Children's developing ability to recognize deceptive use of true information.

The strategic use of deliberate omissions, conveying true but selective information for deceptive purposes, is a prevalent and pernicious disinformation tactic. Crucially, its recognition requires engaging in a sophisticated, multi-part social cognitive reasoning process. In two preregistered studies, we investigated the development of children's ability to engage in this process and successfully recognize this form of deception, finding that children even as young as 5 years are capable of doing so, but only with sufficient scaffolding.

Factors Associated With Improved Pediatric Resuscitative Care in General Emergency Departments.

Objectives: To describe the quality of pediatric resuscitative care in general emergency departments (GEDs) and to determine hospital-level factors associated with higher quality.

Methods: Prospective observational study of resuscitative care provided to 3 in situ simulated patients (infant seizure, infant sepsis, and child cardiac arrest) by interprofessional GED teams. A composite quality score (CQS) was measured and the association of this score with modifiable and nonmodifiable hospital-level factors was explored.

Trauma-informed and family-centered paediatric resuscitation: Defining domains and practices.

Aim: For paediatric patients and families, resuscitation can be an extremely stressful experience with significant medical and psychological consequences. Psychological sequelae may be reduced when healthcare teams apply patient- and family-centered care and trauma-informed care, yet there are few specific instructions for effective family-centered or trauma-informed behaviours that are observable and teachable. We aimed to develop a framework and tools to address this gap.

Claims of wrongdoing by outgroup members heighten children's ingroup biases.

Little is known about how group bias may impact children's acceptance of unsubstantiated claims. Most children view cheating as unfair. However, in competitive situations, when ambiguity surrounds the potential intention to cheat, group affiliation may lead children to support claims of cheating based solely on the team affiliation of the claimant, even when those claims are not clearly substantiated.

Look Again: Pedagogical Demonstration Facilitates Children's Use of Counterevidence.

In learning about the world children must not only make inferences based on minimal evidence, but must deal with conflicting evidence and question those initial inferences when they appear to be wrong. Four experiments (N = 144) found that young children were significantly more likely to revise their initial inferences when conflicting evidence was explicitly demonstrated for them. Four- and five-year-old children saw deterministic evidence about which objects had causal powers, and then saw counterevidence conflicting with that initial pattern.

Children's evaluation of verified and unverified claims.

Critical to children's learning is the ability to judiciously select what information to accept-to use as the basis for learning and inference-and what information to reject. This becomes especially difficult in a world increasingly inundated with information, where children must carefully reason about the process by which claims are made in order to acquire accurate knowledge. In two experiments, we investigated whether 3- to 7-year-old children (N = 120) understand that factual claims based on verified evidence are more acceptable than claims that have not been sufficiently verified.

The Impact of Telemedicine on Teamwork and Workload in Pediatric Resuscitation: A Simulation-Based, Randomized Controlled Study.

Background: Telemedicine provides access to specialty care to critically ill patients from a geographic distance. The effects of using telemedicine on (1) teamwork and communication (TC), (2) task workload during resuscitation, and (3) the processes of critical care have not been well described.

Objectives: To evaluate the impact of telemedicine on (1) TC, (2) task workload during a resuscitation, and (3) the processes of critical care during a simulated pediatric resuscitation.

What Do Clinicians Caring for Children Need to Know about Pediatric Medical Traumatic Stress and the Ethics of Trauma-Informed Approaches?

Medical experiences can be frightening and traumatic for children. Ill and injured children can experience pediatric medical traumatic stress-psychological and physiological distress responses related to their medical event and subsequent medical treatment experiences-which can lead to symptoms of posttraumatic stress disorder (PTSD) and suboptimal health outcomes. Trauma-informed care provides a framework for acknowledging, addressing, and mitigating the risks of psychological trauma associated with medical treatment experiences and is congruent with the ethical principles of respect for autonomy, beneficence, nonmaleficence, and justice.

Young Children See a Single Action and Infer a Social Norm.

Human social life depends heavily on social norms that prescribe and proscribe specific actions. Typically, young children learn social norms from adult instruction. In the work reported here, we showed that this is not the whole story: Three-year-old children are promiscuous normativists.

Two- and 3-year-olds integrate linguistic and pedagogical cues in guiding inductive generalization and exploration.

Young children can in principle make generic inferences (e.g., "doffels are magnetic") on the basis of their own individual experience.

Young children use pedagogical cues to modulate the strength of normative inferences.

Young children understand pedagogical demonstrations as conveying generic, kind-relevant information. But, in some contexts, they also see almost any confident, intentional action on a novel artefact as normative and thus generic, regardless of whether this action was pedagogically demonstrated for them. Thus, although pedagogy may not be necessary for inferences to the generic, it may nevertheless be sufficient to produce inductive inferences on which the child relies more strongly.

Preschoolers use pedagogical cues to guide radical reorganization of category knowledge.

In constructing a conceptual understanding of the world, children must actively evaluate what information is idiosyncratic or superficial, and what represents essential, defining information about kinds and categories. Preschoolers observed identical evidence about a novel object's function (magnetism) produced in subtly different manners: accidentally, intentionally, or demonstrated communicatively and pedagogically. Only when evidence was explicitly demonstrated for their benefit did children reliably go beyond salient perceptual features (color or shape), to infer function to be a defining property on which to base judgments about category membership.

The opportunity to collaborate increases preschoolers' motivation for challenging tasks.

Collaborating on challenging endeavors is a foundation of human society. Recent research suggests that young children are not only motivated to cooperate with others-for instance, to help others accomplish their goals-but may also be motivated to collaborate with others-to pursue shared goals. However, a primary reason why collaboration is so important is because opportunities to collaborate can bring people together to work hard to overcome challenges.

Preschoolers use intentional and pedagogical cues to guide inductive inferences and exploration.

Children are judicious social learners. They may be particularly sensitive to communicative actions done pedagogically for their benefit, as such actions may mark important, generalizable information. Three experiments (N = 224) found striking differences in preschoolers' inductive generalization and exploration of a novel functional property, depending on whether identical evidence for the property was produced accidentally, intentionally, or pedagogically and communicatively.

Toddlers' referential understanding of pictures.

Pictures are referential in that they can represent objects in the real world. Here we explore the emergence of understanding of the referential potential of pictures during the second year of life. In Study 1, 15-, 18-, and 24-month-olds learned a word for a picture of a novel object (e.

Proteomic-based detection of a protein cluster dysregulated during cardiovascular development identifies biomarkers of congenital heart defects.

Background: Cardiovascular development is vital for embryonic survival and growth. Early gestation embryo loss or malformation has been linked to yolk sac vasculopathy and congenital heart defects (CHDs). However, the molecular pathways that underlie these structural defects in humans remain largely unknown hindering the development of molecular-based diagnostic tools and novel therapies.