Children revise their emotion attributions in light of the broader temporal context - Tone Kristine Hermansen, Aleksander N. Veraksa, Francisco M. P. Pons, Paul L. Harris, 2025 Do children infer other’s emotions from situational information, and do they revise their inferences when provided with additional information about the broader...

journals.sagepub.com/doi/10.1177/...

New paper! When children receive information about the broader context someone is facing, they use this to revise their inferences about what that person is feeling. So, they realize that the emotional implications of a situation are not fixed but can shift, and even reverse, depending on context.

Associate Professor in Developmental Psychology (273166) | University of Oslo Job title: Associate Professor in Developmental Psychology (273166), Employer: University of Oslo, Deadline: Monday, March 3, 2025

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Tenured Associate Professor position in Developmental Psychology at the University of Oslo.

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And we suggest that this is because reflecting on one’s beliefs narrows the hypothesis space one needs to consider and makes it possible to select the relevant intervention.

This answers the question of why children between 4-7-years of age become increasingly better at seeking targeted information to verify a claim.

When children can explain why they believe a claim, they suggest a better empirical test for that claim | Royal Society Open Science We tested the hypothesis that children’s ability to reflect on the causes of their uncertainty about a surprising claim allows them to better target their empirical investigation of that claim—and tha...

New paper out with @samuelronfard.bsky.social! Here we show that when children can explain why they believe/are skeptical of a claim, they also device a more efficient test of that claim: doi.org/10.1098/rsos...