Vikram K Jaswal
Datos Biográficos
| ID | 5757444 |
|---|---|
| NOMBRE | Vikram K Jaswal |
| NOMBRES | Vikram K |
| APELLIDO | Jaswal |
| FIRMA | JASWAL V K |
| AFILIACIONES | University of Virginia |
| ORCID | 0000-0002-7667-1252 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 32 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2003 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 3 |
Autistic People Are Believed to Feel More Pain than Non-Autistic People
Members of some marginalized groups are erroneously considered relatively insensitive to pain, an assumption that seems to reflect beliefs that they have been toughened up by the hardship they have endured. Autistic people represent a marginalized group, and some clinical accounts erroneously suggest that they, too, are relatively insensitive to pain. In two pre-registered studies involving college students and Prolific workers in the United Stat…
It's okay if you flap your hands”
Young children favor what they perceive as normative behavior and people who act in normative ways. This preference for normativity could negatively affect non‐autistic children's attitudes towards autistic peers – individuals who (by definition) act in unconventional ways. In Study 1, we investigated how non‐autistic 4‐ to 7‐year‐old U.S. children ( N = 112) evaluated several unconventional behaviors characteristic of autism and the characters w…
Young children do not perceive distributional fairness as a moral norm
Young children robustly distinguish between moral norms and conventional norms (Smetana, 1984; Yucel et al., 2020). In existing research, norms about the fair distribution of resources are by definition considered part of the moral domain; they are not distinguished from other moral norms such as those involving physical harm. Yet an understanding of fairness in resource distribution (hereafter, "fairness") emerges late in development and is cult…
I remember being nice
Adults tend to remember themselves in a positive way. For example, they are more likely to remember their past good deeds rather than their past bad deeds. We investigated whether children (N = 40) are also biased in how they remember information related to themselves. Using the self-reference memory paradigm, we found that 8- to 10-year-olds’ source memory for mean action phrases (e.g., “Lie to someone”) was worse when the phrases were encoded w…
Cognitive Foundations of Learning from Testimony
Humans acquire much of their knowledge from the testimony of other people. An understanding of the way that information can be conveyed via gesture and vocalization is present in infancy. Thus, infants seek information from well-informed interlocutors, supply information to the ignorant, and make sense of communicative acts that they observe from a third-party perspective. This basic understanding is refined in the course of development. As they …
The Development of Social Trust
Trust is the currency on which all human interactions are based. This entry reviews a diverse body of literature on the development of trust. We begin by describing foundational theories linking early experience to trust, and then discuss how violations of trust affect children. We turn next to a particularly active area of trust research in cognitive development—namely, trust in information learned from what other people say (testimony). Childre…
Making Amends
Two studies investigate children's expectations and actual responses to a transgressor's attempt to make amends. In Study 1, six‐ and seven‐year‐olds (N = 16) participated in a building activity and then imagined how they would respond if a transgressor knocked over their tower and then apologized spontaneously, apologized after prompting, offered restitution, or did nothing. Children forecasted that they would feel better and would share more wh…
Cultural variations in global versus local processing
We conducted 3 studies to explore cultural differences in global versus local processing and their developmental trajectories. In Study 1 (N = 363), we found that Japanese college students were less globally oriented in their processing than American or Argentine participants. We replicated this effect in Study 2 (N = 1,843) using a nationally representative sample of Japanese and American adults ages 20 to 69, and found further that adults in bo…
Deficit or difference? Interpreting diverse developmental paths
How should differences between "typically developing" children and other populations be interpreted? To what extent should the emphasis be on advocating remediation for children who are on a developmental trajectory that differs from the norm versus embracing different developmental trajectories as equally valid contributions to the diversity of human experience? The 6 target articles and 2 commentaries in this special section offer a diverse set…
Watch and Learn? Infants Privilege Efficiency Over Pedagogy During Imitative Learning
This experiment tested how 18-month-old infants' prior experience with an object affects their imitation. Specifically, we asked whether infants would imitate an adult who used her head to illuminate a light-box if they had earlier discovered that the light could be illuminated with their hands. In the Self-Discovery condition, infants had the opportunity to freely explore the light-box; all infants used their hands to activate the light-box at l…
Accuracy, confidence, and calibration
Do children and adults use the same cues to judge whether someone is a reliable source of information? In 4 experiments, we investigated whether children (ages 5 and 6) and adults used information regarding accuracy, confidence, and calibration (i.e., how well an informant's confidence predicts the likelihood of being correct) to judge informants' credibility. We found that both children and adults used information about confidence and accuracy t…
Explaining the disambiguation effect
When they see a familiar object and an unfamiliar one, and are asked to select the referent of a novel label, children usually choose the unfamiliar object. We asked whether this ‘disambiguation effect’ reflects an expectation that each object has just one label (mutual exclusivity), or an expectation about the intent of the speaker who uses a novel label. In Study 1, when a speaker gazed at or pointed toward the familiar object in a novel–famili…
Learning the rules
Two experiments were used to investigate the scope of imitation by testing whether 36-month-olds can learn to produce a categorization strategy through observation. After witnessing an adult sort a set of objects by a visible property (their color; Experiment 1) or a nonvisible property (the particular sounds produced when the objects were shaken; Experiment 2), children showed significantly more sorting by those dimensions relative to children i…
The Effect of Vocabulary Size on Toddlers' Receptiveness to Unexpected Testimony About Category Membership
Children must be willing to accept some of what they hear “on faith,” even when that testimony conflicts with their own expectations. The study reported here investigated the relation among vocabulary size, object recognition, and 24‐month‐olds' ( N = 40) willingness to accept potentially surprising testimony about the category to which an object belongs. Results showed that children with larger vocabularies were better able to recognize atypical…
Adults Don't Always Know Best
The relative strengths of indirect and direct word learning
Indirect word learning lacks many of the overt social-pragmatic cues to reference available in direct word learning, yet the two result in equally robust mappings when comprehension is assessed immediately after learning. The 3 studies reported here investigated how 3-year-olds (N=96) respond to more challenging tests of the relative strengths of indirect and direct word learning. In Study 1, children's comprehension of indirectly and directly le…
Accuracy, confidence, and calibration
Do children and adults use the same cues to judge whether someone is a reliable source of information? In 4 experiments, we investigated whether children (ages 5 and 6) and adults used information regarding accuracy, confidence, and calibration (i.e., how well an informant's confidence predicts the likelihood of being correct) to judge informants' credibility. We found that both children and adults used information about confidence and accuracy t…
Deficit or difference? Interpreting diverse developmental paths
How should differences between "typically developing" children and other populations be interpreted? To what extent should the emphasis be on advocating remediation for children who are on a developmental trajectory that differs from the norm versus embracing different developmental trajectories as equally valid contributions to the diversity of human experience? The 6 target articles and 2 commentaries in this special section offer a diverse set…
Learning the rules
Two experiments were used to investigate the scope of imitation by testing whether 36-month-olds can learn to produce a categorization strategy through observation. After witnessing an adult sort a set of objects by a visible property (their color; Experiment 1) or a nonvisible property (the particular sounds produced when the objects were shaken; Experiment 2), children showed significantly more sorting by those dimensions relative to children i…
Young children do not perceive distributional fairness as a moral norm
Young children robustly distinguish between moral norms and conventional norms (Smetana, 1984; Yucel et al., 2020). In existing research, norms about the fair distribution of resources are by definition considered part of the moral domain; they are not distinguished from other moral norms such as those involving physical harm. Yet an understanding of fairness in resource distribution (hereafter, "fairness") emerges late in development and is cult…
Cultural variations in global versus local processing
We conducted 3 studies to explore cultural differences in global versus local processing and their developmental trajectories. In Study 1 (N = 363), we found that Japanese college students were less globally oriented in their processing than American or Argentine participants. We replicated this effect in Study 2 (N = 1,843) using a nationally representative sample of Japanese and American adults ages 20 to 69, and found further that adults in bo…
The relative strengths of indirect and direct word learning
Indirect word learning lacks many of the overt social-pragmatic cues to reference available in direct word learning, yet the two result in equally robust mappings when comprehension is assessed immediately after learning. The 3 studies reported here investigated how 3-year-olds (N=96) respond to more challenging tests of the relative strengths of indirect and direct word learning. In Study 1, children's comprehension of indirectly and directly le…
It's okay if you flap your hands”
Young children favor what they perceive as normative behavior and people who act in normative ways. This preference for normativity could negatively affect non‐autistic children's attitudes towards autistic peers – individuals who (by definition) act in unconventional ways. In Study 1, we investigated how non‐autistic 4‐ to 7‐year‐old U.S. children ( N = 112) evaluated several unconventional behaviors characteristic of autism and the characters w…
Making Amends
Two studies investigate children's expectations and actual responses to a transgressor's attempt to make amends. In Study 1, six‐ and seven‐year‐olds (N = 16) participated in a building activity and then imagined how they would respond if a transgressor knocked over their tower and then apologized spontaneously, apologized after prompting, offered restitution, or did nothing. Children forecasted that they would feel better and would share more wh…
The relative strengths of indirect and direct word learning
Indirect word learning lacks many of the overt social-pragmatic cues to reference available in direct word learning, yet the two result in equally robust mappings when comprehension is assessed immediately after learning. The 3 studies reported here investigated how 3-year-olds (N=96) respond to more challenging tests of the relative strengths of indirect and direct word learning. In Study 1, children's comprehension of indirectly and directly le…
Adults Don't Always Know Best
The Effect of Vocabulary Size on Toddlers' Receptiveness to Unexpected Testimony About Category Membership
Children must be willing to accept some of what they hear “on faith,” even when that testimony conflicts with their own expectations. The study reported here investigated the relation among vocabulary size, object recognition, and 24‐month‐olds' ( N = 40) willingness to accept potentially surprising testimony about the category to which an object belongs. Results showed that children with larger vocabularies were better able to recognize atypical…
Explaining the disambiguation effect
When they see a familiar object and an unfamiliar one, and are asked to select the referent of a novel label, children usually choose the unfamiliar object. We asked whether this ‘disambiguation effect’ reflects an expectation that each object has just one label (mutual exclusivity), or an expectation about the intent of the speaker who uses a novel label. In Study 1, when a speaker gazed at or pointed toward the familiar object in a novel–famili…
Learning the rules
Two experiments were used to investigate the scope of imitation by testing whether 36-month-olds can learn to produce a categorization strategy through observation. After witnessing an adult sort a set of objects by a visible property (their color; Experiment 1) or a nonvisible property (the particular sounds produced when the objects were shaken; Experiment 2), children showed significantly more sorting by those dimensions relative to children i…
Watch and Learn? Infants Privilege Efficiency Over Pedagogy During Imitative Learning
This experiment tested how 18-month-old infants' prior experience with an object affects their imitation. Specifically, we asked whether infants would imitate an adult who used her head to illuminate a light-box if they had earlier discovered that the light could be illuminated with their hands. In the Self-Discovery condition, infants had the opportunity to freely explore the light-box; all infants used their hands to activate the light-box at l…
Accuracy, confidence, and calibration
Do children and adults use the same cues to judge whether someone is a reliable source of information? In 4 experiments, we investigated whether children (ages 5 and 6) and adults used information regarding accuracy, confidence, and calibration (i.e., how well an informant's confidence predicts the likelihood of being correct) to judge informants' credibility. We found that both children and adults used information about confidence and accuracy t…
Deficit or difference? Interpreting diverse developmental paths
How should differences between "typically developing" children and other populations be interpreted? To what extent should the emphasis be on advocating remediation for children who are on a developmental trajectory that differs from the norm versus embracing different developmental trajectories as equally valid contributions to the diversity of human experience? The 6 target articles and 2 commentaries in this special section offer a diverse set…
Cultural variations in global versus local processing
We conducted 3 studies to explore cultural differences in global versus local processing and their developmental trajectories. In Study 1 (N = 363), we found that Japanese college students were less globally oriented in their processing than American or Argentine participants. We replicated this effect in Study 2 (N = 1,843) using a nationally representative sample of Japanese and American adults ages 20 to 69, and found further that adults in bo…
The Development of Social Trust
Trust is the currency on which all human interactions are based. This entry reviews a diverse body of literature on the development of trust. We begin by describing foundational theories linking early experience to trust, and then discuss how violations of trust affect children. We turn next to a particularly active area of trust research in cognitive development—namely, trust in information learned from what other people say (testimony). Childre…
Making Amends
Two studies investigate children's expectations and actual responses to a transgressor's attempt to make amends. In Study 1, six‐ and seven‐year‐olds (N = 16) participated in a building activity and then imagined how they would respond if a transgressor knocked over their tower and then apologized spontaneously, apologized after prompting, offered restitution, or did nothing. Children forecasted that they would feel better and would share more wh…
Cognitive Foundations of Learning from Testimony
Humans acquire much of their knowledge from the testimony of other people. An understanding of the way that information can be conveyed via gesture and vocalization is present in infancy. Thus, infants seek information from well-informed interlocutors, supply information to the ignorant, and make sense of communicative acts that they observe from a third-party perspective. This basic understanding is refined in the course of development. As they …
I remember being nice
Adults tend to remember themselves in a positive way. For example, they are more likely to remember their past good deeds rather than their past bad deeds. We investigated whether children (N = 40) are also biased in how they remember information related to themselves. Using the self-reference memory paradigm, we found that 8- to 10-year-olds’ source memory for mean action phrases (e.g., “Lie to someone”) was worse when the phrases were encoded w…
It's okay if you flap your hands”
Young children favor what they perceive as normative behavior and people who act in normative ways. This preference for normativity could negatively affect non‐autistic children's attitudes towards autistic peers – individuals who (by definition) act in unconventional ways. In Study 1, we investigated how non‐autistic 4‐ to 7‐year‐old U.S. children ( N = 112) evaluated several unconventional behaviors characteristic of autism and the characters w…
Young children do not perceive distributional fairness as a moral norm
Young children robustly distinguish between moral norms and conventional norms (Smetana, 1984; Yucel et al., 2020). In existing research, norms about the fair distribution of resources are by definition considered part of the moral domain; they are not distinguished from other moral norms such as those involving physical harm. Yet an understanding of fairness in resource distribution (hereafter, "fairness") emerges late in development and is cult…
Autistic People Are Believed to Feel More Pain than Non-Autistic People
Members of some marginalized groups are erroneously considered relatively insensitive to pain, an assumption that seems to reflect beliefs that they have been toughened up by the hardship they have endured. Autistic people represent a marginalized group, and some clinical accounts erroneously suggest that they, too, are relatively insensitive to pain. In two pre-registered studies involving college students and Prolific workers in the United Stat…
Psychology (16 obras) · Child and Animal Learning Development (13 obras) · Developmental psychology (11 obras) · Social Psychology (11 obras) · Cognitive psychology (10 obras) · Social Psychology (5 obras) · Child and Adolescent Psychosocial and Emotional Development (4 obras) · Communication (4 obras) · Language Development and Disorders (4 obras) · Memory Processes and Influences (4 obras)