Boseovski, Janet

uncg

There are 7 item/s.

TitleDateViewsBrief Description
The effects of guilt on young children's cognitive processing 2012 2195 The present study examined the effects of induced guilt on 3- to 5-year-olds' cognitive performance. Participants underwent mood induction procedures and then completed cognitive tasks (i.e., Dimensional Change Card Sort, Shape School task, and Globa...
When peer performance matters: effects of expertise and trait information on children’s self-evaluations in a social comparison setting 2016 447 People often evaluate their own skills in relation to others’ performance. Two experiments examined the influence of peer characteristics on children’s responses to upward social comparisons (i.e., peers who outperformed them). In Experiment 1, a tot...
Is it testimony or trait? Understanding children’s preferences for informants 2019 24158 Children show a positivity bias in social learning such that they prefer to learn from those who are nice (over those who are mean; e.g., Lane, Wellman, & Gelman, 2013) and those who provide positive content in their speech (over negative content; Bo...
Weight stereotyping in young children: an early personality reasoning perspective in 3- to 6-year-olds 2010 3044 Weight stereotyping is the relative devaluation of an overweight body size (Sigelman, Miller, & Whitworth, 1986), which has been detected as early as 3 years of age (Cramer & Steinwert, 1998). Previous studies of weight stereotypes have not b...
Learning in cultural contexts: children’s evaluations of learning experiences and cultural expertise 2017 458 The current study investigated children’s use of information about informants’ cultural background and learning method to learn novel facts about an unfamiliar culture. Ninety-six 6- to 9-year-olds heard about an immersed informant (i.e., member of a...
Children’s inferences about gender ambiguous people 2019 31 Little research has investigated children’s perceptions of gender ambiguous individuals who are not part of a binary gender category. Five- to 8-year-olds were tested to determine whether appearance or conceptual information (i.e., occupation informa...
Expertise in unexpected places: selective social learning from counter-normative experts 2014 637 Previous research demonstrates that children prefer to use information given by people of their own gender when learning about their environment. However, young children are also very sensitive to the specialized knowledge, or expertise, of others. T...