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Paper Session 8: Student Awards Session

Date & Time

Jun 5th at 9:00 AM until 10:30 AM



Rating ( votes)

Chair: Cynthia Lightfoot (Pennsylvania State - Brandywine)

Inaugural JPS Doctoral Dissertation Prize: Dr. Susanne Göckeritz (Paper Sesssion 2)

Note: In addition to her presentation in Paper Session 2, Dr. Göckeritz will present a summary of her dissertation work duing this session. We encourage you to attend the sessions in which our other award winners and finalists will present their work (Poster Sessions 1 & 2, and Paper Sessions 10 & 15).

Young children understand norms as socially constructed—if they have done the constructing 

Young children follow and enforce social norms taught to them by adult authorities. Several lines of evidence suggest, however, that before school age they do not understand that such norms can be brought into existence by “agreement” and so are mutable (e.g., Piaget, 1932). However, while most studies have investigated children's understanding of adult-given pre-existing rules only a few studies have explored rules that children have invented for themselves. In the current study, 60 5-year-old children invented game rules on their own and another 60 children were taught these exact same game rules by an adult (yoked design). Children in both conditions enforced and transmitted the game rules in a similar manner, suggesting that they viewed even their self-made rules as normatively binding (cf. Göckeritz, Schmidt, & Tomasello, 2014). However, children judged their self-created rules as more alterable than the rules received from an adult, suggesting that the process of self-creation engenders in young children an understanding of the conventionality of at least some social norms.

Dissertation Award Finalist: Dr. Steffie Van Der Steen (Paper Session 15)

Dissertation title: “How does it work?” A Longitudinal Microgenetic Study on the Development of Young Children’s Understanding of Scientific Concepts.” Her presentation is in Paper Session 15, Cognitive Development 2 (Saturday June 6, 9-10:30), entitled “Children’s understanding of scientific concepts: Combining a micro-developmental approach with a longitudinal study. " She is presenting with her advisers Henderien Steenbeck and Paul Van Geert of  Univeristy of Groningen.  It appears to be based on her dissertation.

Peter Pufall Emerging Scholar Travel Award - International: Thiciane Pieczarka (Paper Session 10)

Social Inequality: The thinking of Brazilian adolescents

The Brazilian society is still involved in great social inequality. This study is exploratory and qualitative who aims to identify the comprehension of social inequality in forty (40) adolescents, public school students in the city of Curitiba, South of Brazil. Inspired by the Piaget's clinical method, were carried out semi-structured interviews. From the responses were established levels of understanding of the adolescents' conceptions of social inequality. The results suggests an evolutionary sequence in understanding referred to the organization of the thinking of adolescents. Also showed that only 5% of the sample appears to have a broader understanding of reality, defining its responses based on the social structure. The major group of subjects remained with a conception of the second level (32.5%) who noted that social inequality can be solved through individual effort as well as welfare governmental actions. These subjects perceive the existence of different opportunities, however they consider in defining inequality, especially, the degree of individual efforts to the existence of rich and poor. We conclude that there is a necessity that education values the discussion of social issues, and which, therefore, use practical and reflexive activities who aim the formation of critical and autonomous individuals.

Peter Pufall Emerging Scholar Travel Award - Domestic: Kelly Conover (Poster Session 2)

15. The process of self-regulation in adolescents: A narrative approach

Developmental Contemplative Science Award: Cristi Pinela (Poster Session 1)

9. Impacts of a mindfulness intervention on elementary school children's executive function, self-regulation, and academic achievement