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Article
Psychology, Developmental
Martin J. Packer et al.
Summary: In our article, we highlighted the use of puppets in Theory of Mind tasks and how it requires young children to pretend, which introduces a confound and fails to distinguish scientific and folk psychology. However, Lillard and Wellman and Yu argue that the use of puppets does not involve pretense but rather an understanding of them as 'stand-ins' for people, without providing clear differentiation or avoidance of confounding factors. On the other hand, Rakoczy agrees with the necessity of pretense but argues that it operates on the same code and concepts as the real world. We believe that 'mind' is a culturally and historically constrained institutional fact, and ToM tasks involve multiple levels of pretense, games, and institutional reality.
COGNITIVE DEVELOPMENT
(2023)
Article
Psychology, Educational
Roman Stengelin et al.
Summary: Interactions with peers are important for socio-cognitive development, but it is challenging to assess these interactions in standardized experiments. Puppetry is commonly used to simulate peers, and this Registered Report investigated how German children attribute minds and social cognition to puppets. The findings showed that children attributed fewer mind properties to puppets compared to peers or adults. However, their social cognition varied little across partners. Puppetry relies on children's ability for pretense and can provide valid insights into socio-cognitive development.
Article
Psychology, Developmental
Courtney C. Baugh et al.
Summary: The current study investigates young children's perceptions of puppets and their relationship with learning from puppets. It also examines whether increasing children's feelings of similarity to a puppet enhances their learning. Preschool-aged children were introduced to a puppet character through stories and a video, with the stories presenting the puppet as either similar or different from the child. The results indicate that younger children tend to view puppets as humans, and feeling similar to the puppet is not significantly related to age or cognitive ability. Furthermore, there is no significant relationship between personification and learning, and children who feel similar to the puppet despite being cued to differences are the least likely to learn from it.
COGNITIVE DEVELOPMENT
(2023)
Article
Psychology, Developmental
Maria Mammen et al.
Summary: Moral reasoning is critical for moral development, and children acquire moral norms through social interactions. However, the moral reasoning process is not well-studied. This article proposes a theoretical framework that emphasizes the role of communication in moral development and argues for closer investigation of children's moral reasoning. Understanding the influences of different reasoning partners and individual differences on this process can enhance our understanding of how children become moral beings and how human morality is formed.
COGNITIVE DEVELOPMENT
(2023)
Article
Psychology, Developmental
Hannes Rakoczy
Summary: This paper discusses the fundamental questions about puppet use in developmental studies, including the reasons for using puppets, the validity of using puppets in studying real social cognition, and the scope and limits of this method.
COGNITIVE DEVELOPMENT
(2022)
Article
Psychology, Developmental
Martin J. Packer et al.
Summary: Many studies on young children's understanding of others' actions use puppets, toys, or fictional characters as stimuli, raising concerns about the ecological validity and the relationship between ethnopsychology and scientific psychology. This may ultimately reveal more about children's theory of puppets than their understanding of human behavior.
COGNITIVE DEVELOPMENT
(2022)
Article
Psychology, Developmental
Krista Byers-Heinlein et al.
Summary: Infant research often suffers from underpowered samples, hindering the reliability and replicability of findings. By focusing on improving the reliability of infant studies, the article proposes six concrete solutions to enhance research quality. A deeper consideration of measurement in infant research is highlighted as a key factor in improving our ability to study infant development effectively.
INFANT AND CHILD DEVELOPMENT
(2022)
Editorial Material
Psychology, Developmental
Markus Paulus
Summary: This piece critically analyzes the Violation-of-Expectation (VoE) method in infant psychology and argues that it relies on questionable assumptions, has weak conceptual foundations, and lacks conclusive empirical findings. The author suggests that theoretical progress in developmental psychology requires moving away from the VoE method.
INFANT AND CHILD DEVELOPMENT
(2022)
Article
Psychology, Developmental
Mika Asaba et al.
Summary: The study found that even when interacting with puppets, 4-year-old children exhibit self-presentational behaviors, especially when the puppet is treated as an entity capable of having mental states. These results highlight the importance of social contexts in eliciting self-presentational behaviors.
COGNITIVE DEVELOPMENT
(2022)
Article
Psychology, Developmental
Hui Li et al.
Summary: This study examines the impact of age and informants on children's animal knowledge learning and anthropomorphic generalization. The findings show that watching animal educational videos can promote children's acquisition of animal knowledge, and children learn equally well from both human and puppet informants. Younger children may enjoy learning from nonanthropomorphic language animal puppets more.
COGNITIVE DEVELOPMENT
(2022)
Article
Psychology, Developmental
Ian L. Chandler-Campbell et al.
Summary: This study examines how children evaluate knowledge artifacts and finds that children prefer learning from puppet informants. This preference is associated with inferences about the epistemic authority of text, rather than reading ability or informant type.
COGNITIVE DEVELOPMENT
(2022)
Article
Psychology, Developmental
Thalia R. Goldstein et al.
Summary: While puppets have been used to test children's understanding and learning, most research overlooks the importance of movement in puppet play. This study found that children gesture more while playing with puppets compared to watching puppets or media, and different types of gestures predict learning outcomes. These findings highlight the significance of considering children's movements in puppet-based developmental research.
COGNITIVE DEVELOPMENT
(2022)
Article
Psychology, Developmental
Angeline S. Lillard
Summary: This essay discusses how scientists utilize puppets in research with young children, examining children's theory of mind and perception of puppets, and addressing cognitive evaluations of puppets across different age groups.
COGNITIVE DEVELOPMENT
(2022)
Article
Psychology, Developmental
Jonathan F. Kominsky et al.
Summary: Researchers often use simplified, animated, or artificial stimuli to study infants' understanding of abstract concepts, which raises questions about the validity of the results. While simplified stimuli offer stronger experimental control and more precise inferences, there is a tradeoff between measurement validity and ecological validity.
COGNITIVE DEVELOPMENT
(2022)
Article
Psychology, Developmental
Henry M. Wellman et al.
Summary: The criticism towards the use of puppets and dolls in social cognition research is misguided, as children do not pretend that puppets are real people, but rather accept them as representations of people.
COGNITIVE DEVELOPMENT
(2022)
Article
Psychology, Developmental
Masanori Yamaguchi et al.
Summary: This study investigates individual differences in children's anthropomorphic tendencies toward their special objects and finds that these differences are correlated with parents' anthropomorphic tendencies, rather than being influenced by the motivation for social connection and the type of object.
COGNITIVE DEVELOPMENT
(2022)
Article
Psychology, Developmental
Chi-Lin Yu et al.
Summary: The study found through meta-analysis that children tested on social cognition tasks using puppets and dolls exhibit similar results and validity as when tested using real persons. This suggests that research on children's theory of mind can be effectively and conveniently conducted using puppets and dolls.
COGNITIVE DEVELOPMENT
(2022)
Editorial Material
Psychology, Developmental
Aimee E. Stahl et al.
Summary: The violation-of-expectation method is an important tool for studying the breadth and depth of infants' cognitive abilities, with strong construct validity, revealing infants' expectations and producing reliable results.
INFANT AND CHILD DEVELOPMENT
(2022)
Article
Psychology, Developmental
Howard Steele et al.
Summary: This paper explored the relationship between children's responses to story-stem beginnings at age 5 and their responses to the Adult Attachment Interview at age 16. The results showed that prosocial themes and non-physical punitive themes in doll play significantly influenced reflective functioning at age 16.
COGNITIVE DEVELOPMENT
(2022)
Article
Psychology, Developmental
Valerie D. Berner et al.
Summary: This study explores the comparability of different measurement tools for mathematical self concept in four-to six-year-olds. The experiments showed that all of the scales were reliable and there were no differences between the individual procedures. Puppets and pictures were found to be useful supporting materials in the measurement.
COGNITIVE DEVELOPMENT
(2022)
Article
Psychology, Developmental
David C. Witherington et al.
Review
Education & Educational Research
Ngan Kuen Lai et al.
EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL
(2018)
Review
Behavioral Sciences
Leonhard Schilbach
CURRENT OPINION IN BEHAVIORAL SCIENCES
(2015)
Article
Psychology, Experimental
Denis Tatone et al.
Article
Psychology, Developmental
Donna Tafreshi et al.
Review
Psychology
Angeline S. Lillard et al.
PSYCHOLOGICAL BULLETIN
(2013)
Article
Psychology, Developmental
Jedediah W. P. Allen et al.
COGNITIVE DEVELOPMENT
(2013)
