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Zhang J, Vohs KD, Carlson SM. Imagining the future improves saving in preschoolers. J Exp Child Psychol 2024; 246:105966. [PMID: 38852402 DOI: 10.1016/j.jecp.2024.105966] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2023] [Revised: 04/24/2024] [Accepted: 04/24/2024] [Indexed: 06/11/2024]
Abstract
Preschoolers are notoriously poor at delaying gratification and saving limited resources, yet evidence-based methods of improving these behaviors are lacking. Using the marble game saving paradigm, we examined whether young children's saving behavior would increase as a result of engaging in future-oriented imagination using a storyboard. Participants were 115 typically developing 4-year-olds from a midwestern U.S. metropolitan area (Mage = 53.48 months, SD = 4.14, range = 47-60; 54.8% female; 84.5% White; 7.3% Hispanic/Latino ethnicity; median annual household income = $150,000-$174,999). Children were randomly assigned to one of four storyboard conditions prior to the marble game: Positive Future Simulation, Negative Future Simulation, Positive Routine, or Negative Routine. In each condition, children were asked to imagine how they would feel in the future situation using a smiley face rating scale. Results showed that children were significantly more likely to save (and to save more marbles) in the experimental conditions compared with the control conditions (medium effect sizes). Moreover, imagining saving for the future (and how good that would feel) was more effective at increasing saving behaviors than imagining not saving (and how bad that would feel). Emotion ratings were consistent with the assigned condition, but positive emotion alone did not account for these effects. Results held after accounting for game order and verbal IQ. Implications of temporal psychological distancing and emotion anticipation for children's future-oriented decision making are discussed.
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Affiliation(s)
- Jinyi Zhang
- Institute of Child Development, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA.
| | - Kathleen D Vohs
- Carlson School of Management, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA
| | - Stephanie M Carlson
- Institute of Child Development, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA
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2
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Sacchi A, Sah J, Finlay M, Starmans C. Forever young: The end of history illusion in children. Cognition 2024; 250:105867. [PMID: 38954903 DOI: 10.1016/j.cognition.2024.105867] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2023] [Revised: 05/07/2024] [Accepted: 06/25/2024] [Indexed: 07/04/2024]
Abstract
The "end of history" illusion in adults (Quoidbach et al., 2013) is an asymmetrical pattern in which people accept that they've changed in the past but don't believe they will change in the future. We explore here whether the same psychological forces that cause the illusion in adults exist in the minds of children. Two studies with 4- to 11-year-olds (N = 256) suggest that they do, even in a within-subject design where the same child is asked questions about the past and the future. A third study (N = 83) finds that this illusion does not persist when children are asked about other people. These studies suggest that even young children believe that although they used to be different in the past, from this point on, they will remain forever young.
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Affiliation(s)
- Alexa Sacchi
- Psychology Department, University of Toronto, 100 St. George St., Toronto, Ontario, Canada
| | - Jessica Sah
- Psychology Department, University of Toronto, 100 St. George St., Toronto, Ontario, Canada
| | - Melissa Finlay
- Psychology Department, University of Toronto, 100 St. George St., Toronto, Ontario, Canada
| | - Christina Starmans
- Psychology Department, University of Toronto, 100 St. George St., Toronto, Ontario, Canada.
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3
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Canning C, McCormack T, Clifford E, Donnelly C, Duffy E, Hickland S, Graham AJ. Episodic future thinking and delay of gratification in children: Is imagining reward pay-off helpful? BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2024; 42:285-291. [PMID: 38375923 DOI: 10.1111/bjdp.12477] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2023] [Accepted: 02/07/2024] [Indexed: 02/21/2024]
Abstract
Previous studies have failed to show an effect of episodic future thinking (EFT) on children's delay of gratification (DoG), contrasting strikingly with adult findings. Recent findings from a sample of 8-11-year-old children by Canning et al. (J. Exp. Child Psychol., 228, 2023, 105618) indicate that EFT cueing is not effective compared to a no-cue control even when it is reward related. Canning et al. suggest children's DoG performance, unlike that of adults, may be negatively affected by the cognitive load of cueing, but this leaves unexplained why EFT reward-related cueing produced significantly better performance than cueing that did not involve EFT in their study. The current study attempted to further delineate the importance of linking future thinking cues to rewards. A reward-related EFT condition was compared to a reward-unrelated EFT condition and a no-cue control on a delay choice task. No significant differences were observed between the three conditions. This suggests that even reward-related future thinking is ineffective at improving children's delayed gratification. Further research is needed to determine why children struggle to benefit from EFT cues.
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Horner K, Coundouris SP, Terrett G, Rendell PG, Henry JD. Self-initiating and applying episodic foresight in middle childhood. J Exp Child Psychol 2023; 233:105696. [PMID: 37167847 DOI: 10.1016/j.jecp.2023.105696] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2022] [Revised: 04/13/2023] [Accepted: 04/14/2023] [Indexed: 05/13/2023]
Abstract
This study provides an important extension to the growing literature on prospection in children by providing the first test of whether one's ability to engage in the functional (as opposed to the purely phenomenological) aspect of episodic foresight improves across middle childhood. Of the various forms of prospection, episodic foresight has been proposed to be one of the most flexible and functionally powerful, defined as the ability to not only imagine future events (simulative aspect) but also use those imaginings to guide behavior in the present (functional aspect). The current study tested 80 typically developing children aged 8 to 12 years using an extensive cognitive battery comprising Virtual Week Foresight, the Autobiographical Interview, and a series of crystallized and fluid intelligence measures. Whereas data indicated age-related improvements in detecting future-oriented problems and taking steps in the present in service of solving these, all children in this age bracket demonstrated a similar capacity for problem resolution (i.e., the ability to subsequently solve successfully identified problems). Results also revealed the importance of broader crystallized and fluid intelligence, but not episodic memory or episodic future thinking, in engaging in this capacity. Research is now required to understand the real-life consequences of episodic foresight during this developmental period as well as the ways in which parents and teachers can help to foster this capacity and consequently help to support children's growing desire for independence during this time.
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Affiliation(s)
- Katherine Horner
- School of Behavioural and Health Sciences, Faculty of Health Sciences, Australian Catholic University, Melbourne, Australia
| | - Sarah P Coundouris
- School of Psychology, The University of Queensland, Brisbane, St Lucia, Queensland 4072, Australia.
| | - Gill Terrett
- School of Behavioural and Health Sciences, Faculty of Health Sciences, Australian Catholic University, Melbourne, Australia
| | - Peter G Rendell
- School of Behavioural and Health Sciences, Faculty of Health Sciences, Australian Catholic University, Melbourne, Australia; School of Psychology, The University of Queensland, Brisbane, St Lucia, Queensland 4072, Australia
| | - Julie D Henry
- School of Psychology, The University of Queensland, Brisbane, St Lucia, Queensland 4072, Australia
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5
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Gehle M, Trautner M, Schwinger M. Motivational self-regulation in children with mild learning difficulties during middle childhood: Do they use motivational regulation strategies effectively? JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1016/j.appdev.2022.101487] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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6
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Colas C, Karch T, Moulin-Frier C, Oudeyer PY. Language and culture internalization for human-like autotelic AI. NAT MACH INTELL 2022. [DOI: 10.1038/s42256-022-00591-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
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7
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Leblond M, Parent S, Castellanos-Ryan N, Lupien SJ, Fraser WD, Séguin JR. Transition from preschool to school: Children's pattern of change in morning cortisol concentrations. Psychoneuroendocrinology 2022; 140:105724. [PMID: 35325645 DOI: 10.1016/j.psyneuen.2022.105724] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Revised: 03/09/2022] [Accepted: 03/10/2022] [Indexed: 11/26/2022]
Abstract
Many studies show a general increase in stress hormones at the exposure to school entry, but inconsistencies among them due to small samples with varying methodologies and very few time-points, preclude robust conclusions. The current study aimed to describe the pattern of morning cortisol concentration in children across the transition from preschool to school by examining whether we could identify a response to the school entry, but also an anticipatory stress response (pre-entry) and a stress adaptation response (post-entry). We further tested the robustness of this pattern across several characteristics. Participants were 384 children recruited from two cohorts of the 3D pregnancy study, and followed across their transition from preschool to kindergarten. Children's morning salivary cortisol samples were collected over five time-points: twice before school entry, once at school entry and twice after school entry (one sample per time-point). Although no anticipatory stress response was observed two weeks before school entry, latent growth curve models showed that most children's morning cortisol concentrations increased during the first two weeks of school, and was not associated with any sociodemographic characteristics, supporting the hypothesis that school entry is a normative environmental stressor. In contrast, two months after school entry, some children showed stress adaptation whereas others showed a prolonged stress response to school entry. This between-children variance could not be explained by any specific sociodemographic characteristic. This study showed that the morning stress response rises at school entry and is sustained for at least two weeks in most children. However, the observed variability in the stress adaptation response remains to be elucidated and linked to functional correlates.
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Affiliation(s)
- Maggy Leblond
- Department of Psychology, University of Montreal, PO BOX 6128 Centre-ville STN, Montreal, QC H3C 3J7, Canada; Centre Hospitalier Universitaire (CHU) Ste-Justine Research Center, 3175 Côte-Sainte-Catherine Road, Montréal, QC H3T 1C5, Canada
| | - Sophie Parent
- Centre Hospitalier Universitaire (CHU) Ste-Justine Research Center, 3175 Côte-Sainte-Catherine Road, Montréal, QC H3T 1C5, Canada; School of Psychoeducation, University of Montreal, PO BOX 6128 Centre-ville STN, Montréal, QC H3C 3J7, Canada
| | - Natalie Castellanos-Ryan
- Centre Hospitalier Universitaire (CHU) Ste-Justine Research Center, 3175 Côte-Sainte-Catherine Road, Montréal, QC H3T 1C5, Canada; School of Psychoeducation, University of Montreal, PO BOX 6128 Centre-ville STN, Montréal, QC H3C 3J7, Canada
| | - Sonia J Lupien
- Department of Psychology, University of Montreal, PO BOX 6128 Centre-ville STN, Montreal, QC H3C 3J7, Canada; Department of Psychiatry and Addictology, University of Montreal, PO BOX 6128 Centre-ville STN, Montréal, QC H3C 3J7, Canada; Institut Universitaire en Santé Mentale de Montréal Research Center, 7331 rue Hochelaga, Montréal, QC H1N 3V2, Canada
| | - William D Fraser
- Centre Hospitalier Universitaire (CHU) Ste-Justine Research Center, 3175 Côte-Sainte-Catherine Road, Montréal, QC H3T 1C5, Canada; Department Obstetrics and Gynecology, University of Sherbrooke, 3001, 12e avenue Nord, Sherbrooke, QC J1H 5N4, Canada; Centre hospitalier universitaire de Sherbrooke (CHUS) Research Center, 3001 12e Avenue Nord, Aile 9, Porte 6, Sherbrooke, QC J1H 5N4, Canada
| | - Jean R Séguin
- Centre Hospitalier Universitaire (CHU) Ste-Justine Research Center, 3175 Côte-Sainte-Catherine Road, Montréal, QC H3T 1C5, Canada; Department of Psychiatry and Addictology, University of Montreal, PO BOX 6128 Centre-ville STN, Montréal, QC H3C 3J7, Canada.
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8
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Allen JW, Çelik B, Bickhard MH. Age 4 transitions: Reflection as a domain-general development for explicit reasoning. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101091] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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9
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Children of Smoking and Non-Smoking Households' Perceptions of Physical Activity, Cardiorespiratory Fitness, and Exercise. CHILDREN-BASEL 2021; 8:children8070552. [PMID: 34206729 PMCID: PMC8307148 DOI: 10.3390/children8070552] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Revised: 06/21/2021] [Accepted: 06/23/2021] [Indexed: 12/02/2022]
Abstract
Previous research has shown secondhand tobacco smoke to be detrimental to children’s health. This qualitative study aimed to explore children from low socioeconomic status (SES) families and their reasons for being physically active, attitudes towards physical activity (PA), fitness and exercise, perceived barriers and facilitators to PA, self-perceptions of fitness and physical ability, and how these differ for children from smoking and non-smoking households. A total of 38 children (9–11 years; 50% female; 42% smoking households) from the deprived areas of North West England participated in focus groups (n = 8), which were analysed by utilizing thematic analysis. The findings support hypothesised mediators of PA in children including self-efficacy, enjoyment, perceived benefit, and social support. Fewer than a quarter of all children were aware of the PA guidelines with varying explanations, while the majority of children perceived their own fitness to be high. Variances also emerged between important barriers (e.g., sedentary behaviour and environmental factors) and facilitators (e.g., psychological factors and PA opportunity) for children from smoking and non-smoking households. This unique study provided a voice to children from low SES and smoking households and these child perspectives could be used to create relevant and effective strategies for interventions to improve PA, fitness, and health.
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10
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Sánchez AM, Coleman CW, Ledgerwood A. Does Temporal Distance Influence Abstraction? A Large Pre-Registered Experiment. SOCIAL COGNITION 2021. [DOI: 10.1521/soco.2021.39.3.352] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Construal level theory has been extraordinarily generative both within and beyond social psychology, yet the individual effects that form the empirical foundation of the theory have yet to be carefully probed and precisely estimated using large samples and preregistered analysis plans. In a highly powered and preregistered study, we tested the effect of temporal distance on abstraction, using one of the most common operationalizations of temporal distance (thinking about a future point in time that is one day vs. one year from today) and one of the most common operationalizations of abstraction (preference for more abstract vs. concrete action representations, as assessed by the Behavioral Identification Form). Participants preferred significantly more abstract action representations in the distant (vs. near) future condition, with an effect size of d = .276, 95% CI [.097, .455]. We discuss implications, future directions, and constraints on the generality of these results.
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11
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Trope Y, Ledgerwood A, Liberman N, Fujita K. Regulatory Scope and Its Mental and Social Supports. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2020; 16:204-224. [DOI: 10.1177/1745691620950691] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
Adaptive functioning requires the ability to both immerse oneself in the here and now as well as to move beyond current experience. We leverage and expand construal-level theory to understand how individuals and groups regulate thoughts, feelings, and behavior to address both proximal and distal ends. To connect to distant versus proximal events in a way that meaningfully informs and guides responses in the immediate here and now, people must expand versus contract their regulatory scope. We propose that humans have evolved a number of mental and social tools that enable the modulation of regulatory scope and address the epistemic, emotive, and executive demands of regulation. Critically, across these tools, it is possible to distinguish a hierarchy that varies in abstractness. Whereas low-level tools enable contractive scope, high-level tools enable expansion. We review empirical results that support these assertions and highlight the novel insights that a regulatory-scope framework provides for understanding diverse phenomena.
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Affiliation(s)
| | | | - Nira Liberman
- School of Psychological Sciences, Tel Aviv University
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12
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Shin SY, Leech KA, Rowe ML. Examining relations between parent-child narrative talk and children’s episodic foresight and theory of mind. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2020.100910] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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13
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Mulvey KL, Gönültaş S, Richardson CB. Who Is to Blame? Children's and Adults' Moral Judgments Regarding Victim and Transgressor Negligence. Cogn Sci 2020; 44:e12833. [DOI: 10.1111/cogs.12833] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2019] [Revised: 02/10/2020] [Accepted: 02/28/2020] [Indexed: 11/27/2022]
Affiliation(s)
| | - Seçil Gönültaş
- Department of Psychology North Carolina State University
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14
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Miller R, Frohnwieser A, Ding N, Troisi CA, Schiestl M, Gruber R, Taylor AH, Jelbert SA, Boeckle M, Clayton NS. A novel test of flexible planning in relation to executive function and language in young children. ROYAL SOCIETY OPEN SCIENCE 2020; 7:192015. [PMID: 32431882 PMCID: PMC7211888 DOI: 10.1098/rsos.192015] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/18/2019] [Accepted: 03/10/2020] [Indexed: 06/11/2023]
Abstract
In adult humans, decisions involving the choice and use of tools for future events typically require episodic foresight. Previous studies suggest some non-human species are capable of future planning; however, these experiments often cannot fully exclude alternative learning explanations. Here, we used a novel tool-use paradigm aiming to address these critiques to test flexible planning in 3- to 5-year-old children, in relation to executive function and language abilities. In the flexible planning task, children were not verbally cued during testing, single trials avoided consistent exposure to stimulus-reward relationships, and training trials provided experience of a predictable return of reward. Furthermore, unlike most standard developmental studies, we incorporated short delays before and after tool choice. The critical test choice included two tools with equal prior reward experience-each only functional in one apparatus. We tested executive function and language abilities using several standardized tasks. Our results echoed standard developmental research: 4- and 5-year-olds outperformed 3-year-olds on the flexible planning task, and 5-year-old children outperformed younger children in most executive function and language tasks. Flexible planning performance did not correlate with executive function and language performance. This paradigm could be used to investigate flexible planning in a tool-use context in non-human species.
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Affiliation(s)
- Rachael Miller
- Department of Psychology, University of Cambridge, Cambridge, UK
| | - Anna Frohnwieser
- Department of Psychology, University of Cambridge, Cambridge, UK
| | - Ning Ding
- Department of Psychology, University of Cambridge, Cambridge, UK
| | - Camille A. Troisi
- Department of Psychology, University of Cambridge, Cambridge, UK
- School of Biological, Earth and Environmental Sciences, University College Cork, Cork, Ireland
| | - Martina Schiestl
- School of Psychology, Auckland University, Auckland, New Zealand
| | - Romana Gruber
- School of Psychology, Auckland University, Auckland, New Zealand
| | - Alex H. Taylor
- School of Psychology, Auckland University, Auckland, New Zealand
| | - Sarah A. Jelbert
- Department of Psychology, University of Cambridge, Cambridge, UK
- School of Psychological Science, University of Bristol, Bristol, UK
| | - Markus Boeckle
- Department of Psychology, University of Cambridge, Cambridge, UK
- Department of Psychology and Psychodynamics, Karl Landsteiner University of Health Sciences, St Pölten, Austria
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15
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Warneken F, Sebastián-Enesco C, Benjamin NE, Pieloch KA. Pay to play: Children's emerging ability to use acts of generosity for selfish ends. J Exp Child Psychol 2019; 188:104675. [PMID: 31446310 DOI: 10.1016/j.jecp.2019.104675] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2019] [Revised: 07/22/2019] [Accepted: 07/23/2019] [Indexed: 11/28/2022]
Abstract
Adults will offer favors to advance their standing and solicit a favor in return, using ostensibly prosocial acts strategically for selfish ends. Here we assessed the developmental emergence of such strategic behaviors in which individuals are generous to elicit future reciprocation from others. In a novel experimental paradigm with children aged 3 to 7 years, we tested whether children are willing to share more valuable resources when this act could prompt subsequent reciprocation. In an Experimental condition, children could share a more attractive or less attractive resource with a person who they knew would subsequently choose to play a game with either the children or another individual. In the Control condition, children knew the person would play alone. Across two studies, we found that over repeated trials, 5- and 7-year-olds, but not 3-year-olds, learned to share more valuable resources in the Experimental condition than in the Control condition. This shows that older age groups were able to quickly learn how to influence the subsequent partner choice in a novel situation. We address theoretical questions about the various types of reciprocity as being supported by different psychological mechanisms and discuss whether the current results could be explained by children's emerging ability for future-directed thinking.
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Affiliation(s)
- Felix Warneken
- Department of Psychology, University of Michigan, Ann Arbor, MI 48109, USA.
| | | | - Natalie E Benjamin
- Department of Psychology, Marquette University, Milwaukee, WI 53233, USA
| | - Kerrie A Pieloch
- Department of Psychology, Suffolk University, Boston, MA 02108, USA
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Abstract
Mutually beneficial interactions often require trust that others will reciprocate. Such interpersonal trust is foundational to evolutionarily unique aspects of human social behaviour, such as economic exchange. In adults, interpersonal trust is often assessed using the 'trust game', in which a lender invests resources in a trustee who may or may not repay the loan. This game captures two crucial elements of economic exchange: the potential for greater mutual benefits by trusting in others, and the moral hazard that others may betray that trust. While adults across cultures can trust others, little is known about the developmental origins of this crucial cooperative ability. We developed the first version of the trust game for use with young children that addresses these two components of trust. Across three experiments, we demonstrate that 4- and 6-year-olds recognize opportunities to invest in others, sharing more when reciprocation is possible than in a context measuring pure generosity. Yet, children become better with age at investing in trustworthy over untrustworthy partners, indicating that this cooperative skill emerges later in ontogeny. Together, our results indicate that young children can engage in complex economic exchanges involving judgements about interpersonal trust and show increasing sensitivity to appropriate partners over development.
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Affiliation(s)
- Alexandra G Rosati
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, USA.,Department of Anthropology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, USA
| | - Natalie Benjamin
- Department of Psychology, Marquette University, 604 N 16th Street, Cramer 307, Milwaukee, WI 53233, USA
| | - Kerrie Pieloch
- Department of Psychology, Suffolk University, 73 Tremont 8th Floor, Boston, MA 02108, USA
| | - Felix Warneken
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, USA
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17
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Wang Q, Koh JBK, Santacrose D, Song Q, Klemfuss JZ, Doan SN. Child-centered memory conversations facilitate children’s episodic thinking. COGNITIVE DEVELOPMENT 2019. [DOI: 10.1016/j.cogdev.2019.05.009] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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18
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Studying cognitive development in cultural context: A multi-level analysis approach. DEVELOPMENTAL REVIEW 2018. [DOI: 10.1016/j.dr.2018.03.002] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/02/2023]
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19
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Sant'Anna A. Episodic Memory as a Propositional Attitude: A Critical Perspective. Front Psychol 2018; 9:1220. [PMID: 30072933 PMCID: PMC6058044 DOI: 10.3389/fpsyg.2018.01220] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2018] [Accepted: 06/27/2018] [Indexed: 11/13/2022] Open
Abstract
The questions of whether episodic memory is a propositional attitude, and of whether it has propositional content, are central to discussions about how memory represents the world, what mental states should count as memories, and what kind of beings are capable of remembering. Despite its importance to such topics, these questions have not been addressed explicitly in the recent literature in philosophy of memory. In one of the very few pieces dealing with the topic, Fernández (2006) provides a positive answer to the initial questions by arguing that the propositional attitude view of memory, as I will call it, provides a simple account of how memory possesses truth-conditions. A similar suggestion is made by Byrne (2010) when he proposes that perception and episodic memory have the same kind of content, differing only in degree. Against the propositional attitude view, I will argue that episodic memory does not have propositional content, and therefore, that it is not a propositional attitude. My project here is, therefore, mainly critical. I will show that, if empirical work is to inform our philosophical theories of memory in any way, we have good reasons to deny, or at least to be skeptical, of the prospects of the propositional attitude view of episodic memory.
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Affiliation(s)
- André Sant'Anna
- Department of Philosophy, University of Otago, Dunedin, New Zealand
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20
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Bauckham G, Lambert R, Atance CM, Davidson PS, Taler V, Renoult L. Predicting our own and others' future preferences: The role of social distance. Q J Exp Psychol (Hove) 2018; 72:634-642. [PMID: 29471710 DOI: 10.1177/1747021818763573] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
People underestimate how much their preferences will change in the future, a phenomenon sometimes referred to as a "presentism bias." Recently, we found that this presentism bias is attenuated when thinking about the preferences of other people. The aim of this study was to investigate whether predicting future preferences also differs depending on the level of social distance between self and other. A total of 67 participants completed a perspective-taking task in which they were required to think about their own preferences, those of a generic peer, and those of a close other both now and in the future. They were also asked to consider the preferences of an older adult now. Participants predicted less change between their current and future preferences than between the current and future preferences of a generic peer. Predicted change in preferences for a close other were similar, but not identical, to those made for the self. When considering relevant future preferences, participants predicted less change for themselves than for their close others and less change for close others than for generic peers. In other words, as social distance increases, the presentism bias decreases. Interestingly, participants estimated that both they and their peers would not change so much that they become similar to current older adults. Simulating the future perspectives of a generic peer or, even better, the current perspectives of an older adult may thus result in improved long-term decision-making, as it may enable a more realistic estimation of the magnitude of likely changes in the future.
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21
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Affiliation(s)
- Felix Warneken
- Department of Psychology, University of Michigan, Ann Arbor, Michigan 48109
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Stage fright: Internal reflection as a domain general enabling constraint on the emergence of explicit thought. COGNITIVE DEVELOPMENT 2018. [DOI: 10.1016/j.cogdev.2017.12.005] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Wang Q. Why Should We All Be Cultural Psychologists? Lessons From the Study of Social Cognition. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2017; 11:583-596. [PMID: 27694456 DOI: 10.1177/1745691616645552] [Citation(s) in RCA: 52] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Abstract
I call the attention of psychologists to the pivotal role of cultural psychology in extending and enriching research programs. I argue that it is not enough to simply acknowledge the importance of culture and urge psychologists to practice cultural psychology in their research. I deconstruct five assumptions about cultural psychology that seriously undermine its contribution to the building of a true psychological science, including that cultural psychology (a) is only about finding group differences, (b) does not appertain to group similarities, (c) concerns only group-level analysis, (d) is irrelevant to basic psychological processes, and (e) is used only to confirm the generalizability of theories. I discuss how cultural psychology can provide unique insights into psychological processes and further equip researchers with additional tools to understand human behavior. Drawing lessons from the 20 years of cultural research that my colleagues and I have done on the development of social cognition, including autobiographical memory, future thinking, self, and emotion knowledge, I demonstrate that incorporating cultural psychology into research programs is not only necessary but also feasible.
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Affiliation(s)
- Qi Wang
- Department of Human Development, Cornell University
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Ünal G, Hohenberger A. The cognitive bases of the development of past and future episodic cognition in preschoolers. J Exp Child Psychol 2017. [PMID: 28641120 DOI: 10.1016/j.jecp.2017.05.014] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
The aim of this study was to use a minimalist framework to examine the joint development of past and future episodic cognition and their underlying cognitive abilities in 3- to 5-year-old Turkish preschoolers. Participants engaged in two main tasks, a what-where-when (www) task to measure episodic memory and a future prediction task to measure episodic future thinking. Three additional tasks were used for predicting children's performance in the two main tasks: a temporal language task, an executive function task, and a spatial working memory task. Results indicated that past and future episodic tasks were significantly correlated with each other even after controlling for age. Hierarchical multiple regressions showed that, after controlling for age, the www task was predicted by executive functions, possibly supporting binding of episodic information and by linguistic abilities. The future prediction task was predicted by linguistic abilities alone, underlining the importance of language for episodic past and future thinking.
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Affiliation(s)
- Gülten Ünal
- Department of Psychology, Faculty of Humanities and Social Sciences, Ankara Yildirim Beyazit University, 06010 Ankara, Turkey.
| | - Annette Hohenberger
- Department of Cognitive Science, Informatics Institute, Middle East Technical University, 06800 Ankara, Turkey
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Szpunar KK, Radvansky GA. Cognitive approaches to the study of episodic future thinking. Q J Exp Psychol (Hove) 2017; 69:209-16. [PMID: 26690749 DOI: 10.1080/17470218.2015.1095213] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
The concept of episodic future thinking--the ability to simulate events that may take place in the personal future--has given rise to an exponentially growing field of research that spans a variety of sub-disciplines within psychology and neuroscience. In this introduction to the special issue, we provide a brief historical overview of factors that have shaped research on the topic and highlight the need for additional behavioural work to uncover cognitive mechanisms that support episodic future thinking and differentiate it from other related modes of future-oriented cognition. We conclude by discussing the manner in which the various contributions to the special issue fill the gaps in our knowledge and make some of our own suggestions for future work.
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Affiliation(s)
- Karl K Szpunar
- a Department of Psychology , University of Illinois at Chicago , Chicago , IL , USA
| | - Gabriel A Radvansky
- b Department of Psychology , University of Notre Dame , Notre Dame , IN , USA
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Ballhausen N, Mahy CEV, Hering A, Voigt B, Schnitzspahn KM, Lagner P, Ihle A, Kliegel M. Children's planning performance in the Zoo Map task (BADS-C): Is it driven by general cognitive ability, executive functioning, or prospection? APPLIED NEUROPSYCHOLOGY-CHILD 2016; 6:138-144. [PMID: 27049855 DOI: 10.1080/21622965.2015.1124276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
A minimal amount of research has examined the cognitive predictors of children's performance in naturalistic, errand-type planning tasks such as the Zoo Map task of the Behavioral Assessment of the Dysexecutive Syndrome for Children (BADS-C). Thus, the current study examined prospection (i.e., the ability to remember to carry out a future intention), executive functioning, and intelligence markers as predictors of performance in this widely used naturalistic planning task in 56 children aged 7- to 12-years-old. Measures of planning, prospection, inhibition, crystallized intelligence, and fluid intelligence were collected in an individual differences study. Regression analyses showed that prospection (rather than traditional measures of intelligence or inhibition) predicted planning, suggesting that naturalistic planning tasks such as the Zoo Map task may rely on future-oriented cognitive processes rather than executive problem solving or general knowledge.
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Affiliation(s)
| | - Caitlin E V Mahy
- b Department of Psychology , Brock University , St. Catharines , Ontario , Canada
| | | | - Babett Voigt
- c Department of Psychology , University of Heidelberg , Germany
| | | | - Prune Lagner
- a Department of Psychology , University of Geneva , Switzerland
| | - Andreas Ihle
- a Department of Psychology , University of Geneva , Switzerland
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Choice-impulsivity in children and adolescents with attention-deficit/hyperactivity disorder (ADHD): A meta-analytic review. Clin Psychol Rev 2016; 43:162-74. [DOI: 10.1016/j.cpr.2015.11.001] [Citation(s) in RCA: 130] [Impact Index Per Article: 16.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2015] [Revised: 09/18/2015] [Accepted: 11/09/2015] [Indexed: 11/21/2022]
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Abstract
Exercising self-control is often difficult, whether declining a drink in order to drive home safely, passing on the chocolate cake to stay on a diet, or ignoring text messages to finish reading an important paper. But enacting self-control is not always difficult, particularly when it takes the form of proactively choosing or changing situations in ways that weaken undesirable impulses or potentiate desirable ones. Examples of situational self-control include the partygoer who chooses a seat far from where drinks are being poured, the dieter who asks the waiter not to bring around the dessert cart, and the student who goes to the library without a cell phone. Using the process model of self-control, we argue that the full range of self-control strategies can be organized by considering the timeline of the developing tempting impulse. Because impulses tend to grow stronger over time, situational self-control strategies-which can nip a tempting impulse in the bud-may be especially effective in preventing undesirable action. Ironically, we may underappreciate situational self-control for the same reason it is so effective-namely, that by manipulating our circumstances to advantage, we are often able to minimize the in-the-moment experience of intrapsychic struggle typically associated with exercising self-control.
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The emergence of cognitive short-term planning : performance of preschoolers in a problem-solving task. ACTA COLOMBIANA DE PSICOLOGIA 2015. [DOI: 10.14718/acp.2015.18.2.2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022] Open
Abstract
The aim of this study is to identify patterns of the cognitive planning process of young children emerging in the context of a problem solving task. Using a complex dynamic systems approach, this paper depicts the main features of cognitive planning in the short term. Participants were 45 preschool children (aged 3.5 and 3.6 years) of which two case studies are described in detail. The microgenetic method was used to capture, in two months, the planning process in real time during six sessions of data collection. Thus, 96 measuring points were obtained for each child of the sample. The instrument used was a problem solving task in a virtual format, which requires the development of a plan to attain the goal. The first part of the analysis characterizes the children’s planning performance by means of cluster analysis. Two clusters were identified as a result of this analysis. In order to illustrate the performance of the sample, one child from each cluster was randomly selected as a case study. The second part of the analysis describes the two case studies. The State Space Grids (SSG) technique was used to show the short-term emergence of cognitive planning. Results of the case studies revealed two types of performance: a reduction pattern and a stable pattern of cognitive planning. These patterns indicate the ability of children to integrate the constraints of the task and consider future states in their actions. In contrast to the literature, the findings of this study reveal the resources in planning skills of preschoolers, such as self-regulation of actions aimed at attaining a goal and anticipation of future states.
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Episodic future thinking reduces delay discounting and energy intake in children. Eat Behav 2015; 18:20-4. [PMID: 25863227 PMCID: PMC6504176 DOI: 10.1016/j.eatbeh.2015.03.006] [Citation(s) in RCA: 125] [Impact Index Per Article: 13.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/22/2014] [Revised: 01/19/2015] [Accepted: 03/19/2015] [Indexed: 01/17/2023]
Abstract
Discounting of larger future rewards in favor of smaller immediate rewards is known as delay discounting. High delay discounting or a bias towards immediate gratification impedes self-regulation and is associated with maladaptive eating behaviors. Children in general show greater delay discounting than adults. Obese children in particular, have greater difficulty delaying gratification for edible rewards. Episodic future thinking (EFT) which is mental self-projection to pre-experience future events reduces delay discounting and reduces energy intake in overweight/obese adults. However, these EFT effects have not been examined in children. We evaluated the effects of EFT versus control episodic recent thinking (ERT) on delay discounting and ad libitum energy intake while thinking about episodic cues in 42 overweight/obese 9 to 14year olds. Results showed that EFT led to less delay discounting and lowered energy intake, and EFT had the greatest effect on reducing energy intake in children with a higher desire to restrict food intake. This suggests that EFT may be useful in pediatric obesity treatment programs to help children regulate energy intake.
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Li J. Play or learn: European-American and Chinese kindergartners' perceptions about the conflict. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2015; 86:57-74. [PMID: 26173044 DOI: 10.1111/bjep.12086] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2014] [Revised: 06/02/2015] [Indexed: 11/29/2022]
Abstract
BACKGROUND Kindergarten is the age at which children's future time perspective emerges. This capacity enables them to form goals based on past and ongoing experiences and project themselves in the future. This development may play an important role in guiding children in self-regulated learning. When faced with the conflict between their need to learn and their desire to play (CLP), children make choices based on their perceptions of CLP. However, their CLP-related perceptions and responses are also influenced by the values their culture upholds. Research shows that Western learning emphasizes more mental activities and positive affect, whereas East Asian learning stresses more social/moral self-perfection. Children's CLP-related perceptions and responses are likely shaped by their respective cultures' values. AIMS This study examined kindergartners' emergent perceptions of and responses to CLP. Both commonalities and possible cultural differences were investigated. SAMPLE The sample was 130 middle-class European-American and Chinese kindergartners, balanced for culture and gender. METHOD Children each heard a story beginning with a picture of a protagonist who is practicing words at home but hears children playing outside. Children were asked to complete the story and were probed further when they mentioned ideas related to learning and play. All interviews were audio-recorded and transcribed for coding. Tests were conducted for group differences. RESULTS AND CONCLUSIONS Most children from both groups identified CLP and shared similar views about their need to complete schoolwork, benefits of learning, negativity of neglecting learning, and ways to resist temptation to play. However, large cultural differences also emerged. Chinese children showed greater awareness of CLP and expressed more positive regard for learning, learning virtues, and receptivity to adult expectations.
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Affiliation(s)
- Jin Li
- Education Department, Brown University, Providence, Rhode Island, USA
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32
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Wang Q, Koh JBK. How will things be the next time? Self in the construction of future events among school-aged children. Conscious Cogn 2015; 36:131-8. [PMID: 26141661 DOI: 10.1016/j.concog.2015.06.013] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2015] [Revised: 06/13/2015] [Accepted: 06/18/2015] [Indexed: 11/30/2022]
Abstract
This study examined among school-aged children the role of the self in perceived valence changes from the past to the future. Nine- to 11-year-old children (N=57) recalled positive and negative personal events of various situations and imagined a future personal event involving the same situation following each recall. Children's self-knowledge was assessed in terms of self-concepts for past, present, and future selves, and self-evaluations for social and cognitive competences. Children who viewed their future selves more positively and those who evaluated their cognitive competence more positively anticipated greater upward (positive) changes and smaller downward (negative) changes in their future academic performance. Children who evaluated their social competence more positively anticipated greater upward changes in their future peer relations. Furthermore, children who anticipated greater upward changes and smaller downward changes in their personal futures exhibited greater well-being. These findings shed new light on the role of self in mental time travel.
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Affiliation(s)
- Qi Wang
- Cornell University, United States.
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Lohse K, Kalitschke T, Ruthmann K, Rakoczy H. The development of reasoning about the temporal and causal relations among past, present, and future events. J Exp Child Psychol 2015; 138:54-70. [PMID: 26037402 DOI: 10.1016/j.jecp.2015.04.008] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2014] [Revised: 04/27/2015] [Accepted: 04/27/2015] [Indexed: 11/18/2022]
Abstract
Children's capacity to reason about temporal and causal relations among past, present, and future events was investigated. In two studies, 4- and 6-year-olds (N=160) received structurally analogous search and planning tasks that required retrospective or prospective temporal-causal reasoning, respectively. The search task was compared with a closely matched control task that did not require temporal-causal reasoning. Results revealed that (a) both age groups solved the control task, (b) 6-year-olds mastered both retrospective and prospective tasks, and (c) 4-year-olds showed limited competence in both retrospective and prospective tasks. The current study, thus, suggests that flexible temporal-causal reasoning develops in parallel for past- and future-directed reasoning, is qualitatively different from simpler forms of temporal cognition, and develops during the late preschool years.
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Affiliation(s)
- Karoline Lohse
- Institute of Psychology and Courant Research Centre "Evolution of Social Behaviour", University of Göttingen, D-37073 Göttingen, Germany.
| | - Theresa Kalitschke
- Institute of Psychology and Courant Research Centre "Evolution of Social Behaviour", University of Göttingen, D-37073 Göttingen, Germany
| | - Katja Ruthmann
- Institute of Psychology and Courant Research Centre "Evolution of Social Behaviour", University of Göttingen, D-37073 Göttingen, Germany
| | - Hannes Rakoczy
- Institute of Psychology and Courant Research Centre "Evolution of Social Behaviour", University of Göttingen, D-37073 Göttingen, Germany
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35
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Hanson LK, Atance CM, Paluck SW. Is thinking about the future related to theory of mind and executive function? Not in preschoolers. J Exp Child Psychol 2014; 128:120-37. [DOI: 10.1016/j.jecp.2014.07.006] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2014] [Revised: 07/23/2014] [Accepted: 07/24/2014] [Indexed: 11/30/2022]
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Ye Q, Song X, Zhang Y, Wang Q. Children's mental time travel during mind wandering. Front Psychol 2014; 5:927. [PMID: 25191301 PMCID: PMC4140076 DOI: 10.3389/fpsyg.2014.00927] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2014] [Accepted: 08/05/2014] [Indexed: 11/26/2022] Open
Abstract
The prospective bias is a salient feature of mind wandering in healthy adults, yet little is known about the temporal focus of children’s mind wandering. In the present study, (I) we developed the temporal focus of mind wandering questionnaire for school-age children (TFMWQ-C), a 12-item scale with good test–retest reliability and construct validity. (II) The criterion validity was tested by thought sampling in both choice reaction time task and working memory task. A positive correlation was found between the temporal focus measured by the questionnaire and the one adopted during task-unrelated thoughts (TUTs) by thought sampling probes, especially in the trait level of future-oriented mind wandering. At the same time, children who experienced more TUTs tended to show worse behavioral performance during tasks. (III) The children in both tasks experienced more future-oriented TUTs than past-oriented ones, which was congruent with the results observed in adults; however, in contrast with previous research on adults, the prospective bias was not influenced by task demands. Together these results indicate that the prospective bias of mind wandering has emerged since the school-age (9∼13 years old), and that the relationship between mental time travel (MTT) during mind wandering and the use of cognitive resources differs between children and adults. Our study provides new insights into how this interesting feature of mind wandering may adaptively contribute to the development of children’s MTT.
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Affiliation(s)
- Qun Ye
- Department of Psychology, College of Education, Zhejiang Normal University Jinhua, China
| | - Xiaolan Song
- Department of Psychology, College of Education, Zhejiang Normal University Jinhua, China
| | - Yi Zhang
- Department of Psychology, College of Education, Zhejiang Normal University Jinhua, China
| | - Qinqin Wang
- Department of Psychology, College of Education, Zhejiang Normal University Jinhua, China
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Angus DJ, de Rosnay M, Lunenburg P, Meerum Terwogt M, Begeer S. Limitations in social anticipation are independent of imaginative and Theory of Mind abilities in children with autism but not in typically developing children. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2014; 19:604-12. [PMID: 24923896 DOI: 10.1177/1362361314537911] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Anticipating future interactions is characteristic of our everyday social experiences, yet has received limited empirical attention. Little is known about how children with autism spectrum disorder, known for their limitations in social interactive skills, engage in social anticipation. We asked children with autism spectrum disorder and their typically developing counterparts to consider an interaction with another person in the near future. Our results suggest that children with autism spectrum disorder and typically developing children performed similarly when anticipating the age, gender, and possible questions of another person, but children with autism spectrum disorder struggled more to anticipate what they would say in response to an anticipated interaction. Furthermore, such responses were robustly associated with imaginative capacities in typically developing children but not children with autism spectrum disorder. Our findings suggest that the cognitive mechanisms of social anticipation may differ between these groups.
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Affiliation(s)
| | | | | | | | - Sander Begeer
- The University of Sydney, Australia VU University Amsterdam, The Netherlands
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Wang Q, Capous D, Koh JBK, Hou Y. Past and Future Episodic Thinking in Middle Childhood. JOURNAL OF COGNITION AND DEVELOPMENT 2014. [DOI: 10.1080/15248372.2013.784977] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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The reality of the past versus the ideality of the future: emotional valence and functional differences between past and future mental time travel. Mem Cognit 2014; 41:187-200. [PMID: 23055119 DOI: 10.3758/s13421-012-0260-y] [Citation(s) in RCA: 91] [Impact Index Per Article: 9.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
Mental time travel (MTT) is the ability to mentally project oneself backward or forward in time in order to remember an event from one's personal past or to imagine a possible event in one's personal future. Past and future MTT share many similarities, and there is evidence to suggest that the two temporal directions rely on a shared neural network and similar cognitive structures. At the same time, one major difference between past and future MTT is that future as compared to past events generally are more emotionally positive and idyllic, suggesting that the two types of event representations may also serve different functions for emotion, self, and behavioral regulation. Here, we asked 158 participants to remember one positive and one negative event from their personal past as well as to imagine one positive and one negative event from their potential personal future and to rate the events on phenomenological characteristics. We replicated previous work regarding similarities between past and future MTT. We also found that positive events were more phenomenologically vivid than negative events. However, across most variables, we consistently found an increased effect of emotional valence for future as compared to past MTT, showing that the differences between positive and negative events were larger for future than for past events. Our findings support the idea that future MTT is biased by uncorrected positive illusions, whereas past MTT is constrained by the reality of things that have actually happened.
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Subjective well-being measures for children were developed within the PROMIS project: presentation of first results. J Clin Epidemiol 2013; 67:207-18. [PMID: 24295987 DOI: 10.1016/j.jclinepi.2013.08.018] [Citation(s) in RCA: 57] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2011] [Revised: 07/25/2013] [Accepted: 08/13/2013] [Indexed: 11/22/2022]
Abstract
OBJECTIVES The aims of this Patient Reported Outcome Measurement Information System (PROMIS) study were to (1) conceptualize children's subjective well-being (SWB) and (2) produce item pools with excellent content validity for calibration and use in computerized adaptive testings (CATs). STUDY DESIGN AND SETTING Children's SWB was defined through semistructured interviews with experts, children (aged 8-17 years), parents, and a systematic literature review to identify item concepts comprehensively covering the full spectrum of SWB. Item concepts were transformed into item expressions and evaluated for comprehensibility using cognitive interviews, reading level analysis, and translatability review. RESULTS Children's SWB comprises affective (positive affect) and global evaluation components (life satisfaction). Input from experts, children, parents, and the literature indicated that the eudaimonic dimension of SWB-that is, a sense of meaning and purpose-could be evaluated. Item pools for life satisfaction (56 items), positive affect (53 items), and meaning and purpose (55 items) were produced. Small differences in comprehensibility of some items were observed between children and adolescents. CONCLUSION The SWB measures for children are the first to assess both the hedonic and eudaimonic aspects of SWB. Both children and youth seem to understand the concepts of a meaningful life, optimism, and goal orientation.
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Mahy CEV, Grass J, Wagner S, Kliegel M. These pretzels are going to make me thirsty tomorrow: Differential development of hot and cool episodic foresight in early childhood? BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2013; 32:65-77. [DOI: 10.1111/bjdp.12023] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2013] [Revised: 09/10/2013] [Indexed: 11/27/2022]
Affiliation(s)
- Caitlin E. V. Mahy
- Department of Psychology; University of Oregon; Eugene Oregon USA
- Department of Psychology; University of Geneva; Switzerland
| | - Julia Grass
- Department of Psychology; Technische Universität Dresden; Germany
| | - Sarah Wagner
- Department of Psychology; Technische Universität Dresden; Germany
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Holodynski M, Hermann S, Kromm H. Entwicklungspsychologische Grundlagen der Emotionsregulation. PSYCHOLOGISCHE RUNDSCHAU 2013. [DOI: 10.1026/0033-3042/a000174] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Der Beitrag betrachtet das Wechselspiel zwischen Emotion und Emotionsregulation aus einer entwicklungspsychologischen Perspektive und bettet es in ein System an psychischen Regulationsformen ein. Dabei wird in kritischer Diskussion bestehender Konzeptionen zur Emotionsregulation eine emotionale und eine volitionale Form der Regulation von Handlungen einer reflexiven Form der Emotionsregulation gegenübergestellt. Letztere beinhaltet eine volitionale Regulation eigener Emotionen und ist erstmals im Laufe des Vorschulalters zu beobachten. Der Beitrag erläutert die Entwicklung der erforderlichen Kompetenzen, mit denen Kinder und Jugendliche ihre Emotionen in sozialkoordinierter und sozial akzeptierter Art und Weise regulieren können. Diese umfassen die Aneignung von Regulationsstrategien, die Entwicklung der exekutiven Funktionen, die Aneignung von Sprache als Mittel der psychologischen Distanzierung sowie mentales Zeitreisen.
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Lagattuta KH, Sayfan L. Not All Past Events Are Equal: Biased Attention and Emerging Heuristics in Children's Past-to-Future Forecasting. Child Dev 2013; 84:2094-111. [DOI: 10.1111/cdev.12082] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Richmond JL, Pan R. Thinking about the future early in life: the role of relational memory. J Exp Child Psychol 2012; 114:510-21. [PMID: 23267734 DOI: 10.1016/j.jecp.2012.11.002] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2012] [Revised: 11/06/2012] [Accepted: 11/07/2012] [Indexed: 11/16/2022]
Abstract
The constructive episodic simulation hypothesis suggests that we imagine possible future events by flexibly recombining details of past experiences to produce novel scenarios. Here we tested this hypothesis by determining whether episodic future thinking is related to relational memory ability during the preschool years. Children (3- to 5-year-olds) were asked to remember a past event and imagine a possible future event using an adapted version of the recombination paradigm. Relational learning and inference were assessed using a task adapted from the neuroimaging literature. The results show that preschoolers were able to describe both past and possible future events; however, they produced more specific episodic details in relation to past events relative to future events. Episodic future thinking performance was correlated with performance on the relational inference task, consistent with the idea that the ability to flexibly recombine relational knowledge is critical in episodic future thinking.
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Affiliation(s)
- Jenny L Richmond
- School of Psychology, University of New South Wales, Sydney, NSW 2052, Australia.
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The development of episodic foresight: emerging concepts and methods. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2011; 40:95-137. [PMID: 21887960 DOI: 10.1016/b978-0-12-386491-8.00003-7] [Citation(s) in RCA: 46] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
Episodic foresight is here defined as the ability to project oneself into the future and mentally simulate situations and outcomes. Tasks used to study the development of episodic foresight in young children are reviewed and compared to tasks used to study other future-oriented abilities (planning, delay of gratification, and prospective memory) in the same age-group. We argue for the importance of accounting for and minimizing the role of other cognitive demands in research tasks. Because episodic foresight is an emerging ability in young children, more research needs to be directed at the contexts in which it emerges and the extent to which episodic foresight is part of a growing ability for mental representation.
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Vásquez Echeverría A. Experiência subjetiva do tempo e sua influência no comportamento: revisão e modelos. PSICOLOGIA: TEORIA E PESQUISA 2011. [DOI: 10.1590/s0102-37722011000200011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Pesquisadores têm tentado explicar, desde o início da psicologia, a experiência temporal das pessoas e sua influência nas cognições, emoções e comportamentos. Trata-se de uma das dimensões mais complexas e influentes da psique, que tem sido abordada a partir de concepções diferentes e sem uma estrutura consensual. Este artigo tem o objetivo de contribuir na sistematização da psicologia do tempo, ampliando um modelo de quatro níveis, aprofundando na percepção do tempo vital ou tempo III. Trabalhos incluídos foram selecionados segundo a sua importância na historia da psicologia ou índice de citação. Sugere-se um modelo explicativo do Tempo III, que inclui discussão e debate e visa integrar os diferentes modelos existentes na literatura.
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Ross J, Anderson J, Campbell R. Situational changes in self-awareness influence 3- and 4-year-olds’ self-regulation. J Exp Child Psychol 2011; 108:126-38. [DOI: 10.1016/j.jecp.2010.08.003] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2010] [Revised: 08/02/2010] [Accepted: 08/10/2010] [Indexed: 10/19/2022]
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Bohn A, Berntsen D. The reminiscence bump reconsidered: children's prospective life stories show a bump in young adulthood. Psychol Sci 2010; 22:197-202. [PMID: 21193779 DOI: 10.1177/0956797610395394] [Citation(s) in RCA: 44] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
The reminiscence bump-the reporting of more memories from young adulthood than from other stages of life-is considered a hallmark of autobiographical memory research. The most prevalent explanations for this effect assume that events in young adulthood are favored because of the way they are encoded and maintained in long-term memory. Here we show that a similar increase of events in early adulthood is found when children narrate their personal futures. In Study 1, children wrote their future life stories. The events in these life stories were mostly life-script events, and their distribution showed a clear bump in young adulthood. In Study 2, children were prompted by word cues to write down events from their future lives. The events generated consisted mostly of non-life-script events, and those events did not show a bump in young adulthood. Our findings challenge prevailing explanations of the reminiscence bump and suggest that the cultural life script forms an overarching organizational principle for autobiographical memories and future representations across the life span.
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Affiliation(s)
- Annette Bohn
- Center on Autobiographical Memory Research, Department of Psychology, Aarhus University, Nobelparken, Jens Chr. Skousvej 4, 8000 Aarhus C, Denmark.
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Busby JG, Suddendorf T. Young children's ability to distinguish past and future changes in physical and mental states. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2010; 28:853-70. [DOI: 10.1348/026151009x482930] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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