Spatial representations of young children: the role of self- versus adult-directed movement and viewing

The influence of the control of movement and viewing while exploring a novel large-scale environment was assessed. Forty kindergarteners and forty second grade children served in four activity conditions that represented the factorial combination of movement (self vs adult directed) and viewing (self vs adult directed). A significant grade level X movement X viewing interaction revealed that when kindergarteners directed their own movement, estimates of interlocation distances were equivalent whether viewing was self or adult directed. If movement was directed by an adult, kindergarteners estimated interlocation distances more accurately if the adult also directed their viewing than if the children directed their own viewing. Second grade children performed comparably across all four experimental conditions.     

Figural factors and the development of pictorial inferences

The role of figural characteristics in the development of pictorial inferences was examined. Two versions of 10 three-picture story sequences were presented to kindergarten and third-grade children. One version maximized while the other minimized figural similarity among pictures. After viewing the sequences, the children were asked to discriminate old study pictures and inferentially consistent new pictures from distractors. While the kindergarteners identified significantly fewer inference pictures than the third graders in all conditions, there was less difference between the grades in the figurally similar conditions. Overall, the kindergarteners identified the fewest inference pictures in the presence of distractors that figurally matched the study pictures. These results indicate that although the pictorial inferences drawn by kindergarteners are heavily influenced by figural representations, such figural dependency cannot account for all of the observed developmental differences.     

Learning What is Essential: Relative and Absolute Changes in Children's Beliefs about the Heritability of Ethnicity

There are conflicting findings regarding the development of essentialist beliefs about social categories. The present studies address these findings by differentiating between the developments of the relative versus absolute essentialist status of categories. Participants were Israeli Secular Jewish and Muslim Arab kindergarteners, second graders, and sixth graders. Study 1 asked children which among alternative properties of a parent was most likely to transfer to a child. Findings showed that while kindergarteners did not systematically discriminate among properties, second and sixth graders privileged ethnicity. Study 2 asked children whether membership in various social categories was biologically or environmentally determined. Findings showed that kindergarteners and second graders, but not sixth graders, believed ethnicity to be biologically inherited. These results are discussed vis-à-vis different theories about the origins of social essentialism.     

Children's cognitive maps of large-scale spaces: Effects of exploration,direction, and repeated experience

Kindergarteners and third graders (mean ages 5–10 and 8–9 years) repeatedly encountered a model town and then constructed the town from memory. In Experiment 1, the effect of different types of exploration on the development of a cognitive map was assessed. Children who were directed to walk within the town placed buildings more accurately than children who had walked along the town's perimeter. Children who walked within the town and were directed to the spatial relationships among buildings had the highest placement accuracy. Third graders were more accurate than kindergarteners across the three types of exploration. In Experiment 2, children were permitted to explore the town alone for an unlimited amount of time. Under these conditions, third graders still placed buildings more accurately than kindergarteners. A comparison of Experiments 1 and 2 indicated that children developed more accurate cognitive maps when motor activity and attention were directed by the experimenter as opposed to being directed by the child. Accuracy improved with repeated walks and constructions in both experiments, and the results of Experiment 3 suggested that constructing facilitated the development of the cognitive map as much as walking. It was concluded that third graders' cognitive maps were more accurate than kindergarteners' maps due to differences in the speed of acquisition and storage of spatial information.     

The approximate number system is not predictive for symbolic number processing in kindergarteners

The relation between the approximate number system (ANS) and symbolic number processing skills remains unclear. Some theories assume that children acquire the numerical meaning of symbols by mapping them onto the preexisting ANS. Others suggest that in addition to the ANS, children also develop a separate, exact representational system for symbolic number processing. In the current study, we contribute to this debate by investigating whether the nonsymbolic number processing of kindergarteners is predictive for symbolic number processing. Results revealed no association between the accuracy of the kindergarteners on a nonsymbolic number comparison task and their performance on the symbolic comparison task six months later, suggesting that there are two distinct representational systems for the ANS and numerical symbols.     

Individual Differences in Early Scientific Thinking: Assessment,Cognitive Influences,and Their Relevance for Science Learning

ABSTRACT

Early scientific thinking in kindergarten (6-year-olds) was investigated in a large study involving 227 participants. We investigated (1) whether individual differences across 3 scientific-thinking components (experimentation, data interpretation, and understanding the nature of science) are stable across children, (2) whether children’s increased information-processing skills (intelligence, language abilities) and their development of an advanced theory of mind (AToM) are potential mechanisms that bring about individual differences in scientific thinking, and (3) whether individual differences in scientific thinking predict individual differences in science content knowledge. Using a newly developed instrument with 30 items (the Science-K inventory), we found that a one-dimensional Rasch model provides a good fit to the data, showing that kindergarteners’ scientific thinking goes beyond competencies in single tasks. Individual differences across the diverse scientific-thinking tasks were stable, and children’s scientific thinking was correlated with their intelligence and their language abilities. AToM was an important precursor for scientific thinking, predicting it independently from the influences of information-processing skills. Children’s science content knowledge was predicted by their score on the Science-K inventory. This finding points to a specific relation between these 2 components of scientific literacy, and it supports the view that scientific-thinking skills help to better test and revise (wrong) beliefs and misconceptions about science. Our study is the first to reveal substantial individual differences in scientific thinking in children as young as kindergarteners, and it shows that scientific thinking is important for a successful learning of science concepts, even before children enter formal schooling and begin science education.     

Executive functions in kindergarteners with high levels of disruptive behaviours

Executive function (EF) deficits have yet to be demonstrated convincingly in children with disruptive behaviour disorders (DBD), as only a few studies have reported these. The presence of EF weaknesses in children with DBD has often been contested on account of the high comorbidity between DBD and attention‐deficit/hyperactivity disorder (ADHD) and of methodological shortcomings regarding EF measures. Against this background, the link between EF and disruptive behaviours in kindergarteners was investigated using a carefully selected battery of EF measures. Three groups of kindergarteners were compared: (1) a group combining high levels of disruptive behaviours and ADHD symptoms (COMB); (2) a group presenting high levels of disruptive/aggressive behaviours and low levels of ADHD symptoms (AGG); and (3) a normative group (NOR). Children in the COMB and AGG groups presented weaker inhibition capacities compared with normative peers. Also, only the COMB group showed weaker working memory capacities compared with the NOR group. Results support the idea that preschool children with DBD have weaker inhibition capacities and that this weakness could be common to both ADHD and DBD.     

Children's understanding of food and its functions: A preliminary study of the development of concepts of nutrition

Children's developing conceptions of how the body functions nutritionally were examined. Two different tasks provided converging findings. One task asked children to judge the causes of certain end states (e.g., why X is fat). The second task asked children to judge the result of certain contrasting diets (e.g., twin-1 eats twice as much candy as twin-2). The results evidenced; (a) systematic misconceptions on the part of kindergarteners that were overcome by sixth grade; and (b) other fairly sophisticated conceptions present even at the youngest ages tested. The research provides a needed first step toward describing the naive theories of nutrition possessed by children at different ages. Knowledge of childrens' theories of nutrition are essential for optimal planning of curricula and methods in nutrition education.     

5～6岁不同数学能力水平儿童的执行功能差异研究

为了考察不同数学能力水平儿童的执行功能差异,根据331名学前儿童的数学能力得分选取了潜在数学学习困难儿童组、低分组、典型发展儿童组和数学优秀组等4个实验组。首先分析了各组儿童的执行功能差异特点,之后使用判别分析进一步探索了各执行功能子结构对儿童早期数学能力差异分组的贡献。结果表明:相对于典型发展儿童组,潜在数学学习困难儿童在执行功能的更新、抑制和转换方面普遍缺损;低分组儿童则仅表现出数字更新能力不足;数学优秀组在数字更新和有时间要求的认知转换方面比典型发展组有明显优势。进一步判别分析表明,对早期数学能力差异分组贡献最大的并非独立执行功能子结构,而是更新和转换的共同因素结构。     

短时接触双人电子游戏对幼儿同伴交往与亲社会行为的影响

电子游戏颇受儿童青睐,其用户日趋低龄化,它对幼儿的影响不容小觑。本实验以双人合作/竞技游戏为载体,考查了短时接触电子游戏对60名4~6岁幼儿的同伴交往与亲社会行为的影响,结果发现：1）幼儿与非好友玩伴共同接触双人电子游戏后会变得更喜欢自己的搭档,将其视为新好友并更希望未来与其交往;2）合作比竞技游戏更能促使幼儿喜爱玩伴,竞技游戏的获胜者比失败者更喜欢其搭档;3）年长比年少幼儿更喜欢与同伴交往;4）与其他非好友同伴相比,幼儿更愿意帮助自己的搭档。这表明短时接触内容适宜的双人电子游戏对幼儿的同伴交往和亲社会行为发展较为有益。     

The Validity of Receptive and Expressive Vocabulary Measures with Spanish-Speaking Kindergarteners Learning English

Research examined construct meaning and validity for two new measures of receptive and expressive vocabulary for Spanish-speaking kindergarteners learning English. Substantive validity and generalizability of score meaning was assessed by examining correlations between an established measure (Peabody Picture Vocabulary Test–PPVT) and new measures (Stanford English Language Proficiency Test–SELP; Dynamic Indicators of Basic Early Literacy Skills, Word Use Fluency, DIBELS–WUF). Positive correlations between the SELP and PPVT supported validity of the SELP as a measure of receptive and expressive vocabulary for these children. DIBELS–WUF results were less clear with lower correlations between the PPVT raising questions about appropriateness.     

The Relation Between Test Formats and Kindergarteners’ Expressions of Vocabulary Knowledge

This study tested how 53 kindergarteners’ expressions of depth of vocabulary knowledge and use in novel contexts were related to in-context and out-of-context test formats for 16 target words. Applying multilevel, multi-categorical Logit to all 1,696 test item responses, the authors found that kindergarteners were more likely to express deep knowledge on the out-of-context test format and partial or decontextual knowledge on the in-context test format. No significant differences in kindergarteners’ uses of vocabulary in novel contexts were found that were related to test type. These results suggest that educators select test formats for kindergarteners based on their vocabulary learning objectives.     

When the internet is wrong: Children’s trust in an inaccurate internet or human source

Prior studies have shown that children can select and evaluate information based on the previous accuracy of an informant. The current study examines how 5- to 6-year-old kindergarteners (N = 46) and 7- to 8-year-old second-graders (N = 48) in China judge scientific information provided by the internet or a teacher, and how a source's history of inaccuracy influences participants’ judgments. When lacking explicit information about previous accuracy, neither younger children nor older children showed differential trust in the internet or a teacher. After observing the internet providing inaccurate information, children in both age groups decreased their trust in statements from the internet. When the teacher was consistently inaccurate, children in both age groups also showed reduced preference for the teacher's statements. These findings demonstrate that 5- to 8-year-old children take into account history of inaccuracy when deciding whether to request or endorse information from the internet or a teacher.     

A Joint Interactive Storybook Intervention Program for Preschool and Kindergarten Children

The effectiveness of a joint interactive storybook reading program delivered by class teachers to develop literacy skills is examined in Hebrew-speaking preschool and kindergarten children. Post-intervention, both groups achieved significantly higher gains in language and print concept skills than age-matched comparison groups that did not have the intervention. However, motivation to read improved significantly more in the experimental group than the comparison group in kindergarteners. Results suggest that intervention program using stories and embedded activities can enhance language and print concepts in young children. Also, motivation to read should be part of every intervention program aimed at enhancing literacy skills.     

Be Kind to Three-Legged Dogs: Children's Literal Interpretations of TV's Moral Lessons

Sixty-four kindergarteners watched a 10-minute television episode intended to promote inclusive attitudes toward people with disabilities. In the original version, a disabled character was initially feared then eventually accepted. In an edited version, the fear was removed. The majority of children in both conditions, misunderstood the intended moral lesson, and failed to generalize beyond the specifics of the plot. Among children who were randomly assigned to the original version, those who understood the characters' goals and emotions better were less likely to comprehend the intended message of tolerance; remembering the happy ending had no effect. Among those assigned to the fear-removed version, those who better understood the goals and the happy ending were more likely to comprehend the intended message.     

Impact of rewarding and parenting styles on young children’s cheating behavior

The purpose of this study was to examine the impact of rewarding and parenting styles on kindergarteners’ cheating behavior. The participants were 77 young children enrolled in one of three public kindergartens in the ?anl?urfa province of Turkey. Ages ranged from 54 to 76 months, with a mean age of 67.36 months (SD = 4.69). Participants were randomly assigned to reward and control groups. Each participant was tested individually. Participants were asked to solve a labyrinth puzzle without looking at the solution in the absence of an applicator (research assistants). Reward group participants were informed that if they successfully solved the puzzle they would get a lollipop. Findings revealed that the reward group exhibited significantly more cheating behavior than the control group. Cheating behavior was not related to parenting styles. The investigator concluded that using rewards as an educational tool may increase children’s tendency to cheat.     

Children as psychologists: The later correlates of individual differences in understanding of emotions and other minds

Abstract

The sequelae of individual differences in children's understanding of emotions and of other minds were investigated in a longitudinal study of 46 children. At 40 months, differences in the children's understanding of emotions were not significantly related to their ability to explain behaviour in terms of beliefs within a false belief paradigm. Follow-up in kindergarten showed that early emotion understanding was related to children's positive perception of their peer experiences, to their understanding of mixed emotions, and their moral sensibility as kindergarteners. Early understanding of other minds was, in contrast, related to negative initial perceptions of school, and sensitivity to teacher criticism. These differences in sequelae highlight the importance of differentiating the emotional and cognitive components of social understanding in framing developmental questions.     

Progressive elaboration and memory for order in children

Three experiments were conducted investigating memory for items and order in a progressive elaboration paired-associates task. For all subjects retention of item information was improved by the use of progressively elaborated interactions relative to a no-elaboration control condition. For second and fourth graders, retention of order information depended upon the type of elaboration. If successive interactions were added in a logical temporal order, retention (of order information) was superior to the case where the successive interactions were added in a random order. This effect was not obtained with kindergarten children. In the second and third experiments, kindergarteners were instructed regarding the sequencing of the successive items, and results similar to those obtained with older children ensued. The data were discussed in terms of Tulving's distinction between episodic and semantic memory.     

Latino English Language Learners’ Writing During Literacy-Enriched Block Play

Although growing numbers of young English language learners (ELLs) from low-income homes enroll in U.S. schools, there remains a lack of research on how they respond to common school literacy practices including a literacy-enriched play. This exploratory study aims to examine the writing behaviors of six kindergarteners in their classroom's literacy-enriched block center. The results were varied since all children engaged in different types and frequencies of writing. However, most ELLs responded positively to the intervention and practiced their emergent writing skills. Therefore, literacy-enriched play centers can benefit early childhood classrooms serving culturally, linguistically, and socioeconomically diverse students.     

Developmental perception and cognitive styles: from young children to master artists.

The perceptual skills and cognitive styles of 30 master artists are compared to those of non-artist groups of different ages, beginning with 84 kindergarten children, and including an adult comparison group of 32. Criteria for master artists were first, handcrafted productions; second, major economic support derived from their art; third, shows in museums or good galleries; and fourth, positive peer evaluation. The test battery contained one intelligence test, two vision tests, three perceptual-discrimination measures, and five perceptual-cognitive style measures. Results show artists are significantly more flexible, accurate, variable, and field independent than all other groups. Artists, non-artist adults, and young children (60 high school sophomores, 60 children in Grade 5, 84 kindergarteners) each have differing cognitive styles. The relationship between cognitive style and artists' and non-artists' instrumental competency is discussed. Last, the extensive differences between artists' and children's performances are discussed in terms of developmental theory.