Children’s trait and emotion attributions in socially ambiguous and unambiguous situations. |
2013 |
2678 |
Children's attributions about story characters in ambiguous and unambiguous social situations were assessed. One hundred and forty-four 6–7-year-olds and 10–11-year-olds heard about actors who slighted a recipient intentionally or for an undetermined... |
Children’s use of frequency information for trait categorization and behavioral prediction |
2006 |
2850 |
Two experiments examined young children’s use of behavioral frequency information to make behavioral predictions and global personality attributions. In Experiment 1, participants heard about an actor who behaved positively or negatively toward 1 or ... |
The development of executive function in early childhood |
2003 |
50826 |
According to the Cognitive Complexity and Control (CCC) theory, the development of executive function can be understood in terms of age-related increases in the maximum complexity of the rules children can formulate and use when solving problems. Thi... |
Evaluating and Approaching a Strange Animal: Children's Trust in Informant Testimony |
2013 |
1752 |
This study examined 3- to 7-year-old children's reliance on informant testimony to learn about a novel animal. Sixty participants were given positive or negative information about an Australian marsupial from an informant described as a maternal figu... |
Evidence of "rose-colored glasses": An examination of the positivity bias in young children's personality judgments. |
2010 |
3872 |
Young children exhibit a positivity bias in their judgment of personality traits, wherein they attend to or process information selectively to maintain optimistic views of the self and others. In addition to its theoretical relevance for developing a... |
Expertise in unexpected places: Children’s acceptance of information from gender counter-stereotypical experts |
2016 |
1543 |
The current study examined children’s willingness to accept novel information from expert informants with nontraditional gender role interests. Four- to 8-year-olds heard conflicting information about traditionally feminine or masculine domains from ... |
Goal neglect and working memory capacity in 4- to 6-year-old children |
2010 |
2220 |
Goal neglect is the phenomenon of failing to execute the momentary demands of a task despite understanding and being able to recall the task instructions. Successful goal maintenance is more likely to occur in adults with high working memory capacity... |
The hierarchical competing systems model provides a process account of social decision making |
2013 |
861 |
We applaud Richardson, Mulvey, and Killen’s [2012] application of the hierarchical competing systems model (HCSM) to models of social decision making. The HCSM is a framework of the development of executive function that was formulated to account for... |
Integration of behavioral frequency and intention information in young children’s trait attributions. |
2013 |
2548 |
Two experiments examined three- to six-year-olds' use of frequency and intention information to make trait attributions and behavioral predictions. In experiment 1, participants were told a story about an actor who behaved positively once or four tim... |
Integration of Behavioral Frequency and Intention Information in Young Children's Trait Attributions |
2013 |
1602 |
Two experiments examined three- to six-year-olds' use of frequency and intention information to make trait attributions and behavioral predictions. In experiment 1, participants were told a story about an actor who behaved positively once or four tim... |
‘It’s all good’: Children’s personality attributions after repeated success and failure in peer and computer interactions |
2009 |
3640 |
The present study examined children’s use of behavioural outcome information to make personality attributions in social and non-social contexts. One hundred and twenty-eight 3- to 6-year-olds were told about a story actor who engaged in primarily suc... |
Reviewing the Development of Self- Concept: Implications for an Enhanced Model |
2018 |
1725 |
[2017-2018 UNCG University Libraries Open Access Publishing Fund Grant Winner] According to the multiple self-aspects framework, self-concept structure is highly influenced by overlap between self-aspects, and affective spillover may occur when affec... |
Role of Expertise, Consensus, and Informational Valence in Children's Performance Judgments |
2016 |
1387 |
Two experiments examined the role of expertise, consensus, and informational valence on children's acceptance of informant testimony about the quality of work produced by a target child. In Experiment 1, 96 4- to 5.9-year-olds and 6- to 8-year-olds w... |
Seeing the world through rose-colored glasses? Neglect of consensus information in young children’s personality judgments |
2008 |
2419 |
The present study examined the use of consensus information in early childhood. Ninety-six three- to six-year-olds watched a demonstration that depicted the positive or negative behavior of one or several actors toward a recipient (low vs. high conse... |
Self-Reflection and the Cognitive Control of Behavior: Implications for Learning |
2008 |
5547 |
In this article, we suggest that self-reflection and self-control--studied under the rubric of "executive function" (EF)—have the potential to transform the way in which learning occurs, allowing for the relatively rapid emergence of new behaviors. W... |
Theory of Mind and Children's Trait Attributions about Average and Typically Stigmatized Peers |
2015 |
1718 |
Previous research indicates that children hold negative beliefs about peers with foreign accents, physical disabilities, and people who are obese. The current study examined skills associated with individual differences in children's social judgement... |
Trust in testimony about strangers: Young children prefer reliable informants who make positive attributions |
2012 |
1994 |
Young children have been described as critical consumers of information, particularly in the domain of language learning. Indeed, children are more likely to learn novel words from people with accurate histories of object labeling than with inaccurat... |
Use it or lose it: Examining preschoolers’ difficulty in maintaining and executing a goal |
2007 |
3154 |
Individuals with low working memory capacity (e.g. preschoolers) are more prone to goal neglect, or a failure to execute a goal even though it is understood. We examined the role of goal neglect in performance on the Dimensional Change Card Sort by i... |
Video reminders in a representational change task: Memory for cues but not beliefs or statements |
2001 |
2735 |
Two experiments investigated the effect of video reminders on 3-year-olds’ performance in a representational change task. In Experiment 1, children in a video support condition viewed videotapes of their initial incorrect statements about a misleadin... |
Young Children’s Ability to Use Ordinal Labels in a Spatial Search Task |
2015 |
580 |
The use and understanding of ordinal terms (e.g., “first” and “second”) is a developmental milestone that has been relatively unexplored in the preschool age range. In the present study, 4- and 5-year-olds watched as a reward was placed in one of thr... |