How young children judge whether a word is one they know: a dual criterion account

Word familiarity judgment may be important for word learning, yet little is known about how children make this judgment. We hypothesized that preschool-age children differ in the judgment criteria that they use and that this difference derives from individual differences in basic memory processes. Those who have superior phonological working memory, but who retrieve less semantic information than their peers, base the judgment on whether they recognize a word’s sound form. Those who show the opposite memory profile base the judgment on whether they retrieve a word’s meaning. The results of two studies of 3- and 4-year-olds were consistent with these claims. Among those performing poorly on one memory measure, judgment accuracy was directly related to performance on the other memory measure. These memory-judgment relations were also found to be highly specific. This is the first investigation to demonstrate the usefulness of an individual differences approach for identifying relations between linguistic judgment processes and basic memory processes during early childhood.     

I know a dog when I see one: dogs (Canis familiaris) recognize dogs from videos

Animal Cognition - Several aspects of dogs’ visual and social cognition have been explored using bi-dimensional representations of other dogs. It remains unclear, however, if dogs do...     

Priming divergent thinking promotes logical reasoning in 6- to 8-year olds: But more for high than low SES students

Divergent thinking is a component of creativity. In the following study, we argue that this form of thinking also underlies logical reasoning. A total of 205 early elementary school children in Grades 1 and 2, from high and moderately low SES environments, were given a short-term prime for divergent thinking and simple reasoning problems. Overall, receiving this prime significantly improved logical reasoning at both grade levels. High and low SES students had similar levels of working memory, inhibitory control, performance on the divergent thinking task, and levels of logical reasoning without the prime. However, also consistent with our predictions, only high SES students showed overall improved logical reasoning following the divergent thinking prime, with the SES difference concentrated in the younger students. These results suggest that environmental differences in openness to alternatives and divergent thinking might underlie developing SES differences in levels of logical thinking.     

Chimpanzees really know what others can see in a competitive situation

Chimpanzee’s perspective-taking abilities are currently disputed. Here we show that in some food competition contexts, subordinate chimpanzees do take the visual perspective of dominant individuals, preferentially targeting a hidden piece of the food that the dominant cannot see over a piece that is visible to both individuals. However, the space where the animals compete is critical in determining whether subjects demonstrate this skill. We suggest that competition intensity, as mediated by these spatial factors, may play an important role in determining the strategy chimpanzees utilize in competitive contexts. Since some strategies may not require visual perspective taking in order to be successful, chimpanzees may not always demonstrate this skill. Differences in spatial arrangement may therefore account for the conflicting results of past studies.     

Question-begging under a non-foundational model of argument

I find (as others have found) that question-begging is formally valid but rationally unpersuasive. More precisely, itought to be unpersuasive, although it can often persuade. Despite its formal validity, question-begging fails to establish its conclusion; in this sense it fails under a classical or foundationalist model of argument. But it does link its conclusion to its premises by means of acceptable rules of inference; in this sense it succeeds under a non-classical, non-foundationalist model of argument which is spelled out in the essay. However, even for the latter model question-begging fails to link the conclusion to premises that the unconvinced would find more acceptable than the conclusion. The essay includes reflections on the conditions under which the circularity of mutually supporting claims can avoid question-begging and legitimately be persuasive.     

Evidence coverage and argument skills: cognitive factors in a juror's verdict choice

Juror reasoning and verdict choice have been explored variously as functions of argument skill and the overall story representation of the evidence on which verdict choices are based. This study investigates the proportion of testimony covered in the justification of a verdict choice and its relationship with argument skill, narrative explanation or evidence‐based argument, and certainty about verdict choice. Each of these variables was also compared with the verdict choice. People serving jury duty justified verdict choices in two abridged jury trials. Individuals were consistent in the relative amount of evidence used in both trials. Argument skills, evidence evaluation type, and evidence synthesis type all accounted for variance in the amount of evidence covered. Evidence coverage, along with argument skills, predicted verdict choice. As expected, those most certain about verdict choice did not use the most evidence. Implications regarding mediating factors in story construction and juror decision making are discussed. Copyright © 2004 John Wiley & Sons, Ltd.     

The ethic of care development: a longitudinal study of moral reasoning among practical-nursing, social-work and law-enforcement students

The study investigated changes in care-based moral reasoning, in the context of justice development over the 2-year period among practical-nursing, bachelor-degree social-work and law-enforcement students (N = 59). Main measures were Skoe's Ethic of Care Interview and Colby et al.'s Moral Judgment Interview. Of the participants 34% progressed in care reasoning, and 48% in justice reasoning. Social-work and nursing students progressed in care reasoning, and all groups progressed in justice reasoning. One participant (1.7%) regressed in care reasoning. Care and justice reasoning were parallel in terms of internal consistency, and they were positively related to each other. Findings suggest that care reasoning follows a developmental sequence, involving three main and two transitional levels, as suggested by Gilligan (1982). Main levels include self-concern (Level 1), caring for others (Level 2), and balanced caring for self and others (Level 3).     

Information becomes evidence when an explanation can incorporate it into a causal framework

Recognizing information as evidence is central to the development of scientific reasoning. When does information about an event come to be treated as evidence relevant to explaining the event? We asked whether this was increasingly likely to happen when an explanation becomes available that can incorporate both the event and the information into a single causal framework. In three studies, we presented participants with events for which there were two possible and plausible explanations (a baseline and one of two alternative explanations), as well as with two pieces of background information. While all explanations could account for the event, only one alternative explanation (the “target” explanation) could incorporate both the event and the background information into a single causal framework. The results indicated that information is more likely to be seen as evidentially relevant to an event when there is an explanation available that can accommodate both the event and the information into a single casual framework than when such an explanation is lacking. Furthermore, the presence of this information renders the target alternative increasingly plausible. That is, it is the interdependence of explanation or theory and evidence that allows us to realize that some information is likely to be evidential. However, for this to happen, the relation between explanation and information must be made salient, either by explicitly asking about it (as we did in Study 1) or by fleshing out the target explanation (as we did in Study 3).     

Six does not just mean a lot: preschoolers see number words as specific

This paper examines what children believe about unmapped number words - those number words whose exact meanings children have not yet learned. In Study 1, 31 children (ages 2-10 to 4-2) judged that the application of five and six changes when numerosity changes, although they did not know that equal sets must have the same number word. In Study 2, 15 children (ages 2-5 to 3-6) judged that six plus more is no longer six, but that a lot plus more is still a lot. Findings support the hypothesis that children treat number words as referring to specific, unique numerosities even before they know exactly which numerosity each word refers to.     

How counting represents number: what children must learn and when they learn it

This study compared 2- to 4-year-olds who understand how counting works (cardinal-principle-knowers) to those who do not (subset-knowers), in order to better characterize the knowledge itself. New results are that (1) Many children answer the question "how many" with the last word used in counting, despite not understanding how counting works; (2) Only children who have mastered the cardinal principle, or are just short of doing so, understand that adding objects to a set means moving forward in the numeral list whereas subtracting objects mean going backward; and finally (3) Only cardinal-principle-knowers understand that adding exactly 1 object to a set means moving forward exactly 1 word in the list, whereas subset-knowers do not understand the unit of change.     

Children's Judgments of Certainty and Uncertainty on a Problem Where the Possible Solutions Differ in Likelihood

In this study the author examined why children and adults think they need to eat. Preschoolers through adults were provided with physiological, social, psychological, and routine causes for eating breakfast, lunch, snack, and dinner, and were asked to either agree or disagree with the causal responses provided. A 4 Reason × 4 Meal repeated measures analysis of variance revealed significant main effects for meals and reasons, as well as significant Meal × Reason and Meal × Reason × Grade interactions. The effect sizes ranged from 0.1 to 0.7. Across all age groups, participants acknowledged physiological needs and desires (fulfilling hunger and needs to stay healthy) and routine (e.g., it is dinner time) as the primary causes for eating breakfast, lunch, and dinner. However, for snack physiological needs were the primary reason. Second-grade students onward spontaneously produced biological justifications such as the need for energy and nutrition as important reasons for food consumption. These results lend support to the developmental model that children's and adults’ understanding of eating changes in middle childhood.     

Developing symbolic capacity one step at a time

The present research examines the ability of children as young as 4 years to use models in tasks that require scaling of distance along a single dimension. In Experiment 1, we found that tasks involving models are similar in difficulty to those involving maps that we studied earlier (Huttenlocher, J., Newcombe, N., & Vasilyeva, M. (1999). Spatial scaling in young children. Psychological Science, 10, 393-398). In Experiment 2, we found that retrieval tasks, where children indicate the location of a hidden object in an actual space are substantially more difficult than placement tasks, where children put a visible object in a particular location in an actual space. We discuss possible implications of the differential difficulty of retrieval and placement tasks for the understanding of symbolic development.     

Who are they and What do they Need: Characterizing and Supporting the Early Childhood Assistant Teacher Workforce in a Large Urban District

Scholarship and policy emphasize strengthening the early childhood education (ECE) workforce, but this work neglects a large segment of the workforce: assistant teachers. This study responds to gaps in knowledge by examining the demographic characteristics, qualifications, professional supports, and workplace experiences of assistant teachers (N = 120) in a representative sample of ECE centers (n = 35) in a large urban district. In addition to studying assistant teachers’ receipt of in‐service training and coaching, we draw from social network theory to investigate the professional support assistant teachers provide and receive via their collegial networks. We use a variance decomposition approach to explore how on‐the‐job supports, such as training, coaching, and networks, contribute to assistant teachers’ work‐related stress and job satisfaction—two key predictors of ECE teacher attrition. Results indicate that few ECE staff members seek assistant teachers for work‐related advice. Coaching is found to be an important contributor to assistant teachers’ job satisfaction; professional advice via collegial networks is a meaningful but under‐examined source of support for stress and job satisfaction. We consider implications for supporting and retaining assistant teachers and propose next steps for research on this understudied segment of the teaching workforce.     

Behavioral contrast for key pecking as a function of component duration when only one component varies

Pigeons pecked keys for food reinforcers delivered by multiple variable-interval 2-min variable-interval 2-min schedules. Positive behavioral contrast was created by changing one component to extinction; negative contrast was achieved by changing one component to a variable-interval 15-s schedule. The duration of each component was varied independently of the other from 5 to 960 s. The size of positive contrast was greatest when the extinction component was 30 or 60 s long. It did not change significantly with changes in the duration of the variable-interval 2-min component. The absolute size of negative contrast decreased with increases in the duration of the variable-interval 2-min component. It did not change significantly with changes in the duration of the variable-interval 15-s component. These results show that the size of contrast is determined primarily by the duration of the component that provides the less favorable conditions of reinforcement. These results are not predicted by current theories.     

Semantic similarity of labels and inductive generalization: Taking a second look

Prior research suggests that preschoolers can generalize object properties based on category information conveyed by semantically-similar labels. However, previous research did not control for co-occurrence probability of labels in natural speech. The current studies re-assessed children’s generalization with semantically-similar labels. Experiment 1 indicated that adults made category-based inferences regardless of co-occurrence probability; however, 4-year-olds generalized with semantically-similar labels that co-occurred in child-directed speech (e.g., bunny–rabbit) but not with non-co-occurring labels (e.g., crocodile–alligator). Experiment 2 indicated that generalization with semantically-similar labels increased gradually between 4- and 6-years of age. These results are discussed in relation to theories of early learning.     

Generating Relations Elicits a Relational Mindset in Children

Relational reasoning is a hallmark of human higher cognition and creativity, yet it is notoriously difficult to encourage in abstract tasks, even in adults. Generally, young children initially focus more on objects, but with age become more focused on relations. While prerequisite knowledge and cognitive resource maturation partially explains this pattern, here we propose a new facet important for children's relational reasoning development: a general orientation to relational information, or a relational mindset. We demonstrate that a relational mindset can be elicited, even in 4‐year‐old children, yielding greater than expected spontaneous attention to relations. Children either generated or listened to an experimenter state the relationships between objects in a set of formal analogy problems, and then in a second task, selected object or relational matches according to their preference. Children tended to make object mappings, but those who generated relations on the first task selected relational matches more often on the second task, signaling that relational attention is malleable even in young children.     

How are base‐rates used,when they are used: a comparison of additive and Bayesian models of base‐rate use

Previous research has uncovered many conditions that encourage base‐rate use. The present research investigates how base‐rates are used when conditions are manipulated to encourage their use in the lawyer/engineer paradigm. To examine the functional form of the response to base‐rate, a factorial design was employed in which both base‐rate and the individuating information were varied within‐subject. We compared the performance of several models of base‐rate use, including a model that allows base‐rate and individuating information to be combined in a strictly additive fashion, and a model which presumes that respondents use Bayes' Rule in forming their judgments. Results from 1493 respondents showed that the additive model is a stronger predictor of base‐rate use than any other model considered, suggesting that the base‐rate and individuating information are processed independently in the lawyer/engineer paradigm. A possible mechanism for this finding is discussed. Copyright © 1999 John Wiley & Sons, Ltd.     

A direct comparison of infants' use of featural and spatiotemporal information when individuating objects in a non-occlusion event-monitoring design

A central issue within the field of object individuation concerns the kind of information that infants rely on when they succeed in individuating objects. By means of the violation-of-expectation strategy, the present study reports a comparison of 8.0- and 6.5-month-old infants' use of featural and spatiotemporal information in a new non-occlusion event-monitoring design. Using a mirror setup the memory demands were minimized, because all apparent changes in the unexpected test events took place in full view of the infants. The results indicate that the 8.0- and 6.5-month-old infants individuated objects successfully regardless of whether they were provided with featural or spatiotemporal information. The results are discussed in relation to the relevant literature.     

Towards a cognitive theory of existential meaning

The capacity to attribute meaning to personal experiences may rest on a specialized cognitive system enabling this form of causal reasoning. Close examination of these attributional tendencies suggests that this system may be distinct from those underlying other forms of causal reasoning such as a “theory of mind” system in the behavioral domain, a folk physics system in the physical domain, and a folk biology system in the biological domain. A fourth, existential domain, an abstract ontological frame within which the subjective, narrative self is envisioned to be contained, may have driven the construction of an intuitive capacity in humans that encourages them to search for the underlying purpose or reason for having had certain life experiences. This system likely has specific, definable operational rules that are responsible for activating such explanatory searches. In addition, it appears anchored to a general intentionality system that promotes the attribution of teleological purpose and higher-order mental states to an abstract agency that is envisioned to cause events and personal experiences. Identifying the component parts of this specialized cognitive system through empirical investigations can help researchers to reconstruct both its evolutionary phylogeny and to track its developmental emergence.