Facts in counterfactuals-cognitive representations of Chinese counterfactuals.

How do people represent counterfactuals? As languages differ in expressibility of counterfactuals-some languages employ explicit grammatical marking for counterfactuals while others do not-are some speakers' representations of counterfactuals less explicit? Prior studies examining this question with Chinese speakers-a language devoid of explicit counterfactual markings-found mixed results. Here we re-examined the issue by using a more sensitive test: people's sensitivity to detect anomalies in sentences. We asked Chinese speakers to rate the acceptability of sentences employing "ruguo (if)…jiu (then)" configuration-the typical but non-unique, non-explicit marking of counterfactuals.

Developmental changes in drawing production under different memory demands in a U.S. and Chinese sample.

Children's drawings of common object categories become dramatically more recognizable across childhood. What are the major factors that drive developmental changes in children's drawings? To what degree are children's drawings a product of their changing internal category representations versus limited by their visuomotor abilities or their ability to recall the relevant visual information? To explore these questions, we examined the degree to which developmental changes in drawing recognizability vary across different drawing tasks that vary in memory demands (i.e.

Mommy, Can I Play Outside? How Urban Design Influences Parental Attitudes on Play.

Although play results in physical, social, and cognitive benefits, there is a consensus that children's opportunities to play have been reduced, particularly for those who live in urban environments. What are the barriers to play, and how can we mitigate them? This review examines a critical factor in play opportunities: parents as the decision-makers with regard to children's play. Using perspectives from psychology, urban design, and cognitive science, we analyze the relationships between the design of built environments, parental attitudes and beliefs, and parental decisions on allowing children to play.

Diversity vs. ingroup: How children generalize for the common good.

How do children generalize for the common good? The present study investigated whether children are more likely to use the preference of their ingroup (ingroup rationale) or that of a diverse group (diversity rationale) as a basis for generalization about the broader community. In a series of studies, five-year-olds from two different cultures (US and China), yet living in environments with analogous ingroup majority-outgroup minority structure, were asked to generalize either the preference of a diverse sample or the preference of an ingroup sample to the majority. We found that children from both cultures have a default strategy to generalize from their ingroup (Study 1).

Structure Mapping for Social Learning.

Analogical reasoning is a foundational tool for human learning, allowing learners to recognize relational structures in new events and domains. Here I sketch some grounds for understanding and applying analogical reasoning in social learning. The social world is fundamentally characterized by relations between people, with common relational structures-such as kinships and social hierarchies-forming social units that dictate social behaviors.

Children Prefer Diverse Samples for Inductive Reasoning in the Social Domain.

Not all samples of evidence are equally conclusive: Diverse evidence is more representative than narrow evidence. Prior research showed that children did not use sample diversity in evidence selection tasks, indiscriminately choosing diverse or narrow sets (tiger-mouse; tiger-lion) to learn about animals. This failure is not due to a general deficit of inductive reasoning, but reflects children's belief about the category and property at test.

Sensitivity to Relational Similarity and Object Similarity in Apes and Children.

Relational reasoning is a hallmark of sophisticated cognition in humans. Does it exist in other primates? Despite some affirmative answers, there appears to be a wide gap in relational ability between humans and other primates--even other apes. Here, we test one possible explanation for this gap, motivated by developmental research showing that young humans often fail at relational reasoning tasks because they focus on objects instead of relations.

Language helps children succeed on a classic analogy task.

Adult humans show exceptional relational ability relative to other species. In this research, we trace the development of this ability in young children. We used a task widely used in comparative research-the relational match-to-sample task, which requires participants to notice and match the identity relation: for example, AA should match BB instead of CD.

Infants make quantity discriminations for substances.

Infants can track small groups of solid objects, and infants can respond when these quantities change. But earlier work is equivocal about whether infants can track continuous substances, such as piles of sand. Experiment 1 (N = 88) used a habituation paradigm to show infants can register changes in the size of piles of sand that they see poured from a container when there is a 1-to-4 ratio.

Four types of visual mental imagery processing in upright and tilted observers.

We investigated the role of body position on performance in four distinct types of mental imagery processing. Previous studies used the upright body position as standard procedure and therefore do not address the issue of whether mental imagery tasks are processed in accordance with ego-centered or gravitational coordinates. In the present study, the subjects were brought into one of three different body positions: upright, horizontal, or supine.