Children's Implicit Research Articles

Children's implicit gender-toy association development varies across cultures.

Gender-stereotyped beliefs develop early in childhood and are thought to increase with age based on prior research that was primarily carried out in Western cultures. Little research, however, has examined cross-cultural (in)consistencies in the developmental trajectory of gender-stereotyped beliefs. The present study examined implicit gender-toy stereotypes among 4- to 9-year-olds (N = 1,013; 49.70% girls) in Canada, China, and Thailand. Children from all three cultures evidenced implicit gender-toy stereotypes over this developmental period, but cultural differences in the developmental pattern and strength of these stereotypes were apparent. Gender-toy stereotypes were relatively strong and stable across age groups among Thai children and relatively weak and stable across age groups among Chinese children. Canadian 4- to 5-year-old children displayed weaker stereotypes, whereas 6- to 9-year-olds displayed stronger stereotypes. These findings highlight the contribution of culture to children's gender stereotype development. Although gender-toy stereotypes were found among 4- to 9-year-olds in all three cultures examined here, the strength of these stereotypes varies by culture. Furthermore, the previously described increase in gender stereotyping over this developmental period appears to not apply across cultures, thus challenging the conventional view on development in this domain based on prior, mainly Western, research. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

How does the modern home environment impact children's mathematics knowledge? Evidence from Canadian elementary children's digital home numeracy practice (DHNP)

AbstractBackgroundA strong knowledge of mathematics, beginning at the elementary level, is critical for participation in today's complex world. The home may be one way to facilitate individualized mathematics instruction, given that children spend more time at home than in an academic institution. Therefore, researchers are interested to see whether the home numeracy environment (HNE) can provide a solid foundation for children's mathematics understanding. Further, children's digital mathematics exploration at home is increasingly common (e.g., using math apps).ObjectivesThe present study evaluates the digital home numeracy practice (DHNP) model and explores its effect on children's mathematics knowledge across five domains (numeration, number operation, pattern recognition, spatial sense, and applied problem‐solving).MethodsTo conduct this study, 117 Canadian parents and their children from Grade 1 through 5 completed a DHNP survey and a range of in‐person mathematics measures.Results and ConclusionsThe results identified significant relations between parents and children's implicit mathematics factors (e.g., math anxiety, motivation). Children's mathematics anxiety and parents' academic estimations and expectations for their children positively predicted children's mathematics knowledge. In terms of DHNP components, parental involvement in DHNP predicted children's numeration and applied problem‐solving knowledge.ImplicationsTaken together, the results detail the contribution of parental and child factors to children's mathematics knowledge and suggest that parents adjust their role in DHNP according to their children's mathematics ability.

Children show neural sensitivity to facial trustworthiness as measured by fast periodic visual stimulation

Adults exhibit neural responses over the visual occipito-temporal area in response to faces that vary in how trustworthy they appear. However, it is not yet known when a mature pattern of neural sensitivity can be seen in children. Using a fast periodic visual stimulation (FPVS) paradigm, face images were presented to 8-to-9-year-old children (an age group which shows development of trust impressions; N = 31) and adult (N = 33) participants at a rate of 6 Hz (6 face images per second). Within this sequence, an ‘oddball’ face differing in the level of facial trustworthiness compared to the other faces, was presented at a rate of 1 Hz (once per second). Children were sensitive to variations in facial trustworthiness, showing reliable and significant neural responses at 1 Hz in the absence of instructions to respond to facial trustworthiness. Additionally, the magnitude of children's and adults' neural responses was similar, with strong Bayesian evidence that implicit neural responses to facial trustworthiness did not differ across the groups, and therefore, that visual sensitivity to differences in facial trustworthiness can show mature patterns by this age. Thus, nine or less years of social experience, perceptual and/or cognitive development may be sufficient for adult-like neural sensitivity to facial trustworthiness to emerge. We also validate the use of the FPVS methodology to examine children's implicit face-based trust processing for the first time, which is especially valuable in developmental research because this paradigm requires no explicit instructions or responses from participants.

Capturing food-elicited emotions: Facial decoding of children's implicit and explicit responses to tasted samples

Capturing food-elicited emotions: Facial decoding of children's implicit and explicit responses to tasted samples

Evidence for goal- and mixed evidence for false belief-based action prediction in 2- to 4-year-old children: A large-scale longitudinal anticipatory looking replication study.

Unsuccessful replication attempts of paradigms assessing children's implicit tracking of false beliefs have instigated the debate on whether or not children have an implicit understanding of false beliefs before the age of four. A novel multi-trial anticipatory looking false belief paradigm yielded evidence of implicit false belief reasoning in 3- to 4-year-old children using a combined score of two false belief conditions (Grosse Wiesmann, C., Friederici, A. D., Singer, T., & Steinbeis, N. [2017]. Developmental Science, 20(5), e12445). The present study is a large-scale replication attempt of this paradigm. The task was administered three times to the same sample of N=185 children at 2, 3, and 4years of age. Using the original stimuli, we did not replicate the original finding of above-chance belief-congruent looking in a combined score of two false belief conditions in either of the three age groups. Interestingly, the overall pattern of results was comparable to the original study. Post-hoc analyses revealed, however, that children performed above chance in one false belief condition (FB1) and below chance in the other false belief condition (FB2), thus yielding mixed evidence of children's false belief-based action predictions. Similar to the original study, participants' performance did not change with age and was not related to children's general language skills. This study demonstrates the importance of large-scaled replications and adds to the growing number of research questioning the validity and reliability of anticipatory looking false belief paradigms as a robust measure of children's implicit tracking of beliefs.

Associations between pre-adolescents' cognitive responses to alcohol-related cues, maternal drinking, and direct exposure to alcohol.

The current study investigated pre-adolescent children's (N=140, Mage=10.11 years, SD=1.48, 59.5% girls) implicit evaluations of and explicit expectancies about alcohol-related cues as a function of their mothers' drinking behaviors and their exposure to alcohol. Children's implicit evaluative responses were measured using the Affect Misattribution Procedure (AMP), which consisted of trials that depicted pictures of either alcoholic or non-alcoholic beverages, half of which were presented alone (inactive) and half of which were presented with a human interacting with the beverage (active). In addition, children's explicit expectancies, whether they had ever tasted alcohol, and their mothers' alcohol dependency and escape drinking motivations were measured. Results indicated that overall children's implicit evaluations were less positive for alcohol- than for non-alcohol-related cues, and those whose mothers reported higher alcohol dependency evaluated inactive alcohol-related cues more negatively. Moreover, those who had previously tasted alcohol endorsed positive expectancies more than negative expectancies. These findings contribute to our understanding of the processes through which implicit associations are learned in the context of addiction. Understanding cognitive as well as other potential biological and environmental factors that may predict drinking behaviors in youth will aid in the development of more effective evidence-based strategies for the prevention of alcoholism.

Role of food neophobia and early exposure in children's implicit attentional bias to fruits and vegetables

Children often struggle to eat the daily recommended servings of fruits and vegetables, and as a result many have poor nutrient intake. This is especially problematic for neophobic children; or those who are hesitant to try new foods. Maratos and Staples [Appetite, 91, 220–225 (2015)] found that children who are high in food neophobia show attentional biases to unfamiliar fruits and vegetables, which may be related to their low consumption of these healthy foods. The present study sought to replicate and extend these findings, by using a visual dot-probe task that paired images of fruits and vegetables to perceptually matched neutral control stimuli. Seventy-eight 5-8 year-old children (Mage = 6.4 years, SD = 1.1, 42% girls) participated. Initial analyses failed to reveal significant attentional biases to the foods in children who were high in neophobia. Subsequent exploratory analyses included children's previous exposure to the foods in the task as a moderator variable. These analyses revealed that overall, children showed an attentional bias away from familiar fruits and vegetables. Moreover, previous exposure to the foods moderated the effect of food neophobia on attentional bias. For children who were low in food neophobia, as their fruit and vegetable exposure increased, their attentional bias away from the familiar foods decreased. In contrast, for food neophobic children, as fruit and vegetable exposure increased, they showed more attentional bias away from familiar foods. Although these findings failed to replicate those reported by Maratos and Staples (2015), they suggest that children's attentional biases to healthy foods may be a result of the interplay between food neophobia and the food environment to which they are exposed.

Children's implicit theories of creativity in science

Science is a source of innovation, but are scientists perceived as creative? This question seems particularly important, as the way in which science and scientists are perceived might affect students’ attitudes towards STEM (Science, Technology, Engineering, and Mathematics). If this perception is biased or overly stereotypical, it might have a detrimental effect on whether students will consider pursuing a science-related career. In this study, we investigated Polish elementary school students’ implicit theories of creativity in science. Nearly five hundred students (N = 489, 54% girls) were asked to produce detailed drawings representing how they perceive a scientist. Each drawing was then scored in several categories, with a particular focus on the signs of stereotypical perception of scientists. This stereotypical perception was found to be quite persistent: more than half of the drawings contained at least one stereotypical element (most predominantly male gender). The degree of the stereotypical depiction of scientists was higher among boys than girls and negatively related to students’ learning goals. We discuss the theoretical consequences of these findings as well as future research directions.

Challenges in the Parent-Child Communication of Health-related Information in Pediatric Cancer Care

Previous works have shown that effective communication between parental caregivers and child patients has many benefits to the children, such as providing emotional support and coping skills for health management. Drawing on semi-structured interviews, we have identified the challenges parental caregivers face when communicating with their children about health-related information in daily illness management. Three salient challenges that the parental caregivers encountered include: (i) acknowledging different perceptions and approaches to being a cancer patient, (ii) choosing an appropriate communication method, and (iii) understanding their child's uncommunicated emotions. Based on these challenges, we recognize distinctive, yet implicit, needs that children develop during the illness trajectory, affecting the parent-child dyadic relationship. We discuss design opportunities for a collaborative system that enhances the parent-child dyadic communication by supporting the child's implicit and dynamically changing needs throughout the illness trajectory and beyond.

A Health Game Targeting Children's Implicit Attitudes and Snack Choices.

Objective: The present study investigated whether a health game can be used to affect children's implicit attitudes toward food (IAsTF) and subsequent snack choices. Materials and Methods: The health game used was based on an evaluative conditioning paradigm. The experiment followed a between-subjects design with two conditions (health game vs. control), N = 79 (12.42 years ±1.64, body mass index: 25.06 ± 7.40). IAsTF were assessed at baseline and postintervention using an implicit association test (IAT). Baseline IAT scores were used to categorize IAsTF as healthy (favoring fruits) versus unhealthy IAsTF (favoring chocolates). In addition, three digital snack choices were recorded. Results: No main effect of condition on posttest IAsTF was found. However, baseline IAsTF moderated the effect of condition on posttest IAsTF; participants with less healthy baseline IAsTF playing the health game had healthier posttest IAsTF compared to those playing the control game. Regarding the snack choices, participants playing the health game favored fruit over chocolate in one of the snack choices. Baseline IAsTF did not moderate the effect of condition on snack choices. Conclusion: Tentative support was found that health games can be used to improve IAsTF, in particular among participants with less healthy ones at baseline.

Intimate partner violence and maltreated preschoolers' internal representations of conflict.

Family violence, including intimate partner violence (IPV) and child maltreatment, has detrimental consequences across the life span. Robust evidence from families experiencing relatively normative conflict demonstrates the central role of children's internal representations, or beliefs and expectations of relationships, on children's adjustment. The current investigation examines children's implicit internal representations of interadult conflict among families experiencing IPV and child maltreatment. Maltreated (n = 132) and nonmaltreated (n = 82) preschoolers (Mage = 4.93 years, SD = 1.11) completed a narrative story-stem completion task in which they were asked to generate narrative endings to interadult conflicts. Narratives were coded for constructive conflict resolutions, dysregulated destructive behaviors, and the proliferation of interadult aggression toward the child. Mothers reported the frequency of IPV and constructive conflict between themselves and their partners within the past year. The potential additive and interactive effects of IPV, constructive conflict, and child maltreatment on children's internal representations of conflict behaviors were examined. The narratives of maltreated children depicted more constructively resolved conflict as interadult constructive conflict tactics increased. Maltreated and nonmaltreated children did not differ in their representations of conflict resolution at high levels of constructive conflict tactics. Maltreatment was positively associated with representations of dysregulated destructive behaviors and conflict spread to the parent-child relationship. IPV was positively associated with representations of conflict spread. Constructive conflict, in turn, was negatively associated with conflict spread. The findings highlight the importance of the multiple expressions of family conflict and violence on children's implicit internal representations of conflict. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

The Development of Morphological Knowledge and Spelling in French.

The Frenchorthographic system is particularly difficult to learn because nearly 30% of words in the lexicon end with a silent letter. One metalinguistic skill that has been identified to facilitate spelling acquisition in French is morphological knowledge. This cross-sectional study investigated the construct of morphological knowledge, its development and its role in building accurate orthographic representations in a sample of francophone elementary students. We proposed that morphological knowledge, a superordinate process, encompasses children’s implicit use of morphemes in everyday language and their conscious, targeted manipulation of morphemes. In the present study, we assessed children’s recognition of morphogrammes, the silent-letter endings (SLEs) of root words that become pronounced in suffixed forms (e.g., the silent t in chant/ʃã/ [song] → chanteur /ʃãtœʀ/ [singer]). When spelling root words, children may mark morphogrammes by recalling morphologically related words in which the morphogramme is not silent – thus, morphological knowledge was hypothesized to positively predict morphogramme spelling. One hundred and twenty-three children in grades 1–3 were assessed on four measures of morphological knowledge, two measures of spelling recognition and a dictation of pseudowords to explore their inclusion of silent-letter endings in novel words. As expected, morphological tasks that required explicit morphological manipulations were harder than implicit ones. Moreover, first graders struggled to complete explicit morphological tasks, while third graders were near ceiling performance on implicit tasks. Nevertheless, the four tasks converged on a single morphological knowledge construct as confirmed by a factor analysis. Importantly, morphological knowledge explained unique variance in children’s accurate representation of silent-letter endings after controlling for grade, reading for pleasure and general orthographic recognition of words. Finally, children rarely used silent-letter endings when spelling pseudowords; however, when they did, they displayed sensitivity to the appropriate phonological context for the letter used. The findings are in accord with theoretical models suggesting that the representations of letters without phonological value are difficult to construct and may remain fuzzy.

Food as an eye-catcher. An eye-tracking study on Children's attention to healthy and unhealthy food presentations as well as non-edible objects in audiovisual media.

BACKGROUNDFood presentations within media content are often made responsible for todays' obesity epidemic. This assessment is based on the assumption that food presentations create cue reactivity, which in turn affects the amount of food intake.OBJECTIVEThis study investigates children's implicit reactions (cue reactivity) toward healthy, unhealthy, and non‐ediblel objects.METHODSWe conducted an experimental eye‐tracking study comparing children's cue reactivity assessed with visual attention toward healthy and unhealthy food presentations, as well as non‐edible objects. We controlled for the role of children's hunger, body mass index (BMI), and age.RESULTSResults indicated no difference between healthy and unhealthy food presentations, yet food generally aroused more visual attention in children compared to non‐edible objects. Explicit memory for the embedded foods or objects was mediated through visual attention. However, unhealthy food presentations also directly affected children's explicit memory.CONCLUSIONSCompared to non‐edible objects, food presentations seem to be eye‐catchers that immediately grab children's attention and they are also able to maintain this attention. Yet, for unhealthy food presentations, memory seems to be less dependent on visual attention. That is, compared to healthy products or non‐edible objects, unhealthy food presentations do not require the same amount of visual attention in order to be remembered.

Conceptual understanding of complexity, symmetry, and object coherence in young children

AbstractPrior work showed that infants look longer at impossible figures than possible ones, although it is unclear whether they or older children understand “impossibility.” We employed a series of matching and sorting tasks with pictures and objects to evaluate children's knowledge of this dimension. In Experiment 1, nearly all children successfully matched depicted and real objects, detected that possible and impossible objects differed, and identified structure–function relations of possible objects. In Experiment 2, children struggled to identify impossibility as a global characteristic for sorting. Few children sorted by impossibility, with a majority sorting by other shape similarities (e.g., round vs. straight). After receiving instructions, fewer than half sorted by possibility. Many children sorted by symmetry on their own, and the remainder performed perfectly after training. Children readily sorted by complexity. In Experiment 3, children sorted by possibility with few errors after elaborate instructions. Three‐year‐olds made significantly more errors than did older children, suggesting that selective attention to spatial geometry improves with experience. For children and adults, structural incoherence is challenging to recognize as a unifying property for grouping objects. Children may show implicit responses to impossible figures but often do not realize that they are in fact impossible.Highlights Infants and children respond with increased interest toward impossible figures, but do they understand that such objects are structurally impossible? We used matching and sorting tasks with both depicted and real objects to evaluate preschool‐age children's implicit and explicit knowledge of object possibility. Children may show implicit responses to impossible figures, but they do not spontaneously realize that they are in fact impossible. If explicitly asked to evaluate figures, children are generally able to identify possible and impossible figures.

Children's implicit attitude acquisition: Evaluative statements succeed, repeated pairings fail.

From the earliest ages tested, children and adults show similar overall magnitudes of implicit attitudes toward various social groups. However, such consistency in attitude magnitude may obscure meaningful age-related change in the ways that children (vs. adults) acquire implicit attitudes. This experiment investigated children's implicit attitude acquisition by comparing the separate and joint effects of two learning interventions, previously shown to form implicit attitudes in adults. Children (N=280, ages 7-11years) were taught about novel social groups through either evaluative statements (ES; auditorily presented verbal statements such as 'Longfaces are bad, Squarefaces are good'), repeated evaluative pairings (REP; visual pairings of Longface/Squareface group members with valenced images such as a puppy or snake), or a combination of ES+REP. Results showed that children acquired implicit attitudes following ES and ES+REP, with REP providing no additional learning beyond ES alone. Moreover, children did not acquire implicit attitudes in four variations of REP, each designed to facilitate learning by systematically increasing verbal scaffolding to specify (a) the learning goal, (b) the valence of the unconditioned stimuli, and (c) the group categories of the conditioned stimuli. These findings underscore the early-emerging role of verbal statements in children's implicit attitude acquisition, as well as a possible age-related limit in children's acquisition of novel implicit attitudes from repeated pairings.

Individual differences in statistical learning predict children's reading ability in a semi-transparent orthography

Learning to read is a milestone in a child's life, and reading ability is a strong predictor of academic outcomes. Some studies have revealed that individual differences in the capacity for implicit statistical learning are linked with children's reading skills in English, which has a deep orthography, but we do not know whether the same relation is found in semi-transparent orthographies such as Norwegian. Additionally, the relative contribution of statistical learning alongside other cognitive measures known to be related to reading has not been examined. This study of sixty-five Norwegian school children (M = 10.3 years) found that performance on an independent statistical learning task predicted a small, but unique amount of variance in reading ability in Norwegian, even when a number of other reading-related cognitive skills were taken into account. This suggests that children's implicit learning of statistical regularities is associated with proficiency with written language in a semi-transparent orthography such as Norwegian.

The effect of parental smoking on preadolescents' implicit and explicit perceptions of smoking-related cues.

Children of smokers are significantly more likely to experiment with cigarettes and become habitual smokers than children of nonsmokers. The current study examined the effect of parental smoking on children's implicit and explicit responses toward smoking behavior and smoking-related cues with the goal of identifying potential mechanisms for this relationship. A sample of 8-12-year-old children of smokers (n = 57) and children of nonsmokers (n = 86) completed a dot probe task to assess implicit attentional bias toward smoking cues and the Affect Misattribution Procedure (AMP) to assess implicit affective responses to smoking cues. In addition, children indicated their explicit perceptions of smokers and smoking behavior. Results demonstrated that children of smokers showed more sustained implicit attentional bias toward pictures of smoking stimuli presented alone than children of nonsmokers. Overall, participants showed negative implicit affective responses to smoking stimuli regardless of parental smoking. Children of smokers indicated that smokers would experience fewer negative consequences than children of nonsmokers; these relationships were moderated by age. Together, our findings suggest that parental smoking affects the ways that preadolescent children implicitly process smoking cues and their perceptions about smoking and its consequences. These findings help us understand the environmental mechanisms associated with smoking behavior in this vulnerable population. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Implicit theories of shyness in American and Chinese children

AbstractThis study examined whether implicit theories of shyness differed between American and Chinese children and how this difference helped explain cultural variations in stereotypical views about shy children and relationship with shy peers. We found that regardless of cultural group, children's implicit theories of shyness were not related to their own shyness, but were associated with stereotypical views about shy children (positively) and relationship with shy peers (negatively). American children reported stronger entity theories of shyness, i.e., they were more likely to view shyness as a stable and immutable trait than Chinese children, which partly explained why they had worse relationships with shy peers. These findings highlight the important roles implicit theories may play in understanding cultural similarities and differences in interpersonal perception and relationship.

A cross-cultural investigation of children's implicit attitudes toward White and Black racial outgroups.

Initial theory and research examining children's implicit racial attitudes suggest that an implicit preference favoring socially advantaged groups emerges early in childhood and remains stable across development (Dunham, Baron, & Banaji, 2008). In two studies, we examined the ubiquity of this theory by measuring non-Black minority and non-White majority children's implicit racial attitudes toward White and Black racial outgroups in two distinct cultural contexts. In Study 1, non-Black minority children in an urban North American community with a large Black population showed an implicit pro-White (versus Black) bias in early childhood. Contrary to previous findings, the magnitude of this bias was lower among older children. In Study 2, Malay (majority) and Chinese (minority) children and adults in the Southeast Asian country of Brunei, with limited contact with White or Black peers, showed an implicit pro-White (versus Black) bias in early childhood. However, the magnitude of bias was greater for adults. Together, these findings support initial theorizing about the early development of implicit intergroup cognition, but suggest that context may affect these biases across development to a greater extent than was previously thought. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=vgQP8e4MSCk&feature=youtu.be.

A Chip Off the Old Block: Parents' Subtle Ethnic Prejudice Predicts Children's Implicit Prejudice.

The increasing flow of immigrants in many European countries and the growing presence of children from immigrant families in schools makes it relevant to study the development of prejudice in children. Parents play an important role in shaping children’s values and their attitudes toward members of other ethnic groups; an intergenerational transmission of prejudice has been found in a number of studies targeting adolescents. The present study aims to investigate the intergenerational transmission of ethnic prejudice in 3- to 9- year-old children and its relations to parenting styles. Parents’ blatant and subtle ethnic prejudice and parenting style are measured together with children’s explicit and implicit ethnic prejudice in pupils and parents of preschool and primary schools in the region of Rome, Italy (N = 318). Results show that parents’ subtle prejudice predicts children’s implicit prejudice regardless of the parenting style. Findings indicate that children might acquire prejudice by means of the parents’ implicit cognition and automatic behavior and educational actions. Implications for future studies and insights for possible applied interventions are discussed.