Children's ability to make tentative interpretations of ambiguous messages

Intolerance of uncertainty and psychophysiological reactivity in anticipation of unpredictable threat in youth

OBJECTIVE

Intolerance of uncertainty (IU) is a key transdiagnostic feature of internalizing psychopathology. An increasing body of research suggests that IU is associated with increased psychophysiological reactivity in anticipation of unpredictable threat. However, most studies examining the psychophysiological correlates of IU have been conducted in adults. There is a critical need to understand the relationship between IU and psychophysiological reactivity in anticipation of unpredictable threat during adolescence, a key developmental period associated with increased exploration of situations with uncertain outcomes. Thus, the present study examined the association between (1) youth IU and (2) parental IU (as an indicator of risk) in relation to youth defensive motivation (startle reflex) and attention (startle probe N100 and P300) in anticipation of unpredictable threat.

METHODS

The sample included 193 13 to 22-year-old (M = 17.33, SD = 1.97) females and a biological parent. Participants and their parent completed a self-report measure of prospective and inhibitory IU. Youth startle potentiation, probe N100 enhancement, and probe P300 suppression (indicating increased attention to threat) were measured in anticipation of predictable and unpredictable threat.

RESULTS

Youth prospective IU and inhibitory IU were not related to youth psychophysiological reactivity to predictable or unpredictable threat. Greater parental prospective IU was associated with greater youth startle potentiation and probe N100 enhancement in anticipation of unpredictable threat.

CONCLUSION

The present study suggests that parental IU, but not concurrent IU, is associated with heightened defensive motivation and attentional engagement in anticipation of unpredictable threat in youth.

Knowing minds: Linking early perspective taking and later metacognitive insight

Recent metacognitive research using a partial knowledge task indicates that a firm understanding of 'knowing about knowing' develops surprisingly late, at around 6 years of age. To reveal the mechanisms subserving this development, the partial knowledge task was used in a longitudinal study with 67 children (33 girls) as an outcome measure at 5;9 (years;months). In addition, first- and second-order false belief was assessed at 4;2, 5;0, and 5;9. At 2;6, perspective taking and executive abilities were evaluated. Metacognition at 5;9 was correlated with earlier theory of mind and perspective taking - even when verbal intelligence and executive abilities were partialled out. This highlights the importance of perspective taking for the development of an understanding of one's own mind.

Shake it baby, but only when needed: Preschoolers adapt their exploratory strategies to the information structure of the task

Previous research has suggested that active engagement with the world drives children's remarkable learning capabilities. We investigated whether preschoolers are "ecological learners," that is, whether they are able to select those active learning strategies that are most informative in a given task. Children had to choose which of two exploratory actions (open vs. shake) to perform to find an egg shaker hidden in one of four small boxes, contained in two larger boxes. Prior to this game, children either learnt that the egg was equally likely to be found in any of the four small boxes (Uniform condition), or that it was most likely to be found in one particular small box (Skewed condition). Results of Study 1 show that 3- and 4-year-olds successfully tailored their exploratory actions to the different likelihood-distributions: They were more likely to shake first in the Uniform compared to the Skewed condition. Five-year-olds were equally likely to shake first, irrespective of condition, even when incentivized to shake only when needed (Study 2a). However, when the relevance of the frequency training for the hiding game was highlighted (Study 2b and Study 2c), the 5-year-olds showed the same behavioural pattern as the younger preschoolers in Study 1. We suggest that ecological learning may be a key mechanism underlying children's effectiveness in active learning.

Using data to solve problems: Children reason flexibly in response to different kinds of evidence

This study examined children's (5- to 9-year-olds, N = 363) abilities to use information seeking and explanation to solve problems using conclusive or inconclusive (i.e., consistent, inconsistent, or ambiguous) evidence. Results demonstrated that inconsistent and ambiguous evidence, not consistent evidence, motivate more requests for information than conclusive evidence. In addition, children's explanations were flexible in response to evidence; explanations based on transitive inference were more likely to be associated with an accurate conclusion than other explanation types. Children's requests for additional information in response to inconclusive evidence increased with age, as did their problem-solving accuracy. The data demonstrate that children's capacity to use information seeking and explanation develop in tandem as tools for problem solving.

Gestural and Prosodic Development Act as Sister Systems and Jointly Pave the Way for Children's Sociopragmatic Development

Children might combine gesture and prosody to express a pragmatic meaning such as a request, information focus, uncertainty or politeness, before they can convey these meanings in speech. However, little is known about the developmental trajectories of gestural and prosodic patterns and how they relate to a child's growing understanding and propositional use of these sociopragmatic meanings. Do gesture and prosody act as sister systems in pragmatic development? Do children acquire these components of language before they are able to express themselves through spoken language, thus acting as forerunners in children's pragmatic development? This review article assesses empirical evidence that demonstrates that gesture and prosody act as intimately related systems and, importantly, pave the way for pragmatic acquisition at different developmental stages. The review goes on to explore how the integration of gesture and prosody with semantics and syntax can impact language acquisition and how multimodal interventions can be used effectively in educational settings. Our review findings support the importance of simultaneously assessing both the prosodic and the gestural components of language in the fields of language development, language learning, and language intervention.

Strong and Weak Readings in the Domain of Worlds: A Negative Polar Modal and Children's Scope Assignment

This study investigates children's interpretation of sentences with two logical operators: Dutch universal modal hoeven and negation (niet). In adult Dutch, hoeven is an NPI that necessarily scopes under negation, giving rise to a NOT > NECESSARY reading. The findings from a hidden-object task with 5- and 6-year-old children showed that children's performance is suggestive of an interpretation of sentences with hoeft niet in which the modal scopes over negation (NECESSARY > NOT). This is in line with the Semantic Subset Principle that dictates that children should opt for the strongest possible reading in case of potential scope ambiguities. The full pattern of results, however, seems to be determined, in addition, by a particular strategy children use when facing uncertainty called Premature Closure.

Child understandings of the causation of childhood burn injuries: Child activity, parental domestic demands, and impoverished settings

BACKGROUND

Burns are a global public health problem. In South Africa, the rate of paediatric burn deaths is 5 times higher than other upper middle-income countries, with concentrations in impoverished settings. Globally, the majority of research focuses on expert and caregiver descriptions of burn occurrence, causation, and prevention, with limited consideration of children's perspectives. This study investigated children's understanding of the causation and prevention of childhood burns.

METHODS

Data were collected from eighteen 10- to 11-year-old children living in selected impoverished, fire-affected neighbourhoods in Cape Town, through 3 isiXhosa focus groups. All focus groups were transcribed, coded, and analysed for emerging themes through thematic analysis.

RESULTS

Themes regarding burn causation and risks centred around 4 themes: (a) developmental limits in context; (b) domestic chores, child capacity, and inability to say "no"; (c) inadequate supervision and compromised caregiving; and (d) unsafe structures. Child accounts of prevention pertained to (e) burn injury prevention activities in comprised environments and emphasized child agency, and upgrading the physical environment.

CONCLUSION

The children in this study ascribed burn injuries as the consequence of their developmental limits in the context of poverty, constraints on parental supervision, and unsafe environments. The children recommended safety education and upgrading their physical environments as part of burns injury prevention. The child accounts offer useful insights to inform safety interventions in impoverished settings.

Intolerance of Uncertainty, anxiety, and worry in children and adolescents: A meta-analysis

BACKGROUND

Intolerance of uncertainty (IU) has been implicated in the development and maintenance of worry and anxiety in adults and there is an increasing interest in the role that IU may play in anxiety and worry in children and adolescents.

METHOD

We conducted a systematic review and meta-analysis to summarize existing research on IU with regard to anxiety and worry in young people, and to provide a context for considering future directions in this area of research. The systematic review yielded 31 studies that investigated the association of IU with either anxiety or worry in children and adolescents.

RESULTS

The meta-analysis showed that IU accounted for 36.00% of the variance in anxiety and 39.69% in worry. Due to the low number of studies and methodological factors, examination of potential moderators was limited; and of those we were able to examine, none were significant moderators of either association. Most studies relied on questionnaire measures of IU, anxiety, and worry; all studies except one were cross-sectional and the majority of the studies were with community samples.

LIMITATIONS

The inclusion of eligible studies was limited to studies published in English that focus on typically developing children.

CONCLUSIONS

There is a strong association between IU and both anxiety and worry in young people therefore IU may be a relevant construct to target in treatment. To extend the existing literature, future research should incorporate longitudinal and experimental designs, and include samples of young people who have a range of anxiety disorders.

Children's on-line processing of epistemic modals

In this paper we investigated the real-time processing of epistemic modals in five-year-olds. In a simple reasoning scenario, we monitored children's eye-movements while processing a sentence with modal expressions of different force (might/must). Children were also asked to judge the truth-value of the target sentences at the end of the reasoning task. Consistent with previous findings (Noveck, 2001), we found that children's behavioural responses were much less accurate compared to adults. Their eye-movements, however, revealed that children did not treat the two modal expressions alike. As soon as a modal expression was presented, children and adults showed a similar fixation pattern that varied as a function of the modal expression they heard. It is only at the very end of the sentence that children's fixations diverged from the adult ones. We discuss these findings in relation to the proposal that children narrow down the set of possible outcomes in undetermined reasoning scenarios and endorse only one possibility among several (Acredolo & Horobin, 1987, Ozturk & Papafragou, 2015).

Do you have a question for me? How children with Williams syndrome respond to ambiguous referential communication during a joint activity

Research on language in individuals with Williams syndrome (WS) has been fueled by persistent theoretical controversies for two decades. These shifted from initial focus on dissociations between language and cognition functions, to examining the paradox of socio-communicative impairments despite high sociability and relatively proficient expressive language. We investigated possible sources of communicative difficulties in WS in a collaborative referential communication game. Five- to thirteen-year-old children with WS were compared to verbal mental age- and to chronological age-matched typically developing children in their ability to consider different types of information to select a speaker's intended referent from an array of items. Significant group differences in attention deployment to object locations, and in the number and types of clarification requests, indicated the use of less efficient and less mature strategies for reference resolution in WS than expected based on mental age, despite learning effects similar to those of the comparison groups, shown as the game progressed.

Escape from metaignorance: how children develop an understanding of their own lack of knowledge

Previous research yielded conflicting results about when children can accurately assess their epistemic states in different hiding tasks. In Experiment 1, ninety-two 3- to 7-year-olds were either shown which object was hidden inside a box, were totally ignorant about what it could be, or were presented with two objects one of which was being put inside (partial exposure). Even 3-year-olds could assess their epistemic states in the total ignorance and the complete knowledge task. However, only children older than 5 could assess their ignorance in the partial exposure task. In Experiment 2 with one hundred and one 3- to 7-year-olds, similar results were found for children under 5 years even when more objects were shown in partial exposure tasks. Implications for children's developing theory of knowledge are discussed.

Self-monitoring of listening abilities in normal-hearing children, normal-hearing adults, and children with cochlear implants

BACKGROUND

Self-monitoring has been shown to be an essential skill for various aspects of our lives, including our health, education, and interpersonal relationships. Likewise, the ability to monitor one's speech reception in noisy environments may be a fundamental skill for communication, particularly for those who are often confronted with challenging listening environments, such as students and children with hearing loss.

PURPOSE

The purpose of this project was to determine if normal-hearing children, normal-hearing adults, and children with cochlear implants can monitor their listening ability in noise and recognize when they are not able to perceive spoken messages.

RESEARCH DESIGN

Participants were administered an Objective-Subjective listening task in which their subjective judgments of their ability to understand sentences from the Coordinate Response Measure corpus presented in speech spectrum noise were compared to their objective performance on the same task.

STUDY SAMPLE

Participants included 41 normal-hearing children, 35 normal-hearing adults, and 10 children with cochlear implants.

DATA COLLECTION AND ANALYSIS

On the Objective-Subjective listening task, the level of the masker noise remained constant at 63 dB SPL, while the level of the target sentences varied over a 12 dB range in a block of trials. Psychometric functions, relating proportion correct (Objective condition) and proportion perceived as intelligible (Subjective condition) to target/masker ratio (T/M), were estimated for each participant. Thresholds were defined as the T/M required to produce 51% correct (Objective condition) and 51% perceived as intelligible (Subjective condition). Discrepancy scores between listeners' threshold estimates in the Objective and Subjective conditions served as an index of self-monitoring ability. In addition, the normal-hearing children were administered tests of cognitive skills and academic achievement, and results from these measures were compared to findings on the Objective-Subjective listening task.

RESULTS

Nearly half of the children with normal hearing significantly overestimated their listening in noise ability on the Objective-Subjective listening task, compared to less than 9% of the adults. There was a significant correlation between age and results on the Objective-Subjective task, indicating that the younger children in the sample (age 7-12 yr) tended to overestimate their listening ability more than the adolescents and adults. Among the children with cochlear implants, eight of the 10 participants significantly overestimated their listening ability (as compared to 13 of the 24 normal-hearing children in the same age range). We did not find a significant relationship between results on the Objective-Subjective listening task and performance on the given measures of academic achievement or intelligence.

CONCLUSIONS

Findings from this study suggest that many children with normal hearing and children with cochlear implants often fail to recognize when they encounter conditions in which their listening ability is compromised. These results may have practical implications for classroom learning, particularly for children with hearing loss in mainstream settings.

Is there room for 'development' in developmental models of information processing biases to threat in children and adolescents?

Clinical and experimental theories assume that processing biases in attention and interpretation are a causal mechanism through which anxiety develops. Despite growing evidence that these processing biases are present in children and, therefore, develop long before adulthood, these theories ignore the potential role of child development. This review attempts to place information processing biases within a theoretical developmental framework. We consider whether child development has no impact on information processing biases to threat (integral bias model), or whether child development influences information processing biases and if so whether it does so by moderating the expression of an existing bias (moderation model) or by affecting the acquisition of a bias (acquisition model). We examine the extent to which these models fit with existing theory and research evidence and outline some methodological issues that need to be considered when drawing conclusions about the potential role of child development in the information processing of threat stimuli. Finally, we speculate about the developmental processes that might be important to consider in future research.

Is there room for 'development' in developmental models of information processing biases to threat in children and adolescents?

Clinical and experimental theories assume that processing biases in attention and interpretation are a causal mechanism through which anxiety develops. Despite growing evidence that these processing biases are present in children and, therefore, develop long before adulthood, these theories ignore the potential role of child development. This review attempts to place information processing biases within a theoretical developmental framework. We consider whether child development has no impact on information processing biases to threat (integral bias model), or whether child development influences information processing biases and if so whether it does so by moderating the expression of an existing bias (moderation model) or by affecting the acquisition of a bias (acquisition model). We examine the extent to which these models fit with existing theory and research evidence and outline some methodological issues that need to be considered when drawing conclusions about the potential role of child development in the information processing of threat stimuli. Finally, we speculate about the developmental processes that might be important to consider in future research.

Children’s understanding of posterior probability

Do young children have a basic intuition of posterior probability? Do they update their decisions and judgments in the light of new evidence? We hypothesized that they can do so extensionally, by considering and counting the various ways in which an event may or may not occur. The results reported in this paper showed that from the age of five, children's decisions under uncertainty (Study 1) and judgments about random outcomes (Study 2) are correctly affected by posterior information. From the same age, children correctly revise their decisions in situations in which they face a single, uncertain event, produced by an intentional agent (Study 3). The finding that young children have some understanding of posterior probability supports the theory of naive extensional reasoning, and contravenes some pessimistic views of probabilistic reasoning, in particular the evolutionary claim that the human mind cannot deal with single-case probability.

Can children resist making interpretations when uncertain?

In two experiments, we examined young children's ability to delay a response to ambiguous input. In Experiment 1, 5- and 6-year-olds performed as poorly when they needed to choose between basing an interpretation on ambiguous input and delaying an interpretation as when making explicit evaluations of knowledge, whereas 7- and 8-year-olds found the former task easy. In Experiment 2, 5- and 6-year-olds performed well on a task that required delaying a response but removed the need to decide between strategies. We discuss children's difficulty with ambiguity in terms of the decision-making demands made by different procedures. These demands appear to cause particular problems for young children.

Children's sensitivity to their own relative ignorance: handling of possibilities under epistemic and physical uncertainty

Children more frequently specified possibilities correctly when uncertainty resided in the physical world (physical uncertainty) than in their own perspective of ignorance (epistemic uncertainty). In Experiment 1 (N=61), 4- to 6-year-olds marked both doors from which a block might emerge when the outcome was undetermined, but a single door when they knew the block was hidden behind one door. In Experiments 2 (N=30; 5- to 6-year-olds) and 3 (N=80; 5- to 8-year-olds), children placed food in both possible locations when an imaginary pet was yet to occupy one, but in a single location when the pet was already hidden in one. The results have implications for interpretive theory of mind and "curse of knowledge."

Children's thinking about counterfactuals and future hypotheticals as possibilities

Two experiments explored whether children's correct answers to counterfactual and future hypothetical questions were based on an understanding of possibilities. Children played a game in which a toy mouse could run down either 1 of 2 slides. Children found it difficult to mark physically both possible outcomes, compared to reporting a single hypothetical future event, "What if next time he goes the other way ..." (Experiment 1: 3-4-year-olds and 4-5-year-olds), or a single counterfactual event, "What if he had gone the other way ...?" (Experiment 2: 3-4-year-olds and 5-6-year-olds). An open counterfactual question, "Could he have gone anywhere else?," which required thinking about the counterfactual as an alternative possibility, was also relatively difficult.