When speech conflicts with seeing: young children's understanding of informational priority

Article Abstract:

Preschool children can understand informational priority and believe that people disregard a spoken message when speech conflicts with seeing reality directly. Children judge that people believe a message if they lack prior information about its truthfulness, but discount it if it contradicts a belief based on prior visual evidence. Therefore, young children have a knowledge of the relation between seeing directly and formation of belief in encoding and prioritizing information.

Analysis, Children, Preschool children, Epistemology, Cognition in children, Cognitive development, Human information processing in children, Childhood information processing, Knowledge, Theory of, in children

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Categorizing facial identities, emotions, and genders: Attention to high- and low-spatial frequencies by children and adults

Article Abstract:

A study on the relative development during childhood of perception of identity, gender and emotion is presented. Findings indicate different spatial frequency biases in the processing of gender and emotion with low-spatial frequency bias being associated with gender processing, and emotion processing being associated with high-spatial frequency bias.

Emotions in children, Childhood emotions, Face recognition (Psychology)

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Can one written word mean many things? Prereaders' assumptions about the stability of written words' meanings

Article Abstract:

An exploration on the ways children perceive words and the errors that they make in this process is presented. Results of three experiments confirmed previous findings that the meaning of a written word changes for prereaders of 3 to 5 years of age, when the word moves from a matching to a nonmatching toy.

Visual perception, Word recognition, Visual perception in children

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