Children Understand How Adults' Achievement Goals Drive Actions.

Brandon A Carrillo, Mika Asaba, Julia A Leonard

Abstract read

In one paragraph

Article in Open mind : discoveries in cognitive science, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Brandon A CarrilloDepartment of Psychology, Yale University, New Haven, CT, USA.ORCID https://orcid.org/0009-0003-1527-9948

Mika AsabaDepartment of Psychology, Yale University, New Haven, CT, USA.

Julia A LeonardDepartment of Psychology, Yale University, New Haven, CT, USA.ORCID https://orcid.org/0000-0001-8099-2721

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Adults often hold different goals for children's achievement: Sometimes they want a child to learn and develop their skills as much as possible (i.e., a learning goal), while other times they may forego a child's learning in favor of successful performance (i.e., a performance goal). How do children think these achievement goals influence adults' child-directed behaviors? Across two preregistered experiments (

Indexed as

achievement goalscompetencesocial cognition

Identifiers

PMID41948074

DOI10.1162/OPMI.a.331

PMCPMC13053020

What Socratic holds

Textmetadata

LicenceCC BY

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.