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Direct linkBrodsky, Jessica E.; Bergson, Zachary; Chen, Ming; Hayward, Elizabeth O.; Plass, Jan L.; Homer, Bruce D. – Child Development, 2023
Executive functions' (EF) role in adolescents' advanced theory of mind (aToM) was examined. In Study 1, adolescents (N = 189 in 2017, M[subscript age] = 13.1 years, 55.6% female from racially/ethnically diverse schools) completed the Flexibility and Automaticity of Social Cognition task (FASC), and shifting and inhibition measures. Study 2…
Descriptors: Adolescents, Theory of Mind, Executive Function, Social Cognition
Jared Vasil; Dayna Price; Michael Tomasello – Child Development, 2024
The current study investigated whether age-related changes in the conceptualization of social groups influences interpretation of the pronoun we. Sixty-four 2- and 4-year-olds (N = 29 female, 50 White-identifying) viewed scenarios in which it was ambiguous how many puppets performed an activity together. When asked who performed the activity, a…
Descriptors: Child Development, Preschool Children, Age Differences, Morphemes
Nyhout, Angela; Henke, Lena; Ganea, Patricia A. – Child Development, 2019
In two experiments, one hundred and sixty-two 6- to 8-year-olds were asked to reason counterfactually about events with different causal structures. All events involved overdetermined outcomes in which two different causal events led to the same outcome. In Experiment 1, children heard stories with either an ambiguous causal relation between…
Descriptors: Child Development, Ambiguity (Context), Attribution Theory, Children
Chen, Chi-hsin; Houston, Derek M.; Yu, Chen – Child Development, 2021
This research takes a dyadic approach to study early word learning and focuses on toddlers' (N = 20, age: 17-23 months) "information seeking" and parents' "information providing" behaviors and the ways the two are coupled in real-time parent-child interactions. Using head-mounted eye tracking, this study provides the first…
Descriptors: Parent Child Relationship, Information Seeking, Toddlers, Eye Movements
Lagattuta, Kristin Hansen; Sayfan, Liat; Harvey, Christina – Child Development, 2014
Four- to 10-year-olds' and adults' (N = 263) ability to inhibit privileged knowledge and simulate a naïve perspective were examined. Participants viewed pictures that were then occluded aside from a small ambiguous part. They offered suggestions for how a naïve person might interpret the hidden pictures, as well as rated the probability…
Descriptors: Children, Adults, Inhibition, Perspective Taking
Suanda, Sumarga H.; Namy, Laura L. – Child Development, 2013
Early in development, many word-learning phenomena generalize to symbolic gestures. The current study explored whether children avoid lexical overlap in the gestural modality, as they do in the verbal modality, within the context of ambiguous reference. Eighteen-month-olds' interpretations of words and symbolic gestures in a symbol-disambiguation…
Descriptors: Child Development, Nonverbal Communication, Toddlers, Vocabulary
