Children’s Binding of What-Where-When-Who in Episodic Memory: Identifying Oneself in the Past

It is usually accepted that the binding of what, where, and when is a central component of young children’s and animals’ nonconceptual episodic abilities. We argue that additionally binding self-in-past (what-where-when-who) adds a crucial conceptual requirement, and we ask when it becomes possible and what its cognitive correlates are. In the central task, children aged 3.5 years to 6.5 years watched a light display on Day 1, with 2 lights coming on simultaneously or in 1 of 2 orders. This light display was filmed from 1 of 3 positions: with the camera behind the child, above the child, or facing the child. On Day 2, children watched 3 videos from the original angle, and each represented 1 of the 3 light configurations, with the child in the video occluded. Participants had to decide which occluded child they were and justify their choice by reference to the lights. Above-chance performance was evident after 4.5 years of age. In addition, all children received the following tasks: spatial perspective taking, seeing leads to knowing, modus tollens reasoning, and second-order theory of mind. With age and verbal ability partialed out, only second-order theory of mind correlated significantly with performance on the central task.     

Children’s rights and the girl child in Punjab

The UN Convention on the Rights of the Child (CRC) is law by ratification in both India and Canada. For this project the author conducted ethnographies in rural Punjab and Ontario, to study how the spirit of the Convention’s text is disseminated in two different contexts. The author argues that the CRC is inherently flawed because it is text-based and can therefore only create change in environments mediated by text. Access to textually mediated spaces is varied by country of origin, class and gender. The rural girl child in Punjab is, as a result, left largely outside the influence of the CRC.     

Children’s strategies in complex arithmetic

Strategies used to solve two-digit addition problems (e.g., 27 + 48, Experiment 1) and two-digit subtraction problems (e.g., 73 – 59, Experiment 2) were investigated in adults and in children from Grades 3, 5, and 7. Participants were tested in choice and no-choice conditions. Results showed that (a) participants used the full decomposition strategy more often than the partial decomposition strategy to solve addition problems but used both strategies equally often to solve subtraction problems; (b) strategy use and execution were influenced by participants’ age, problem features, relative strategy performance, and whether the problems were displayed horizontally or vertically; and (c) age-related changes in complex arithmetic concern relative strategy use and execution as well as the relative influences of problem characteristics, strategy characteristics, and problem presentation on strategy choices and strategy performance. Implications of these findings for understanding age-related changes in strategic aspects of complex arithmetic performance are discussed.     

Do Young Children Really Learn Best From the use of Direct Address in Children’s Television?

A large body of research has considered children’s novel word learning from video; however, no known work has compared children’s novel word learning from an educational television show in which the character speaks directly to the child (participatory cues) and a show in which the child overhears two characters speaking to one another (third-party joint attention). Using two professionally produced videos that mimic contemporary children’s television shows, we conducted a 2-condition experiment (N = 73) to examine under which condition children were better able to learn a novel word. Results indicated a main effect of condition and age: children in the participatory cues condition and older children demonstrated greater word learning than children in the third-party joint attention condition and younger children. There was an interaction between age and condition, but only among children between the ages of 28.20 and 41.46 months. These findings demonstrate that the participatory cues model, typically used in children’s television programming, is a better model to use to promote children’s word learning. These findings run counter to a similar study that used stimulus videos that did not mimic a children’s program, finding that the third-party joint attention condition was more effective.     

Examining the Gender Gap in Children’s Attitudes Toward Politics

In the 2004 presidential election, a majority of men (54%) voted to reelect George W. Bush, but a minority of women (48%) supported Bush at the polls. The gender gap was also evident in races for the U.S. House and the U.S. Senate in 2004. In addition, there is a persistent and significant difference in policy preferences and political priorities among men and women. Taken together, the evidence clearly indicates that men and women currently view politics in the United States differently. What factors help explain these differences? In the present study, we examined whether boys and girls view politics differently. We interviewed eighth-grade students from six middle schools in Maricopa County, AZ in the spring of 2003 and 2004. Our results indicate that the gender gap in policy and partisanship is established early, before children reach adulthood. This suggests that the persistent gender gap in adult views about politics is rooted, at least partially, in gender differences during childhood socialization.     

Generalizability in the Mediation Effects of Parental Expectations on Children’s Cognitive Ability and Self-concept

Previous research involving Hong Kong Chinese parents and their children showed that parental home involvement, beliefs of their children’s cognitive ability and their expectations for academic achievement mediated the relationship between their children’s cognitive ability and school achievement scores. This mediation effect was interpreted as the cognitive-affect model of academic achievement. The current research confirms the generalizability of the findings and tests the hypothesis that there are cultural differences in the mediation effects with the inclusion of non-Chinese students and their parents as a comparison group. The responses from 103 Chinese speaking (CS) and 163 non-Chinese speaking (NCS) primary students and parents from two schools in Hong Kong were analyzed using structural equation modeling. Student measures included self-concept, cognitive ability and academic achievement in mathematics, English and Chinese. Parent measures included home involvement, beliefs of their child’s cognitive ability and expectations of academic success. Initial model showed that parental expectations mediate the link between cognitive ability and academic achievement for both CS and NCS groups, with parental involvement predicting English achievement for only the NCS group. After the inclusion of academic self-concept, the model showed that CS parental expectations also mediate the link between self-concept and academic achievement. However, the model showed that the parental expectations of NCS play a lesser role in mediating the link between academic self-concept and their children’s academic achievement. Despite the differences, the results provide evidence for the generalizability of the cognitive-affect model.     

African Immigrant Parents’ Perspectives on the Factors Influencing Their Children’s Mental Health

Journal of Child and Family Studies - African immigrant children experience some of the poorest mental health outcomes in Canada, yet limited research has systematically mental health determinants...     

Children’s rights and the non-identity problem

Abstract

Can appealing to children’s rights help to solve the non-identity problem in cases of procreation? A number of philosophers have answered affirmatively, arguing that even if children cannot be harmed by being born into disadvantaged conditions, they may nevertheless be wronged if those conditions fail to meet a minimal standard of decency to which all children are putatively entitled. This paper defends the tenability of this view by outlining and responding to five prominent objections that have been raised against it in the contemporary literature: (1) the identifiability objection; (2) the non-existence objection; (3) the waiving of rights objection, (4) the lack of legitimate complaint objection; and (5) the unfairness objection.     

Children’s Influence on Their Parent’s Adult Development: Mothers’ and Fathers’ Receptivity to Children’s Requests for Change

This mixed-method study examined parents’ experiences of their children’s influence on parent’s continuing adult development. Mothers and fathers from 30 families were separately interviewed regarding two of their children who were between 8 and 14 years old. Parents reported on recent events when their younger and older child successfully requested that parents change their preferences, attitudes, and personal behaviors. Mothers reported more direct child influence than fathers, and both parents reported that they were more receptive to influence from their older children. Thematic analyses revealed that parents were generally comfortable with child influence and constructed their children as actors and agents. Parents attributed their receptivity to agentic qualities of children’s requests, goals for empowering children, and maintaining their mutual relationship. The findings provided insight into the transactional and relational nature of children’s influence and the direct and indirect impact of children on the adult development of parents.     

‘Acting in the Children’s Best Interest?’: Examining Victims’ Responses to Intimate Partner Violence

Victims’ responses to violent experiences within intimate relationships are highly diverse and can range from remaining silent, at least temporarily, to disclosing the abuse to informal and formal sources of support. Decisions to remain silent or to reach out for support are influenced by a complex range of factors, including situational circumstances, such as the presence of children. Using data from in-depth interviews with victims of IPV (N = 29) in Southeast Queensland, Australia, I examined victims’ responses to IPV when children are present in the abusive household. Victims, who accessed general formal support sources, including the criminal justice systems and Child Protection Services (CPS), frequently faced stereotypical and victim-blaming attitudes along with a lack of understanding of the dynamics of IPV and the circumstances surrounding victims’ help-seeking decisions. The presence of children in abuse relationships complicated victims’ help-seeking decisions because fear of harm and loss of custody often delayed or hindered the disclosure of IPV to formal support sources. Once disclosing the abuse victims often found themselves trapped between CPS expectations to protect their children by leaving the abusive partner and a reluctance on behalf of judges and magistrates to offer the necessary protection by including children on granted Domestic Violence Orders (DVO). These findings highlight the ongoing need for specialized training of CPS personnel, judges and magistrates along with an ongoing collaboration with the women’s sector to ensure the safety of victims and their children throughout the help-seeking process and to improve victims’ confidence in disclosing IPV.     

Benjamin’s Children’s Theater and the Problem of Pure Means

Studies in Philosophy and Education -     

Impact of a Father Figure’s Presence in the Household on Children’s Psychiatric Diagnoses and Functioning in Families at High Risk for Depression

The consequences of living in single-parent households on children’s wellbeing are well documented, but less is known about the impact of living in single-mother households among children with high familial risk for depression. Utilizing data from an ongoing three-generation study of high-risk families, this preliminary study examined a sample of 161 grandchildren of probands diagnosed with major depressive disorder, comparing those in single-parent households to those in dual-parent households with household status defined as the full-time presence of a resident male in the home. High-risk children were compared across households in terms of psychiatric diagnoses (measured by Schedule for Affective Disorders and Schizophrenia for School-Age Children; K-SADS-PL) and global functioning (assessed by Global Assessment Scale, child version; C-GAS). Results indicated that high-risk children in single-parent households had 4.7 times greater odds for developing a mood disorder and had significantly lower mean C-GAS scores (p = 0.01) compared to those in dual-parent households. Differences remained significant when controlling for household income, child’s age, and either parent’s depression status. There were no significant differences between high-risk children across households when household status was instead defined as legal marital status. This study has several limitations: sample size was small, probands were recruited from a clinical population, and participants had not passed completely through the period of risk for adult psychiatric disorders. These findings point towards the importance of identifying and closely monitoring children at risk for depression, particularly if they reside in households without a resident father figure.     

Children’s spirituality and the practice of meditation in Irish primary schools

Abstract

This paper uses an interdisciplinary approach to explore the child’s experience of meditation in Irish primary schools and its impact on children’s spirituality. Using a phenomenological, hermeneutic, mystagogical methodology, it describes how children experience the practice of meditation, the benefits they consider they gain from it and the nature of its impact, if any, on their spirituality. Seventy children, aged 7 to 11, were interviewed. The study is original in that the interview protocol contained novel processes designed to elicit from children their experience, if any, of the transcendent in meditation and in its depth of analysis of the spiritual fruits of the practice. The study concludes that meditation does have the capacity to nourish the innate spirituality of the child. It offers a heuristic model outlining the key elements of the child’s experience of meditation, stresses the importance of personal spiritual experience and supports the introduction of meditation in primary schools.     

Constraints on word learning?

Recent studies that propose constraints on word learning are reviewed. Theoretical implications of constraints hypotheses are examined in the light of data from other prior and current studies of children's word learning at different developmental points. It is concluded that there is no evidence for strong internal constraints on the acquisition of words by young children of the kind proposed. process are suggested as more adequate explanations, based on the full research record.     

The Role of Masculinity in Children’s Bullying

The aim of the present study was to explore the association between gender role, in terms of self-attribution of masculine and feminine characteristics, and children's involvement in bullying problems during the elementary-school years. A total of 113, six- to ten-year-old children completed self-report measures of bullying and victimization and a masculinity–femininity scale. Their teachers provided ratings of pupils’ reactive and proactive aggressive behavior. Data from a hierarchical regression on bullying scores showed that, irrespective of sex, masculine traits predicted active bullying behavior. Moreover, bullying was also related to victimization and to teacher's evaluation of reactive aggression. Our findings suggest the need for longitudinal and cross-cultural studies in this line of research.     

Parents’ and Children’s ADHD in a Family System

ADHD symptoms “run in families”. However, relatively little is known about the ways in which parents’ symptoms might additively and interactively work with the parenting environment, to influence (and be influenced by) the developmental trajectory of symptoms in children and adolescents. In this commentary on the special section addressing this gap in knowledge, emphasis is placed on the importance of replicating and extending family-wide studies of ADHD symptoms and etiology. The current papers exemplify the leading-edge of such efforts, demonstrating the feasibility and rigor with which studies are being conducted, utilizing longitudinal and experimental designs. Families and parenting environments operate as a system in which individuals influence each other’s symptoms and functioning. In so doing, parents produce tremendous variability within (as well as between) each family in individuals’ ADHD symptoms from childhood through adulthood, via gene-environment transactions that may even begin during prenatal development.     

The Impact of Teasing on Children’s Body Image

Being teased about one’s physical appearance in childhood has been found to have a strong impact on the way in which adolescent and adult women perceive their bodies. Teasing is also strongly related to self-esteem in children. However, little is known about the impact of teasing on the development of body image in childhood. Through a quantitative study of the experience of being teased and body image satisfaction in a group of 431 primary aged children, we examined the prevalence, type and impact of teasing on children’s perceived body image satisfaction. The results of our study indicated that many children, especially those who are over or underweight experience being teased. This experience does have a negative impact on children’s body image. This is especially significant for young girls and boys who are overweight. Underweight young boys also suffer negatively from this experience. It is important for parents and others to understand that what may be perceived as friendly banter with their children may not necessarily be innocuous. Further research exploring the concept and construct of teasing in childhood is warranted.