Baby and child lab

Research aiming to unveil the most fundamental and basic representations that infants use to start navigating the social world around them.

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Brief description

Our research group aims to:

  • unveil the most fundamental and basic representations that infants use to start navigating the social world around them;
  • study the social development of children and adolescents;
  • investigate the role of executive functioning for the development of the child;
  • develop innovative ways to support children in their cognitive development and learning; and
  • develop interventions to help children and adolescents cope with difficult situations.

On-going research activities:

Each member brings her/his own expertise and lines of research. This is a list of ongoing projects:

  • Early roots of understanding leadership and social power (Margoni)
  • How children reason about individual freedom and social equality (Margoni)
  • The use of technologies in relation to the prevention and intervention of social exclusion, antisocial behavior, bullying and cyberbullying (Caravita)
  • Children’s understanding of the moral worth of non-human animals (ten Braak & Margoni)
  • The role of the context in children’s executive functioning (ten Braak)
  • Exploring the effectiveness of gameplay to reduce mild depression in adolescents (Øverland)
  • How to help typically developing children and children with learning difficulties or disabilities to understand mathematics (Granone)

Recent relevant publications
- a selection of 5 articles:

Margoni, F., Surian, L. & Baillargeon, R. (2023). The Violation-of-Expectation paradigm: A conceptual overview. Psychological Review, in press.

Link: https://doi.org/10.1037/rev0000450

Nava, F., Margoni, F., Herath, N., & Nava, E. (2023). Age-dependent changes in intuitive and deliberative cooperation. Scientific Reports13, 4457.

Link: https://www.nature.com/articles/s41598-023-31691-9

Belacchi, C., Altoe, G., & Caravita, S. C. (2023). Latent groups and latent traits of participation in bullying via factor mixture analysis: An exploratory study. Social Development32, 152-170.

Link: https://onlinelibrary.wiley.com/doi/pdf/10.1111/sode.12625

Nag, H., Nærland, T., & Øverland, K. (2023). The Importance of School Leadership Support when Working with Students with Smith-Magenis Syndrome–AQ Methodology Study. International Journal of Disability, Development and Education70, 340-356.

Link: https://www.tandfonline.com/doi/full/10.1080/1034912X.2021.1888893

Ten Braak, D., Lenes, R., Purpura, D. J., Schmitt, S. A., & Størksen, I. (2022). Why do early mathematics skills predict later mathematics and reading achievement? The role of executive function. Journal of Experimental Child Psychology214, 105306.

Link: https://www.sciencedirect.com/science/article/pii/S0022096521002241

Granone, F., Stokke, M., Damnotti, S., Chicco, C., & Pollarolo, E. (2022). Mothers’ Perception about Mediated Learning Strategies Used in the Home Environment for Supporting the Transfer Ability in Children with Down Syndrome: An Exploratory Investigation. Disabilities, 2(2), 264-279. https://www.mdpi.com/2673-7272/2/2/19

Group members:

Associate Professor
51831992
Ellen & Axel Lunds Hus (EAL) - Room H-152
Faculty of Social Sciences
Department of Social Studies
Professor
51831339
Læringsmiljøsenteret, avd. Stavanger
Faculty of Arts and Education
Norwegian Centre for Learning Environment and Behavioral Research in Education
Associate Professor
51832917
Læringsmiljøsenteret, avd. Stavanger
Faculty of Arts and Education
Norwegian Centre for Learning Environment and Behavioral Research in Education
Associate Professor
51832943
Læringsmiljøsenteret, avd. Stavanger
Faculty of Arts and Education
Norwegian Centre for Learning Environment and Behavioral Research in Education