Lohse, Karoline

[["dc.bibliographiccitation.artnumber","e86958"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","PLOS ONE"],["dc.bibliographiccitation.volume","9"],["dc.contributor.author","Lohse, Karoline"],["dc.contributor.author","Gräfenhain, Maria"],["dc.contributor.author","Behne, Tanya"],["dc.contributor.author","Rakoczy, Hannes"],["dc.date.accessioned","2017-09-07T11:52:50Z"],["dc.date.available","2017-09-07T11:52:50Z"],["dc.date.issued","2014"],["dc.description.abstract","Much recent research has shown that the capacity for mental time travel and temporal reasoning emerges during the preschool years. Nothing is known so far, however, about young children's grasp of the normative dimension of future-directed thought and speech. The present study is the first to show that children from age 4 understand the normative outreach of such future-directed speech acts: subjects at time 1 witnessed a speaker make future-directed speech acts about/towards an actor A, either in imperative mode (“A, do X!”) or as a prediction (“the actor A will do X”). When at time 2 the actor A performed an action that did not match the content of the speech act at time 1, children identified the speaker as the source of a mistake in the prediction case, and the actor as the source of the mistake in the imperative case and leveled criticism accordingly. These findings add to our knowledge about the emergence and development of temporal cognition in revealing an early sensitivity to the normative aspects of future-orientation."],["dc.description.sponsorship","Open-Acces-Publikationsfonds 2014"],["dc.identifier.doi","10.1371/journal.pone.0086958"],["dc.identifier.gro","3151301"],["dc.identifier.pmid","24489815"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/9754"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/8090"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","final"],["dc.notes.submitter","chake"],["dc.relation.issn","1932-6203"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.title","Young Children Understand the Normative Implications of Future-Directed Speech Acts"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","396"],["dc.bibliographiccitation.journal","Journal of Experimental Child Psychology"],["dc.bibliographiccitation.lastpage","403"],["dc.bibliographiccitation.volume","150"],["dc.contributor.author","Rakoczy, Hannes"],["dc.contributor.author","Kaufmann, Marlen"],["dc.contributor.author","Lohse, Karoline"],["dc.date.accessioned","2017-09-07T11:52:49Z"],["dc.date.available","2017-09-07T11:52:49Z"],["dc.date.issued","2016"],["dc.description.abstract","Much recent research has shown that children are sensitive to basic principles of fair distribution of resources much earlier than previously assumed. Under appropriate circumstances, toddlers and sometimes even infants both expect that others will follow principles of equal distribution of resources and do so themselves. But from these findings it remains unclear whether young children understand and follow such principles of fairness as normative rules. The current study tested for such an understanding of the normative force of principles of resource distribution with a novel method. In the study, 3- and 5-year-olds witnessed how a (puppet) agent distributed resources jointly earned by herself and a fellow agent in equal or unequal ways. In one condition, the child herself or himself was this fellow agent, and in another condition it was an unrelated third party. Children spontaneously protested frequently against unfair distributions both when they themselves were affected and when another third party was affected (and never did so after fair distributions), with 5-year-olds doing so in more explicitly normative terms than 3-year-olds. These findings suggest that young children indeed understand principles of fair distribution as normatively binding regardless of whether they are personally affected or not."],["dc.identifier.doi","10.1016/j.jecp.2016.05.015"],["dc.identifier.gro","3151288"],["dc.identifier.pmid","27329180"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/8076"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.notes.submitter","chake"],["dc.relation.issn","0022-0965"],["dc.title","Young children understand the normative force of standards of equal resource distribution"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","54"],["dc.bibliographiccitation.journal","Journal of Experimental Child Psychology"],["dc.bibliographiccitation.lastpage","70"],["dc.bibliographiccitation.volume","138"],["dc.contributor.author","Lohse, Karoline"],["dc.contributor.author","Kalitschke, Theresa"],["dc.contributor.author","Ruthmann, Katja"],["dc.contributor.author","Rakoczy, Hannes"],["dc.date.accessioned","2017-09-07T11:52:49Z"],["dc.date.available","2017-09-07T11:52:49Z"],["dc.date.issued","2015"],["dc.description.abstract","Children's capacity to reason about temporal and causal relations among past, present, and future events was investigated. In two studies, 4- and 6-year-olds (N=160) received structurally analogous search and planning tasks that required retrospective or prospective temporal-causal reasoning, respectively. The search task was compared with a closely matched control task that did not require temporal-causal reasoning. Results revealed that (a) both age groups solved the control task, (b) 6-year-olds mastered both retrospective and prospective tasks, and (c) 4-year-olds showed limited competence in both retrospective and prospective tasks. The current study, thus, suggests that flexible temporal-causal reasoning develops in parallel for past- and future-directed reasoning, is qualitatively different from simpler forms of temporal cognition, and develops during the late preschool years."],["dc.identifier.doi","10.1016/j.jecp.2015.04.008"],["dc.identifier.gro","3151293"],["dc.identifier.pmid","26037402"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/8081"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.relation.issn","0022-0965"],["dc.title","The development of reasoning about the temporal and causal relations among past, present, and future events"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dspace.entity.type","Publication"]]