Picture book reading is a very common form of interaction between parents and young children. Here we explore to what extent children transfer novel information picture books the real world. We report that 15- 18-month-olds can extend newly learned labels both from pictures objects pictures. However, degree which they do so affected by iconicity—how much resemble one another. The in these studies more often extended object when realistic photographs drawings were involved than less cartoons....

Adaptation by natural selection is a core mechanism of evolution. It also one the most widely misunderstood scientific processes. Misconceptions are rooted in cognitive biases found preschoolers, yet concerns about complexity mean that adaptation generally not comprehensively taught until adolescence. This long after untutored theoretical misunderstandings likely to have become entrenched. In novel approach, we explored 5- 8-year-olds’ capacities learn basic but theoretically coherent...

Many books for young children present animals in fantastical and unrealistic ways, such as wearing clothes, talking engaging human-like activities. This research examined whether anthropomorphism children's affects learning conceptions of animals, by specifically assessing the impact depictions (a bird clothes reading a book) language (bird described having human intentions). In Study 1, 3-, 4-, 5-year-old saw picture featuring realistic drawings novel animal. Half also heard factual,...

Preschool children ( N = 104) read a book that described and illustrated color camouflage in animals (frogs lizards). Children were then asked to indicate explain which of 2 novel would be more likely fall prey predatory bird. In Experiment 1, 3‐ 4‐year‐olds tested with pictures depicting noncamouflage settings; 2, real animals. The results show by 4 years age, can learn new biological facts from picture book. Of particular importance, transfer books was found. These findings point the...

Abstract For millennia, adults have told children stories not only to entertain but also impart important moral lessons promote prosocial behaviors. Many such contain anthropomorphized animals because it is believed that learn from anthropomorphic as effectively, if better than, with human characters, and thus are more inclined act according the of stories. Here we experimentally tested this belief by reading preschoolers a sharing story either characters or animal characters. Reading...

Fiction presents a unique challenge to the developing child, in that children must learn when generalize information from stories real world. This study examines how acquire causal knowledge storybooks, and whether are sensitive closely fictional world resembles reality. Preschoolers (N = 108) listened which novel relation was embedded within realistic or fantastical contexts. Results indicate by at least 3 years of age, underlying structure story: Children more likely content if is similar...

Do infants use past linguistic information to interpret an ambiguous request for object? When in this research were shown 2 objects, and asked 1 with indefinite (e.g., "Can you get it me?"), both 15- 18-month-olds used the speaker's previous reference absent object request. The did so even when was made after a 2.5-min delay. by person who not participate conversation, verbal information. These results demonstrate infants' ability language as source of contexts indicate early appreciation...

Children often learn about the world through direct observation. However, much of children's knowledge is acquired testimony others. This research investigates how preschoolers weigh these two sources information when they are in conflict. watched as an adult hid a toy one location. Then told children that was different location (i.e. false testimony). When retrieving toy, 4- and 5-year-olds relied on what had seen disregarded adult's testimony. most 3-year-olds deferred to testimony,...

The current studies investigated 2 skills involved in 14- to 20- month-olds' ability interpret ambiguous requests for absent objects: tracking others' experiences (Study 1) and representing links between speakers object features across present reference episodes 2). In the basic task, experimenters played separately with a different ball. balls were placed opaque containers. One experimenter asked infants retrieve her ball using an request ("Where's ball?"). Study 1, used experimenter's...

One of the most distinctive characteristics humans is capacity to learn from what other people tell them. Often new information provided about an entity that not present, requiring incorporation into one's mental representation absent object. Here we present evidence regarding emergence this vital ability. Nineteen- and 22-month-old infants first learned a name for toy later were told had undergone change in state (it become wet) while out view. The 22-month-olds (but 19-month-olds)...

Little is known about the language and behaviours that typically occur when adults read electronic books with infants toddlers, which are supportive of learning. In this study, we report differences in parent child behaviour reading print versus versions same books, investigate links between vocabulary Parents 102 toddlers aged 17 to 26 months were randomly assigned two commercially available or format identical content their toddler. After reading, children asked identify an animal labeled...

How do infants come to understand references absent objects? 14-month-old first learned a name for novel toy, which was then placed out of view. The who listened story mentioning the nonvisible object, looked, pointed, and searched it more often than did heard using different name. Their behavior affected by minor changes in context; they responded out-of-view toy less when not easily accessible or after delay. These findings indicate that development absence reference comprehension depends...

Abstract This research investigated 12‐month‐olds’ ability to use person‐specific language determine which of several absent things a person is referring. Infants were introduced two experimenters who played separately with different ball. One researcher asked infants retrieve her object when both balls hidden. selected the correct researchers used pronoun my, but failed do so was used. The present provides first evidence comprehension possessive pronouns and indicates that resolve reference.

How can we explain children's understanding of the unseen world? Young children are generally able to distinguish between real unobservable entities and fantastical ones, but they attribute different characteristics show less confidence in their decisions about endorsed by adults, such as Santa Claus. One explanation for these conceptual differences is that testimony hear from others varies meaningful ways. Although this theory has some experimental support, its viability actual conversation...

Abstract When reasoning counterfactually, we think of alternative possibilities to what know be true about the world by imagining would have happened had a situation been different. Research has yielded mixed findings and substantial debate over when this ability develops, how it is best conceptualized, functions serves. In article, propose framework counterfactual in development. We argue that understood looking both at representations reality children manipulate cognitive processes make up...

This study investigated the nature of infants' difficulty understanding references to hidden inaccessible objects. Twelve-month-old infants (N = 32) responded mention objects by looking at, pointing or approaching them when referents were visible accessible, but not they and (Experiment I). Twelve-month-olds 16) robustly a container with referent was moved from previously position an accessible before request, failed respond reverse occurred II). suggests that might be able track object's...