), the structure of French two-digit number words over 60 follow a vigesimal structure (base 20). Children undertook two number transcoding tasks. While children were generally successful at the tasks, English-speaking children significantly outperformed French-speaking children for numbers following a vigesimal structure in French compared to a decimal structure in English (i...
September 2016: British Journal of Developmental Psychology
Jan M Engelmann, Esther Herrmann, Michael Tomasello
Providing evaluative information to others about absent third parties helps them to identify cooperators and avoid cheaters. Here, we show that 5-year-olds, but not 3-year-olds, reliably engage in such prosocial gossip. In an experimental setting, 5-year-old children spontaneously offered relevant reputational information to guide a peer towards a cooperative partner. Three-year-old children offered such evaluative information only rarely, although they still showed a willingness to inform in a non-evaluative manner...
September 2016: British Journal of Developmental Psychology
Johannes J Noordstar, Janjaap van der Net, Suzanne Jak, Paul J M Helders, Marian J Jongmans
Participation in motor activities is essential for social interaction and life satisfaction in children. Self-perceptions and task values have a central position in why children do or do not participate in (motor) activities. Investigating developmental changes in motor self-perceptions and motor task values in elementary school children would provide vital information about their participation in motor activities. We therefore examined the change in, and associations between, self-perceptions and task values of fine motor competence, ball competence, and athletic competence in 292 children from kindergarten to grade 4...
September 2016: British Journal of Developmental Psychology
Jie He, Shuyi Zhai, Liyue Lou, Qing Zhang, Zhuyun Li, Mowei Shen
Behavioural inhibition influences the development of behavioural regulation in early childhood. Previous studies have mainly focused on the relationship between inhibition and regulation in the Don't context (e.g., inhibitory control), while few have investigated this relationship in the Do context (e.g., task persistence). This longitudinal study examined the effect of temperamental inhibition on behavioural regulation during both the Do and Don't contexts in 112 Chinese preschoolers. At 3.5 years of age, children's behavioural inhibition was assessed by behavioural observation and parental report, and then at 4...
September 2016: British Journal of Developmental Psychology
Matti Wilks, Rohan Kapitány, Mark Nielsen
Previous research has demonstrated an efficiency bias in social learning whereby young children preferentially imitate the functional actions of a successful individual over an unsuccessful group member. Our aim in the current research was to examine whether this bias remains when actions are presented as conventional rather than instrumental. Preschool children watched videos of an individual and a group member. The individual always demonstrated a successful instrumental action and the group member an unsuccessful action that was either causally transparent or opaque...
September 2016: British Journal of Developmental Psychology
Sarah J Owens, Susan A Graham
Speech disfluencies, such as filled pauses (ummm, uhhh), are increasingly recognized as an informative element of the speech stream. Here, we examined whether 2- and 3-year-olds expected that the presence of filled pause would signal reference to objects that are new to a discourse. Children viewed pairs of familiar objects on a screen and heard a speaker refer to one of the objects twice in succession. Next, children heard a critical utterance and were asked to look and point at either the discourse-given (i...
September 2016: British Journal of Developmental Psychology
Tommie Forslund, Karin C Brocki, Gunilla Bohlin, Pehr Granqvist, Lilianne Eninger
This study examined the contributions of several important domains of functioning to attention-deficit/hyperactivity disorder (ADHD) symptoms and conduct problems. Specifically, we investigated whether cognitive inhibition, emotion regulation, emotionality, and disorganized attachment made independent and specific contributions to these externalizing behaviour problems from a multiple pathways perspective. The study included laboratory measures of cognitive inhibition and disorganized attachment in 184 typically developing children (M age = 6 years, 10 months, SD = 1...
September 2016: British Journal of Developmental Psychology
Dione M Healey, Khushmand Rajendran, Sarah O'Neill, Chaya B Gopin, Jeffrey M Halperin
Cognition and emotion have been shown to interact and influence psychological functioning. However, to date these interactions have only been examined cross-sectionally among inattentive and/or hyperactive/impulsive children. This study investigated the moderating effects of neuropsychological functioning at age 3-4 years on the relation between negative emotionality at age 3-4 years and global functioning 1 year later, at age 4-5 years. Hyperactive/inattentive (H/I; n = 114) preschoolers entered the study (BL: baseline) and were seen again 1 year later (F1)...
September 2016: British Journal of Developmental Psychology
Carolien Rieffe, Marina Camodeca
In this study, we aimed at gaining a better understanding of the individual differences contributing to feelings of empathy in adolescents. Therefore, we examined the extent to which emotion awareness (e.g., recognizing and appreciating one's own and the emotions of others) and a tendency for certain social roles (e.g., helping or teasing peers when being bullied) are related to adolescents' levels of empathy. The sample was comprised of 182 adolescents aged between 11 and 16. Empathy and emotion awareness were assessed using self-report measures...
September 2016: British Journal of Developmental Psychology
Julian S Caza, Cristina M Atance, Daniel M Bernstein
We examined 3- to 5-year-olds' understanding of general knowledge (e.g., knowing that clocks tell time) by investigating whether (1) they recognize that their own general knowledge has changed over time (i.e., they knew less as babies than they know now), and (2) such intraindividual knowledge differences are easier/harder to understand than interindividual differences (i.e., Do preschoolers understand that a baby knows less than they do?). Forty-eight 3- to 5-year-olds answered questions about their current general knowledge ('self-now'), the general knowledge of a 6-month-old ('baby-now'), and their own general knowledge at 6 months ('self-past')...
September 2016: British Journal of Developmental Psychology
Him Cheung, Yawen Chan, Wan Chi Gigi Tsui
This study investigates how 5- and 6-year-olds' evaluations of selfish, polite, and altruistic lies change as a result of whether these false statements are explicitly labelled as lies. We are also interested in how interpretive theory of mind may correlate with such evaluations with and without a lie label. Our results showed that labelling lowered children's evaluations for the polite and altruistic lies, but not for the selfish lies. Interpretive theory of mind correlated positively with the evaluation difference between the polite and altruistic lies and that between the selfish and altruistic lies in the label, but not in the non-label condition...
September 2016: British Journal of Developmental Psychology
Fabrice Damon, Paul C Quinn, Michelle Heron-Delaney, Kang Lee, Olivier Pascalis
We examined category formation for faces differing in age in 9- and 12-month-olds, and the influence of exposure to infant faces on such ability. Infants were familiarized with adult or infant faces, and then tested with a novel exemplar from the familiarized category paired with a novel exemplar from a novel category (Experiment 1). Both age groups formed discrete categories of adult and infant faces, but exposure to infant faces in everyday life did not modulate performance. The same task was conducted with child versus infant faces (Experiment 2)...
July 9, 2016: British Journal of Developmental Psychology
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