Deepthi Kamawar - Academia.edu (original) (raw)
Papers by Deepthi Kamawar
Inquiry@Queen's Undergraduate Research Conference Proceedings, 2021
Our study focuses on children’s understanding of their own knowledge and how it changes over time... more Our study focuses on children’s understanding of their own knowledge and how it changes over time. Preschool-aged children perform above chance when asked about current knowledge, but only children older than 5 years of age performed above chance for past, future, or intraindividual knowledge (Atance & Caza, 2018; Caza et al., 2016). However, we do not currently know whether awareness of past and future knowledge is related. While this type of awareness seems conceptually related to metacognition (the awareness of one’s own ignorance or knowledge; Rohwer et al., 2012), the relation to this skill is unknown. Thus, the goal of the current study is to investigate how children’s awareness of their own epistemic knowledge is related to their metacognitive abilities. This study will explore children between the ages of 3.5- through 5-years-old, who will be assessed on their understanding of their current, past, and future knowledge, as well as other tasks assessing metacognitive skills. F...
Author(s): Penner-Wilger, Marcie; Fast, Lisa; LeFevre, Jo-Anne; Smith-Chant, Brenda L.; Skwarchuk... more Author(s): Penner-Wilger, Marcie; Fast, Lisa; LeFevre, Jo-Anne; Smith-Chant, Brenda L.; Skwarchuk, Sheri-Lynn; Kamawar, Deepthi; Bisnaz, Jeffrey
Journal of Experimental Child Psychology, 2020
Developmental Psychology, 2019
We told ninety-nine 4- and 5-year-olds stories in which speakers told lies and truths in two cont... more We told ninety-nine 4- and 5-year-olds stories in which speakers told lies and truths in two contexts: those told to deny a transgression (misdeeds) and those told to spare another’s feelings (politeness). Participants identified each statement as a lie or as the truth, morally judged it as good or bad, and decided whether or not to assign punishment to the speaker. All children received measures of first- and second-order false-belief understanding. Although 4-year-olds were above chance in their identification accuracy, they did not differentiate between lies and truths in their moral judgments or punishments. Five-year-olds outperformed 4-year-olds in their identification accuracy, morally judged lies more negatively than truths, and assigned speakers of lies more punishment than those who told truths. Five-year-olds also treated lies about misdeeds more negatively than politeness lies in their moral judgments and punishments. Children’s identification of both lies and truths related to their first-order false-belief understanding, while their moral judgments and punishment of lies related to their second-order false-belief understanding. These findings suggest that different considerations are made when children reason about the conceptual and moral differences between lies and truths.
Journal of experimental child psychology, 2018
Morra, Panesi, Traverso, and Usai's (Journal of Experimental Child Psychology, 2017, Vol. 167... more Morra, Panesi, Traverso, and Usai's (Journal of Experimental Child Psychology, 2017, Vol. 167, pp. 246-258) effort to clarify theoretical models and nomenclature confusion surrounding young children's executive functions development is laudable and important. In this article, we address some of the points these authors raised regarding our previous article (Journal of Experimental Child Psychology, 2017, Vol. 159, pp. 199-218). Although we agree that the Multidimensional Card Selection Task makes working memory demands, it goes beyond working memory to measure concurrent cognitive flexibility in preschoolers. Using this task will allow researchers to fine-tune our models of cognitive flexibility and executive functions development.
Child development, Jan 31, 2018
Planning and self-control were examined in relation to preschoolers' (41- to 74-months) savin... more Planning and self-control were examined in relation to preschoolers' (41- to 74-months) saving behavior. Employing a marble run paradigm, 54 children participated in two trials in which they could use their marbles immediately on a less desirable run, or save for a more desirable run. Twenty-nine children received the opportunity to create a budget. On Trial 1, children in the budgeting condition saved significantly more than did children in the control condition, and their planning ability related to saving (after controlling for age and language). Those who consistently budgeted at least one marble for the more desirable run were more likely to save. Control children's performance improved across trials, with no between-condition differences on Trial 2. Self-control was not related to saving.
Infant and Child Development, 2015
ABSTRACT
Genetic, social, and general psychology monographs, 2001
Some of the factors that influence our understanding of the nature of names and words were invest... more Some of the factors that influence our understanding of the nature of names and words were investigated. Participants (from kindergarten, 2nd, 4th, and 6th grades, and a university undergraduate class) were told a series of brief narratives thematizing the relation between objects and names, after which they were asked questions about the origins and changeability of names and words. Responses were coded as either realist (i.e., viewing names as intrinsic properties of objects) or nominalist (i.e., understanding names and words as arbitrary social conventions). By Grade 2, the children showed a significant increase in nominalist thinking, but this was not a universal development among the participants. Many adults expressed views that did not reflect a strictly nominalist understanding of words and names. Furthermore, the use of nominalist and realist models was influenced by various social-discursive factors including the type of object being named, the type of name being asked abo...
Journal of Experimental Child Psychology, 2015
In the current study, we adopted the Pathways to Mathematics model of LeFevre et al. (2010). In t... more In the current study, we adopted the Pathways to Mathematics model of LeFevre et al. (2010). In this model, there are three cognitive domains--labeled as the quantitative, linguistic, and working memory pathways--that make unique contributions to children's mathematical development. We attempted to refine the quantitative pathway by combining children's (N=141 in Grades 2 and 3) subitizing, counting, and symbolic magnitude comparison skills using principal components analysis. The quantitative pathway was examined in relation to dependent numerical measures (backward counting, arithmetic fluency, calculation, and number system knowledge) and a dependent reading measure, while simultaneously accounting for linguistic and working memory skills. Analyses controlled for processing speed, parental education, and gender. We hypothesized that the quantitative, linguistic, and working memory pathways would account for unique variance in the numerical outcomes; this was the case for backward counting and arithmetic fluency. However, only the quantitative and linguistic pathways (not working memory) accounted for unique variance in calculation and number system knowledge. Not surprisingly, only the linguistic pathway accounted for unique variance in the reading measure. These findings suggest that the relative contributions of quantitative, linguistic, and working memory skills vary depending on the specific cognitive task.
Journal of Experimental Child Psychology, 2010
Most children who are older than 6 years of age apply essential counting principles when they enu... more Most children who are older than 6 years of age apply essential counting principles when they enumerate a set of objects. Essential principles include (a) one-to-one correspondence between items and count words, (b) stable order of the count words, and (c) cardinality-that the last number refers to numerosity. We found that the acquisition of a fourth principle, that the order in which items are counted is irrelevant, follows a different trajectory. The majority of 5-to 11-year-olds indicated that the order in which objects were counted was relevant, favoring a left-to-right, top-to-bottom order of counting. Only some 10-and 11-year-olds applied the principle of order irrelevance, and this knowledge was unrelated to their numeration skill. We conclude that the order irrelevance principle might not play an important role in the development of children's conceptual knowledge of counting.
![Research paper thumbnail of Erratum to “Knowledge of counting principles: How relevant is order relevance?” [Journal of Experimental Child Psychology 105 (2010) 138–145]](https://attachments.academia-assets.com/83975910/thumbnails/1.jpg)
](Journal of Experimental Child Psychology, 2010
Journal of Experimental Child Psychology, 2013
Inquiry@Queen's Undergraduate Research Conference Proceedings, 2021
Our study focuses on children’s understanding of their own knowledge and how it changes over time... more Our study focuses on children’s understanding of their own knowledge and how it changes over time. Preschool-aged children perform above chance when asked about current knowledge, but only children older than 5 years of age performed above chance for past, future, or intraindividual knowledge (Atance & Caza, 2018; Caza et al., 2016). However, we do not currently know whether awareness of past and future knowledge is related. While this type of awareness seems conceptually related to metacognition (the awareness of one’s own ignorance or knowledge; Rohwer et al., 2012), the relation to this skill is unknown. Thus, the goal of the current study is to investigate how children’s awareness of their own epistemic knowledge is related to their metacognitive abilities. This study will explore children between the ages of 3.5- through 5-years-old, who will be assessed on their understanding of their current, past, and future knowledge, as well as other tasks assessing metacognitive skills. F...
Author(s): Penner-Wilger, Marcie; Fast, Lisa; LeFevre, Jo-Anne; Smith-Chant, Brenda L.; Skwarchuk... more Author(s): Penner-Wilger, Marcie; Fast, Lisa; LeFevre, Jo-Anne; Smith-Chant, Brenda L.; Skwarchuk, Sheri-Lynn; Kamawar, Deepthi; Bisnaz, Jeffrey
Journal of Experimental Child Psychology, 2020
Developmental Psychology, 2019
We told ninety-nine 4- and 5-year-olds stories in which speakers told lies and truths in two cont... more We told ninety-nine 4- and 5-year-olds stories in which speakers told lies and truths in two contexts: those told to deny a transgression (misdeeds) and those told to spare another’s feelings (politeness). Participants identified each statement as a lie or as the truth, morally judged it as good or bad, and decided whether or not to assign punishment to the speaker. All children received measures of first- and second-order false-belief understanding. Although 4-year-olds were above chance in their identification accuracy, they did not differentiate between lies and truths in their moral judgments or punishments. Five-year-olds outperformed 4-year-olds in their identification accuracy, morally judged lies more negatively than truths, and assigned speakers of lies more punishment than those who told truths. Five-year-olds also treated lies about misdeeds more negatively than politeness lies in their moral judgments and punishments. Children’s identification of both lies and truths related to their first-order false-belief understanding, while their moral judgments and punishment of lies related to their second-order false-belief understanding. These findings suggest that different considerations are made when children reason about the conceptual and moral differences between lies and truths.
Journal of experimental child psychology, 2018
Morra, Panesi, Traverso, and Usai's (Journal of Experimental Child Psychology, 2017, Vol. 167... more Morra, Panesi, Traverso, and Usai's (Journal of Experimental Child Psychology, 2017, Vol. 167, pp. 246-258) effort to clarify theoretical models and nomenclature confusion surrounding young children's executive functions development is laudable and important. In this article, we address some of the points these authors raised regarding our previous article (Journal of Experimental Child Psychology, 2017, Vol. 159, pp. 199-218). Although we agree that the Multidimensional Card Selection Task makes working memory demands, it goes beyond working memory to measure concurrent cognitive flexibility in preschoolers. Using this task will allow researchers to fine-tune our models of cognitive flexibility and executive functions development.
Child development, Jan 31, 2018
Planning and self-control were examined in relation to preschoolers' (41- to 74-months) savin... more Planning and self-control were examined in relation to preschoolers' (41- to 74-months) saving behavior. Employing a marble run paradigm, 54 children participated in two trials in which they could use their marbles immediately on a less desirable run, or save for a more desirable run. Twenty-nine children received the opportunity to create a budget. On Trial 1, children in the budgeting condition saved significantly more than did children in the control condition, and their planning ability related to saving (after controlling for age and language). Those who consistently budgeted at least one marble for the more desirable run were more likely to save. Control children's performance improved across trials, with no between-condition differences on Trial 2. Self-control was not related to saving.
Infant and Child Development, 2015
ABSTRACT
Genetic, social, and general psychology monographs, 2001
Some of the factors that influence our understanding of the nature of names and words were invest... more Some of the factors that influence our understanding of the nature of names and words were investigated. Participants (from kindergarten, 2nd, 4th, and 6th grades, and a university undergraduate class) were told a series of brief narratives thematizing the relation between objects and names, after which they were asked questions about the origins and changeability of names and words. Responses were coded as either realist (i.e., viewing names as intrinsic properties of objects) or nominalist (i.e., understanding names and words as arbitrary social conventions). By Grade 2, the children showed a significant increase in nominalist thinking, but this was not a universal development among the participants. Many adults expressed views that did not reflect a strictly nominalist understanding of words and names. Furthermore, the use of nominalist and realist models was influenced by various social-discursive factors including the type of object being named, the type of name being asked abo...
Journal of Experimental Child Psychology, 2015
In the current study, we adopted the Pathways to Mathematics model of LeFevre et al. (2010). In t... more In the current study, we adopted the Pathways to Mathematics model of LeFevre et al. (2010). In this model, there are three cognitive domains--labeled as the quantitative, linguistic, and working memory pathways--that make unique contributions to children's mathematical development. We attempted to refine the quantitative pathway by combining children's (N=141 in Grades 2 and 3) subitizing, counting, and symbolic magnitude comparison skills using principal components analysis. The quantitative pathway was examined in relation to dependent numerical measures (backward counting, arithmetic fluency, calculation, and number system knowledge) and a dependent reading measure, while simultaneously accounting for linguistic and working memory skills. Analyses controlled for processing speed, parental education, and gender. We hypothesized that the quantitative, linguistic, and working memory pathways would account for unique variance in the numerical outcomes; this was the case for backward counting and arithmetic fluency. However, only the quantitative and linguistic pathways (not working memory) accounted for unique variance in calculation and number system knowledge. Not surprisingly, only the linguistic pathway accounted for unique variance in the reading measure. These findings suggest that the relative contributions of quantitative, linguistic, and working memory skills vary depending on the specific cognitive task.
Journal of Experimental Child Psychology, 2010
Most children who are older than 6 years of age apply essential counting principles when they enu... more Most children who are older than 6 years of age apply essential counting principles when they enumerate a set of objects. Essential principles include (a) one-to-one correspondence between items and count words, (b) stable order of the count words, and (c) cardinality-that the last number refers to numerosity. We found that the acquisition of a fourth principle, that the order in which items are counted is irrelevant, follows a different trajectory. The majority of 5-to 11-year-olds indicated that the order in which objects were counted was relevant, favoring a left-to-right, top-to-bottom order of counting. Only some 10-and 11-year-olds applied the principle of order irrelevance, and this knowledge was unrelated to their numeration skill. We conclude that the order irrelevance principle might not play an important role in the development of children's conceptual knowledge of counting.
Journal of Experimental Child Psychology, 2010
Journal of Experimental Child Psychology, 2013