Large-scale data decipher children's scale errors: A meta-analytic approach using the zero-inflated Poisson models.

Scale errors are intriguing phenomena in which a child tries to perform an object-specific action on a tiny object. Several viewpoints explaining the developmental mechanisms underlying scale errors exist; however, there is no unified account of how different factors interact and affect scale errors, and the statistical approaches used in the previous research do not adequately capture the structure of the data. By conducting a secondary analysis of aggregated datasets across nine different studies (n = 528) and using more appropriate statistical methods, this study provides a more accurate description of the development of scale errors. We implemented the zero-inflated Poisson (ZIP) regression that could directly handle the count data with a stack of zero observations and regarded developmental indices as continuous variables. The results suggested that the developmental trend of scale errors was well documented by an inverted U-shaped curve rather than a simple linear function, although nonlinearity captured different aspects of the scale errors between the laboratory and classroom data. We also found that repeated experiences with scale error tasks reduced the number of scale errors, whereas girls made more scale errors than boys. Furthermore, a model comparison approach revealed that predicate vocabulary size (e.g., adjectives or verbs), predicted developmental changes in scale errors better than noun vocabulary size, particularly in terms of the presence or absence of scale errors. The application of the ZIP model enables researchers to discern how different factors affect scale error production, thereby providing new insights into demystifying the mechanisms underlying these phenomena. A video abstract of this article can be viewed at https://youtu.be/1v1U6CjDZ1Q RESEARCH HIGHLIGHTS: We fit a large dataset by aggregating the existing scale error data to the zero-inflated Poisson (ZIP) model. Scale errors peaked along the different developmental indices, but the underlying statistical structure differed between the in-lab and classroom datasets. Repeated experiences with scale error tasks and the children's gender affected the number of scale errors produced per session. Predicate vocabulary size (e.g., adjectives or verbs) better predicts developmental changes in scale errors than noun vocabulary size.

The Relationship Between Hostile Intent Attribution and Aggression in Japanese Children.

Previous studies showed that hostile intent attribution (HIA) was significantly correlated with and contributed to the development of aggression in children. Studies that directly examined the factors that explained the relationship between HIA and aggression are lacking. Hence, this study investigated (a) the correlation between HIA and aggression and (b) the variables (hyperactivity, prosociality, and collaborative problem-solving) that mediated the relationship between HIA and aggression in Japanese children aged 4-9 years. The participants were 180 children and their caregivers. First, the caregivers reported their children's aggression, hyperactivity, prosociality, and collaborative problem-solving through questionnaires. Next, the children worked on an HIA task. The results showed a weak positive correlation between HIA and aggression. Furthermore, significant indirect effects were observed among all the mediation models. The model that contained all three mediators yielded the smallest Akaike Information Criterion value. In this model, the indirect effect was significant only for the path with hyperactivity as the mediator. These findings provide several suggestions for revealing the mechanism of the relationship between HIA and aggression during childhood. Notably, children's hyperactivity was suggested to play a particularly important role in the relationship between HIA and aggression.

Young children's subjective and objective thresholds and emergent processes of visual consciousness using a backward masking task.

Visual consciousness studies in humans have primarily focused on adults. However, whether young children's visual consciousness is similar to or different from that of adults remains unknown. This study examined young children's and adults' subjective awareness and objective discrimination for thresholds and emergent processes of visual consciousness in two experiments. In Experiment 1, 20 5-6-year-olds and 20 adults attempted a figure discrimination task using a square or a diamond as the target stimulus and responded, using a two-point scale, to a question on subjective awareness of the target stimulus with stimulus onset asynchronies (SOA) from 20 to 260 ms. In Experiment 2, 31 5-6-year-olds and 16 adults attempted the task and responded, using a four-point scale, to a question on subjective awareness with SOA from 50 to 550 ms. We measured the discrimination accuracy and the awareness scale with SOA and fit them to the sigmoid function. The results showed that the objective accuracy threshold of young children was larger than that of adults. Moreover, young children's subjective awareness threshold was larger than that of adults in the four-point but not in the two-point scale responses. Finally, there were no age differences in the emergent process of consciousness. This study suggests that the emergent process of consciousness in young children is similar to that in adults, however, the threshold in young children is larger than that in adults.

The effect of metacognitive executive function training on children's executive function, proactive control, and academic skills.

The current study investigated the effects of metacognitive and executive function (EF) training on childhood EF (inhibition, working memory [WM], cognitive flexibility, and proactive/reactive control) and academic skills (reading, reasoning, and math) among children from disadvantaged backgrounds. Children (N = 134, Mage = 8.70 years) were assigned randomly to the three training groups: (a) metacognitive training of basic EF processes (meta-EF), (b) training of basic EF processes (basic-EF), and (c) active controls (active control). They underwent 16 training sessions over the course of 2 months. No effects of EF and/or metacognitive training were found for academic outcomes. However, both meta-EF and basic-EF groups demonstrated greater gains than the active control group on proactive control engagement and WM, suggesting that EF training promotes a shift to more mature ways of engaging EF. Our findings suggest minimal near- and far-transfer effects of metacognitive training but highlight that proactive engagement of EF can be promoted through EF training in children. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Psychophysiological responses of shame in young children: A thermal imaging study.

Shame can be defined as the emotional response to one's violations of rules being exposed to others. However, it is difficult to objectively measure this concept. This study examined the psychophysiological indicators of shame in young children using behavioral methods and thermography, which measures facial temperatures that reflect blood flow changes related to emotions. Four- to six-year-old children participated in an "animal guessing game," in which they lied about having violated a rule. They were assigned to either the exposure or the non-exposure group. In the exposure group, participants' lies were exposed by the experimenter, whereas in the non-exposure group, their lies were not. Results showed that at the behavioral level, participants in the exposure group expressed characteristic behaviors of shame (e.g., embarrassed smiles) more often than those in the non-exposure group. Moreover, the nasal temperatures of participants in the exposure group were higher than those of participants in the other group after the lie was exposed. These results suggest that participants' lies being exposed induced psychophysiological responses and consequently raised their nasal temperature. This finding indicates that psychophysiological responses can enable us to objectively measure higher-order emotions in young children.

Children attribute higher social status to people who have extraordinary capabilities.

Throughout history, individuals believed to have extraordinary capabilities were generally highly ranked in their communities; this suggests a universal "extraordinary-dominant expectation" in human minds, which may play a key role in religious thought, even in modern societies. This study shows that 5-6-year-old children, who begin to understand real-world causalities regarding how the body and mind of human beings work, predict that individuals who exhibit extraordinary capabilities have higher social status in interactions with individuals who exhibit ordinary capabilities. In Experiment 1, we showed children two individuals achieving goals using either humanly possible or impossible methods, the latter involving simple forms of violation of intuitive psychology (knowing without seeing), physics (flying), or biology (fire breathing). The children clearly judged the latter as surprising and unusual. More importantly, the children predicted that individuals showing extraordinary capabilities will gain contested resources and play a dominant role in interactions with ordinary individuals, indicating a higher social status. Further investigations suggested that the children specifically linked extraordinary capacities to social status, as they did not attribute dominance to individuals who apply surprising/unusual but possible methods (Experiment 2), and that they did not indiscriminately attribute positive characteristics to extraordinary capabilities despite a strong extraordinary-dominant expectation being replicated (Experiment 3). These findings demonstrate that extraordinary-dominant expectations can be observed in childhood across different intuitive knowledge domains, helping understand the cognitive mechanisms of religious thought and the cognitive foundations of hierarchical social systems.

Viewing and playing fantastical events does not affect children's cognitive flexibility and prefrontal activation.

Media exposure, such as viewing fantastical content, can have negative, immediate, and long-term effects on children's executive function. A recent study showed that watching fantastical content on a tablet can impair children's inhibitory control and prefrontal activation during the performance of a task. However, the same effect was not observed when children played fantastical games on a tablet. We aimed to replicate and extend this research by examining whether the same effects are observed during a cognitive flexibility task. In this study, preschool children (N = 32, 15 girls, Mean age in months (SD) = 60.6 (10)) viewed or played fantastical content on a tablet and performed a Dimensional Change Card Sort (DCCS) task before or after the media exposure. We assessed children's behavioral performance and prefrontal activation, as measured by functional near-infrared spectroscopy (fNIRS), and found no behavioral or neural changes after exposure. Our analyses using the Bayes factor supported the null hypothesis that children's cognitive flexibility is unaffected by watching or playing fantastical content.

Exploring role of sleep aids in sleep problems in preschool children.

It is well known that children use sleep aids, such as blankets or soft toys, at bedtime. However, there is a lack of understanding regarding the factors associated with their use and role in addressing sleep problems. This study investigated 96 Japanese children aged 40 to 47 months to examine these associations. We measured children's stress (through a questionnaire and salivary cortisol [cortisol awakening response]), anxiety symptoms, behavioral problems, and temperament, and created a model to predict the status of sleep aid use. Furthermore, we explored the association between sleep aid use and children's sleep problems as evaluated by their caregivers. We found that children who used sleep aids were more likely to experience anxiety symptoms. Moreover, most children used sleep aids even when they co-slept with their caregivers and/or siblings. Their use was not uniquely associated with sleep problems. These findings suggest that sleep aid serves as a defense against anxiety, including that caused by the absence of a caregiver, rather than as a substitute for a caregiver. Our study sheds light on their role and emphasizes the importance of viewing development within the complex interactive processes of humans and objects.

Visual memory of a co-actor's target during joint search.

Studies on joint action show that when two actors turn-takingly attend to each other's target that appears one at a time, a partner's target is accumulated in memory. However, in the real world, actors may not be certain that they attend to the same object because multiple objects often appear simultaneously. In this study, we asked participant pairs to search for different targets in parallel from multiple objects and investigated the memory of a partner's target. We employed the contextual cueing paradigm, in which repetitive search forms associative memory between a target and a configuration of distractors that facilitates search. During the learning phase, exemplars of three target categories (i.e., bird, shoe, and tricycle) were presented among unique objects, and participant pairs searched for them. In Experiment 1, it was followed by a memory test about target exemplars. Consequently, the partner's target was better recognized than the target that nobody searched for. In Experiments 2a and 2b, the memory test was replaced with the transfer phase, where one individual from the pair searched for the category that nobody had searched for while the other individual searched for the category the partner had searched for in the learning phase. The transfer phase did not show search facilitation underpinned by associative memory between the partner's target and distractors. These results suggest that when participant pairs search for different targets in parallel, they accumulate the partner's target in memory but may not form its associative memory with the distractors that facilitates its search.

Evaluating the Distinction between Cool and Hot Executive Function during Childhood.

This article assesses the cool-hot executive function (EF) framework during childhood. First, conceptual analyses suggest that cool EF (cEF) is generally distinguished from hot EF (hEF). Second, both EFs can be loaded into different factors using confirmatory factor analyses. Third, the cognitive complexity of EF is similar across cEF tasks, and the cognitive complexity of cEF is similar to hEF tasks. Finally, neuroimaging analysis suggests that children activate the lateral prefrontal regions during all EF tasks. Taken together, we propose that the cool-hot framework is a useful, though not definitive way of characterizing differences in EF.

The contextual cueing effect disappears during joint search in preschool children.

During preschool years, children's interacting with others increases. One of the involved developmental skills is task co-representation, through which children aged 5 years and older represent a partner's task in a similar way to their own task. In adults, task co-representation makes participants attend to and form memories of objects relevant to both their own task and their partner's task; however, it is unclear whether children can also form such memories. In Experiment 1, we examined the memory facilitation of joint search using a contextual cueing effect paradigm. Children were presented with search displays repeatedly with the same or random layouts and searched and responded to the target either alone (the single group; n = 32; Mage = 73.6 months, range = 61-80) or with their parent (the joint group; n = 32; Mage = 74.3 months, range = 64-81). Results showed that the search with the same layouts was faster than that with the random layouts for the single group, indicating that children form associative memories of target and distractors relevant to their own task. For the joint group, this effect was not statistically different from that of the single group, with exploratory analysis suggesting that it was disrupted. In Experiment 2, children performed the search with a peer (n = 32; Mage = 72.7 months, range = 67-79) and the effect was also not found. Our findings suggest that the self's and partner's tasks are represented but might not be incorporated into associative memory in 5- and 6-year-old children.

Gender stereotypes about intellectual ability in Japanese children.

Japan has a large gender gap; thus, this study examined whether Japanese 4- to 7-year-old children exhibit a "brilliance = males" stereotype and whether parental attitudes toward gender roles were related to children's stereotypes. We also explored whether the children exhibited such stereotypes in response to various stimuli. We showed children photos (Study 1) and stick figures (Study 2) of men, women, boys, and girls, asking them to attribute traits (smart or nice) to each. Study 1 revealed overwhelming in-group positivity in girls, whereas the results for boys were rather mixed. In Study 2, girls generally attributed nice to their own gender compared to boys. However, "brilliance = males" stereotypical responses were observed from 7 years of age, when boys began to be more likely to attribute smartness to their own gender compared to girls. The new data in Study 3 replicated results of Study 1 and parts of the results of Study 2. Moreover, merging the Study 3 data with that of Studies 1 and 2 confirmed their findings. Furthermore, it replicated the "brilliance = males" stereotype among 7-year-olds in the stick figure task. Parental attitudes toward gender roles were unrelated to children's gender stereotypes. The results indicated that Japanese children may acquire "brilliance = males" stereotypes later than American children (6-years-old). Furthermore, the results were clearer when children were presented with stick figure stimuli.

When "shoe" becomes free from "putting on": The link between early meanings of object words and object-specific actions.

Nouns referring to objects dominate children's early vocabulary over verbs referring to actions. However, some scholars have argued that early object-word meanings cannot be easily classified into specific object categories; rather, they have much undifferentiated meanings in which both objects and their specific actions are intertwined. We experimentally investigated this view using a two-alternative forced-choice task involving toddlers aged 18-23 months (n = 69). Both the cross-sectional and longitudinal results suggested that unlike older toddlers, younger ones could not select the correct referents when objects and object-specific actions were presented separately (e.g., "doing a filler action with shoes" vs. "putting on filler objects as if they were shoes") despite being successful when both were matched (e.g., "putting shoes on" vs. "doing a filler action with filler objects"). Additionally, toddlers failed to judge object-word referents solely by object-specific actions. These results indicated that early object-word meanings constitute the undifferentiated fusion of both objects and actions, and they subsequently differentiate into specific object categories independent of actions. Furthermore, the extent of such semantic differentiation is associated with the vocabulary growth of action words, suggesting that object-word meaning differentiation encouraged toddlers to develop new labels that could distinguish specific actions from objects. These findings revealed the uniqueness of young children's object-word comprehension, which is different from that of adults.

Object labeling activates young children's scale errors at an early stage of verb vocabulary growth.

Scale errors are intriguing developmental phenomena in which young children attempt to perform impossible object-specific actions toward miniature-sized objects. Of several related cognitive abilities, lexical development during toddlerhood enhances scale error production by making objects' semantic representations dominant over perceptual information. To directly address the effect of activated semantic representations on scale errors, we examined whether and when object labeling affected scale errors. Toddlers aged 18 to 30 months (N = 72) performed a body-based scale error task twice: in one session with specific object labels provided (e.g., "chair") and in the other session with general pronouns provided (e.g., "this"). Using different developmental indices, including chronological age and productive vocabulary size of nouns, verbs, and adjectives, the enhancement effect of object labeling was detected only for children whose verb vocabulary size was classified into the medium group (3-26 words). Moreover, verb vocabulary size was determined to be the best predictor of scale error production among the candidate developmental indices. We also found that toddlers produced more scale errors in the first session that they performed the task compared with the second session. In addition to revealing that careful control of relevant factors (e.g., developmental indices, labeling, task repetition) is required for scale error research, this study sheds light on the relevance of verb vocabulary on scale errors.

Visual image of God/gods during early childhood.

This study examined whether Japanese children have a different visual image of God/gods than children from Western countries, who have an image of an old White man. Study 1 comprised 183, 4-7-year-old Japanese children (93 girls), who had to choose a face that looked like God/gods from among pictures of faces that differed on age (e.g., young Asian man vs. old Asian man), race (e.g., White woman vs. Black woman vs. Asian woman), or gender (e.g., Asian man vs. Asian woman). Children's responses were relatively biased toward old or White faces, but only boys were weakly biased toward male faces. Study 2 confirmed that children did not have a strong gender bias. Japanese children conceptualise God/gods as old or White.

COVID-19 school and kindergarten closure relates to children's social relationships: a longitudinal study in Japan.

The COVID-19 pandemic has led children to experience school closures. Although increasing evidence suggests that such intense social quarantine influences children's social relationships with others, longitudinal studies are limited. Using longitudinal data collected during (T1) and after (T2) intensive school closure and home confinement, this study investigated the impacts of social quarantine on children's social relationships. Japanese parents of children aged 0-9 years (n = 425) completed an online questionnaire that examined children's socio-emotional behavior and perceived proximity to parents or others. The results demonstrated that social quarantine was not significantly related to children's socio-emotional behavior across all age groups. However, changes in children's perceived proximity varied depending on certain age-related factors: elementary schoolers' perceived closeness to parents significantly decreased after the reopening of schools, whereas that to others, such as peers, increased. Such effects were not observed in infants and preschoolers. The follow-up survey 9-month after the reopening of schools (T3; n = 130) did not detect significant differences in both children's socio-emotional behavior and perceived proximity from that after the intense quarantine. These findings suggest that school closure and home confinement may have influenced children's social development differently across their age, and its effects were larger in perceived closeness rather than social behavior.

Relationship between cool and hot executive function in young children: A near-infrared spectroscopy study.

A theoretical distinction exists between the cool and hot aspects of executive function (EF). At the neural level, cool EF may be associated with activation in the lateral prefrontal cortex and the anterior cingulate cortex, whereas the orbitofrontal cortex may play a key role in hot EF. However, some recent studies have shown that young children show activity in the lateral prefrontal regions during hot EF tasks, suggesting that the distinction between hot and cool EF may not be as marked. Nevertheless, few neuroimaging studies have directly examined the relationship between cool and hot EF. In this study, preschool children (N = 46, mean age = 66.1 months) were given both cool (Dimensional Change Card Sort (DCCS) and Stroop-like tasks) and hot (delay of gratification) EF tasks, and neural activation during these tasks was measured using functional near-infrared spectroscopy (fNIRS). Correlational analyses and analysis of variance (ANOVA) were conducted to assess the relationship between cool and hot EF. At the behavioral level, a moderate correlation was found between DCCS and Stroop-like tasks, but no correlation emerged between cool and hot EF tasks. At the neural level, prefrontal activations during the cool EF tasks did not correlate with those during the hot EF task. Further, children showed stronger prefrontal activations during the DCCS tasks compared to the delay of gratification tasks. The results suggest that the neural basis of hot and cool EF may differ during early childhood.

Parental responsiveness and children's trait epistemic curiosity.

Curiosity, the desire to learn new information, has a powerful effect on children's learning. Parental interactions facilitate curiosity-driven behaviors in young children, such as self-exploration and question-asking, at a certain time. Furthermore, parenting quality predicts better academic outcomes. However, it is still unknown whether persistent parenting quality is related to children's trait epistemic curiosity (EC). The current study examined whether parenting practices, responsiveness, and demandingness are cross-sectionally related to the trait EC of children in different age groups (preschoolers, younger and older school-aged children). We adopted a shortened Japanese version of the parenting style questionnaire and modified the trait EC questionnaire in young children. A sample of 244 caregivers (87.37% mothers) of children (ages 3-12) was recruited through educational institutions in Japan and reported on their parenting practices and trait EC. All data analyses were performed using SPSS version 26. Hierarchical regression analyses were performed to determine the explanatory variables for children's trait EC. Self-reported parental responsiveness significantly explained EC scores. To the best of our knowledge, this is the first study to show a cross-sectional relationship between parental responsiveness and children's trait EC. Future research should clarify whether parental responsiveness in early childhood predicts children's EC later in life.

Did Children Interact With Their Personified Objects During the COVID-19 Pandemic?

Although previous studies revealed the characteristics of children with imaginary companions, the characteristics of children alone could not explain why some children create and interact with imaginary companions. The current cross-sectional study examined the impact of the situational factors, decreased opportunities to meet and play with real playmate due to the COVID-19 pandemic, on the prevalence of imaginary companions. Five hundred sixty caregivers of children aged 2-9 years (half of them were girls) were asked whether their children currently had imaginary companions (personified objects and invisible friends) before (September 2019) and during the pandemic (April 2020). The logistic regression model showed that only the prevalence of personified objects increased during the pandemic, OR = 2.01, 95%CI [1.34, 3.00], even when potential variables were controlled. The results suggest that children more frequently played with their personified objects during the pandemic compared to before the pandemic.

The neurobehavioral relationship between executive function and creativity during early childhood.

Increasing evidence from behavior and neuroimaging research indicates that executive function (EF) is related to creativity. However, most of these studies focused on adult and adolescent populations. The relationship between EF and creativity is unknown when EF undergoes rapid development during early childhood, due to the preschoolers' marginal skills of expressing their ideas, orally or in writing. Using a nonverbal, open-ended test, the present study examined whether creative thinking was related to cognitive flexibility in young children. Preschool children (N = 26) performed the Dimensional Change Card Sort (DCCS) and the Unusual Box Test (UBT), while their brain activation was recorded using functional near-infrared spectroscopy (fNIRS). We did not find any significant correlation between children's cognitive flexibility and creative thinking. However, fNIRS analyses showed that children's brain activation in the lateral prefrontal regions was significantly greater during the test phases of the UBT. Additionally, children who strongly recruited their ventrolateral prefrontal regions during the post-switch phases of the DCCS recruited the same regions while performing the UBT. Taken together, these findings suggest that children recruit their lateral prefrontal regions when expressing creative thinking, and that such creative thinking could be partially supported by cognitive flexibility in early childhood.