Journal of Experimental Child Psychology
Papers 4858
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#1David Menendez (UW: University of Wisconsin-Madison)H-Index: 6
#2Karl S. Rosengren (UR: University of Rochester)H-Index: 1
Last. Martha W. Alibali (UW: University of Wisconsin-Madison)H-Index: 53
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Abstract null null Visualizations are commonly used in educational materials; however, not all visualizations are equally effective at promoting learning. Prior research has supported the idea that both perceptually rich and bland visualizations are beneficial for learning and generalization. We investigated whether the perceptual richness of a life cycle diagram influenced children’s learning of metamorphosis, a concept that prior work suggests is difficult for people to generalize. Using ident...
#1Susanne Enke (Leipzig University)
#2Catherine Gunzenhauser (Leipzig University)H-Index: 10
Last. Henrik Saalbach (Leipzig University)H-Index: 11
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Abstract null null Past research documents a bilingual advantage in the domain of executive functions (EFs). However, controversial debates have questioned the robustness of those behavioral differences. The current study aimed to better understand the underlying cognitive prerequisites in bilingual students as compared with monolingual students and focused on two processes: the role of verbal processes, on the one hand, and mental effort during task execution, on the other. The use of self-regu...
#1McLennon J.G. Wilson (UW: University of Waterloo)H-Index: 3
#2Linda Sosa-Hernandez (UW: University of Waterloo)H-Index: 1
Last. Heather A. Henderson (UW: University of Waterloo)H-Index: 42
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Mind wandering is a ubiquitous experience during adulthood and has received significant scholarly attention in recent years. Relatively few studies, however, have examined the phenomenon in children. Building on recent work, the current study examined the frequency and validity of children's reports of mind wandering while completing a minimalistic task previously unused in past child research-the Metronome Response Task (MRT) [Journal of Experimental Psychology: Human Perception and Performance...
#1Weijia Li (BNU: Beijing Normal University)
#2Qingfen Hu (BNU: Beijing Normal University)H-Index: 2
Last. Yi Shao (Oklahoma City University)H-Index: 1
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Abstract null null Previous studies in spatial reorientation have found that young children rely mainly on geometric shapes for reorientation and sometimes ignore features in the environment. Theoretical interpretations of children’s reorientation performance are usually attributed to children’s spatial representation of their surrounding environments. The geometric module theory states that featural information is represented separately from geometric shape in young children’s reorientation, wh...
#1Selim Jang (UIUC: University of Illinois at Urbana–Champaign)H-Index: 2
#2Soohyun Cho (CAU: Chung-Ang University)H-Index: 11
Abstract null null Operational momentum (OM) refers to the behavioral tendency to overestimate or underestimate the results of addition or subtraction, respectively. The cognitive mechanism of the OM effect and how it is related to the development of symbolic math abilities are not well understood. The current study examined whether individual differences in the OM effect are related to symbolic arithmetic abilities, number line estimation performance, and the space–magnitude association effect ...
#1Marlene Meyer (U of C: University of Chicago)H-Index: 16
#2Haerin Chung (U of C: University of Chicago)
Last. Amanda L. Woodward (U of C: University of Chicago)H-Index: 52
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Abstract null null From infancy, neural processes for perceiving others’ actions and producing one’s own actions overlap (neural mirroring). Adults and children show enhanced mirroring in social interactions. Yet, whether social context affects mirroring in infancy, a time when processing others’ actions is crucial for action learning, remains unclear. We examined whether turn-taking, an early form of social interaction, enhanced 9-month-olds’ neural mirroring. We recorded electroencephalography...
#1David W. Braithwaite (FSU: Florida State University)H-Index: 7
#2Jake McMullen (UTU: University of Turku)H-Index: 13
Last. Michelle Hurst (U of C: University of Chicago)H-Index: 5
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Understanding fractions and decimals requires not only understanding each notation separately, or within-notation knowledge, but also understanding relations between notations, or cross-notation knowledge. Multiple notations pose a challenge for learners but could also present an opportunity, in that cross-notation knowledge could help learners to achieve a better understanding of rational numbers than could easily be achieved from within-notation knowledge alone. This hypothesis was tested by r...
#1Britta Schünemann (GAU: University of Göttingen)
#2Lydia Paulin Schidelko (GAU: University of Göttingen)
Last. Hannes Rakoczy (GAU: University of Göttingen)H-Index: 47
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Abstract null null Our folk psychology is built around the ascription of beliefs (and related cognitive states) and desires (and related conative states). How and when children develop a concept of these different kinds of propositional attitudes has been the subject of a long-standing debate. Asymmetry accounts assume that children develop a conception of desires earlier than they develop a concept of beliefs. In contrast, the symmetry account assumes that conceptions of both kinds of attitudes...
#1Bojan Luc Nys (Katholieke Universiteit Leuven)
#2Janie Brisson (UQAM: Université du Québec à Montréal)H-Index: 8
Last. Walter Schaeken (Katholieke Universiteit Leuven)H-Index: 27
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Abstract null null The false dilemma or dichotomy is a logical fallacy that occurs when interlocuters accept the premises in an incompatibility statement as being jointly exhaustive (i.e., leaving no third option), whereas that is in fact not the case. Brisson et al. [Memory & Cognition (2018), Vol. 46, pp. 657–670] investigated this fallacy in an adult sample and discovered a content effect that influenced participants’ performance. The current study aimed to elaborate on these findings by esta...
#1David Giguere (CSUS: California State University, Sacramento)
#2Daniel J. Dickson (UQAM: Université du Québec à Montréal)
Last. Erika Hoff (FAU: Florida Atlantic University)H-Index: 32
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Abstract null null Evidence is mixed regarding whether and why bilingual children might be advantaged in the development of executive functions. Five preregistered hypotheses regarding sources of a bilingual advantage were tested with data from 102 Spanish–English bilingual children and 25 English monolingual children who were administered a test of executive attention, the flanker task, at 7, 8, and 9 years of age. Measures of the children’s early and concurrent bilingual exposure and their con...
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Developmental psychology
Cognitive development
Cognitive psychology
Social psychology