The development and diversity of religious cognition and behavior: Protocol for Wave 1 data collection with children and parents by the Developing Belief Network.

The Developing Belief Network is a consortium of researchers studying human development in diverse social-cultural settings, with a focus on the interplay between general cognitive development and culturally specific processes of socialization and cultural transmission in early and middle childhood. The current manuscript describes the study protocol for the network's first wave of data collection, which aims to explore the development and diversity of religious cognition and behavior. This work is guided by three key research questions: (1) How do children represent and reason about religious and supernatural agents? (2) How do children represent and reason about religion as an aspect of social identity? (3) How are religious and supernatural beliefs transmitted within and between generations? The protocol is designed to address these questions via a set of nine tasks for children between the ages of 4 and 10 years, a comprehensive survey completed by their parents/caregivers, and a task designed to elicit conversations between children and caregivers.

Preschoolers' attention to and learning from on-screen characters that vary by effort and efficiency: An eye-tracking study.

Prior findings are mixed regarding the extent to which children understand others' effort in early childhood. Especially, little is known about how character effort impacts children's selective attention and learning. This study examined preschoolers' visual attention to and learning from two on-screen characters: One character exerting high effort with low efficiency and another character exerting low effort with high efficiency in solving problems successfully.

Relations between fantasy and transfer of learning from storybooks.

Prior research presents a mixed picture regarding the circumstances under which children transfer learning of problem solutions from fantastical stories to real-world problems. Two experiments examined 3- to 5-year-old children's transfer of learning from fantastical storybooks that systematically varied in the fantastical abilities of storybook characters. In both experiments, participants heard stories about a character solving physical problems, and then participants attempted to solve analogous real-world problems.

How, when, and what do young children learn from fictional stories?

Fictional stories for children are often designed to teach new information such as vocabulary words and problem-solving solutions. Past work has shown that children can learn real-world information from these fictional sources, but we do not yet understand the full scope of how different variables affect this learning process. The articles in this special issue aimed to address this question, paying particular attention to the ways in which the fantastical elements that are so common in children's media might affect their learning.

Belief, culture, & development: Insights from studying the development of religious beliefs and behaviors.

We describe the theoretical and methodological contributions of a cultural and developmental approach to the study of religious belief and behavior. We focus on how the study of religious development can provide a foothold into answering some key questions in developmental science: What is belief? What is culture? What is the nature of human development? Throughout the chapter, we provide examples of methodological innovations that have emerged over the course of the first year of a global, collaborative research project into the development of religious beliefs and behaviors.

Perceptions of the Efficacy of Prayer and Conventional Medicine for Health Concerns.

Previous research has associated prayer practices with positive health outcomes, but few studies have examined: (a) the perceptions of prayer in relation to perceptions of the efficacy of conventional medicine, and (b) whether the perceptions of prayer efficacy differ based on illness type, context of prayer, and whether prayer is for the self or someone else. The current study surveyed 498 emerging adults at a public university. Conventional medicine was perceived as more effective for alleviating health concerns overall, but participants perceived prayer as most effective when performed in a group setting for someone else.

The Influence of Active Gaming on Cardiorespiratory Fitness in Black and Hispanic Youth.

Background: Youth in the United States have low levels of cardiorespiratory fitness, a risk factor for childhood obesity. Lower levels of physical fitness for black and Hispanic youth contribute to health disparities. In this feasibility study, we examined active video games (AVGs) as a tool to improve fitness and attitudes toward physical activity during early adolescence.

Dimensional Structure of and Variation in Anthropomorphic Concepts of God.

When considering other persons, the human mind draws from folk theories of biology, physics, and psychology. Studies have examined the extent to which people utilize these folk theories in inferring whether or not God has human-like biological, physical, and psychological constraints. However, few studies have examined the way in which these folk attributions relate to each other, the extent to which attributions within a domain are consistent, or whether cultural factors influence human-like attributions within and across domains.

The role of religious context in children's differentiation between God's mind and human minds.

The current study examined the cultural factors (i.e., religious background, religious participation, parents' views of prayer, and parents' concepts of God) that contribute to children's differentiation between the capabilities of human minds and God's mind.

Effects of Exergame Play on EF in Children and Adolescents at a Summer Camp for Low Income Youth.

Past research has suggested exergame play improves adolescents' executive function (EF) skills. EF change in 70 African American and Hispanic/Latino 10- to 16-year-olds participating in an inner-city summer camp was assessed following five 30-minute exergame play sessions. Children's EF scores improved from pre- to posttest, and factors related to this change were examined.

The trouble with halos: invited commentary on Kim, S., & Harris, P. L. (2014). Children prefer to learn from mind-readers. British Journal of Developmental Psychology.

This commentary on Kim and Harris (2014) addresses the authors' interpretation of the halo effect, in which 5- to 6-year-old children preferentially agreed with an informant who could read other people's minds, regardless of domain of knowledge.

Preschoolers' quarantining of fantasy stories.

Preschool-aged children are exposed to fantasy stories with the expectation that they will learn messages in those stories that are applied to real-world situations. We examined children's transfer from fantastical and real stories. Over the course of 2 studies, 3½- to 5½-year-old children were less likely to transfer problem solutions from stories about fantasy characters than stories about real people.

Media as social partners: the social nature of young children's learning from screen media.

Television has become a nearly ubiquitous feature in children's cultural landscape. A review of the research into young children's learning from television indicates that the likelihood that children will learn from screen media is influenced by their developing social relationships with on-screen characters, as much as by their developing perception of the screen and their symbolic understanding and comprehension of information presented on screen. Considering the circumstances in which children under 6 years learn from screen media can inform teachers, parents, and researchers about the important nature of social interaction in early learning and development.

Word learning from baby videos.

Objective: To examine whether children between 12 and 25 months of age learn words from an infant-directed DVD designed for that purpose.

Design: Half of the children received a DVD to watch in their home over the course of 6 weeks.

Setting: All participants returned to a laboratory for testing on vocabulary acquisition every 2 weeks.

Just a talking book? Word learning from watching baby videos.

This study examined the relationship between viewing an infant DVD and expressive and receptive language outcomes. Children between 12 and 15 months were randomly assigned to view Baby Wordsworth, a DVD highlighting words around the house marketed for children beginning at 12 months of age. Viewings took place in home settings over 6 weeks.

Observers' proficiency at identifying pretense acts based on behavioral cues.

Discriminating what is pretense from what is real is a fundamental problem in development. Research has addressed the proficiency with which adults and children discriminate between play fighting and real fighting, and yet none (to our knowledge) has investigated discrimination of other kinds of pretense and real acts. In addition, little is known about what aspects of pretender behavior (as opposed to pretend content) might cue pretense interpretations.

Children's understanding of the knowledge prerequisites of drawing and pretending.

Many young children will claim that someone is pretending to be something even when the person does not know what that something is. To examine whether children's failure to take knowledge prerequisites into account is part of a more fundamental problem in recognizing how mental representations constrain external ones, the authors asked children whether an artist who did not know what something was, yet whose drawing bore resemblance to it, was drawing it. The same questions were asked regarding pretending.