Frontiers in Developmental Psychology最新文献

The relationship between metacognitive monitoring, non-verbal intellectual ability, and memory performance in kindergarten children 幼儿园儿童元认知监控、非语言智能能力与记忆表现之间的关系

Frontiers in Developmental Psychology Pub Date : 2024-07-02 DOI: 10.3389/fdpys.2024.1417197

Kristin Kolloff, Claudia M. Roebers

{"title":"The relationship between metacognitive monitoring, non-verbal intellectual ability, and memory performance in kindergarten children","authors":"Kristin Kolloff, Claudia M. Roebers","doi":"10.3389/fdpys.2024.1417197","DOIUrl":"https://doi.org/10.3389/fdpys.2024.1417197","url":null,"abstract":"When assessing their certainty, children are often poor at accurately monitoring their level of learning. The study examined the relationships between memory performance, intellectual ability, and metacognitive monitoring accuracy in kindergarten children. We also explored whether specific thresholds in memory performance and non-verbal intellectual ability influence metacognitive monitoring accuracy to identify group-specific patterns that might be masked by an overall linear analysis. We assessed the monitoring discrimination of 290 kindergarteners (Mage 6 years) using a paired-associates learning task. Results showed small correlations between task performance, intellectual ability, and metacognitive monitoring. Non-verbal intellectual ability provided explanatory value for monitoring accuracy beyond memory performance. We observed group-specific results consistent with the unskilled-and-unaware effect; children with the highest memory skills were more effective at discriminating between correct and incorrect answers than their peers with the lowest memory skills. However, kindergarteners with the highest non-verbal intellectual abilities did not demonstrate greater cognitive adaptability in novel tasks, as their monitoring accuracy was comparable to that of peers with average or lower intellectual abilities. Findings indicate that both task performance and non-verbal intellectual ability are relevant for monitoring accuracy, but the impact of non-verbal intellectual ability was less significant than anticipated. The modest correlation suggests that kindergarteners' non-verbal intellectual ability and metacognitive monitoring abilities operate relatively independently.","PeriodicalId":474804,"journal":{"name":"Frontiers in Developmental Psychology","volume":"8 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141684591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An agency-based model of executive and metacognitive regulation 基于代理的执行和元认知调节模型

Frontiers in Developmental Psychology Pub Date : 2024-03-08 DOI: 10.3389/fdpys.2024.1367381

Michael Tomasello

{"title":"An agency-based model of executive and metacognitive regulation","authors":"Michael Tomasello","doi":"10.3389/fdpys.2024.1367381","DOIUrl":"https://doi.org/10.3389/fdpys.2024.1367381","url":null,"abstract":"In the context of agentive decision making and action, both executive and metacognitive processes serve self-regulatory functions—just on different hierarchical tiers. In the agency-based model proposed here executive processes monitor and control action and attention from an executive tier of operation, and metacognitive processes monitor and control those executive processes from a second-order metacognitive tier of operation-both with the function of facilitating effective and efficient behavioral decisions. Each is best conceptualized as comprising three key components: (i) what is regulated, (ii) how, via what processes, is it regulated, and (iii) where, in what cognitive workspace, is it regulated—either in individual or in shared agencies. Developmentally, evidence is presented that executive processes for regulating both individual and joint agencies emerge only after 9–12 months of age, and metacognitive processes for regulating both individual and collective agencies emerge only after 3–4 years of age. Cognitive flexibility, as an important outcome, derives from the child's attempts to metacognitively regulate differing social perspectives within shared agencies.","PeriodicalId":474804,"journal":{"name":"Frontiers in Developmental Psychology","volume":"49 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140077143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ortho-semantic learning of novel words: an event-related potential study of grade 3 children 新词的正词义学习：对三年级儿童的事件相关电位研究

Frontiers in Developmental Psychology Pub Date : 2024-02-28 DOI: 10.3389/fdpys.2024.1340383

Alena Galilee, Lisa J. Beck, Clara J. Lownie, Jennika Veinot, Catherine Mimeau, Tammy Dempster, Laura M. Elliott, S. H. Deacon, Aaron J. Newman

{"title":"Ortho-semantic learning of novel words: an event-related potential study of grade 3 children","authors":"Alena Galilee, Lisa J. Beck, Clara J. Lownie, Jennika Veinot, Catherine Mimeau, Tammy Dempster, Laura M. Elliott, S. H. Deacon, Aaron J. Newman","doi":"10.3389/fdpys.2024.1340383","DOIUrl":"https://doi.org/10.3389/fdpys.2024.1340383","url":null,"abstract":"As children become independent readers, they regularly encounter new words whose meanings they must infer from context, and whose spellings must be learned for future recognition. The self-teaching hypothesis proposes orthographic learning skills are critical in the transition to fluent reading, while the lexical quality hypothesis further emphasizes the importance of semantics. Event-related potential (ERP) studies of reading development have focused on effects related to the N170 component—print tuning (letters vs. symbols) and lexical tuning (real words vs. consonant strings)—as well as the N400 reflecting semantic processing, but have not investigated the relationship of these components to word learning during independent reading.In this study, children in grade 3 independently read short stories that introduced novel words, then completed a lexical decision task from which ERPs were derived.Like real words, newly-learned novel words evoked a lexical tuning effect, indicating rapid establishment of orthographic representations. Both real and novel words elicited significantly smaller N400s than pseudowords, suggesting that semantic representations of the novel words were established. Further, N170 print tuning predicted accuracy on identifying the spellings of the novel words, while the N400 effect for novel words was associated with reading comprehension.Exposure to novel words during self-directed reading rapidly establishes neural markers of orthographic and semantic processing. Furthermore, the ability to rapidly filter letter strings from symbols is predictive of orthographic learning, while rapid establishment of semantic representations of novel words is associated with stronger reading comprehension.","PeriodicalId":474804,"journal":{"name":"Frontiers in Developmental Psychology","volume":"325 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140417377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Honest machines? A cross-disciplinary perspective on trustworthy technology for children 诚实的机器？从跨学科角度看儿童可信技术

Frontiers in Developmental Psychology Pub Date : 2024-02-28 DOI: 10.3389/fdpys.2024.1308881

Stefanie Hoehl, Brigitte Krenn, Markus Vincze

引用次数: 0

The influence of anthropomorphism on children's learning and attitudes toward snakes 拟人化对儿童学习和对待蛇的态度的影响

Frontiers in Developmental Psychology Pub Date : 2024-02-21 DOI: 10.3389/fdpys.2024.1356604

Lori B. Reider, Vanessa LoBue

{"title":"The influence of anthropomorphism on children's learning and attitudes toward snakes","authors":"Lori B. Reider, Vanessa LoBue","doi":"10.3389/fdpys.2024.1356604","DOIUrl":"https://doi.org/10.3389/fdpys.2024.1356604","url":null,"abstract":"Previous research suggests that negative input contributes to children's fear development, while more positive input can reduce children's fear. The current study examined whether using anthropomorphic input can alter children's learning and attitudes toward snakes in ways that may promote more positive attitudes toward a commonly feared animal.Children from the United States (N = 89; Mage = 5.43 years; 47 females, 42 males) reported their baseline knowledge and fear of snakes. Children then heard a story about a snake that did (n = 44) or did not (n = 45) contain anthropomorphic information. Following the story, children answered questions about their fear of snakes, knowledge acquired from the story, willingness to attribute anthropomorphic qualities to snakes, and willingness to help snakes.After hearing either story, children reported less fear of snakes. Further, while children in the anthropomorphic condition were more likely to attribute anthropomorphic qualities to snakes, there were no differences in the amount of information children learned. Most importantly, children in the anthropomorphic condition prioritized helping snakes more than children in the neutral condition. These findings demonstrate the impact of anthropomorphic information on children's attitudes and learning, and highlight the ways in which altering the input children receive may impact their learning and attitudes toward living creatures.","PeriodicalId":474804,"journal":{"name":"Frontiers in Developmental Psychology","volume":"14 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140441901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of parent-adolescent relationship quality and callous-unemotional traits on sexual prejudice in adolescence 父母与青少年关系的质量和冷酷无情的情感特征对青少年性偏见的影响

Frontiers in Developmental Psychology Pub Date : 2024-01-05 DOI: 10.3389/fdpys.2023.1284404

Raffael Bruckner, Sarah Schuster, F. Hutzler

引用次数: 0

Where do differences in theory of mind development come from? An agent-based model of social interaction and theory of mind 心智发展理论的差异从何而来?基于主体的社会互动模型和心智理论

Frontiers in Developmental Psychology Pub Date : 2023-11-07 DOI: 10.3389/fdpys.2023.1237033

Chi-Lin Yu, Henry M. Wellman

{"title":"Where do differences in theory of mind development come from? An agent-based model of social interaction and theory of mind","authors":"Chi-Lin Yu, Henry M. Wellman","doi":"10.3389/fdpys.2023.1237033","DOIUrl":"https://doi.org/10.3389/fdpys.2023.1237033","url":null,"abstract":"Introduction Where do individual differences in theory of mind (ToM) development come from? This is an open-ended issue in developmental psychology. Correlational research suggests social interaction as a cause. However, causal experiments controlling children's extended, real-life social interactions are impractical and unethical, so the links between social interaction and ToM remain only indirectly demonstrated. To shed light on how social interaction, in different degrees and forms, may influence ToM development, we conducted computational experiments using agent-based modeling. Methods To begin with, we simulated agents (hypothetically, children) and assigned them to 10 groups, where each group was manipulated to allow a different amount of social interaction, from 1 to 10. Within each group, agents randomly roamed and encountered one another and then interacted. If these interactions continued long enough, agents' ToM probabilistically improved. Results As expected, results showed that the amount of social interaction strongly influenced how fast agents developed ToM, where more social interaction led to more rapid development. Given this confirmation of the assumed link, we more focally explored how other factors—such as having a prior, established social network or agents' network centrality—could influence the social interaction-ToM link. Then, we tested our model against real-world data from 84 deaf children and showed that our modeling results could explain the social interaction-ToM link observed in deaf children. Discussion These demonstrations illustrate how individual differences in ToM development may emerge and offer an explanation specifying a crucial mechanism for how all humans achieve ToM—faster or with delay—through processes of social interaction.","PeriodicalId":474804,"journal":{"name":"Frontiers in Developmental Psychology","volume":"67 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Maternal beliefs about infant-directed speech misalign with interactions with their infants 母亲对婴儿指示语的信念与与婴儿的互动不一致

Frontiers in Developmental Psychology Pub Date : 2023-10-12 DOI: 10.3389/fdpys.2023.1235621

Alexus G. Ramirez, Elana Herbst, Roberta Michnick Golinkoff

{"title":"Maternal beliefs about infant-directed speech misalign with interactions with their infants","authors":"Alexus G. Ramirez, Elana Herbst, Roberta Michnick Golinkoff","doi":"10.3389/fdpys.2023.1235621","DOIUrl":"https://doi.org/10.3389/fdpys.2023.1235621","url":null,"abstract":"Introduction Infant-directed speech (IDS) refers to how people in many societies talk with young children. Compared to speech directed to an adult (ADS), IDS includes a slower rate, fewer words per utterance, higher-than-average pitch, and elongated vowels. Although many benefits are associated with using IDS, there is little information on what parents think about IDS. The current study asked: (1) How do mothers conceptualize IDS; (2) Is there an alignment between mothers' IDS beliefs and their speech register when teaching a new word to their child; and (3) How do mothers' IDS beliefs associate with children's expressive language and performance on a word learning task? Methods Fifty-three mothers and their 15- to 21-month-old monolingual English-reared infants ( M age = 17.92, SD = 1.99, 23 males) participated. Mothers were asked to teach their child a novel word and to complete the Parent Language Belief Questionnaire (PLBQ). Mothers' IDS was recorded as they taught their child a novel word and was compared to their ADS from interacting with the experimenter. Results Findings revealed that mothers had mixed beliefs about their use of IDS. Yet, most mothers used IDS as they taught their child a novel word. Lastly, mothers' IDS beliefs did not predict children's language skills or word learning at test. Discussion The current study is the first to explore whether mothers' beliefs about their use of infant-directed speech align with their actual use of IDS. As the positive benefits between IDS and children's language development have been documented, identifying the barriers surrounding why parents may not use IDS with their children is essential.","PeriodicalId":474804,"journal":{"name":"Frontiers in Developmental Psychology","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0