The present study examines 5- to 8-year-old children's relation reasoning in solving matrix completion tasks. This study incorporates a componential analysis, an eye-tracking method, and a microgenetic approach, which together allow an investigation of the cognitive processing strategies involved in the development and learning of children's relational thinking. Developmental differences in problem-solving performance were largely due to deficiencies in engaging the processing strategies that are hypothesized to facilitate problem-solving performance. Feedback designed to highlight the relations between objects within the matrix improved 5- and 6-year-olds' problem-solving performance, as well as their use of appropriate processing strategies. Furthermore, children who engaged the processing strategies early on in the task were more likely to solve subsequent problems in later phases. These findings suggest that encoding relations, integrating rules, completing the model, and generalizing strategies across tasks are critical processing components that underlie relational thinking. (PsycINFO Database Record

Scholars from across the social sciences, biological sciences, and humanities have long emphasized the role of human morality in supporting cooperation. How does morality arise in human development? One possibility is that morality is acquired through years of socialization and active learning. Alternatively, morality is instead based on a “moral core”: primitive abilities that emerge in infancy to make sense of morally relevant behaviors. Here, we review evidence that infants and toddlers understand a variety of morally relevant behaviors and readily evaluate agents who engage in them. These abilities appear to be rooted in the goals and intentions driving agents’ morally relevant behaviors and are sensitive to group membership. This evidence is consistent with a moral core, which may support later social and moral development and ultimately be leveraged for human cooperation. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 4 is December 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

No abstract

Past research shows infants selectively touch and look longer at characters who help versus hinder others (Social evaluation by preverbal infants. Nature, 2007, 450, 557; Three-month-olds show a negativity bias in their social evaluations. Developmental Science, 2010, 13, 923); however, the mechanisms underlying this tendency remain underspecified. The current preregistered experiment approaches this question by examining infants' real-time looking behaviors during prosocial and antisocial events, and exploring how individual infants' looking behaviors correlate with helper preferences.Using eye-tracking, 34 five-month-olds were familiarized with two blocks of the "hill" scenario originally developed by Kuhlmeier et al.

The current study examined relations between distinct aspects of moral functioning, and their cognitive and emotional correlates, in preschool age children. Participants were 171 typically developing 3-to 6-year-olds. Each child completed several tasks, including (a) moral tasks assessing both performance of various moral actions and evaluations of moral scenarios presented both verbally and nonverbally; and (b) non-moral tasks assessing general cognitive skill, executive functioning, theory-of-mind, and emotion recognition. Shyness and empathic concern were assessed from video acquired during participation. Results demonstrated positive associations among distinct moral actions, as well as among distinct moral evaluation tasks, but few associations between tasks assessing moral actions and moral evaluation. Empathic concern and inhibitory control each emerged as important predictors of preschoolers' moral functioning.