Contributors: Markus Paulus, Monika Wörle
... Data set for paper "Young children protest against the incorrect use of novel words: Towards a normative pragmatic account on language acquisition" by Paulus & Wörle
Contributors: Elena Hoicka, Simone Bijvoet-van den Berg
... Pretending vs Trying experiments
Data for: Children’s fairness in two Chinese Schools: A combined ethnographic and experimental study
Contributors: Anni Kajanus, Peter Blake, Felix Warneken, Katherine McAuliffe
... Data files and R code for "Children’s fairness in two Chinese Schools: A combined ethnographic and experimental study" by Anni Kajanus,*, Katherine McAuliffe, Felix Warneken, Peter R. Blake
Contributors: Francys Subiaul, Rachel Barr, Laura Zimmermann, Eric Patterson
... In order to identify the component cognitive processes underlying spatial imitation learning, we presented all participants with a pre- and post-practice spatial imitation test. Children that failed to correctly imitate during the pre-test were randomly assigned to one of four groups (3 experimental practice groups and 1 "free play" no practice group). children in the Spatial Imitation group, practiced both jointly attending, vicariously encoding and subsequently copying the observed novel spatial sequences. In the Item Imitation group, children practiced both jointly attending, vicariously encoding and copying a series of observed novel item-based sequences, rather than spatial-based sequences. In the Trial-and-Error group, children practiced encoding and recalling a series of novel spatial sequences entirely through individual (associative) learning. Children in the Free play “no practice” control group, played a touchscreen drawing game that controlled for practice time on the touch-screen and mirrored some of the same actions and responses used in the experimental conditions. Results of the difference between pre- and post-practice effects on novel spatial imitation sequences showed that only the Spatial Imitation practice group significantly improved relative to the Free Play group. Individual Spatial Trial-and-Error practice did not significantly improve spatial imitation. The effect of Item Imitation practice was intermediate. These results are inconsistent with the hypothesis that general processes alone support imitation learning and is more consistent with mosaic models that posit an additive—interaction—effect on imitation performance mediated by both specialized imitation mechanisms, as well as input from less specialized social attention or social learning mechanisms.
Data for: How children use accuracy information to infer informant intentions and to make reward decisions
Contributors: Samuel Ronfard, Yarrow Dunham, Laura Nelson, Peter Blake
... This contains the data files for Study 1 and Study 2 as well as the syntax files for the analyses reported in the manuscript and supplementary materials.
Contributors: Janani Prabhakar, Judith Hudson
... There are four datasets here that provide all raw data for our study on the memory mechanisms that distinguish past and future thinking in 3-year-old and 4-year-old children. The datasets reflect data from two experiment, described in brief below: Experiment 1: We sought to determine the effect of age (3 vs. 4), retrieval environment (reinstatement vs. reconstruction), and time (past vs. future) on children's ability to produce a learned temporal sequence. Preschoolers (IV: age) were taught a temporal sequence to play a song. After a delay, they were asked to either remember how they played the song or envision how they would play the song in the future (IV: time). They did so in conditions that either resembled the past learning experience or not (IV: retrieval environment). The goal of this experiment was to determine whether there were differential memory processes to produce the same learned temporal sequence based on whether preschoolers were remembering the past versus imagining the future, and furthermore, whether the availability of cues at retrieval influence these processes. Experiment 2: We sought to determine the effect of age (3 vs. 4) and order (recall first vs. future first) on children's ability to produce a learned temporal sequence when they imagine the future. Preschoolers (IV: age) were asked to either remember a past experience first before imagining the future or imagine the future before remembering the past (IV: order). The past experience that they recalled occurred in the past in temporal proximity to the event where they learned the temporal sequence. The goal of this experiment was to determine whether memory retrieval processes engaged during recall of the temporally near past event narrows the memory search space to support recall of the learned temporal sequence during future thinking. Below are descriptions of each file: 1) Exp1Data_upload: This file contains accuracy data for each subject based on time (past versus future), age (3 versus 4), and condition (reinstatement versus reconstruction) for each of the two tasks (item recognition and song order recall) in Experiment 1 2) Exp1_Attempts - upload: This file contains the number of attempts it took each subject in Experiment 1 to complete the sequence accurately in the encoding phase of the experiment 3) Exp2Data_upload: This file contains accuracy data for each subject based on age (3 versus 4) and order (recall first versus future first) for each of the three tasks (food game recall, item recognition, and song order recall) in Experiment 2 4) Exp2_Attempts - upload: This file contains the number of attempts it took each subject in Experiment 2 to complete the sequence accurately in the encoding phase of the experiment
Data for: How You Act Matters: The Impact of Coordination on 4-year-old Children’s Reasoning about Diverse Desires
Contributors: Jie He, Pengchao Li, Xinyi Jin, Mowei Shen
... This data record includes results of the two experiments. The colored data are excluded from analysis.
Contributors: Aimee Stahl, Lisa Feigenson
... Datasets for Experiments 1-4.
Contributors: Bailey House, mike tomasello
... These data are for a study of how social norms impact costly sharing in middle childhood.
Contributors: Robert McIntosh, Rowena Henderson, Eilidh Anderson
... Full anonymised data and analysis code for the manuscript: Experimental confirmation of a character-facing bias in literacy development. McIntosh, RD, Anderson, E, & Henderson, R.