Children's Enactment of Characters' Movements: A Novel Measure of Spatial Situation Model Representations and Indicator of Comprehension

A story's space or setting often determines and constrains the actions of its characters. We report on an experiment with 106 children of 7-8 years old in which, using a novel enactment task, we measured children's representation of a story character's movement during story listening. We found that children were more likely to enact movements that were explicitly stated in the passage than those they had to infer based on their situation model representation of the house and the character's location within it. We found that this ability to infer movements was significantly predictive of children's narrative comprehension after controlling for oral comprehension, vocabulary, working memory, and enactment of explicitly stated movements. We discuss the role of spatial situation models in comprehension and potential future uses for this enactment task in research and classrooms. © 2017 International Mind, Brain, and Education Society and Wiley Periodicals, Inc

Constructing spatial representations from narratives and non-narrative descriptions: Evidence from 7-year-olds

Although narratives often contain detailed descriptions of space and setting and readers frequently report vividly imagining these story worlds, evidence for the construction of spatial representations during narrative processing is currently mixed. In the present study, we investigated 7 year old children's ability to construct spatial representations of narrative spaces and compared this to the ability to construct representations from non-narrative descriptions. We hypothesized that performance would be better in the narrative condition, where children have the opportunity to construct a multi-dimensional situation model built around the character's motivations and actions. Children listened to either a narrative that included a character traveling between 5 locations in her neighbourhood or a description of the same 5-location neighbourhood. Those in the narrative condition significantly outperformed those in the description condition in constructing the layout of the neighbourhood locations. Moreover, regression analyses revealed that whereas performance on the narrative version was predicted by narrative comprehension ability, performance on the description version was predicted by working memory ability. These results suggest the possibility that building spatial representations from narratives and non-narratives may engage different cognitive processes

Mature counterfactual reasoning in 4- and 5-year-olds

Counterfactual reasoning is a hallmark of the human imagination. Recently, researchers have argued that children do not display genuine counterfactual reasoning until they can reason about events that are overdetermined and consider the removal of one of multiple causes that lead to the same outcome. This ability has been shown to emerge between 6 and 12 years of age. In 3 experiments, we used an overdetermined physical causation task to investigate preschoolers' ability to reason counterfactually. In Experiment 1a, preschoolers (N = 96) were presented with a "blicket-detector" machine. Children saw both overdetermined (2 causal blocks on a box) and single-cause trials (1 causal and 1 non-causal block) and were asked what would have happened if one of the two blocks had not been placed on the box. Four-year-olds' performance was above chance on both trial types, and 5-year-olds' performance was at ceiling, whereas 3-year-olds did not perform above chance on any trial types. These findings were replicated in Experiment 1b with 4- and 5-year-olds (N = 40) using more complex question wording. In Experiment 2 (N = 40, 4- and 5-year-olds), we introduced a temporal delay between the placement of the first and second block to test the robustness of children's counterfactual reasoning. Even on this more difficult version of the task, performance was significantly above chance. Given a clear and novel causal structure, preschoolers display adult-like counterfactual reasoning. © 2018 Elsevier B.V

What is and what never should have been: Children's causal and counterfactual judgments about the same events

Substantial research with adults has characterized the contents of individuals' counterfactual thoughts. In contrast, little is known about the types of events children invoke in their counterfactual thoughts and how they compare with their causal ascriptions. In the current study, we asked children open-ended counterfactual and causal questions about events in which a character's action enabled a force of nature to cause a minor mishap. Children aged 3.5-8 years (N = 160) tended to invoke characters' actions in their counterfactual judgments to explain how an event could have been prevented (e.g., "She should have closed the window") and tended to invoke forces of nature in their causal judgments (e.g., "The rain got it wet"). Younger children were also significantly more likely than older children to invoke forces of nature in their counterfactuals (e.g., "It shouldn't have rained"). These results indicate that, similar to reasoning patterns found in adults, children tend to focus on controllable enabling conditions when reasoning counterfactually, but the results also point to some developmental differences. The developmental similarities suggest that counterfactual reasoning may serve a similar function from middle childhood through adulthood. © 2019 Elsevier Inc

Storybooks aren't just for fun: Narrative and non-narrative picture books foster equal amounts of generic language during mother-toddler book sharing

Parents and children encounter a variety of animals and objects in the early picture books they share, but little is known about how the context in which these entities are presented influences talk about them. The present study investigated how the presence or absence of a visual narrative context influences mothers' tendency to refer to animals as individual characters or as members of a kind when sharing picture books with their toddlers (mean age 21.3 months). Mother-child dyads shared both a narrative and a non-narrative book, each featuring six animals and matched in terms of length and quantity of text. Mothers made more specific (individual-referring) statements about animals in the narrative books, whereas they provided more labels for animals in the non-narrative books. But, of most interest, the frequency and proportion of mothers' use of generic (kind-referring) utterances did not differ across the two different types of books. Further coding of the content of the utterances revealed that mothers provided more story-specific descriptions of states and actions of the animals when sharing narrative books and more physical descriptions of animals when sharing non-narrative books. However, the two books did not differ in terms of their elicitation of natural facts about the animals. Overall, although the two types of books encouraged different types of talk from mothers, they stimulated generic language and talk about natural facts to an equal degree. Implications for learning from picture storybooks and book genre selection in classrooms and home reading are discussed. © 2014 Nyhout and O'Neill

The role of book features in young children's transfer of information from picture books to real-world contexts

Picture books are an important source of new language, concepts, and lessons for young children. A large body of research has documented the nature of parent-child interactions during shared book reading. A new body of research has begun to investigate the features of picture books that support children's learning and transfer of that information to the real world. In this paper, we discuss how children's symbolic development, analogical reasoning, and reasoning about fantasy may constrain their ability to take away content information from picture books. We then review the nascent body of findings that has focused on the impact of picture book features on children's learning and transfer of words and letters, science concepts, problem solutions, and morals from picture books. In each domain of learning we discuss how children's development may interact with book features to impact their learning. We conclude that children's ability to learn and transfer content from picture books can be disrupted by some book features and research should directly examine the interaction between children's developing abilities and book characteristics on children's learning. © 2018 Strouse, Nyhout and Ganea

Imagining story spaces: Young readers’ ability to construct spatial representations of narrative

Narratives are ubiquitous in human experience. They are the bestsellers we read on the beach, the news stories we read online, and, most commonly, the anecdotes we hear from our friends and family. Narrative comprehension involves creating a situation model, a non-verbal representation of the situation described by a text or spoken language (Zwaan & Radvansky, 1998). Whether and when children are able to create these representations is an important question for developmental research. Across 4 studies and using varying methodologies, I investigated children’s ability to mentally represent the spatial aspect of narratives – in particular, to construct spatial situation models – at an age when they are becoming independent readers (6 to 8 years). In Studies 1 and 2, I investigated children’s and adults’ ability to construct physical representations of narrative and non-narrative passages after listening. Both age groups constructed more accurate models from narratives than non-narrative passages. Performance on narrative and non-narrative versions of the task were associated with different cognitive and linguistic abilities, with performance on the narrative version significantly correlated with narrative comprehension, and performance on the non-narrative version significantly correlated with verbal working memory. In Study 3, I investigated 7- and 8-year-olds’ ability to represent spatial information during narrative listening, as measured by their enactment of a character’s movement. Children enacted significantly more explicitly stated movements than movements that had to be inferred. But importantly, the ability to infer movements was significantly predictive of narrative comprehension. In Study 4, I investigated 6- through 8-year-olds’ spontaneous processing of spatial information during narrative listening using an inconsistency detection task. Children listened to a series of short stories, some of which contained inconsistencies in either the spatial or goal-based fabric of the narrative. Children showed delayed processing in response to inconsistencies of both types compared to narratives with no inconsistencies. Together, these studies suggest that children can and do represent narrative spatial information, and that this ability may be an important building block of the comprehension process. This work has implications for both theoretical and educational accounts of language comprehension

Thinking counterfactually supports children's ability to conduct a controlled test of a hypothesis

Children often fail to control variables when conducting tests of hypotheses, yielding confounded evidence. We propose that getting children to think of alternative possibilities through counterfactual prompts may scaffold their ability to control variables, by engaging them in an imagined intervention that is structurally similar to controlled actions in scientific experiments. Findings provide preliminary support for this hypothesis. Seven- to 10-year-olds who were prompted to think counterfactually showed better performance on post-test control of variables tasks than children who were given control prompts. These results inform debates about the contribution of counterfactual reasoning to scientific reasoning, and suggest that counterfactual prompts may be useful in science learning contexts

Busy toy designs reduce the specificity of mothers' references to toy parts during toy play with their toddlers

When a parent is playing with a toy with his or her child, might a toy's "busy" visual design negatively impact the specificity and quality of the parent's talk? In this study, 24 mother-toddler (M = 23.5 months) dyads played with both (a) unmodified visually busy commercial toys and (b) modified visually "simple" versions of these commercial toys. Our focus was on the specificity of mothers' 552 references to the main parts of the toys (i.e., the rings of a stacking ring toy and the blocks of a nesting block toy), which was found to be impacted by the toys' visual design. That is, with simple toys, mothers produced a significantly greater proportion of specific references (e.g., the blue ring) than non-specific references (e.g., this/that one). Indeed, the proportion of specific references was three times greater in play with the simple toys than with the busy toys. Busy toys also reduced the number of references to parts of the toy overall and children's exposure to vocabulary such as colour terms used within specific references. These results underscore that the visual design of toys is an important aspect to consider, particularly in contexts where the goal may be to foster adult-child language and a child's exposure to more information-rich vocabulary terms during toy play with an adult. © 2019, Canadian Association of Speech-Language Pathologists and Audiologists. All rights reserved

The Development of the Counterfactual Imagination

When reasoning counterfactually, we think of alternative possibilities to what we know to be true about the world by imagining what 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, and what functions it serves. In this article, we propose a framework of counterfactual reasoning in development. We argue that counterfactual reasoning is best understood by looking both at the representations of reality children manipulate counterfactually, and the cognitive processes that make up and contribute to counterfactual reasoning. In so doing, we highlight the fact that many of the component skills are present in early childhood. This framework yields testable predictions about children's counterfactual reasoning across a range of situations. We also discuss recent work that examines the contribution of counterfactual reasoning to learning in childhood