More Like this

1. When event knowledge overrides word order in sentence comprehension: Learning a first language after childhood

   https://doi.org/10.1111/desc.13073  

   Cheng, Qi; Mayberry, Rachel_I (January 2021, Developmental Science)

   Abstract Limited language experience in childhood is common among deaf individuals, which prior research has shown to lead to low levels of language processing. Although basic structures such as word order have been found to be resilient to conditions of sparse language input in early life, whether they are robust to conditions of extreme language delay is unknown. The sentence comprehension strategies of post‐childhood, first‐language (L1) learners of American Sign Language (ASL) with at least 9 years of language experience were investigated, in comparison to two control groups of learners with full access to language from birth (deaf native signers and hearing L2 learners who were native English speakers). The results of a sentence‐to‐picture matching experiment show that event knowledge overrides word order for post‐childhood L1 learners, regardless of the animacy of the subject, while both deaf native signers and hearing L2 signers consistently rely on word order to comprehend sentences. Language inaccessibility throughout early childhood impedes the acquisition of even basic word order. Similar to the strategies used by very young children prior to the development of basic sentence structure, post‐childhood L1 learners rely more on context and event knowledge to comprehend sentences. Language experience during childhood is critical to the development of basic sentence structure. 

   more » « less
2. School-age children are more skeptical of inaccurate robots than adults

   https://doi.org/10.1016/j.cognition.2024.105814  

   Flanagan, Teresa; Georgiou, Nicholas C; Scassellati, Brian; Kushnir, Tamar (August 2024, Cognition)

   We expect children to learn new words, skills, and ideas from various technologies. When learning from humans, children prefer people who are reliable and trustworthy, yet children also forgive people's occasional mistakes. Are the dynamics of children learning from technologies, which can also be unreliable, similar to learning from humans? We tackle this question by focusing on early childhood, an age at which children are expected to master foundational academic skills. In this project, 168 4–7-year-old children (Study 1) and 168 adults (Study 2) played a word-guessing game with either a human or robot. The partner first gave a sequence of correct answers, but then followed this with a sequence of wrong answers, with a reaction following each one. Reactions varied by condition, either expressing an accident, an accident marked with an apology, or an unhelpful intention. We found that older children were less trusting than both younger children and adults and were even more skeptical after errors. Trust decreased most rapidly when errors were intentional, but only children (and especially older children) outright rejected help from intentionally unhelpful partners. As an exception to this general trend, older children maintained their trust for longer when a robot (but not a human) apologized for its mistake. Our work suggests that educational technology design cannot be one size fits all but rather must account for developmental changes in children's learning goals. 

   more » « less
3. A protracted developmental trajectory for English-learning children’s detection of consonant mispronunciations in newly learned words

   https://doi.org/10.1080/10489223.2022.2069026  

   Quam, Carolyn; Swingley, Daniel (September 2022, Language Acquisition)

   Children are adept at learning their language’s speech-sound categories, but just how these categories function in their developing lexicon has not been mapped out in detail. Here, we addressed whether, in a language-guided looking procedure, 2-year-olds would respond to a mispronunciation of the voicing of the initial consonant of a newly learned word. First, to provide a baseline of mature native-speaker performance, adults were taught a new word under training conditions of low prosodic variability. In a second experiment, 24- and 30-month-olds were taught a new word under training conditions of high or low prosodic variability. Children and adults showed evidence of learning the taught word. Adults’ target looking was reduced when the novel word was realized at test with a change in the voicing of the initial consonant, but children did not show any such decrement in target fixation. For both children and adults, most learners did not treat the pho- nologically distinct variant as a different word. Acoustic-phonetic variability during teaching did not have consistent effects. Thus, under conditions of intensive short-term training, 24- and 30-month-olds did not differentiate a newly learned word from a variant differing only in consonant voicing. High task complexity during training could explain why mispronunciation detec- tion was weaker here than in some prior studies. 

   more » « less
4. Children’s Indirect Exposure to the U.S. Justice System: Evidence From Longitudinal Links between Survey and Administrative Data

   https://doi.org/10.1093/qje/qjad021  

   Finlay, Keith; Mueller-Smith, Michael; Street, Brittany (June 2023, The Quarterly Journal of Economics)

   Abstract Children’s indirect exposure to the justice system through biological parents or coresident adults is both a marker of their own vulnerability and a measure of the justice system’s expansive reach in society. Estimating the size of this population for the United States has historically been hampered by inadequate data resources, including the inability to observe nonincarceration events, follow children throughout their childhood, and measure adult nonbiological parent cohabitants. To overcome these challenges, we leverage billions of restricted administrative and survey records linked with Criminal Justice Administrative Records System data and find substantially larger exposure rates than previously reported: prison, 9% of children born between 1999–2005; felony conviction, 18%; and any criminal charge, 39%. Charge exposure rates exceed 60% for Black, American Indian, and low-income children. While broader definitions reach a more expansive population, strong and consistently negative correlations with childhood well-being suggest that these remain valuable predictors of vulnerability. Finally, we document substantial geographic variation in exposure, which we leverage in a movers design to estimate the effect of living in a high-exposure county during childhood. We find that children moving into high-exposure counties are more likely to experience postmove exposure events and exhibit significantly worse outcomes by age 26 on multiple dimensions (earnings, criminal activity, teen parenthood, mortality); effects are strongest for those who moved at earlier ages. 

   more » « less
5. How do I feel when I think about taking action? Hope and boredom, not anxiety and helplessness, predict intentions to take climate action

   https://doi.org/10.1016/j.jenvp.2021.101649  

   Geiger, N.; Swim, J. K.; Gasper, K.; Fraser, J.; Flinner, K. (August 2021, Journal of environmental psychology)

   null (Ed.)

   This research examines the extent to which four anticipatory emotional reactions (hope, anxiety, helplessness, and boredom) that arise when contemplating participating in public-sphere climate action predict intentions to engage in such action. In a large, geographically diverse sample of American adults visiting informal science learning centers (e.g., zoos, aquariums; N = 4964), stronger feelings of hope robustly predicted greater intentions to act (η2p = .22, a large effect); whereas stronger feelings of boredom robustly predicted decreased intention to act (η2p = .09, a medium effect). Both of these feelings had significantly more predictive power than political orientation (η2p = .04, a small-to-medium effect). The extent to which respondents felt anxious or helpless was not strongly correlated with their intentions to take action (η2ps ≈ 0.01, a small effect). These findings highlight the underexplored connection between how people feel when they contemplate taking climate action and their intentions to engage in such action. 

   more » « less