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{
    "pk": 25524,
    "title": "Knowing what he could have shown: The role of alternatives in children’s\nevaluation of under-informative teachers",
    "subtitle": null,
    "abstract": "What underlies young children’s failure in evaluating underinformative\nteachers? We explore the hypothesis that children\nhave difficulty representing relevant alternatives; knowing\nwhat the teacher could have done. Children rated two\nteachers who demonstrated toys to a na¨ıve learner. One group\nfirst observed a fully informative teacher and then an underinformative\nteacher, while the other group saw the reverse order.\nSix- and seven-year-olds successfully rated the underinformative\nteacher lower than the fully-informative teacher\nregardless of the order (Exp.1). However, four- and five-yearolds\nshowed this pattern only when they saw the fully informative\nteacher first (Exp.2). Given a binary choice after seeing\nboth teachers, four-year-olds showed a preference for the fully\ninformative teacher (Exp.3). We discuss these results in light\nof recent literature on children’s understanding of pragmatic\nviolations in linguistic communication; the contrast between\nthe fully informative vs. under-informative teachers might help\nchildren understand what the teacher could have shown.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "Cognitive Development"
        },
        {
            "word": "Pragmatics"
        },
        {
            "word": "scalar implicature"
        },
        {
            "word": "pedagogical reasoning"
        },
        {
            "word": "Theory of mind"
        }
    ],
    "section": "Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/59n5z8fv",
    "frozenauthors": [
        {
            "first_name": "Hyowon",
            "middle_name": "",
            "last_name": "Gweon",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        },
        {
            "first_name": "Mika",
            "middle_name": "",
            "last_name": "Asaba",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2015-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25524/galley/15148/download/"
        }
    ]
}