When can children speaking Japanese, English, or Chinese map and extend novel nouns and verbs? Across 6 studies, 3- and 5-year-old children in all 3 languages map and extend novel nouns more readily than novel verbs. This finding prevails even in languages like Chinese and Japanese that are assumed to be verb-friendly languages (e.g., T. Tardif, 1996). The results also suggest that the input language uniquely shapes verb learning such that English-speaking children require grammatical support to learn verbs, whereas Chinese children require pragmatic as well as grammatical support. This research bears on how universally shared cognitive factors and language-specific linguistic factors interact in lexical development.

To understand the nature of lexical development, it is crucial to investigate how children learn a wide range of word classes, including nouns, verbs, and adjectives, along with closed class words such as prepositions and classifiers. An important question is whether a particular type of concept, over others, universally invites children to name it at early stages of word learning to serve as the entry point into language, that is, whether there is, in Gentner's words, "an initial set of fixed hooks with which children can bootstrap themselves into a position to learn the less transparent aspects of language" (Gentner, 1982). A number of researchers have proposed that basic-level object nouns serve such a function and argue that the basic-level object categories reflect the natural clustering of the world and are hence conceptually privileged (e.g., Gentner, 1982; Gentner & Boroditsky, 2001; Rosch, 1978). On the other hand, some researchers disagree with this view, arguing that the relative dominance of a particular type of words in the early lexicon is determined by distributional and structural properties of children's native language, and hence that the class of words that children learn earliest should differ across different languages (e.g., Choi & Gopnik, 1995; Tardif, 1996). In this chapter we address this issue, reporting results from a series of crosslinguistic studies that examined how English-, Japanese-, and Chinese-speaking children generalize newly learned nouns and verbs. Based on the results, we evaluate the two competing positions in the noun-verb debate. We then explore 450 Q1

Previous studies have suggested that cognitive reappraisal, which is an effective emotion regulation strategy, enhances decentering. On the other hand, other studies have implied the reverse in regard to this relationship: that decentering supports cognitive reappraisal. However, these possibilities have not yet been examined empirically. In the present study, we investigated the causal relationship between decentering and cognitive reappraisal by conducting two wave cross-lagged analysis. One hundred and thirty-eight Japanese university students responded to a questionnaire comprising measures of decentering and cognitive reappraisal tendency; the questionnaire was administered on two occasions, with an interval of 1 month. Cross-lagged analysis indicated the positive effect of cognitive reappraisal on decentering; however, the reverse possibility, that decentering influences cognitive reappraisal, was not significant. These results suggested that habitual use of cognitive reappraisal fosters decentering.

Reading literature contributes to the development of language skills and socioemotional competencies related to empathic responding. Despite implications for improving measures of empathy used by practitioners interested in reading behavior and their applications to teaching empathic skills through literature, extensions to the ability to express empathic inference of interpersonal encounters, or empathic accuracy, remains an understudied area. Comparing which traits are associated with performance on tasks that require empathic accuracy could reveal more about underlying empathic processes and their characteristics for the benefit of practitioner tools and pedagogical choices for reading. Two studies were conducted to investigate possible relationships between self-reported constructs of interpersonal reactivity and an experimental paradigm that measures empathic accuracy. Experiment 1 investigated these relationships among participants having everyday conversations, and Experiment 2 examined the same variables in a context designed to emulate a counseling setting. In both cases, scores on the Fantasy self-report scale ARTICLE HISTORY

Research conducted in the recent past have proposed total conviction as a factor associated with cognitive reappraisal that may produce changes in emotion and behavior. However, the factors that influence total conviction are not yet clearly identified. In this study, we focused on daily emotion regulation strategies and examined the relationship between emotion regulation strategies and total conviction. A total of 42 undergraduate and graduate students participated in this study. They measured their tendency toward daily emotion regulation strategies and then engaged in the cold pressor task (CPT) which is a distress tolerance task. Participants were then presented with information that encouraged them to engage in the task while enduring distress, creating a context for cognitive reappraisal of the task. Thereafter, they engaged in a second CPT. Finally, the degree of total conviction to the information that prompted reappraisal was measured. The results showed that total conviction in the experimental situation predicted behavior change. We found that the tendency to use routine cognitive reappraisal was not associated with total conviction, while the tendency to use expressive suppression would have a negative effect on total conviction. Furthermore, the expressive suppression tendency was found to moderate the relationship between total conviction and behavior change. These results indicate that the occurrence of total conviction in cognitive reappraisal leads to behavior change, though the tendency toward daily cognitive reappraisal is not related to the occurrence of total conviction in the experimental setting. The results also suggest that daily expressive suppression inhibits total conviction, particularly in situations where cognitive reappraisal is required.