Evidence map›Paper›PMID 33519605›Full record

ArticleFrontiers in psychology2020

When a Circle Becomes the Letter O: Young Children's Conceptualization of Learning and Its Relation With Theory of Mind Development.

Zhenlin Wang, Douglas A Frye

Abstract read
In one paragraph

Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing 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

3 citing papers in PubMed.

  1. Picture book reading improves children's learning understanding.The British journal of developmental psychology · 2025
    Trial
  2. How children understand aha-experiences in problem solving.The British journal of developmental psychology · 2025
    Article
  3. Review
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

2 authors.

Zhenlin WangDepartment of Psychology, The Education University of Hong Kong, Tai Po, Hong Kong.
Douglas A FryeGraduate School of Education, University of Pennsylvania, Philadelphia, PA, United States.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

In two independent yet complementary studies, the current research explored the developmental changes of young children's conceptualization of learning, focusing the role of knowledge change and learning intention, and its association with their developing theory of mind (ToM) ability. In study 1, 75 children between 48 and 86 months of age (

Indexed as

epistemic egocentrismknowledge state changelearning conceptlearning intentiontheory of mind

Identifiers

PMID33519605
PMCPMC7841392

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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 OpenQuestion graph.