Mikako Ishibashi 石橋 美香子

Ochanomizu University

When young children develop the ability to represent and interact with objects, scale errors, in which they attempt to act on miniature-sized artifacts in an impossible manner, are often observed. To investigate the relationships between scale errors and semantic representations activated by lexical cues, we performed studies while manipulating whe...

Scale errors are intriguing developmental phenomena in which young children attempt to perform impossible object-specific actions toward miniature-sized objects. Of several related cognitive abilities, lexical development during toddlerhood enhances scale error production by making objects’ semantic representations dominant over perceptual informat...

This study examined how observing adults who persistently focus on particular objects to achieve their goals can modulate infants’ subsequent attention in the looking version of the A-not-B task. A total of 100 infants aged 12 months were assigned to one of the following three conditions: Effort (a model achieving a goal with effort), No-Effort (a...

This study describes individual differences in children’s anthropomorphic tendencies toward their special objects. It explores factors related to the individual differences, focusing on the effect of motivation for social connection, type of special object (personified objects or not), and parents’ anthropomorphic tendencies. Fifty-five children, a...

Scale errors are observed when young children make mistakes by attempting to put their bodies into miniature versions of everyday objects. Such errors have been argued to arise from children's insufficient integration of size into their object representations. The current study investigated whether Japanese and UK children's (18-24 months old, N =...

In this study, we examined whether 2-and 3-year-old children exhibited activation in the dorsolateral and ventrolateral prefrontal regions while engaging in a tool-based scale error task as measured by near-infrared spectroscopy. Results revealed no significant differences in the prefrontal activation between children who produced scale errors and...

This study aimed to examine the relationship between ECEC (Early Childhood Education and Care) staff's years of professional experience and their gaze patterns during child care. We used wearable eye trackers (Tobii Pro Glasses 2) to quantify their gaze patterns, i.e., the number of looking at the children's face or other (i.e., non-face) areas. Th...

The scale error is a phenomenon in which young children try to perform impossible actions on miniature versions of objects. Previous work (Grzyb et al., 2017) indicates that children’s errors in the scale error task were associated with a failure to notice object size changes in a 2D looking time task. Here we extend this work to a more naturalisti...

Scale error is a phenomenon where young children attempt to perform inappropriate actions on miniature object without considering the actual size of the object. The present study examined two hypotheses on what factors contribute to the occurrence of scale errors, focusing on the following possible factors: action planning and inhibitory control, a...

This study examined whether children with and without imaginary companions differed in their attributions of agency to inanimate objects. In Study 1, preschool children were shown animation movies in which two geometric figures moved with systematic interaction or randomly. Then, children were asked about biological, emotional and cognitive propert...

Citation: Moriguchi Y, Sakata Y, Ishibashi M and Ishikawa Y (2015) Teaching others rule-use improves executive function and prefrontal activations in young children. Front. Psychol. 6:894. Intervention of executive function during early childhood is an important research topic. This study examined the effect of a child-friendly intervention program...