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What Are the Odds? Preschoolers' Ability to Distinguish between Possible, Impossible, and Probabilistically Distinct Future Outcomes
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Crimston, Jessica; Redshaw, Jonathan; Suddendorf, Thomas – Developmental Psychology, 2023
Previous research has suggested that infants are able to distinguish between possible and impossible events and make basic probabilistic inferences. However, much of this research has focused on children's intuitions about past events for which the outcome is already determined but unknown. Here, we investigated children's ability to use…
Descriptors: Preschool Children, Thinking Skills, Intuition, Discrimination Learning
Twelve to 24-Month-Olds Can Understand the Meaning of Morphological Regularities in Their Language
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Ferry, Alissa; Nespor, Marina; Mehler, Jacques – Developmental Psychology, 2020
To learn a language infants must learn to link arbitrary sounds to their meaning. While words are the clearest example of this link, they are not the only component of language; morphological regularities (e.g., the plural -s suffix in English) carry meaning as well. Comprehensive theories of language acquisition must account for how infants build…
Descriptors: Infants, Child Language, Comprehension, Morphology (Languages)
Intersensory Redundancy Hinders Face Discrimination in Preschool Children: Evidence for Visual Facilitation
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Bahrick, Lorraine E.; Krogh-Jespersen, Sheila; Argumosa, Melissa A.; Lopez, Hassel – Developmental Psychology, 2014
Although infants and children show impressive face-processing skills, little research has focused on the conditions that facilitate versus impair face perception. According to the intersensory redundancy hypothesis (IRH), face discrimination, which relies on detection of visual featural information, should be impaired in the context of…
Descriptors: Preschool Children, Infants, Visual Perception, Human Body
Children's Use of Moral Behavior in Selective Trust: Discrimination versus Learning
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Doebel, Sabine; Koenig, Melissa A. – Developmental Psychology, 2013
Does valence play a role in children's sensitivity to and use of moral information in the service of selective learning? In the present experiment, we explored this question by presenting 3- to 5-year-old children with informants who behaved in ways consistent or inconsistent with sociomoral norms, such as helping a peer retrieve a toy or…
Descriptors: Preschool Children, Moral Values, Trust (Psychology), Prosocial Behavior
Crossing the Divide: Infants Discriminate Small from Large Numerosities
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Cordes, Sara; Brannon, Elizabeth M. – Developmental Psychology, 2009
Although young infants have repeatedly demonstrated successful numerosity discrimination across large sets when the number of items in the sets changes twofold (E. M. Brannon, S. Abbott, & D. J. Lutz, 2004; J. N. Wood & E. S. Spelke, 2005; F. Xu & E. S. Spelke, 2000), they consistently fail to discriminate a twofold change in number when one set…
Descriptors: Infants, Number Concepts, Discrimination Learning, Visual Discrimination
Developmental Change in the Acuity of the "Number Sense": The Approximate Number System in 3-, 4-, 5-, and 6-Year-Olds and Adults
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Halberda, Justin; Feigenson, Lisa – Developmental Psychology, 2008
Behavioral, neuropsychological, and brain imaging research points to a dedicated system for processing number that is shared across development and across species. This foundational Approximate Number System (ANS) operates over multiple modalities, forming representations of the number of objects, sounds, or events in a scene. This system is…
Descriptors: Number Systems, Neurology, Child Development, Children