Ansley T Gilpin
Datos Biográficos
| ID | 5804276 |
|---|---|
| NOMBRE | Ansley T Gilpin |
| NOMBRES | Ansley T |
| APELLIDO | Gilpin |
| FIRMA | GILPIN A T |
| AFILIACIONES | University of Alabama |
| ORCID | 0000-0001-9986-3567 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 7 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Creativity across domains
The Creativity in Play Scale
Creativity in early childhood
Evaluating Qualities of Pretend Play
Research Findings: This study evaluates how play themes of fantastical, sociodramatic, and realistic are rated and endorsed differently by both observers and teachers. In Study 1, the free play behaviors of 59 preschoolers (M = 48.18 months; 47.46% female) were observed by researchers for ten 15-second observations. Observers reported that fantastical play involved significantly more emotive expression, engagement, and higher levels of fun than r…
Imaginative Children in the Classroom
During imaginative play, children may learn foundational skills important for academic success. Indeed, imaginative children, high in fantasy orientation (FO), may have advantages in skills that support positive classroom and social behavior. Yet findings are mixed regarding the classroom behavior of children high in fantasy orientation. The purpose of the current study was to examine the cognitive and social skills of children who typically enga…
Investigating the skills of a preschool leader
Individuals emerge as leaders across the lifespan; however, research investigating early childhood leaders is scant. This study assessed leadership in early childhood ( N = 375) by using latent profile analysis of secondary data to examine how skill profiles are related to preschool leader scores. Skill profiles included scores for executive functioning, emotion regulation, imagination, theory of mind, vocabulary, and reception of prosocial behav…
Children’s Use of Testimony to Determine Reality Status
Verbal testimony about reality status is critical but often contradictory. These studies address whom children consider reliable sources of information about reality and how they evaluate conflicting testimony. In Study 1, seventy 4- to 8-year-olds heard an adult or child provide testimony about how to cook food and use toys, and about the reality of unfamiliar entities. Children selected the adult for food and the child for toys. Six- and 8-year…
Longitudinal bidirectionality of emotion knowledge and inhibitory control in low‐income children using cross‐lagged panels
Understanding how to support children from low‐income families as they begin kindergarten is paramount, because they may have delays in developing cognitive and social skills in preschool, putting them at risk for poorer outcomes. Importantly, further research needs to be conducted on how specific constructs that relate to school readiness interact, such as inhibitory control (IC) and emotion knowledge (EK). Previous research has examined relatio…
Physiological substrates of imagination in early childhood
Recent research suggests that imagination, defined as engaging in behaviors or cognitions not representative of one's current reality, is related to the development of emotion regulation (ER) skills in early childhood. Yet, the underlying mechanisms responsible for driving this relationship are unknown. The present study aimed to elucidate one potential pathway through which imagination may influence ER by examining the possible physiological sub…
Implausible Lie Detection in Early Childhood
Self-regulation and social cognition flourish as children begin school and engage with a new social environment. At the same time, this novel setting provides more complex social situations that children must navigate, including understanding when ot
Conceptual Similarities Among Fantasy and Religious Orientations
Often in conservative religious populations, fantastical thoughts, interests, and beliefs are discouraged because fantastical beliefs are thought to contradict religious doctrine. However, beliefs in invisible, omnipotent entities such as God and Santa Claus likely rely on similar conceptual abilities that might complement rather than contradict religiosity. Therefore, the present study examined how one’s current and retrospective fantasy orienta…
Supporting the development of empathy
Theory of mind (ToM) and empathy are separate, but related components of social understanding. However, research has not clearly defined the distinctions between them. Similarly, related constructs, such as fantasy orientation (FO), are associated with better ToM understanding; however, little is known about how FO may provide a context in which both ToM and affective empathy develop. Children between the ages of 3 and 5 ( N = 82) completed a bat…
The Effects of Age, Priming, and Working Memory on Decision-Making
In the current study, we examined the effects of priming and personality on risky decision-making while playing the Game of Dice Task (GDT). In the GDT, participants decide how risky they wish to be on each trial. In this particular study prior to playing the GDT, participants were randomly assigned to one of three priming conditions: Risk-Aversive, Risk-Seeking, or Control. In the Risk-Seeking condition, a fictional character benefitted from ris…
Investigating Valence and Autonomy in Children's Relationships with Imaginary Companions
Little research has explored valence and autonomy in children's imaginary relationships. In the present study, a new interview (modeled after an existing measure for real relationships) was designed to elicit descriptions of both positive and negative interactions with imaginary companions and to provide a measure of relationship valence and autonomy. Children (n = 107) aged 3 to 8 were interviewed about their relationships with real or imaginary…
Matters of accuracy and conventionality
Studies show that children trust previously reliable sources over previously unreliable ones (e.g., Koenig, Clément, & Harris, 2004). However, it is unclear from these studies whether children rely on accuracy or conventionality to determine the reliability and, ultimately, the trustworthiness of a particular source. In the current study, 3- and 4-year-olds were asked to endorse and imitate one of two actors performing an unfamiliar action, one a…
Matters of accuracy and conventionality
Studies show that children trust previously reliable sources over previously unreliable ones (e.g., Koenig, Clément, & Harris, 2004). However, it is unclear from these studies whether children rely on accuracy or conventionality to determine the reliability and, ultimately, the trustworthiness of a particular source. In the current study, 3- and 4-year-olds were asked to endorse and imitate one of two actors performing an unfamiliar action, one a…
Supporting the development of empathy
Theory of mind (ToM) and empathy are separate, but related components of social understanding. However, research has not clearly defined the distinctions between them. Similarly, related constructs, such as fantasy orientation (FO), are associated with better ToM understanding; however, little is known about how FO may provide a context in which both ToM and affective empathy develop. Children between the ages of 3 and 5 ( N = 82) completed a bat…
Physiological substrates of imagination in early childhood
Recent research suggests that imagination, defined as engaging in behaviors or cognitions not representative of one's current reality, is related to the development of emotion regulation (ER) skills in early childhood. Yet, the underlying mechanisms responsible for driving this relationship are unknown. The present study aimed to elucidate one potential pathway through which imagination may influence ER by examining the possible physiological sub…
Investigating Valence and Autonomy in Children's Relationships with Imaginary Companions
Little research has explored valence and autonomy in children's imaginary relationships. In the present study, a new interview (modeled after an existing measure for real relationships) was designed to elicit descriptions of both positive and negative interactions with imaginary companions and to provide a measure of relationship valence and autonomy. Children (n = 107) aged 3 to 8 were interviewed about their relationships with real or imaginary…
Matters of accuracy and conventionality
Studies show that children trust previously reliable sources over previously unreliable ones (e.g., Koenig, Clément, & Harris, 2004). However, it is unclear from these studies whether children rely on accuracy or conventionality to determine the reliability and, ultimately, the trustworthiness of a particular source. In the current study, 3- and 4-year-olds were asked to endorse and imitate one of two actors performing an unfamiliar action, one a…
The Effects of Age, Priming, and Working Memory on Decision-Making
In the current study, we examined the effects of priming and personality on risky decision-making while playing the Game of Dice Task (GDT). In the GDT, participants decide how risky they wish to be on each trial. In this particular study prior to playing the GDT, participants were randomly assigned to one of three priming conditions: Risk-Aversive, Risk-Seeking, or Control. In the Risk-Seeking condition, a fictional character benefitted from ris…
Supporting the development of empathy
Theory of mind (ToM) and empathy are separate, but related components of social understanding. However, research has not clearly defined the distinctions between them. Similarly, related constructs, such as fantasy orientation (FO), are associated with better ToM understanding; however, little is known about how FO may provide a context in which both ToM and affective empathy develop. Children between the ages of 3 and 5 ( N = 82) completed a bat…
Conceptual Similarities Among Fantasy and Religious Orientations
Often in conservative religious populations, fantastical thoughts, interests, and beliefs are discouraged because fantastical beliefs are thought to contradict religious doctrine. However, beliefs in invisible, omnipotent entities such as God and Santa Claus likely rely on similar conceptual abilities that might complement rather than contradict religiosity. Therefore, the present study examined how one’s current and retrospective fantasy orienta…
Implausible Lie Detection in Early Childhood
Self-regulation and social cognition flourish as children begin school and engage with a new social environment. At the same time, this novel setting provides more complex social situations that children must navigate, including understanding when ot
Children’s Use of Testimony to Determine Reality Status
Verbal testimony about reality status is critical but often contradictory. These studies address whom children consider reliable sources of information about reality and how they evaluate conflicting testimony. In Study 1, seventy 4- to 8-year-olds heard an adult or child provide testimony about how to cook food and use toys, and about the reality of unfamiliar entities. Children selected the adult for food and the child for toys. Six- and 8-year…
Longitudinal bidirectionality of emotion knowledge and inhibitory control in low‐income children using cross‐lagged panels
Understanding how to support children from low‐income families as they begin kindergarten is paramount, because they may have delays in developing cognitive and social skills in preschool, putting them at risk for poorer outcomes. Importantly, further research needs to be conducted on how specific constructs that relate to school readiness interact, such as inhibitory control (IC) and emotion knowledge (EK). Previous research has examined relatio…
Physiological substrates of imagination in early childhood
Recent research suggests that imagination, defined as engaging in behaviors or cognitions not representative of one's current reality, is related to the development of emotion regulation (ER) skills in early childhood. Yet, the underlying mechanisms responsible for driving this relationship are unknown. The present study aimed to elucidate one potential pathway through which imagination may influence ER by examining the possible physiological sub…
Imaginative Children in the Classroom
During imaginative play, children may learn foundational skills important for academic success. Indeed, imaginative children, high in fantasy orientation (FO), may have advantages in skills that support positive classroom and social behavior. Yet findings are mixed regarding the classroom behavior of children high in fantasy orientation. The purpose of the current study was to examine the cognitive and social skills of children who typically enga…
Investigating the skills of a preschool leader
Individuals emerge as leaders across the lifespan; however, research investigating early childhood leaders is scant. This study assessed leadership in early childhood ( N = 375) by using latent profile analysis of secondary data to examine how skill profiles are related to preschool leader scores. Skill profiles included scores for executive functioning, emotion regulation, imagination, theory of mind, vocabulary, and reception of prosocial behav…
The Creativity in Play Scale
Creativity in early childhood
Evaluating Qualities of Pretend Play
Research Findings: This study evaluates how play themes of fantastical, sociodramatic, and realistic are rated and endorsed differently by both observers and teachers. In Study 1, the free play behaviors of 59 preschoolers (M = 48.18 months; 47.46% female) were observed by researchers for ten 15-second observations. Observers reported that fantastical play involved significantly more emotive expression, engagement, and higher levels of fun than r…
Creativity across domains
Psychology (13 obras) · Developmental psychology (10 obras) · Social Psychology (9 obras) · Child and Animal Learning Development (8 obras) · Cognition (8 obras) · Social Psychology (6 obras) · Cognitive psychology (4 obras) · Creativity in Education and Neuroscience (4 obras) · Early Childhood Education and Development (4 obras) · Child and Adolescent Psychosocial and Emotional Development (3 obras)