Outputs (45)

Executive control and the experience of regret (2011)
Journal Article
Burns, P., Riggs, K. J., & Beck, S. R. (2012). Executive control and the experience of regret. Journal of experimental child psychology, 111(3), 501-515. https://doi.org/10.1016/j.jecp.2011.10.003

The experience of regret rests on a counterfactual analysis of events. Previous research indicates that regret emerges at around 6 years of age, marginally later than the age at which children begin to answer counterfactual questions correctly. We hy... Read More about Executive control and the experience of regret.

Three- and 4-year-olds encode modeled actions in two ways leading to immediate imitation and delayed emulation (2011)
Journal Article
Simpson, A., & Riggs, K. J. (2011). Three- and 4-year-olds encode modeled actions in two ways leading to immediate imitation and delayed emulation. Developmental Psychology, 47(3), 834-840. https://doi.org/10.1037/a0023270

When copying a model's behavior with a tool, children tend to imitate (copy the specific actions to replicate the model's goal) rather than emulate (bring about the model's goal in the most efficient way). Tasks producing these findings test children... Read More about Three- and 4-year-olds encode modeled actions in two ways leading to immediate imitation and delayed emulation.

Under what conditions do children have difficulty in inhibiting imitation? Evidence for the importance of planning specific responses (2011)
Journal Article
Simpson, A., & Riggs, K. J. (2011). Under what conditions do children have difficulty in inhibiting imitation? Evidence for the importance of planning specific responses. Journal of experimental child psychology, 109(4), 512-524. https://doi.org/10.1016/j.jecp.2011.02.015

The response set effect has been observed in a number of developmental tasks that are proposed to required inhibition. This effect has been interpreted as evidence that the specific responses children plan to make in these tasks become prepotent. Her... Read More about Under what conditions do children have difficulty in inhibiting imitation? Evidence for the importance of planning specific responses.

The development of visual short-term memory for multifeature items during middle childhood (2011)
Journal Article
Riggs, K. J., Simpson, A., & Potts, T. (2011). The development of visual short-term memory for multifeature items during middle childhood. Journal of experimental child psychology, 108(4), 802-809. https://doi.org/10.1016/j.jecp.2010.11.006

Visual short-term memory (VSTM) research suggests that the adult capacity is limited to three or four multifeature object representations. Despite evidence supporting a developmental increase in capacity, it remains unclear what the unit of capacity... Read More about The development of visual short-term memory for multifeature items during middle childhood.

The effect of causal chain length on counterfactual conditional reasoning (2010)
Journal Article
Beck, S. R., Riggs, K. J., & Gorniak, S. L. (2010). The effect of causal chain length on counterfactual conditional reasoning. British Journal of Developmental Psychology, 28(3), 505-521. https://doi.org/10.1348/026151009X450836

We investigated German and Nichols' finding that 3-year-olds could answer counterfactual conditional questions about short causal chains of events, but not long. In four experiments (N =192), we compared 3- and 4-year-olds' performance on short and l... Read More about The effect of causal chain length on counterfactual conditional reasoning.

Subitizing in congenitally blind adults (2010)
Journal Article
Ferrand, L., Riggs, K. J., & Castronovo, J. (2010). Subitizing in congenitally blind adults. Psychonomic bulletin & review, 17(6), 840-845. https://doi.org/10.3758/PBR.17.6.840

We investigated the role of vision in tactile enumeration within and outside the subitizing range. Congenitally blind and sighted (blindfolded) participants were asked to enumerate quickly and accurately the number of fingers stimulated. Both groups... Read More about Subitizing in congenitally blind adults.

Relating developments in children's counterfactual thinking and executive functions (2009)
Journal Article
Beck, S. R., Riggs, K. J., & Gorniak, S. L. (2009). Relating developments in children's counterfactual thinking and executive functions. Thinking and Reasoning, 15(4), 337-354. https://doi.org/10.1080/13546780903135904

The performance of 93 children aged 3 and 4 years on a battery of different counterfactual tasks was assessed. Three measures: short causal chains, location change counterfactual conditionals, and false syllogisms—but not a fourth, long causal chains... Read More about Relating developments in children's counterfactual thinking and executive functions.

What makes responses prepotent for young children? Insights from the grass-snow task (2008)
Journal Article
Simpson, A., & Riggs, K. J. (2009). What makes responses prepotent for young children? Insights from the grass-snow task. Infant and Child Development, 18(1), 21-35. https://doi.org/10.1002/icd.576

Understanding how responses become prepotent is essential for understanding when inhibitory control is needed in everyday behaviour. We investigated prepotency in the grass–snow task—in which a child points to a green card when the experimenter says... Read More about What makes responses prepotent for young children? Insights from the grass-snow task.

Counterfactual and mental state reasoning in children with autism (2004)
Journal Article
Grant, C. M., Riggs, K. J., & Boucher, J. (2004). Counterfactual and mental state reasoning in children with autism. Journal of Autism and Developmental Disorders, 34(2), 177-188. https://doi.org/10.1023/B%3AJADD.0000022608.57470.29

The contributions of counterfactual conditional reasoning (CCR), belief understanding, and inferential reasoning to the performance of children with autism (CWA) on standard false belief tasks were investigated. To assess the roles of these three fac... Read More about Counterfactual and mental state reasoning in children with autism.

What makes the windows task difficult for young children: Rule inference or rule use? (2003)
Journal Article
Simpson, A., Riggs, K. J., & Simon, M. (2004). What makes the windows task difficult for young children: Rule inference or rule use?. Journal of experimental child psychology, 87(2), 155-170. https://doi.org/10.1016/j.jecp.2003.11.002

The windows task is difficult for young children. In this task, a child is shown two boxes with windows revealing that one is empty, whereas the other contains a treat. The child is asked to point to a box for an opponent to look in. The child then "... Read More about What makes the windows task difficult for young children: Rule inference or rule use?.