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British Journal of Developmental Psychology

Alecia Moser, Sarah Olsen, Sylvia N Rusnak, Rachel Barr, Peter Gerhardstein
Multiple factors influence imitation during toddlerhood, including task complexity, social contingency, and individual differences. We conducted a secondary data analysis of individual differences in self-generated labelling using data collected from a complex puzzle imitation task with 355 2- to 3-year-olds. This analysis indicated that toddlers' ability to label the completed puzzle (fish or boat) was associated with better imitation performance. Labelling occurs during social interactions; therefore, our second analysis tested how labelling differed as a function of the level of social scaffolding in each condition...
July 7, 2018: British Journal of Developmental Psychology
Jess M Kingsford, David J Hawes, Marc de Rosnay
Research into moral identity has provided much support for its role in mature moral functioning, yet the developmental course of this construct remains poorly understood. In this review, we examine the dominant developmental model of moral identity, which emphasizes its key relation with the moral self of early childhood. In reviewing evidence for the model, the assumption of correspondence between the moral self of early childhood and moral identity in adolescence is challenged, in terms of both the moral component and the sense-of-self entailed in both constructs...
July 6, 2018: British Journal of Developmental Psychology
Mitchell Green, James N Kirby, Mark Nielsen
Children engage in prosocial behaviour from an early age. Whether children will reliably provide compassionate help to a suffering individual is unclear. To investigate this, 73 4-years-olds were presented with three novel tasks in which they and a puppet had opportunity to win stickers by completing respective versions of the same tasks. In all cases, the puppets were unable to complete their tasks. The puppets 'reacted' by being either upset or not upset. While children provided help when it did not cost them, their inclination to do so was significantly diminished when it incurred a personal cost...
June 10, 2018: British Journal of Developmental Psychology
Sara Quinn, Evan Kidd
Symbolic play has long been considered a fertile context for communicative development (Bruner, 1983, Child's talk: Learning to use language, Oxford University Press, Oxford; Vygotsky, 1962, Thought and language, MIT Press, Cambridge, MA; Vygotsky, 1978, Mind in society: The development of higher psychological processes. Harvard University Press, Cambridge, MA). In the current study, we examined caregiver-infant interaction during symbolic play and compared it to interaction in a comparable but non-symbolic context (i...
May 28, 2018: British Journal of Developmental Psychology
Paul A Klaczynski, Wejdan S Felmban
Few studies have examined age or cultural differences in the stereotypes adolescents have of persons with obesity. The present research explored the hypotheses that American adolescents have more negative obesity stereotypes than Chinese adolescents and that the effects of culture are mediated by weight attributions and thin idealization. Participants (N = 335; 181 female; M age = 14.83 years, SD = 1.57 years) completed measures of thin idealization and causal attributions and made generalizations from and attributions of stereotypical personality characteristics to obese figures...
May 28, 2018: British Journal of Developmental Psychology
Kimberly E Vanderbilt, Karlena D Ochoa, Jayd Heilbrun
The present research investigated whether young children link the accuracy of text-based information to the accuracy of its author. Across three experiments, three- and four-year-olds (N = 231) received information about object labels from accurate and inaccurate sources who provided information both in text and verbally. Of primary interest was whether young children would selectively rely on information provided by more accurate sources, regardless of the form in which the information was communicated. Experiment 1 tested children's trust in text-based information (e...
May 6, 2018: British Journal of Developmental Psychology
Joanna Joo Kyung Chae, Hyun-Joo Song
This study investigated 6- and 10-month-old infants' abilities to infer others' preferences based on social interactions using looking time and choice measures. Infants were randomly assigned to either a helping/neutral or hindering/neutral condition. Those in the helping/neutral condition were first familiarized with a helping event, in which an agent helped a circle climb a hill, and a neutral event, in which another agent followed the same path as the helping agent but had no interaction with the circle...
May 1, 2018: British Journal of Developmental Psychology
Maja Rodic, Jiaxin Cui, Sergey Malykh, Xinlin Zhou, Elena I Gynku, Elena L Bogdanova, Dina Y Zueva, Olga Y Bogdanova, Yulia Kovas
The study investigated cross-cultural differences in variability and average performance in arithmetic, mathematical reasoning, symbolic and non-symbolic magnitude processing, intelligence, spatial ability, and mathematical anxiety in 890 6- to 9-year-old children from the United Kingdom, Russia, and China. Cross-cultural differences explained 28% of the variance in arithmetic and 17.3% of the variance in mathematical reasoning, with Chinese children outperforming the other two groups. No cross-cultural differences were observed for spatial ability and mathematical anxiety...
June 2018: British Journal of Developmental Psychology
Victoria Simms
No abstract text is available yet for this article.
June 2018: British Journal of Developmental Psychology
Belde Mutaf Yildiz, Delphine Sasanguie, Bert De Smedt, Bert Reynvoet
Home numeracy has been defined as the parent-child interactions that include experiences with numerical content in daily-life settings. Previous studies have commonly operationalized home numeracy either via questionnaires or via observational methods. These studies have shown that both types of measures are positively related to variability in children's mathematical skills. This study investigated whether these distinctive data collection methods index the same aspect of home numeracy. The frequencies of home numeracy activities and parents' opinions about their children's mathematics education were assessed via a questionnaire...
June 2018: British Journal of Developmental Psychology
Azzurra Ruggeri, Laurianne Vagharchakian, Fei Xu
We investigated the effects of two context variables, presentation format (icon arrays or numerical frequencies) and time limitation (limited or unlimited time), on the proportional reasoning abilities of children aged 7 and 10 years, as well as adults. Participants had to select, between two sets of tokens, the one that offered the highest likelihood of drawing a gold token, that is, the set of elements with the greater proportion of gold tokens. Results show that participants performed better in the unlimited time condition...
June 2018: British Journal of Developmental Psychology
Sum Kwing Cheung, Xiujie Yang, Katrina May Dulay, Catherine McBride
Children's early numeracy outcomes set the foundation for mathematics learning in their future school years. This study examined how different family and individual variables were associated with the numeracy interest and competence of disadvantaged young children in the Philippines. The numeracy and literacy skills of 673 children living in low-middle income communities were tested. Their parents were also asked to complete a questionnaire on demographics, their home numeracy practices, attitudes about numeracy learning, and children's numeracy interest...
June 2018: British Journal of Developmental Psychology
Marian Hickendorff, Joke Torbeyns, Lieven Verschaffel
We aimed to investigate upper elementary children's strategy use in the domain of multidigit division in two instructional settings: the Netherlands and Flanders (Belgium). A cross-sectional sample of 119 Dutch and 122 Flemish fourth to sixth graders solved a varied set of multidigit division problems. With latent class analysis, three distinct strategy profiles were identified: children consistently using number-based strategies, children combining the use of column-based and number-based strategies, and children combining the use of digit-based and number-based strategies...
June 2018: British Journal of Developmental Psychology
Joke Torbeyns, Gina Bojorque, Jo Van Hoof, Daniël Van Nijlen, Lieven Verschaffel
Recent evidence indicates that young children's spontaneous focusing on numerosity (SFON) uniquely contributes to their early numerical abilities. This study complements previous findings by validating the relation between young children's SFON and their early numerical abilities in a developing country, namely Ecuador. We analysed 355 Ecuadorian 5- to 6-year-olds' SFON in relation to their early numerical abilities at the start of kindergarten, controlling for children's socio-demographic (socio-economic status, age) and general cognitive (working memory, intelligence) characteristics...
June 2018: British Journal of Developmental Psychology
Adam K Dubé, Katherine M Robinson
Research suggests that children's conceptual understanding of multiplication and division is weak and that it remains poor well into the later elementary school years. Further, children's understanding of fundamental concepts such as inversion and associativity does not improve as they progress from grades 6 to 8. Instead, some children simply possess strong understanding while others do not. Other studies have identified an increase across these grades. The present investigation analyses data from seven studies of Grade 6 (n = 226), Grade 7 (n = 221), and Grade 8 (n = 216) children's three-term problem-solving (e...
June 2018: British Journal of Developmental Psychology
Christina Artemenko, Silvia Pixner, Korbinian Moeller, Hans-Christoph Nuerk
A major goal of education in elementary mathematics is the mastery of arithmetic operations. However, research on subtraction is rather scarce, probably because subtraction is often implicitly assumed to be cognitively similar to addition, its mathematical inverse. To evaluate this assumption, we examined the relation between the borrow effect in subtraction and the carry effect in addition, and the developmental trajectory of the borrow effect in children using a choice reaction paradigm in a longitudinal study...
June 2018: British Journal of Developmental Psychology
Lucie Attout, Steve Majerus
Recent studies have demonstrated that both ordinal number processing and serial order working memory (WM) abilities predict calculation achievement. This raises the question of shared ordinal processes operating in both numerical and WM domains. We explored this question by assessing the interrelations between numerical ordinal, serial order WM, and arithmetic abilities in 102 7- to 9-year-old children. We replicated previous studies showing that ordinal numerical judgement and serial order WM predict arithmetic abilities...
June 2018: British Journal of Developmental Psychology
Martha W Alibali, Noelle M Crooks, Nicole M McNeil
Over time, children shift from using less optimal strategies for solving mathematics problems to using better ones. But why do children generate new strategies? We argue that they do so when they begin to encode problems more accurately; therefore, we hypothesized that perceptual support for correct encoding would foster strategy generation. Fourth-grade students solved mathematical equivalence problems (e.g., 3 + 4 + 5 = 3 + __) in a pre-test. They were then randomly assigned to one of three perceptual support conditions or to a Control condition...
June 2018: British Journal of Developmental Psychology
Rebecca Bull, Marc Marschark, Emily Nordmann, Patricia Sapere, Wendy A Skene
Many children with hearing loss (CHL) show a delay in mathematical achievement compared to children with normal hearing (CNH). This study examined whether there are differences in acuity of the approximate number system (ANS) between CHL and CNH, and whether ANS acuity is related to math achievement. Working memory (WM), short-term memory (STM), and inhibition were considered as mediators of any relationship between ANS acuity and math achievement. Seventy-five CHL were compared with 75 age- and gender-matched CNH...
June 2018: British Journal of Developmental Psychology
Irene C Mammarella, Sara Caviola, David Giofrè, Dénes Szűcs
This study examined visual, spatial-sequential, and spatial-simultaneous working memory (WM) performance in children with mathematical learning disability (MLD) and low mathematics achievement (LMA) compared with typically developing (TD) children. Groups were matched on reading decoding performance and verbal intelligence. Besides statistical significance testing, we used bootstrap confidence interval estimation and computed effect sizes. Children were individually tested with six computerized tasks, two for each visuospatial WM subcomponent...
June 2018: British Journal of Developmental Psychology
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