Shaylene E Nancekivell
Biographic Data
| ID | 5757725 |
|---|---|
| NAME | Shaylene E Nancekivell |
| GIVEN NAMES | Shaylene E |
| FAMILY NAME | Nancekivell |
| SIGNATURE | NANCEKIVELL S E |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0002-3350-0111 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
She made it with her friend: How social object history influences children's thinking about the value of digital objects
Two studies examine how social object histories from collaborative experiences influenced North American children (N = 160, 5–10 years) thinking about the value of digital objects (48% male/51% female; 51% White/24% Black/11% Asian). With forced-choice judgments, Study 1 found (moderate–large effects) that children viewed digital and physical objects with social histories as more special than objects without such histories. On a 10-point scale, S…
She should get her own cat”: Parent‐child conversations about ownership and sharing
Preliminary evidence for progressions in ownership reasoning over the preschool period
Defining developmental progressions can be an important step in identifying developmental precursors and mechanisms of change, within and across areas of reasoning. In one exploratory study, we examine whether the development of children's thinking about ownership follows a systematic progression wherein some components emerge reliably before others. We examine this issue in a sample of 72 children: 40 older 2-year-olds, M age = 2.78 (.14); R = 2…
When does ownership matter? Parents’ reasoning about children's conflicts over possessions
In three studies ( N = 854), including one pre‐registered study, we examined factors that might influence American parents’ decisions to side with owners versus promote prosociality or sharing when thinking about children's property conflicts. We found that parents’ thinking about property conflicts was affected by the relationships among the parents and their children. Namely, parents were most likely to side with owners when their child was des…
So, what is it? Examining parent-child interactions while talking about artifacts in a museum
Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth
Decades of research suggest that learning styles, or the belief that people learn better when they receive instruction in their dominant way of learning, may be one of the most pervasive myths about cognition. Nonetheless, little is known about what it means to believe in learning styles. The present investigation uses one theoretical framework—psychological essentialism—to explore the content and consistency of people’s learning style beliefs. P…
Who knows what? Preschoolers appreciate the link between ownership and knowledge
We investigated 4- and 5-year-olds' ( N = 194) appreciation of the link between knowledge and ownership. Namely, we asked whether preschoolers appreciate the ways in which owners are typically knowledgeable about artifacts. Experiment 1 revealed that 4- and 5-year-olds view owners as better sources of knowledge about artifacts than those who simply like artifacts. Experiment 2 built on these findings by showing that 5-year-olds appreciate that ow…
Brungarians Use it Differently! Children’s Understanding of Artifact Function as a Cultural Convention
Children not only recognize the function of an artifact, but they actively protest when others use it in an atypical way. In two experiments, we asked whether children view artifact function as universal or as culturally dependent. In both experiments children watched videos of two actors who used common artifacts atypically (e.g. a woman using a fork to comb her hair). In Experiment 1A, 6-to-7-year-old children were told that the actors were eit…
She bought the unicorn from the pet store: Six- to seven-year-olds are strongly inclined to generate natural explanations
In two experiments (N = 64), we told 6- to 7-year-olds about improbable or impossible outcomes (Experiment 1) and about impossible outcomes concerning ordinary or magical agents (Experiment 2). In both experiments, children claimed that the outcomes were impossible and could not happen, but nonetheless generated realistic and natural explanations for the outcomes. These findings show that 6- to 7-year-olds are strongly inclined to provide natural…
Mine, yours, no one’s: Children’s understanding of how ownership affects object use
Two experiments examined children's understanding of how ownership affects object use. In Experiment 1, 84 children age 4-6 were asked what a person was allowed to do with a human-made object that either belonged to the person or belonged to someone else. In Experiment 2, 44 children age 4-5 were asked what a person was allowed to do with a natural object that belonged to the person, belonged to someone else, or belonged to no one. Children were …
She bought the unicorn from the pet store: Six- to seven-year-olds are strongly inclined to generate natural explanations
In two experiments (N = 64), we told 6- to 7-year-olds about improbable or impossible outcomes (Experiment 1) and about impossible outcomes concerning ordinary or magical agents (Experiment 2). In both experiments, children claimed that the outcomes were impossible and could not happen, but nonetheless generated realistic and natural explanations for the outcomes. These findings show that 6- to 7-year-olds are strongly inclined to provide natural…
Mine, yours, no one’s: Children’s understanding of how ownership affects object use
Two experiments examined children's understanding of how ownership affects object use. In Experiment 1, 84 children age 4-6 were asked what a person was allowed to do with a human-made object that either belonged to the person or belonged to someone else. In Experiment 2, 44 children age 4-5 were asked what a person was allowed to do with a natural object that belonged to the person, belonged to someone else, or belonged to no one. Children were …
Preliminary evidence for progressions in ownership reasoning over the preschool period
Defining developmental progressions can be an important step in identifying developmental precursors and mechanisms of change, within and across areas of reasoning. In one exploratory study, we examine whether the development of children's thinking about ownership follows a systematic progression wherein some components emerge reliably before others. We examine this issue in a sample of 72 children: 40 older 2-year-olds, M age = 2.78 (.14); R = 2…
So, what is it? Examining parent-child interactions while talking about artifacts in a museum
Brungarians Use it Differently! Children’s Understanding of Artifact Function as a Cultural Convention
Children not only recognize the function of an artifact, but they actively protest when others use it in an atypical way. In two experiments, we asked whether children view artifact function as universal or as culturally dependent. In both experiments children watched videos of two actors who used common artifacts atypically (e.g. a woman using a fork to comb her hair). In Experiment 1A, 6-to-7-year-old children were told that the actors were eit…
Mine, yours, no one’s: Children’s understanding of how ownership affects object use
Two experiments examined children's understanding of how ownership affects object use. In Experiment 1, 84 children age 4-6 were asked what a person was allowed to do with a human-made object that either belonged to the person or belonged to someone else. In Experiment 2, 44 children age 4-5 were asked what a person was allowed to do with a natural object that belonged to the person, belonged to someone else, or belonged to no one. Children were …
She bought the unicorn from the pet store: Six- to seven-year-olds are strongly inclined to generate natural explanations
In two experiments (N = 64), we told 6- to 7-year-olds about improbable or impossible outcomes (Experiment 1) and about impossible outcomes concerning ordinary or magical agents (Experiment 2). In both experiments, children claimed that the outcomes were impossible and could not happen, but nonetheless generated realistic and natural explanations for the outcomes. These findings show that 6- to 7-year-olds are strongly inclined to provide natural…
Brungarians Use it Differently! Children’s Understanding of Artifact Function as a Cultural Convention
Children not only recognize the function of an artifact, but they actively protest when others use it in an atypical way. In two experiments, we asked whether children view artifact function as universal or as culturally dependent. In both experiments children watched videos of two actors who used common artifacts atypically (e.g. a woman using a fork to comb her hair). In Experiment 1A, 6-to-7-year-old children were told that the actors were eit…
Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth
Decades of research suggest that learning styles, or the belief that people learn better when they receive instruction in their dominant way of learning, may be one of the most pervasive myths about cognition. Nonetheless, little is known about what it means to believe in learning styles. The present investigation uses one theoretical framework—psychological essentialism—to explore the content and consistency of people’s learning style beliefs. P…
Who knows what? Preschoolers appreciate the link between ownership and knowledge
We investigated 4- and 5-year-olds' ( N = 194) appreciation of the link between knowledge and ownership. Namely, we asked whether preschoolers appreciate the ways in which owners are typically knowledgeable about artifacts. Experiment 1 revealed that 4- and 5-year-olds view owners as better sources of knowledge about artifacts than those who simply like artifacts. Experiment 2 built on these findings by showing that 5-year-olds appreciate that ow…
When does ownership matter? Parents’ reasoning about children's conflicts over possessions
In three studies ( N = 854), including one pre‐registered study, we examined factors that might influence American parents’ decisions to side with owners versus promote prosociality or sharing when thinking about children's property conflicts. We found that parents’ thinking about property conflicts was affected by the relationships among the parents and their children. Namely, parents were most likely to side with owners when their child was des…
So, what is it? Examining parent-child interactions while talking about artifacts in a museum
She should get her own cat”: Parent‐child conversations about ownership and sharing
Preliminary evidence for progressions in ownership reasoning over the preschool period
Defining developmental progressions can be an important step in identifying developmental precursors and mechanisms of change, within and across areas of reasoning. In one exploratory study, we examine whether the development of children's thinking about ownership follows a systematic progression wherein some components emerge reliably before others. We examine this issue in a sample of 72 children: 40 older 2-year-olds, M age = 2.78 (.14); R = 2…
She made it with her friend: How social object history influences children's thinking about the value of digital objects
Two studies examine how social object histories from collaborative experiences influenced North American children (N = 160, 5–10 years) thinking about the value of digital objects (48% male/51% female; 51% White/24% Black/11% Asian). With forced-choice judgments, Study 1 found (moderate–large effects) that children viewed digital and physical objects with social histories as more special than objects without such histories. On a 10-point scale, S…
Developmental psychology (10 works) · Psychology (10 works) · Social Psychology (8 works) · Child and Animal Learning Development (7 works) · Social Psychology (7 works) · Cognition (5 works) · Cognitive psychology (5 works) · Cognitive development (3 works) · PsycINFO (3 works) · Artifact (error (2 works)