Picture books inherently contain many parallel dimensions of information and serve as a rich source of input for children. However, studies of children's learning from picture books tend to focus on a single type of information (e.g., novel words). To better understand the learning-related potential of shared book reading, we examined 4.5- to…

We told ninety-nine 4- and 5-year-olds stories in which speakers told lies and truths in two contexts: those told to deny a transgression (misdeeds) and those told to spare another's feelings (politeness). Participants identified each statement as a lie or as the truth, morally judged it as good or bad, and decided whether or not to assign…

Research Findings: Children's capacities for complex socio-moral reasoning carries across domains; similarly, children's aggressive behaviors changes as a function of context. However, with a few exceptions, little research has considered children's socio-moral reasoning and aggressive subtypes in concert. The goals of the current study were to…

The study explored the nature of mother-child conversation during and after a shared book reading (SBR) interaction and how it relates to children's social understanding and prosocial behavior. Participants were 61 mother-child dyads (children's mean age 5 years, 8 months) from low socioeconomic strata (SES). Mother-child SBR and their…

The present research explored the relation between socio-cognitive skills, as Theory of Mind and affective empathy, social behaviour, attachment style and scholastic success in children, aged from 8 to 11 years (N = 159; 90 females, 69 males; M[subscript age] = 9,60; DS = 0.78). Several assessment tools were administered to children on mentalizing…