Script Flashcards by Gursimrat Kaur

Always begin with the animal warm-up sheet and ask these questions (or something similar):
“Look at these animals! Can you point to the cow?”
“Where’s the frog?”
“What sound does this animal make?” [cat]
“What’s this animal?” [bird]

“Look at these animals!

Can you point to the cow?”

Where’s the frog?

What sound does this animal make? [cat]

What’s this animal? [bird]

How well did you know this?

Not at all

Perfectly

Explain that you have some things to show them on your computer or you have some games to play with them, and then start the task — what do you say before starting the task/experiment?

I have some stories to show you on my computer.

How well did you know this?

Not at all

Perfectly

What is the first thing I will say to the participant?

I’m going to show you some stories – about some kids, — and your job is to tell me – how you think the kids feel. —- Before we look at the stories, I have some faces to show you.

Are you ready?

How well did you know this?

Not at all

Perfectly

What is part of the assenting?

Asking – Are you ready?

How well did you know this?

Not at all

Perfectly

What do I ask the children after Assenting?

Look at these two faces!

Which of these two faces is angry? – Can you point?

Which of these two faces is sad? – Can you point?

How well did you know this?

Not at all

Perfectly

After assenting, upon asking which of these two faces is angry –what do you say if they do not provide answer?

“This face is angry and this face is sad. – Can you point to which one is angry?

How well did you know this?

Not at all

Perfectly

If, after prompting the first time, children still do not point to angry face when you say/ask “This face is anger and this face is sad? Can you point to which one is angry? — What do you say?

– training prompt

Can you guess? Which of these two faces in angry?

How well did you know this?

Not at all

Perfectly

After assenting, upon asking which of these two faces is SAD –what do you say if they do not provide answer?

This face is sad. Can you point to which one is sad ?

How well did you know this?

Not at all

Perfectly

Why do I – only say – identify the sad face – if incorrect in the second (sad) trial?

Because they have already gotten the first one (i.e., angry face) correct.

How well did you know this?

Not at all

Perfectly

How long should you wait before saying anything to kids? – and how should you count?

3 seconds.

Count by saying the follwoing in your mind:

1 missisippi,
2 missisippi,
3 missisippi.

How well did you know this?

Not at all

Perfectly

If no response after you ask do you want to hear the story again, what do I do?

Continue with the script and write “no response” on my sheet.

How well did you know this?

Not at all

Perfectly

What is the only acceptable label that doesn’t require a follow-up for angry emotion?

Mad

How well did you know this?

Not at all

Perfectly

If children provide any other responses (e.g., “frustrated”, “upset”, “bad”) → then, what do I ask?

Can you Point to – which of these two faces – shows how ____ feels?

How well did you know this?

Not at all

Perfectly

What do I say in Parker/Balloon/Home Scenario – agent condition?

This is a [girl/boy] named Parker. Parker has a balloon.

[She/he] is excited to take it home.

But then look! [Riley] made Parker’s balloon float away.

How do you think Parker feels?

How well did you know this?

Not at all

Perfectly

What do I say in the First prompt - Parker/Balloon/Home Scenario – agent condition? – When child does not give an answer?

Can you Point?

How well did you know this?

Not at all

Perfectly

If there is no response after 3 seconds even when the kids are prompted once (can you point?), what do I say?

Can you Guess? – Which of these two faces shows how _Jordan/Parker/Alex/Skylar___ feels?

How well did you know this?

Not at all

Perfectly

What do I say in the Second prompt – Parker/Balloon/Home Scenario – agent condition? – When child does not give an answer?

Can you Guess? – Which of these two faces shows how _Jordan/Parker/Alex/Skylar___ feels?

What do I say in Parker/Balloon/Home Scenario – agent condition? – When child does not give an answer after the Final prompt, i.e., the second prompt: can you guess, which of these two faces show how ___ feels?

Do you want to hear the story again?

What do I say in Parker/Balloon/Home Scenario – nature condition?

This is a [girl/boy] named Parker. Parker has a balloon.

[She/he] is excited to take it home.

But then look! [The Wind] made Parker’s balloon float away.

How do you think Parker feels?

What do I say in Jordan/Ball/Play Scenario – agent condition?

This is a [girl/boy] named Jordan. Jordan has a ball.

[She/he] is excited to play with it.

But then look! [Taylor] popped Jordan’s ball.

How do you think Jordan feels?

What do I say in Jordan/Ball/Play Scenario – nature condition?

This is a [girl/boy] named Jordan. Jordan has a ball.

[She/he] is excited to play with it.

But then look! [A Rock] popped Jordan’s ball.

How do you think Jordan feels?

What do I say in Alex/Book/Read Scenario – agent condition?

This is a [girl/boy] named Alex. Alex has a book.

[She/he] is excited to read it.

But then look! [Jesse] ruinned Alex’s book.

How do you think Alex feels?

What do I say in Alex/Book/Read Scenario – nature condition?

This is a [girl/boy] named Alex. Alex has a book.

[She/he] is excited to read it.

But then look! [The Rain] ruinned Alex’s book.

How do you think Alex feels?

What do I say in Skylar/Kite/Fly Scenario – agent condition?

This is a [girl/boy] named Skylar. Skylar has a kite.

[She/he] is excited to fly it.

But then look! [Drew] ripped Skylar’s kite.

How do you think Skylar feels?

What do I say in Skylar/Kite/Fly Scenario -- nature condition?

This is a [**girl**/**boy**] named **Skylar**. **Skylar** has a **kite**. [**She**/**he**] is **excited** to **fly it**. **But** then **look**! [**A Stick**] ripped **Skylar's** **kite**. **How** **do** you **think** **Skylar feels**?

One person (typically either the second or third person in the testing order) will be responsible for retrieving the participants. What will you say to the child then?

Hi my name is [Sim], -- my friends and I have some stories to show you and some games to play to figure out how kids think. Would you like to come and play?

When getting children what do you say to the teacher?

Hey, my name is **Sim** and -- I and my **teammates** are from the **UFV** - , --- and say that **we’re here to conduct research** with **some of the children.** -- **Thank you for helping** and **being willing to participate.** Could you please get JOHN (first name) SMITH (last name) for me.

Ensuring assent during the session -- If children stop engaging, stop looking at you, or show any other signs of discomfort -- what should you do?

**Stop** what **you’re doing** -- and **ask** if they **would like to continue**.

Ensuring assent during the session -- If children stop engaging, stop looking at you, or show any other signs of discomfort -- what should you do?

**Do you want to** -- **hear** the **rest** of the **story**/-- **keep playing** the **game**”

If they remain silent after the following question, what do you say? -- **Do you want to** -- **hear** the **rest** of the **story**/-- **keep playing** the **game**”

**Do you want to** -- **hear** a **different** **story** / **play** a **different game**?

If they remain silent after the follow-up question, i.e., **Do you want to** -- **hear** a **different** **story**/-- **play** a **different game** -- what do you ask?

**Do you want to go back** to **your class**?

When running a study it is important to first make the child feel comfortable. When you sit beside child for your experiments how do you introduce yourself to the child?

Say “**hi**”. My name is **Sim** ---- then continue with script: I’m going to **show** you **some stories** -- about **some kids**, --- and your **job** is to **tell me** -- **how you think** the **kids feel**. ---- **Before** we **look** at the **stories**, I have **some faces** to **show** you. **Are you ready**?

Ask the child if they’re having fun (if you’re not first in the testing order), what they did at school today, what they like to do at recess, etc. Your goal is to make them talk to you before you start testing.

---

After you are done with experiment what do you say to the child if you have someone testing after you?

**Now my friend** has **something** else to **show** **you**.

After you are done with experiment what do you say to the child if you are the last to test?

**You did such a great job**! -- **Thanks** for **helping us** with all of our **stories** and **games** **today**. -- Because you **did so well,** my **friend** has **something** **special** for **you**!.

CHILD - CERTIFICATE After each task is complete, tell the child they did a great job and thank them for helping you! When the child’s entire testing session is complete, give the child the certificate by saying, WHAT?

You did **a great job helping us** with our **stories**. --- You **get** this **special** **paper**/**certificate** with **your name on it**. --- And **you get to pick a sticker**. **Which sticker do you want**?”

CHILD - CERTIFICATE IF the child is 6 or older, you could ask them if they would like to write their own name on their certificate.

CHILD - CERTIFICATE Sometimes children do not want stickers, and that’s okay! Ask “**Are you sure**?” If they again refuse a sticker, **just give them their certificate.** **Have the child put their certificate/sticker away in their cubby,** **mail bag**, or **backpack**. IMPORTANT: **You must never open or place the certificate in the child’s backpack**. This is **considered personal property** and we would never want to place you in a scenario where you may be suspected of anything. Always ask the child to put it in there themselves.

THANK YOU CARD & FRAMES If testing at a school, **all of the researchers on the testing team should sign their name in a thank-you card** (including a personal message, such as **“Thanks for all of your help today**!”) and give it to the participating teacher(s) once all of the children with permission in their classroom have participated.

say---- what do I say before showing the last story?

**Now the last story**. ---- so that they don't think how many more stories they have to listen to.