Relations between fantasy and transfer of learning from storybooks.

Prior research presents a mixed picture regarding the circumstances under which children transfer learning of problem solutions from fantastical stories to real-world problems. Two experiments examined 3- to 5-year-old children's transfer of learning from fantastical storybooks that systematically varied in the fantastical abilities of storybook characters. In both experiments, participants heard stories about a character solving physical problems, and then participants attempted to solve analogous real-world problems. In Experiment 1, children heard stories that varied the fantastical abilities and practices of the protagonist; characters either did or did not have the ability to violate physical laws and did or did not use magic to help in solving a problem. Children were more likely to transfer problem solutions from the stories in which characters were presented as having the ability to violate real-world physical laws. In Experiment 2, the fantastical abilities of the characters varied by whether the characters were described as real, as pretend but living in a world where no physical laws could be violated, as pretend and living in a world where some physical laws could be violated, or as pretend and living in a world where many physical laws could be violated. Other than varying the characters' abilities, all characters used realistic solutions to solve the problem. Again, transfer was higher for children who heard about characters with the ability to violate real-world laws. The findings suggest that fantastical stories in which characters have the ability to do impossible things but use realistic solutions to problems can be effective in teaching children how to solve physical problems.

How, when, and what do young children learn from fictional stories?

Fictional stories for children are often designed to teach new information such as vocabulary words and problem-solving solutions. Past work has shown that children can learn real-world information from these fictional sources, but we do not yet understand the full scope of how different variables affect this learning process. The articles in this special issue aimed to address this question, paying particular attention to the ways in which the fantastical elements that are so common in children's media might affect their learning. In this editorial introduction, we draw out common themes from these articles and identify open questions in this field. Specifically, although there is clearly more work to be done, these articles demonstrate that fantasy can sometimes benefit children's learning, that learning is affected by children's prior knowledge and by how the educational information is integrated into the story, and that it is important to disentangle the type of target educational information (e.g., new facts vs. executive function strategies) from the type of fictional context used to teach it.

Perceptions of the Efficacy of Prayer and Conventional Medicine for Health Concerns.

Previous research has associated prayer practices with positive health outcomes, but few studies have examined: (a) the perceptions of prayer in relation to perceptions of the efficacy of conventional medicine, and (b) whether the perceptions of prayer efficacy differ based on illness type, context of prayer, and whether prayer is for the self or someone else. The current study surveyed 498 emerging adults at a public university. Conventional medicine was perceived as more effective for alleviating health concerns overall, but participants perceived prayer as most effective when performed in a group setting for someone else. Individuals perceived prayer as more effective than conventional medicine when they reported greater religious activity, lower health locus of control, and higher spiritual locus of control.

The development and diversity of religious cognition and behavior: Protocol for Wave 1 data collection with children and parents by the Developing Belief Network.

The Developing Belief Network is a consortium of researchers studying human development in diverse social-cultural settings, with a focus on the interplay between general cognitive development and culturally specific processes of socialization and cultural transmission in early and middle childhood. The current manuscript describes the study protocol for the network's first wave of data collection, which aims to explore the development and diversity of religious cognition and behavior. This work is guided by three key research questions: (1) How do children represent and reason about religious and supernatural agents? (2) How do children represent and reason about religion as an aspect of social identity? (3) How are religious and supernatural beliefs transmitted within and between generations? The protocol is designed to address these questions via a set of nine tasks for children between the ages of 4 and 10 years, a comprehensive survey completed by their parents/caregivers, and a task designed to elicit conversations between children and caregivers. This study is being conducted in 39 distinct cultural-religious groups (to date), spanning 17 countries and 13 languages. In this manuscript, we provide detailed descriptions of all elements of this study protocol, give a brief overview of the ways in which this protocol has been adapted for use in diverse religious communities, and present the final, English-language study materials for 6 of the 39 cultural-religious groups who are currently being recruited for this study: Protestant Americans, Catholic Americans, American members of the Church of Jesus Christ of Latter-day Saints, Jewish Americans, Muslim Americans, and religiously unaffiliated Americans.

Preschoolers' attention to and learning from on-screen characters that vary by effort and efficiency: An eye-tracking study.

Prior findings are mixed regarding the extent to which children understand others' effort in early childhood. Especially, little is known about how character effort impacts children's selective attention and learning. This study examined preschoolers' visual attention to and learning from two on-screen characters: One character exerting high effort with low efficiency and another character exerting low effort with high efficiency in solving problems successfully. Children between 3.5 and 6.5 years of age (N = 70) watched a video of the two on-screen characters successfully solving problems. Children's eye movements were recorded during viewing. Each of the two on-screen characters consistently displayed either high effort/low efficiency or low effort/high efficiency to solve four problems (familiarization). For the final problem (testing), the two characters exerted the same level of effort as each other and used unique solutions to solve the problem. Children then solved the final problem themselves using real objects. Children could selectively use either character's solution demonstrated in the video. Lastly, children explicitly judged how good the characters were at solving problems. Younger children were more likely to use the solution demonstrated by the character with high effort/low efficiency, whereas older children were more likely to use the solution provided by another character with low effort/high efficiency. Younger children allocated more attention to the high effort/low efficiency character than the low effort/high efficiency character, but this pattern was modified by age such that children's gaze to the low effort/high efficiency character increased with age. Children's explicit credibility judgments did not differ by character or child age. The findings are discussed with respect to preschoolers' understanding of effort and implications for children's learning from screen media.

Belief, culture, & development: Insights from studying the development of religious beliefs and behaviors.

We describe the theoretical and methodological contributions of a cultural and developmental approach to the study of religious belief and behavior. We focus on how the study of religious development can provide a foothold into answering some key questions in developmental science: What is belief? What is culture? What is the nature of human development? Throughout the chapter, we provide examples of methodological innovations that have emerged over the course of the first year of a global, collaborative research project into the development of religious beliefs and behaviors.

Preschoolers' quarantining of fantasy stories.

Preschool-aged children are exposed to fantasy stories with the expectation that they will learn messages in those stories that are applied to real-world situations. We examined children's transfer from fantastical and real stories. Over the course of 2 studies, 3½- to 5½-year-old children were less likely to transfer problem solutions from stories about fantasy characters than stories about real people. A combined analysis of the participants in the 2 studies revealed that the factors predicting transfer differed for the fantasy and real stories. These findings are discussed within the context of their implications for preschoolers' developing boundaries between fantasy and real worlds.

Media as social partners: the social nature of young children's learning from screen media.

Television has become a nearly ubiquitous feature in children's cultural landscape. A review of the research into young children's learning from television indicates that the likelihood that children will learn from screen media is influenced by their developing social relationships with on-screen characters, as much as by their developing perception of the screen and their symbolic understanding and comprehension of information presented on screen. Considering the circumstances in which children under 6 years learn from screen media can inform teachers, parents, and researchers about the important nature of social interaction in early learning and development. The findings reviewed in this article suggest the social nature of learning, even learning from screen media.

Just a talking book? Word learning from watching baby videos.

This study examined the relationship between viewing an infant DVD and expressive and receptive language outcomes. Children between 12 and 15 months were randomly assigned to view Baby Wordsworth, a DVD highlighting words around the house marketed for children beginning at 12 months of age. Viewings took place in home settings over 6 weeks. After every 2 weeks and five exposures to the DVD, children were assessed on expressive and receptive communication measures. Results indicated there was no increased growth on either outcome for children who had viewed the DVD as compared to children in the control group, even after multiple exposures. After controlling for age, gender, cognitive developmental level, income, and parent education, the most significant predictor of vocabulary comprehension and production scores was the amount of time children were read to.

Dimensional Structure of and Variation in Anthropomorphic Concepts of God.

When considering other persons, the human mind draws from folk theories of biology, physics, and psychology. Studies have examined the extent to which people utilize these folk theories in inferring whether or not God has human-like biological, physical, and psychological constraints. However, few studies have examined the way in which these folk attributions relate to each other, the extent to which attributions within a domain are consistent, or whether cultural factors influence human-like attributions within and across domains. The present study assessed 341 individuals' attributions of anthropomorphic properties to God in three domains (psychological, biological, and physical), their religious beliefs, and their engagement in religious practices. Three Confirmatory Factor Analyses tested hypothetical models of the underlying structure of an anthropomorphic concept of God. The best fitting model was the "Hierarchical Dimensions Concept," the analyses indicated one overall dimension of anthropomorphism with three sub-domains. Additionally, participants' religiosity was negatively related to attributing human-like psychological properties to God, suggesting that the more people engage with their religion, the less they think about God as having a 'human-like' mind. Religiosity was positively related to individual consistency scores in the biological domain. In other words, greater religiosity was related to less consistent answers about God's biological properties. As a result, the findings of the current study also suggest that individuals do not just vary between each other in how much they anthropomorphize God, but additionally, variation exists in the type of anthropomorphic reasoning used within an individual person's concept of God.

The Influence of Active Gaming on Cardiorespiratory Fitness in Black and Hispanic Youth.

BACKGROUND: Youth in the United States have low levels of cardiorespiratory fitness, a risk factor for childhood obesity. Lower levels of physical fitness for black and Hispanic youth contribute to health disparities. In this feasibility study, we examined active video games (AVGs) as a tool to improve fitness and attitudes toward physical activity during early adolescence. METHOD: A 6-week AVG program took place in a youth development program in a high-poverty neighborhood in New York City. Youth aged 10 to 15 years (50% overweight or obese) participated in 2 fitness tests and completed surveys that captured barriers to physical activity pre- and postintervention. Each week, participants played Wii Fit games for 30 minutes. RESULTS: Participants improved the number of sit-ups and step-ups they completed from pre- to postintervention (p < .05). Participants also increased their self-efficacy, intention to exercise and perceived social support to exercise (p < .05). Youth reported a high level of enjoyment and perceived Wii Fit as ways to increase physical fitness and increase their physical activity. CONCLUSION: AVGs may be a viable alternative exercise program to increase physical activity for black and Hispanic youth living in poverty-impacted neighborhoods.

The role of religious context in children's differentiation between God's mind and human minds.

The current study examined the cultural factors (i.e., religious background, religious participation, parents' views of prayer, and parents' concepts of God) that contribute to children's differentiation between the capabilities of human minds and God's mind. Protestant Christian, Roman Catholic, Muslim, and Religiously Non-Affiliated parents and their preschool-aged children were interviewed (N = 272). Children of Muslim parents differentiated the most between God's mind and human minds (i.e., human minds are fallible but God's is not), and children who had greater differentiation between God's and humans' minds had parents who had the least anthropomorphic conceptions of God. Additionally, there was a unique effect of being raised in a Religiously Non-Affiliated home on the degree of children's differentiation between God's and human minds after religious context factors had been accounted for; in other words, children of Religious Non-Affiliates differentiated between humans and God the least and their differentiation was unrelated to religious context factors. These findings delineate the ways in which religious context differences influence concepts of God from the earliest formation. Statement of contribution What is already known on this subject? Children's concept of God develops during the preschool years. The degree of anthropomorphism in children's concept of God varies. What does this study add? Muslim children have a strong differentiation between what God's mind and human minds can do. Religiously Non-Affiliated children have almost no differentiation between God's and human minds. Parent anthropomorphism explains variance in children's God concepts, both within and across religious groups.

Children's understanding of the knowledge prerequisites of drawing and pretending.

Many young children will claim that someone is pretending to be something even when the person does not know what that something is. To examine whether children's failure to take knowledge prerequisites into account is part of a more fundamental problem in recognizing how mental representations constrain external ones, the authors asked children whether an artist who did not know what something was, yet whose drawing bore resemblance to it, was drawing it. The same questions were asked regarding pretending. Children performed similarly on pretending and drawing questions, and performance on both questions improved when the protagonists' point of view was emphasized. Performance for drawing improved somewhat when alternative goals were stated. Further, cross-sectional data indicated that understanding how knowledge relates to producing external representations increases gradually from age 4 to age 8, suggesting that experiential factors may be crucial to this understanding.

Observers' proficiency at identifying pretense acts based on behavioral cues.

Discriminating what is pretense from what is real is a fundamental problem in development. Research has addressed the proficiency with which adults and children discriminate between play fighting and real fighting, and yet none (to our knowledge) has investigated discrimination of other kinds of pretense and real acts. In addition, little is known about what aspects of pretender behavior (as opposed to pretend content) might cue pretense interpretations. In two experiments, 8-20 s clips showing pretense and real snack behaviors were presented to adult and child participants. All participants distinguished between pretense and real behaviors at better than chance level. Furthermore, certain features (specific looking patterns and mistimed behaviors) were most prominent in the videotapes that were most often correctly identified. This provides empirical support for the suggestion that these cues, as opposed to more commonly cited cues, like smiles, might serve as important indicators of pretense for children and adults.

The trouble with halos: invited commentary on Kim, S., & Harris, P. L. (2014). Children prefer to learn from mind-readers. British Journal of Developmental Psychology.

This commentary on Kim and Harris (2014) addresses the authors' interpretation of the halo effect, in which 5- to 6-year-old children preferentially agreed with an informant who could read other people's minds, regardless of domain of knowledge.

Effects of Exergame Play on EF in Children and Adolescents at a Summer Camp for Low Income Youth.

Past research has suggested exergame play improves adolescents' executive function (EF) skills. EF change in 70 African American and Hispanic/Latino 10- to 16-year-olds participating in an inner-city summer camp was assessed following five 30-minute exergame play sessions. Children's EF scores improved from pre- to posttest, and factors related to this change were examined. The number of exergame sessions the participants attended predicted posttest scores. In addition, level of achievement during game play was related to EF scores. Finally, the children's level of enjoyment was not related to EF; however, frustration and boredom during game play were negatively related to EF. The findings are discussed in terms of their implications for the relationship between exergame play and cognitive benefits for adolescent players.

Word learning from baby videos.

OBJECTIVE: To examine whether children between 12 and 25 months of age learn words from an infant-directed DVD designed for that purpose. DESIGN: Half of the children received a DVD to watch in their home over the course of 6 weeks. SETTING: All participants returned to a laboratory for testing on vocabulary acquisition every 2 weeks. PARTICIPANTS: Ninety-six 12- to 24-month-old children. MAIN EXPOSURE: Baby videos. MAIN OUTCOME MEASURES: Parent report and observational measures of vocabulary acquisition related to words highlighted in the DVD; parent report of general language development; and parent report of children's media use. RESULTS: The age at first viewing of baby DVDs was related to children's general language development. There was no evidence of learning words highlighted in the infant-directed DVD independent of parental intervention. CONCLUSIONS: Researchers should continue to examine whether infant-directed media are effective in teaching infants and toddlers content and consider the cognitive factors related to whether very young viewers should be expected to learn from a DVD.