Kristyn Wright,Diane Poulin-Dubois,Elizabeth Kelley
Kristyn Wright
This study examined the development of the animate-inanimate (A-I) distinction in relation to other taxonomic categories in early childhood. Four- and 5-year-old children were administered two tasks measuring knowledge of taxonomic categori...
Susanne Koerber,Christopher Osterhaus,Beate Sodian
Susanne Koerber
Understanding the nature of science (NOS) is a critical aspect of scientific reasoning, yet few studies have investigated its developmental beginnings and initial structure. One contributing reason is the lack of an adequate instrument. Two...
A longitudinal intergenerational analysis of executive functions during early childhood [0.03%]
学龄前儿童执行功能的纵向跨世代分析
Kimberly Cuevas,Kirby Deater-Deckard,Jungmeen Kim-Spoon et al.
Kimberly Cuevas et al.
Despite the importance of executive function (EF) in both clinical and educational contexts, the aetiology of individual differences in early childhood EF remains poorly understood. This study provides the first longitudinal intergeneration...
Visuospatial working memory for locations, colours, and binding in typically developing children and in children with dyslexia and non-verbal learning disability [0.03%]
典型发育儿童、阅读障碍儿童和非言语学习障碍儿童对位置、颜色以及两者结合的视觉空间工作记忆的研究
Ricardo Basso Garcia,Irene C Mammarella,Doriana Tripodi et al.
Ricardo Basso Garcia et al.
This study examined forward and backward recall of locations and colours and the binding of locations and colours, comparing typically developing children - aged between 8 and 10 years - with two different groups of children of the same age...
Does it always feel good to get what you want? Young children differentiate between material and wicked desires [0.03%]
想得到某样东西时心情就一定很好吗？年幼的孩子能够区分物质和邪恶的欲望
Craig E Smith,Felix Warneken
Craig E Smith
One line of research on children's attributions of guilt suggests that 3-year-olds attribute negative emotion to self-serving victimizers, slightly older children attribute happiness, and with increasing age, attributions become negative ag...
Developing together [0.03%]
共同发展
Patrick J Leman
Patrick J Leman
Sunae Kim,Paul Harris
Sunae Kim
In our reply to the commentaries by Jacqui Woolley and Rebekah Richert, we discuss the following: (1) possible effects that religious educations have on individual differences and (2) how older children may construe mind-readers. ...
The trouble with halos: invited commentary on Kim, S., & Harris, P. L. (2014). Children prefer to learn from mind-readers. British Journal of Developmental Psychology [0.03%]
光环的弊端：关于Kim和Harris（2014）《儿童更喜欢从心灵阅读者那里学习》一文的评论文章
Rebekah A Richert
Rebekah A Richert
This commentary on Kim and Harris (2014) addresses the authors' interpretation of the halo effect, in which 5- to 6-year-old children preferentially agreed with an informant who could read other people's minds, regardless of domain of knowl...
British and Pakistani children's understanding of death: cultural and developmental influences [0.03%]
英国和巴基斯坦儿童死亡认知的跨文化与年龄差异研究
Georgia Panagiotaki,Gavin Nobes,Aisha Ashraf et al.
Georgia Panagiotaki et al.
This study explored British and Pakistani 4- to 7-year-olds' (N = 188) understanding of death. The aim was to examine possible influences on the acquisition of the subcomponents of the death concept by investigating how they are understood ...
In-group bias in children's intention to help can be overpowered by inducing empathy [0.03%]
诱导同理心能克服儿童助人意愿中的内群体偏见现象
Jellie Sierksma,Jochem Thijs,Maykel Verkuyten
Jellie Sierksma
An experimental vignette study was conducted among children (8-13 years) to examine whether inducing empathic understanding is an effective intervention to overpower peer group boundaries in children's helping. Children were induced or not ...