Children's Interpretation Research Articles

Associations between maternal reactions to child negative emotions and child social competence: A longitudinal study.

According to a heuristic model of emotion socialization, the implications of parental reactions to child emotions may vary by child characteristics. Children's knowledge about culturally bound, emotion display rules may be one of such characteristics, as it may alter children's interpretations of their parents' behaviors. The interrelationships among parental unsupportive reactions to child negative emotions, child emotion knowledge, and child social competence, however, have rarely been investigated. The present study examined whether Chinese children's emotion knowledge moderated the associations of mothers' minimizing and punitive reactions with changes in children's peer acceptance, social cognition, and aggression over time. On two occasions separated by about 1 year, data were collected from 330 children, their mothers, and class teachers from 10 kindergartens in Hong Kong, China. The age of children in Wave 1 averaged 4.81 years (SD = 0.38), and 56% of them (n = 186) were girls. Multilevel models indicated that maternal minimizing reactions were not significantly linked to changes in child social competence. But, for children with more knowledge about emotion display rules, maternal punitive reactions were linked to increases in child peer acceptance and social cognition and decreases in aggression over time. Theoretically, findings demonstrated the interplay of parental socialization practices and child individual characteristics in shaping child development. Practically, findings pointed to the importance of explaining emotion display rules to children in Chinese communities and helping children to balance self-expression of emotions with consideration of others' feelings. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Creating a Child-Friendly Environment: An Interpretation of Children’s Drawings from Planned Neighborhood Parks of Lucknow City

The urban environment is a product of many tangible and intangible factors for communities, involving activities, spaces, and users of different age groups. Stakeholder consultation has become an essential part of envisaging any urban space. In general practice, mostly adults’ opinions and suggestions are taken into account, and children are sidelined, even if the issues are related to children. Children are an integral part of the present urbanizing world and are some of its most sensitive and affected users. The United Nations Convention on the Rights of the Child recognizes three P’s: provision, protection, and participation. The third, participation, is a crucial dimension of creating a healthier environment, but it has largely been neglected. The drawing technique is among the methods to gather information directly through the children’s participatory approach. It has been observed that children prefer to express themselves by drawing rather than answering questions and find it easy and enjoyable. This research incorporates drawing as a methodological tool for identifying children’s expectations and understanding their preferences about their ideal neighborhood park. A total of 80 children aged between 6 and 15 years from planned zones of Lucknow city were selected for the research. The results derived from the content and co-relation data analysis techniques highlight that children emphasized physical, perceptional, cognitive, emotional, and social parameters for developing a child-friendly environment in parks and open spaces.

Effects of motor and cognitive manipulation on the dual-task costs of center of pressure displacement in children, adolescents and young adults: A cross-sectional study

BackgroundDual-task paradigms allow to establish a relationship between motor and cognitive performance. The attentional resources needed to accomplish dual-tasks are influenced by age and task complexity. We investigated the dual-task costs for center of pressure displacement following manipulated motor and cognitive tasks in children, adolescents and young-adults. MethodsThirty children, 24 adolescents and 32 young-adults performed motor (postural stability) and cognitive (arithmetic) tasks under single and dual-task conditions. Complexity was manipulated by changing the base of support (standard, narrow, standard_on_foam, narrow_on_foam) for motor tasks and the difficulty level of cognitive tasks via serial subtraction (by 5 and by 3). Dual-task costs were calculated based on area and velocity of center of pressure. FindingsDual-task costs based on area during easy cognitive tasks were lower for children than young-adults. Under all the cognitive conditions, dual-task costs were lower on narrow than on standard bases of support. For all the tested bases of support, dual-task costs based on velocity were lower for more complex cognitive tasks than for easy tasks. InterpretationIn children, more than in adults, dual-task demanded central adaptations which increased area of center of pressure displacement. Mechanical reasons, which might limit the increase in center of pressure displacement when dual-tasking, may explain the lower dual-task costs in narrow bases compared to standard ones. Possibly, high cognitive demands may lead the participants to prioritize the motor task to keep balance, resulting in smaller increases in center of pressure displacement velocity during dual-task when compared to easier cognitive tasks.

Is honesty always the best policy? Children's perceptions of negative performance feedback

AbstractChildren tend to discount negative feedback about their performance even when the feedback is delivered by an expert. This indifference toward feedback could hinder self‐improvement. We examined whether children would be receptive to negative feedback from an expert when provided with an explicit reason why it was given. One‐hundred twenty‐one 4 to 8 year olds heard about a target peer whose work product was evaluated negatively by an expert peer and positively by either a single layperson or a consensus of laypersons (also peers). Children were assigned to one of the three conditions in which the reason for the negative feedback varied: the expert promised to tell the truth about the work, the expert was a designated “helper,” or no explanation was provided. Children judged whether feedback from the expert and layperson(s) should be shared with the teacher and the target. Across ages, children indicated that the expert should share negative feedback with the teacher when the expert promised to tell the truth. Only 6 to 8 year olds reported that an expert who promised to tell the truth should convey this feedback to the target. Implications for children's interpretation of evaluative content in social learning situations are discussed.

A New Approach to Assessing Children's Interpretation of Severity Qualifiers in a Multi-Attribute Utility Instrument-The EQ-5D-Y-5L: Development and Testing.

IntroductionThe beta EQ-5D-Y-5L is a new patient-reported outcome measure (PROM) for children aged 8–15 years that is currently under development by the EuroQol Group. The EQ-5D-Y-5L is similar to the EQ-5D-Y but has five levels of severity per dimension rather than three. The increased number of levels increases the granularity of the responses but possibly has also increased the difficulty of distinguishing between levels. The EuroQoL’s Version Management Committee (VMC) required a robust method to determine how well children distinguish between the five EQ-5D-Y-5L ordinal severity qualifiers (i.e. ‘no problems’ through to ‘extreme problems’), which are a critical aspect of both health measurement and the valuation of health states.ObjectiveThis paper describes the development, testing, selection, and piloting of such a method.MethodsFollowing a literature review and consultation with the wider VMC and a Language Support Services agency, a range of exercises were developed to assess the ordering and comprehension of the five severity qualifiers. Three exercises were pre-tested with children in Spain and New Zealand. One exercise, preferred and understood by children, was then piloted.ResultsFive children in Spain and 11 in New Zealand tested the three exercises. In both countries, all children found the three exercises easy to understand and complete. Of the 12 children who expressed a preference, nine said they preferred the card ranking. Card ranking also allowed the interviewer to observe difficult choices being made as the children physically rearranged the card order until they settled on their final order. Following rigorous assessment of translatability and cultural portability by an independent Language Support Service, card ranking was piloted in South Africa (n = 9) and in Indonesia (n = 10), where it highlighted severity qualifier order inversions that would otherwise not have been detected.ConclusionThe card ranking exercise was found to be a preferred and acceptable means of testing the ordering of translations of severity qualifiers among children. Additional formal testing of the exercise in other countries and languages is now underway. The approach developed and tested by the VMC for cognitive debriefing of beta EQ-5D-Y-5L language/country versions may also be useful in determining the adequacy of translated qualifiers in debriefing of adult EQ-5D-5L versions and other PROMs.

The influence of animated cartoons on primary children's views of social reality: an ethnographic study in a Maltese primary school

ABSTRACT This paper presents ways in which animated cartoons influence primary school children's views of social reality based on students’ relationships with these characters and their perception of these characters as being ‘real’. For this purpose, a mixed methods approach was adopted, in which 9/10-year-old Maltese primary school children were provided with an opportunity to participate in activities related to cartoon characters. In these activities the children (n = 10) provided their interpretations of animated cartoon characters through drawings, writings and verbally during semi-structured interviews and cartoon watching. Thematic analysis was used to analyse the children's verbal expressions and interpretations. From the outcomes of the analysis, educational implications and cross-curricular pedagogical suggestions were then derived through the use of the MIRROR multimodal framework. These educational implications indicate that children can be taught critical thinking skills through the integration of animated cartoons in different curricular subjects. Moreover, the results indicate that students need to be offered the possibility to express themselves through various modes as exemplified in the pedagogical suggestions proposed. These pedagogical suggestions can be used by primary school educators, parents and guardians in order to teach creativity, expressive skills and literacy skills to primary school children.

How Much Do Children Interpret Television and Animated Film Contents?

How Much Do Children Interpret Television and Animated Film Contents?

"Laugh! I Thought I Should've Died": British Music Hall Humour and the Subversion of Childhood on The Muppet Show

Through the abundant use of the bawdy, humorous songs of British music hall, The Muppet Show delivered a potent critique of constructed notions of a protectionist childhood. Paradoxically perhaps, the music hall songs, carnivalesque comedy, and frequent depictions of sex, sexuality, and violence also did much to construct The Muppet Show's intended "family" audience while simultaneously providing a direct challenge to its normative sanguinuptial (blood and marriage) construction. This intergenerational family audience is crucial to the child's interpretation of The Muppet Show's complex and contentious content, subject matter that is rarely included in media made for a solely child audience. While the musical sketches open up an interpretive space for the child to encounter, resist, and subvert the range of fluid identities hinted at onscreen, the process is simultaneously constricted by the musical-visual texts themselves and by The Muppet Show's family-reception context. As such, this case study reveals the inherent tensions of targeting a family audience through music and television.

Children's interpretation moderates relations of maternal autonomy support with sociability and assertiveness in China

AbstractThis 1‐year longitudinal study investigated whether children's positive interpretations of maternal autonomy support moderated its relations with later sociability and assertiveness in China. Third to sixth graders (N = 889; 50.4% girls; Mage = 10.82 years, SD = 1.29) residing in Shanghai, P.R. China, reported maternal autonomy support and their interpretations of such parenting. Children's sociability was rated by teachers and assertiveness was assessed via peer nominations. Results indicated that child interpretations moderated the associations between maternal autonomy support and later sociability and assertiveness after controlling for their stabilities. For children with high levels of child‐beneficial interpretations, maternal autonomy support was positively associated with later sociability and assertiveness. However, for children with low or average levels of child‐beneficial interpretations, maternal autonomy support was not related to later sociability and assertiveness. Moreover, maternal autonomy support was positively related to later sociability for girls, but not for boys. The findings highlighted the possible role of children's interpretations in modulating the impact of mothers' autonomy support on social functioning.

Children's interpretation of ambiguous pronouns based on prior discourse

In conversation, individual utterances are almost always ambiguous, with this ambiguity resolved by context and discourse history (common ground). One important cue for disambiguation is the topic under discussion with a particular partner (e.g., "want to pick?" means something different in a conversation with a bluegrass musician vs. with a book club partner). Here, we investigated 2- to 5-year-old American English-speaking children's (N=131) reliance on conversational topics with specific partners to interpret ambiguous or novel words. In a tablet-based game, children heard a speaker consistently refer to objects from a category without mentioning the category itself. In Study 1, 3- and 4-year-olds interpreted the ambiguous pronoun "it" as referring to another member of the same category. In Study 2, only 4-year-olds interpreted the pronoun as referring to the implied category when talking to the same speaker but not when talking to a new speaker. Thus, children's conception of what constitutes common ground in discourse develops substantially between ages 2 and 5.

Testing theories of plural meanings

Plural morphology in English is associated with a multiplicity inference. For example, “Emily fed giraffes” is typically interpreted to mean that Emily fed multiple giraffes. It has long been observed that this inference disappears in downward-entailing linguistic environments, such as in the scope of negation. For example, “Emily didn't feed giraffes” does not merely suggest that she didn't feed multiple giraffes, but rather that she didn't feed any. There are three main approaches to explaining this puzzle: the first proposes that the plural is ambiguous, and invokes a preference for stronger meanings; the second derives multiplicity inferences as implicatures; and the third provides a homogeneity-based account. These different approaches can all account for the interpretation of the plural across upward- and downward-entailing environments. They differ, however, in what they predict for three further aspects of the plural: the status of positive and negative plural sentences in singular contexts, children's acquisition of plural meanings, and the relationship between plural meanings and scalar implicatures. In this paper, we report on three experiments investigating adults' and preschool-aged children's interpretation of plural morphology in English. The experiments reveal that participants distinguish positive and negative plural sentences presented in singular contexts, and that adults assign a different status to these positive and negative sentences. It is also observed that children, unlike adults, tend to accept underinformative positive plural sentences in singular contexts — in parallel with their behavior on standard scalar implicatures — while they are relatively more adult-like when it comes to negative plural sentences in the same contexts, showing a tendency to reject the negative sentences. We discuss how the findings of the three experiments are expected on a scalar implicature approach to multiplicity inferences, and the open challenges they pose for the ambiguity and homogeneity approaches.

The Role of Animacy in Children's Interpretation of Relative Clauses in English: Evidence From Sentence-Picture Matching and Eye Movements.

Subject relative clauses (SRCs) are typically processed more easily than object relative clauses (ORCs), but this difference is diminished by an inanimate head-noun in semantically non-reversible ORCs ("The book that the boy is reading"). In two eye-tracking experiments, we investigated the influence of animacy on online processing of semantically reversible SRCs and ORCs using lexically inanimate items that were perceptually animate due to motion (e.g., "Where is the tractor that the cow is chasing"). In Experiment 1, 48 children (aged 4;5-6;4) and 32 adults listened to sentences that varied in the lexical animacy of the NP1 head-noun (Animate/Inanimate) and relative clause (RC) type (SRC/ORC) with an animate NP2 while viewing two images depicting opposite actions. As expected, inanimate head-nouns facilitated the correct interpretation of ORCs in children; however, online data revealed children were more likely to anticipate an SRC as the RC unfolded when an inanimate head-noun was used, suggesting processing was sensitive to perceptual animacy. In Experiment 2, we repeated our design with inanimate (rather than animate) NP2s (e.g., "where is the tractor that the car is following") to investigate whether our online findings were due to increased visual surprisal at an inanimate as agent, or to similarity-based interference. We again found greater anticipation for an SRC in the inanimate condition, supporting our surprisal hypothesis. Across the experiments, offline measures show that lexical animacy influenced children's interpretation of ORCs, whereas online measures reveal that as RCs unfolded, children were sensitive to the perceptual animacy of lexically inanimate NPs, which was not reflected in the offline data. Overall measures of syntactic comprehension, inhibitory control, and verbal short-term memory and working memory were not predictive of children's accuracy in RC interpretation, with the exception of a positive correlation with a standardized measure of syntactic comprehension in Experiment 1.

Children's interpretation of negation and quantifier scope in L3 English

AbstractLanguages differ in the preferences for the interpretation of the scope relation between negation and a quantifier. This study investigates the understudied issue of how interpretive preferences associated with a quantifier scope in learners’ L1 and L2 affect their scope interpretations in L3 acquisition. Based on the current models of L3 acquisition, we tested which language, L1 or L2, exerts a stronger effect on the L3 acquisition of quantifier scope. To this end, the study involved two groups of multilingual children (11–13 years old) with different L1s (Chinese or Russian) but with the same L2 (Korean) and L3 (English). The participants completed truth-value judgment tasks designed to investigate their interpretation patterns for English sentences with negation and a quantifier (e.g., Tom did not cut all the trees). The results showed that both groups preferred the L3 interpretation similar to that preferred in their L2, but not in their L1, suggesting a potential L2 influence on L3 acquisition. The study evaluates L3 acquisition theories in light of these results.

Interpretation of Children's Painting and Child Drawing

In the process of children's growth, in addition to the development of language and movement skills, the development of thinking is also a great leap forward period. For painting, from the initial contact with painting materials to the gradual completion of painting works, a series of development process of the whole painting has become another form for us to understand a child. Painting is different from language. Painting itself is an activity. Children's painting is rich, unique, spontaneous and complex, which is a means of communication. Similar to language, but it is a special symbolic representation.

Childhood Maltreatment and Psychosis: A Comparative Validity Study of Maltreatment Indices.

Childhood maltreatment is a robust risk factor for psychosis, but it remains unclear whether different measurement methods provide equivalent validity in predicting psychotic symptoms. This study compared the predictive validity of two common indices of maltreatment at age 12-children's self-report and Child Protective Services (CPS) reports-on the development of psychotic symptoms at age 18 using data from a large, multisite longitudinal study (N = 629). Consistent with prior research, agreement was low between indices, with the prevalence of self-reported maltreatment being 2-3 times higher. A quarter of the sample endorsed at least one psychotic symptom at age 18, most commonly delusions. While CPS-indicated maltreatment was generally not associated with later psychotic symptoms, all forms of self-reported maltreatment were. Sexual abuse demonstrated a particularly strong relationship with psychosis, especially hallucinations. These results suggest that self-reports may provide stronger predictive validity than CPS indications of maltreatment in the assessment of psychosis risk, indicating that a child's interpretation of trauma matters more than the traumatic event itself in this regard.

Simile and Metaphor Interpretation in Children

Metaphors and similes have been treated as the same comparable types of figurative speech since Aristotle. In early theories, metaphors are interpreted as corresponding similes by paraphrasing. Based on this theoretical framework, some experimental studies interpret simile understanding as evidence for metaphor understanding. However, according to Relevance Theory, similes are interpreted as comparisons, whereas metaphors are interpreted as categorization statements. Therefore, only metaphor reveals metaphor interpretation. In other words, studies cannot use simile interpretation as evidence for metaphor interpretation ability in children. Simile should be easier to understand for children since they exclude an “ad hoc concept” construction as in metaphor understanding. This study seeks evidence showing children’s better performance in simile interpretation than that in metaphor interpretation, thus supporting Relevance Theory. For the Relevance Theory account, whether the experiments use similes or metaphors as testing materials is of considerable significance, whereas for comparison account, it is not. By review and re-interpretation of the empirical studies, we find that few early studies expose “real metaphor” understanding in children. Most experimental results indicate that simile interpretation is easier than metaphor interpretation for children. We consider comparison theory and the Relevance Theory as complementary strategies in metaphor interpretation.

Why jumped is so difficult: tense/aspect marking in Mandarin-English bilingual children.

Learning to mark for tense in a second language is notoriously difficult for speakers of a tenseless language like Chinese. In this study we test two reasons for these difficulties in Chinese-English sequential bilingual children: (1) morphophonological transfer (i.e., avoidance of complex codas), and (2) interpretation of -ed as an aspect marker of completion, like the Mandarin -le. Mandarin-English bilingual children and age-matched monolinguals did a cartoon retell task. The verbs used in the stories were coded for accuracy in English, telicity, and suppliance of -ed or -le. The results were consistent with morphophonological transfer: the bilingual children were more accurate with irregular past forms in English than regular forms. The results were also consistent with the bilingual children's interpretation of -ed as an aspect marker: most of their production of -ed was on telic verbs. We discuss possible reasons for the children's interpretation of -ed as an aspect marker.

Children's Acquisition of Homogeneity in Plural Definite Descriptions.

Plural definite descriptions give rise to homogeneity effects: the positive The trucks are blue and the negative The trucks aren't blue are both neither true nor false when some of the trucks are blue and some are not, that is, when the group of trucks is not homogeneous with respect to the property of being blue (Löbner, 1987, 2000; Schwarzschild, 1994; Križ, 2015b). The only existing acquisition studies related to the phenomenon have examined children's comprehension only of the affirmative versions of such sentences, and moreover have yielded conflicting data; while one study reports that preschoolers interpret definite plurals maximally (Munn et al., 2006, see also Royle et al., 2018), two other studies report that preschoolers allow non-maximal interpretations of definite plurals where adults do not (Karmiloff-Smith, 1979; Caponigro et al., 2012). Moreover, there is no agreed upon developmental trajectory to adult homogeneity. In this paper, we turn to acquisition data to investigate the predictions of a recent analysis of homogeneity that treats homogeneous meanings as the result of a scalar implicature (Magri, 2014). We conducted two experiments targeting 4- and 5-year-old French-speaking children's interpretations of plural definite descriptions in positive and negative sentences, and tested the same children on standard cases of scalar implicature. The experiments revealed three distinct subgroups of children: those who interpreted the plural definite descriptions existentially and failed to compute implicatures; those who both accessed homogeneous interpretations and computed implicatures; and finally, a smaller subgroup of children who appeared to access homogeneous interpretations without computing implicatures. We discuss the implications of our findings, which appear to speak against the implicature theory as the adult-like means of generating homogeneous meanings.

Preschoolers Flexibly Shift Between Speakers' Perspectives During Real-Time Language Comprehension.

In communicative situations, preschoolers use shared knowledge, or "common ground," to guide their interpretation of a speaker's referential intent. Using eye-tracking measures, this study investigated the time course of 4-year-olds' (n=95) use of two different speakers' perspectives and assessed how individual differences in this ability related to individual differences in executive function and representational skills. Gaze measures indicated partner-specific common ground guided children's interpretation from the earliest moments of language processing. Nonegocentric online processing was positively correlated with performance on a Level 2 visual perspective-taking task. These results demonstrate that preschoolers readily use the perspectives of multiple partners to guide language comprehension and that more advanced representational skills are associated with the rapid integration of common ground information.

Sarcasm between siblings: Children's use of relationship information in processing ironic remarks

We investigated whether children's appreciation of verbal irony is facilitated by the provision of speaker–addressee relationship information, namely that of a sibling relationship. We assessed both the product and process of children's interpretations to test whether children's processing of ironic remarks is better explained by sequential or interactive accounts of irony processing. Children (aged 5–8 years) viewed puppet shows in which the speaker and addressee were described either as siblings or as new acquaintances and the speaker made either an ironic or a literal remark. Using a variant of the visual world paradigm, participants were trained to make a motor response, selecting a response object to indicate whether they thought the speaker had a literal or an ironic intention. The timing of children's motor responses and their eye gaze to the response objects were tracked and analyzed. Results showed that sibling relationship information did not impact the accuracy of children's speaker intent judgments, but facilitated children's responding in the earliest stages of processing. We argue that these results are consistent with an interactive processing account of irony, by which cues to speaker intent are integrated early in the comprehension process.