Outputs (45)

Parallels between action-object mapping and word-object mapping in young children (2015)
Journal Article
Riggs, K. J., Mather, E., Hyde, G., & Simpson, A. (2016). Parallels between action-object mapping and word-object mapping in young children. Cognitive science, 40(4), 992-1006. https://doi.org/10.1111/cogs.12262

© 2016 Cognitive Science Society, Inc. Across a series of four experiments with 3- to 4-year-olds we demonstrate how cognitive mechanisms supporting noun learning extend to the mapping of actions to objects. In Experiment 1 (n = 61) the demonstration... Read More about Parallels between action-object mapping and word-object mapping in young children.

Young children retain fast mapped object labels better than shape, color, and texture words (2015)
Journal Article
Holland, A., Simpson, A., & Riggs, K. J. (2015). Young children retain fast mapped object labels better than shape, color, and texture words. Journal of experimental child psychology, 134, 1-11. https://doi.org/10.1016/j.jecp.2015.01.014

We compared short- and long-term retention of fast mapped color, shape and texture words as well as object labels. In an exposure session, 354 3- and 4-year-old children were shown a set of two familiar and three novel stimuli. One of the novel stimu... Read More about Young children retain fast mapped object labels better than shape, color, and texture words.

Developing thoughts about what might have been (2014)
Journal Article
Beck, S. R., & Riggs, K. (2014). Developing thoughts about what might have been. Child development perspectives, 8(3), 175-179. https://doi.org/10.1111/cdep.12082

Recent research has changed how developmental psychologists understand counterfactual thinking or thoughts of what might have been. Evidence suggests that counterfactual thinking develops over an extended period into at least middle childhood, depend... Read More about Developing thoughts about what might have been.

The costs of giving up: Action versus inaction asymmetries in regret (2013)
Journal Article
Nicolle, A., & Riggs, K. (2013). The costs of giving up: Action versus inaction asymmetries in regret. Behavioral and Brain Sciences, 36(6), 702. https://doi.org/10.1017/S0140525X13001143

Kurzban et al.'s opportunity cost model of mental effort relies heavily on counterfactual thinking. We suggest that a closer inspection of the role of counterfactual emotions, and particularly of action/inaction asymmetries in anticipated regret, may... Read More about The costs of giving up: Action versus inaction asymmetries in regret.

Conditional Reasoning and Emotional Experience: A Review of the Development of Counterfactual Thinking (2013)
Journal Article
Beck, S. R., Weisberg, D. P., Burns, P., & Riggs, K. J. (2014). Conditional Reasoning and Emotional Experience: A Review of the Development of Counterfactual Thinking. Studia Logica, 102(4), 673-689. https://doi.org/10.1007/s11225-013-9508-1

What do human beings use conditional reasoning for? A psychological consequence of counterfactual conditional reasoning is emotional experience, in particular, regret and relief. Adults' thoughts about what might have been influence their evaluations... Read More about Conditional Reasoning and Emotional Experience: A Review of the Development of Counterfactual Thinking.

Prepotency in action: Does children's knowledge of an artifact affect their ability to inhibit acting on it? (2013)
Journal Article
Riggs, K. J., Simpson, A., & Carroll, D. J. (2014). Prepotency in action: Does children's knowledge of an artifact affect their ability to inhibit acting on it?. Journal of experimental child psychology, 118(1), 127-133. https://doi.org/10.1016/j.jecp.2013.07.015

Prepotent actions are actions that are strongly triggered by the environment, and so tend to be carried out, unless intentionally avoided. Understanding what makes an action prepotent is central to an understanding of inhibitory control. The current... Read More about Prepotency in action: Does children's knowledge of an artifact affect their ability to inhibit acting on it?.

Seeing triggers acting, hearing does not trigger saying: Evidence from children's weak inhibition (2013)
Journal Article
Simpson, A., Cooper, N. R., Gillmeister, H., & Riggs, K. J. (2013). Seeing triggers acting, hearing does not trigger saying: Evidence from children's weak inhibition. Cognition, 128(2), 103-112. https://doi.org/10.1016/j.cognition.2013.03.015

There is evidence to suggest action imitation is automatic in adults and children. Children's weak inhibitory control means that automatic activation can have dramatic effects on behaviour. In three developmental studies, we investigated whether verb... Read More about Seeing triggers acting, hearing does not trigger saying: Evidence from children's weak inhibition.

The role of inhibitory control in the development of human figure drawing in young children (2013)
Journal Article
Riggs, K. J., Jolley, R. P., & Simpson, A. (2013). The role of inhibitory control in the development of human figure drawing in young children. Journal of experimental child psychology, 114(4), 537-542. https://doi.org/10.1016/j.jecp.2012.10.003

We investigated the role of inhibitory control in young children's human figure drawing. We used the Bear-Dragon task as a measure of inhibitory control and used the classification system devised by Cox and Parkin to measure the development of human... Read More about The role of inhibitory control in the development of human figure drawing in young children.

How do alternative ways of responding influence 3- and 4-year-olds' performance on tests of executive function and theory of mind? (2012)
Journal Article
Carroll, D. J., Riggs, K. J., Apperly, I. A., Graham, K., & Geoghegan, C. (2012). How do alternative ways of responding influence 3- and 4-year-olds' performance on tests of executive function and theory of mind?. Journal of experimental child psychology, 112(3), 312-325. https://doi.org/10.1016/j.jecp.2012.03.001

A total of 69 preschool children were tested on measures of false belief understanding (the Unexpected Transfer task), inhibitory control (the Grass/Snow task), and strategic reasoning (the Windows task). For each task, children indicated their respo... Read More about How do alternative ways of responding influence 3- and 4-year-olds' performance on tests of executive function and theory of mind?.

Refining the understanding of inhibitory processes: how response prepotency is created and overcome (2011)
Journal Article
Simpson, A., Riggs, K., Beck, S. R., Gorniak, S. L., Wu, Y., Abbott, D., & Diamond, A. (2012). Refining the understanding of inhibitory processes: how response prepotency is created and overcome. Developmental Science, 15(1), 62-73. https://doi.org/10.1111/j.1467-7687.2011.01105.x

Understanding (a) how responses become prepotent provides insights into when inhibition is needed in everyday life. Understanding (b) how response prepotency is overcome provides insights for helping children develop strategies for overcoming such te... Read More about Refining the understanding of inhibitory processes: how response prepotency is created and overcome.