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Payir, Ayse; Heiphetz, Larisa; Harris, Paul L.; Corriveau, Kathleen H. – Developmental Psychology, 2022
Recent research has shown that a religious upbringing renders children receptive to ordinarily impossible outcomes, but the underlying mechanism for this effect remains unclear. Exposure to religious teachings might alter children's basic understanding of causality. Alternatively, religious exposure might only affect children's religious…
Descriptors: Children, Religious Factors, Religious Education, Cognitive Development
Chen, Eva E.; Ng, Cecilia Tsz Ki; Corriveau, Kathleen H.; Yang, Bei; Harris, Paul L. – Journal of Cognition and Development, 2020
The early use of person perception terms was examined via an analysis of the spontaneous speech of four young children in conversation with their parents at home. All four children were producing such terms early in their third year. Like their parents, children used the terms in two distinguishable ways: to attribute a trait to a person or to…
Descriptors: Personality Traits, Self Concept, Speech Communication, Parent Child Relationship
Lucas, Amanda J.; Burdett, Emily R. R.; Burgess, Vanessa; Wood, Lara A.; McGuigan, Nicola; Harris, Paul L.; Whiten, Andrew – Child Development, 2017
This study tested the prediction that, with age, children should rely less on familiarity and more on expertise in their selective social learning. Experiment 1 (N = 50) found that 5- to 6-year-olds copied the technique their mother used to extract a prize from a novel puzzle box, in preference to both a stranger and an established expert. This…
Descriptors: Child Development, Parent Child Relationship, Duplication, Familiarity
Ronfard, Samuel; Harris, Paul L. – Developmental Psychology, 2014
As children listen to a simple action-based narrative, they construct a dynamic representation of the protagonist's movements, visual perspective, and goal-directed thoughts. We examined children's representations of more complex narratives in which the protagonist will encounter an unexpected outcome upon reaching his or her goal. Three studies…
Descriptors: Young Children, Preschool Children, Theory of Mind, Attribution Theory

Harris, Paul L.; And Others – Cognition, 1996
Children ages 3 to 5 years old are observed in a series of 3 experiments assessing their use of counterfactual thinking in causal reasoning. Results suggest that young children readily interpret the cause of an outcome in terms of a contrast between the observed sequence of events, and a counterfactual alternative in which the outcome did not…
Descriptors: Abstract Reasoning, Attribution Theory, Cognitive Development, Cognitive Processes
de Rosnay, Marc; Pons, Francisco; Harris, Paul L.; Morrell, Julian M. B. – British Journal of Developmental Psychology, 2004
This study examines the contribution of children's linguistic ability and mothers' use of mental-state language to young children's understanding of false belief and their subsequent ability to make belief-based emotion attributions. In Experiment 1, children (N = 51) were given three belief-based emotion-attribution tasks. A standard task in…
Descriptors: Theory of Mind, Video Technology, Mothers, Semantics