Journal of Cognition and Development最新文献

{"title":"Urban-Rural Differences in Early Arithmetic Performance are Accounted for by Phonological Processing","authors":"Wei Wei, Junyi Dai, Chuansheng Chen, Yingge Huang, Xinlin Zhou","doi":"10.1080/15248372.2024.2321893","DOIUrl":"https://doi.org/10.1080/15248372.2024.2321893","url":null,"abstract":"Urban and rural children have different levels of performance in arithmetic processing. This study investigated whether such a residence difference can be explained by phonological processing. A to...","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"112 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140070208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interplay Among Self-Regulation Processes Over Time for Adolescents in the Context of Chronic Stress","authors":"Amanda E. Halliburton, Ty A. Ridenour, Desiree W. Murray","doi":"10.1080/15248372.2023.2295894","DOIUrl":"https://doi.org/10.1080/15248372.2023.2295894","url":null,"abstract":"Developmental changes in self-regulation are theorized to underlie adolescents’ engagement in risky behaviors, physical health, mental health, and transition to adulthood. Two central processes inv...","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"12 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139773039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Knowledge and source type influence children’s skepticism of misinformation","authors":"Carolyn Palmquist, Robyn Kondrad","doi":"10.1080/15248372.2024.2303774","DOIUrl":"https://doi.org/10.1080/15248372.2024.2303774","url":null,"abstract":"Three-year-olds often respond to lies as if they were true or with no clear rationale. Individual differences influence children’s processing of misinformation. Here, we explore how two contextual ...","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"25 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139583746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Number Input in Mothers and Fathers of 9-Month-Olds","authors":"Kelly S. Mix, Angelica Alonso, Jung-Jung Lee, Milagros Urioste-Resta, Natasha Cabrera, Stephanie Reich","doi":"10.1080/15248372.2024.2303760","DOIUrl":"https://doi.org/10.1080/15248372.2024.2303760","url":null,"abstract":"The present study examined patterns of number-related utterances and actions directed to 9-month-old infants by their parents. An ethnically and economically diverse sample of 86 families participa...","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"55 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139461979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Generic Language and Reporting Practices in Developmental Journals: Implications for Facilitating a More Representative Cognitive Developmental Science","authors":"J. DeJesus, Maureen A. Callanan, Valerie A. Umscheid, S. Gelman","doi":"10.1080/15248372.2023.2290504","DOIUrl":"https://doi.org/10.1080/15248372.2023.2290504","url":null,"abstract":"","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":" 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Age-Related Changes in Search Strategies in a Cancellation Task from Childhood to Adolescence","authors":"Alma Guilbert","doi":"10.1080/15248372.2023.2284743","DOIUrl":"https://doi.org/10.1080/15248372.2023.2284743","url":null,"abstract":"Children are limited in visual search accuracy and this ability increases from childhood to adolescence. Developmental limitations in visual search could be related to children’s difficulties in ef...","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":" 4","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138493971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Broadening Convenience Samples to Advance Theoretical Progress and Avoid Bias in Developmental Science","authors":"Sabine Doebel, Michael C. Frank","doi":"10.1080/15248372.2023.2270055","DOIUrl":"https://doi.org/10.1080/15248372.2023.2270055","url":null,"abstract":"AbstractDiverse samples are valuable to the study of development, and to psychology more broadly. But convenience samples—typically recruited from local populations close to universities—are still the most widely used in developmental science, despite the fact that their use leads to a vast over-representation of Western, White, and high socio-economic status participants in our studies. Do convenience samples still have a place in our research? While diverse samples are crucial to advancing developmental science, policies designed to encourage recruitment of such samples may not always succeed in improving sample diversity in ways that will benefit our theories and reduce bias. Further, convenience samples are just, well, convenient – and because their costs are lower, they allow for faster and more precise research. We suggest three paths forward to resolve this tension: 1) use theory and observed variation to choose aspects of diversity to prioritize in a particular study; 2) use online methods as an important route to broaden which samples are convenient; and 3) work in teams to achieve “inconvenient” samples using many different convenience populations. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"11 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Parent-Report Diary Study of Young Children’s Prospective Memory Successes and Failures","authors":"Caitlin E. V. Mahy, Ege Kamber, Maria C. Conversano, Ulrich Mueller, Sascha Zuber","doi":"10.1080/15248372.2023.2277930","DOIUrl":"https://doi.org/10.1080/15248372.2023.2277930","url":null,"abstract":"ABSTRACTAlthough laboratory studies have examined the development of children’s prospective memory (PM) and the factors that influence its performance, much less is known about children’s PM performance and development in their everyday life. The current study used an online parent diary report approach to examine American 2- to 6-year-olds’ PM successes and failures. In an initial session, 206 parents completed a series of questionnaires on their child’s memory and cognition. For the next four days, parents reported instances of PM successes and failures and answered questions about a number of task factors (task motivation, importance to the parent and child, who assigned the PM task, task typicality, and parental assistance). We found that: (1) parents reported children as young as 2 years old had PM successes in daily life and there were no age differences in the number of reported PM successes and failures, (2) parents reported more PM successes than failures, and (3) several factors influenced the likelihood of children’s success in everyday PM tasks, including child motivation and task importance to parents, whereas task typicality and parental assistance were related to PM failure. Finally, we explored the domains of PM successes and failures as well as the type of assistance that parents provided. These results are discussed in relation to past findings of children’s PM in laboratory and naturalistic settings. Parent diary-report methodology is a feasible and efficient alternative to naturalistic laboratory tasks to examine young children’s PM in everyday life. AcknowledgmentsCEVM wishes to acknowledge support from a Natural Sciences and Engineering Research Council of Canada Discovery Grant and from an Early Ontario Researcher Award from the Ontario Ministry of Research, Innovation, and Science. SZ acknowledges funding from the Swiss National Science Foundation (SNSF; grant number: P400PS_199283).Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/15248372.2023.2277930Data availability statementThe data that support the findings of this study are available on the Open Science Framework: https://osf.io/p96w5/?view_only=9d0356b5f7ab4c45bdee7e8608e30132.Additional informationFundingThis work was supported by the Natural Sciences and Engineering Research Council of Canada [RGPIN-2015-03774]; Ontario Ministry of Research, Innovation and Science [ERA-17-13-118]; Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung [P400PS_199283].","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"48 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135679440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Young Children’s Science Learning from Narrative Books: The Role of Text Cohesion and Caregivers’ Extratextual Talk","authors":"Hilary E. Miller-Goldwater, Melanie H. Hanft, Alissa G. Miller, Patricia J. Bauer","doi":"10.1080/15248372.2023.2267229","DOIUrl":"https://doi.org/10.1080/15248372.2023.2267229","url":null,"abstract":"ABSTRACTOne way to support young children’s factual learning is through shared book reading (reading books with a knowledgeable other). Many books that teach factual content are narrative in structure, in which factual content is embedded within a fictional storyline. However, there are gaps in our understanding of factors influencing children’s factual learning from narrative books. In this experiment, 38 caregivers and their 4- to 5-year-old children from the Southeastern United States participated. Each caregiver read to their child two narrative books on science concepts. The books varied in their levels of cohesion (e.g. drawing connections between textual elements and providing details and comparisons). We coded caregivers’ extratextual talk while reading for the extent to which it emphasized science information (informational highlighted talk) or went beyond the text to provide further related information (informational elaborative talk). Children’s recall of the books’ science and story content was tested in free and probed recall formats. We found that children had higher recall of the story content, even though caregivers emphasized the science content through their highlighted extratextual talk. Caregivers used more elaborative extratextual talk with the low cohesion book, perhaps as compensation for the book’s lack of cohesion. However, children’s recall of the science content was most strongly predicted by the books’ cohesion and caregivers’ highlighted extratextual talk. These results emphasize the important role that books’ textual features and caregivers’ extratextual talk during book reading have on young children’s factual learning from narrative books. AcknowledgmentsWe give special appreciation to Britney Del Solar, Laura O’Hanlon, Jelena Pejic, and Rachel Shanahan, for help with transcriptions and coding as well as to other members of the Memory at Emory laboratory for their contributions to various stages of this research. We also thank the children and caregivers who participated in this research. Aspects of this work were presented at the 74th Biennial Meeting of the Society for Research in Child Development.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by the National Science Foundation award # 1911639 and Eunice Kennedy Shriver National Institute of Child Health & Human Development award # F32 HD100176-02 to Hilary E. Miller-Goldwater.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135778455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of a Naïve Theory of Superstition","authors":"Jacqueline D. Woolley, Paola A. Baca, Kelsey A. Kelley","doi":"10.1080/15248372.2023.2256871","DOIUrl":"https://doi.org/10.1080/15248372.2023.2256871","url":null,"abstract":"ABSTRACTSuperstitious behaviors persist across time, culture, and age. Although often considered irrational and even potentially harmful, superstitions have recently been shown to have positive effects on stress levels, confidence, and ultimately, performance. However, it remains unclear how people conceive of superstitious behaviors, specifically, whether people attribute apparent superstitious efficacy to magical forces or to something else, such as reduced stress or increased confidence. In two studies we asked 6- to 9-year-old children and adults from the United States to rate how causally connected superstitious behaviors were to desired outcomes. In Study 1, participants provided open-ended responses to questions probing why they believed the actions were tied to the outcomes. Participants were more likely across ages to offer natural than magical explanations to explain the connection – this became more pronounced with age. In Study 2, half the stories did not permit a plausible natural explanation, thus any perceived causal relation could only be attributable to magic. Participants were asked how connected the superstitious behaviors were to the outcomes. We found significant differences in ratings of connectedness between stories that held plausible natural explanations and those that did not in our adult sample only. Our findings suggest that people recruit their naive psychology when reasoning about the efficacy of superstitious behaviors; however, children may also believe magic to be causally relevant.KEYWORDS: superstitionexplanationsnaive psychology magiccausality AcknowledgmentsData collection took place at the University of Texas at Austin. We thank the children who participated, their parents, the staff at the Children’s Research Center, and the following undergraduate students who helped with data collection, coding, entry, and reliability: Ruth Esther Apura, Silviya Bastola, Cameron Bates, Katherine Bos, Zachary Bricken, Emma Brunk, Ashlea Cooper, Amanda Cramer, Matthew Finch, Julia Fishkind, Avery Largent, Cloris Lu, Candice Ma, Ashley Missimo, Jacquelyn Olivarez, Ilerioluwa Olugboye, Claire Perkins, Fernanda Ramos, Muskan Shah, Madeline Young, and Jasmine Xu. Thanks are also due to Jenny Nisssel and members of the Imagination and Cognition lab for feedback on earlier drafts of the manuscript.Disclosure statementWe have reported all measures, conditions, and data exclusions, as well as how we have determined our sample sizes.Data availability statementThe data that support the findings of this study and the code used for analyses are openly available on OSF at https://osf.io/8q3xn/.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}