Antonia Frederike Langenhoff
Biographic Data
| ID | 5761259 |
|---|---|
| NAME | Antonia Frederike Langenhoff |
| GIVEN NAMES | Antonia Frederike |
| FAMILY NAME | Langenhoff |
| SIGNATURE | LANGENHOFF A F |
| AFFILIATIONS | University of California, Berkeley |
| ORCID | 0000-0002-9876-4951 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Anticipating disagreement enhances source memory in English- and Turkish-speaking preschool children
Metacognitive abilities like source memory are useful for justifying our beliefs to others. Do they arise because of this need? Here, we test whether circumstances that require source reporting enhance source memory. We test this in circumstances in which children anticipate a disagreement and when children speak a language with obligatory linguistic evidential marking of source (Turkish). We asked 160 English- and Turkish-speaking 3- and 4-year-…
Disagreement reduces overconfidence and prompts exploration in young children
Can the experience of disagreement lead young children to reason in more sophisticated ways? Across two preregistered studies, four- to six-year-old US children (N = 136, 50% female, mixed ethnicities, data collected 2020–2022) experienced either a disagreement or an agreement with a confederate about a causal mechanism after being presented with ambiguous evidence. We measured (1) children's confidence in their belief before and after the (dis)a…
Children's developing ability to adjust their beliefs reasonably in light of disagreement
Two preregistered experiments (N = 218) investigated children's developing ability to respond reasonably to disagreement. U.S. children aged 4–9, and adults (50% female, mostly white) formed an initial belief, and were confronted with the belief of a disagreeing other, whose evidence was weaker, stronger than, or equal to participants' evidence. With age, participants were increasingly likely to maintain their initial belief when their own eviden…
Predicting responsibility judgments from dispositional inferences and causal attributions
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Predicting responsibility judgments from dispositional inferences and causal attributions
Children's developing ability to adjust their beliefs reasonably in light of disagreement
Two preregistered experiments (N = 218) investigated children's developing ability to respond reasonably to disagreement. U.S. children aged 4–9, and adults (50% female, mostly white) formed an initial belief, and were confronted with the belief of a disagreeing other, whose evidence was weaker, stronger than, or equal to participants' evidence. With age, participants were increasingly likely to maintain their initial belief when their own eviden…
Disagreement reduces overconfidence and prompts exploration in young children
Can the experience of disagreement lead young children to reason in more sophisticated ways? Across two preregistered studies, four- to six-year-old US children (N = 136, 50% female, mixed ethnicities, data collected 2020–2022) experienced either a disagreement or an agreement with a confederate about a causal mechanism after being presented with ambiguous evidence. We measured (1) children's confidence in their belief before and after the (dis)a…
Anticipating disagreement enhances source memory in English- and Turkish-speaking preschool children
Metacognitive abilities like source memory are useful for justifying our beliefs to others. Do they arise because of this need? Here, we test whether circumstances that require source reporting enhance source memory. We test this in circumstances in which children anticipate a disagreement and when children speak a language with obligatory linguistic evidential marking of source (Turkish). We asked 160 English- and Turkish-speaking 3- and 4-year-…
Psychology (4 works) · Child and Animal Learning Development (3 works) · Developmental psychology (3 works) · Social Psychology (3 works) · Cognition (2 works) · Cognitive psychology (2 works) · Educational Strategies and Epistemologies (2 works) · Action (physics) (1 work) · Attribution (1 work) · Blame (1 work)