Journal of Cognition and Development最新文献

{"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}

{"title":"What’s the Evidence Say? The Relation Between Evidential-Trust and Theory of Mind","authors":"Bartuğ Çelik, Nice Ergut, Jedediah W.P. Allen","doi":"10.1080/15248372.2023.2260874","DOIUrl":"https://doi.org/10.1080/15248372.2023.2260874","url":null,"abstract":"ABSTRACTPrevious research has shown that linguistic cues such as mental and modal verbs can influence young children’s judgments about the reliability of informants. Further, certain languages include grammatical morphemes (i.e. evidential markers), which clarify the source of information coming from testimony (e.g., Bulgarian, Japanese, Turkish). Accordingly, the first aim of the current study is to examine whether Turkish-speaking children’s reliability judgments change based on evidential markers (i.e. the past-tense direct evidential marker, –DI, and the past-tense indirect evidential marker, –mIş). The literature has also investigated whether selective trust abilities are related to understanding the epistemic states of others (i.e., Theory of Mind). Therefore, the second aim is to examine the relation between selective trust based on evidential markers and ToM abilities by including a comprehensive ToM battery. Eighty-six Turkish-speaking preschool and elementary school children between the ages of 4 and 7, residing in a metropolitan city in Turkey, participated in a selective trust task based on evidential markers, a general language task, and a ToM battery. The results of the current study showed that after the age of 6, Turkish-speaking children start to selectively trust the informant using the past-tense direct evidential marker, –DI, over the past-tense indirect evidential marker, –mIş. Selective trust performance was related to receptive vocabulary but not to ToM abilities after controlling for participant gender and age. Overall, the results contribute to current discussions about children’s selective trust ability based on linguistic cues and its relation with ToM.KEYWORDS: selective trusttheory of mindevidential markersreliabilityTurkish AcknowledgmentsWe would like to thank all of children and their parents who participated in this study as well as the preschools for helping with data collection. We would like to also thank the anonymous reviewers for helpful comments and feedback. Lastly, many thanks to research assistants for their help conducting the study.AuthorshipNote that the first authorship is shared by B. Çelik. and N. Ergut. Data collection and data analyses were performed by B. Çelik and N. Ergut under the supervision of J.W.P Allen. All authors wrote the manuscript.Disclosure statementNo potential conflict of interest was reported by the authors.Data availability statementData can be made available on request.Notes1 There is also another evidential marker (–DIR) used for the present tense and allows speakers to make a logical deduction about facts and regularities (for more on the types of evidential markers in Turkish, see Aksu-Koç, Ögel-Balaban, & Alp, Citation2009).2 Note that the appearance-reality task was excluded from all analyses. See ToM results section for details.3 Two additional conditions were piloted for a second study in which the direct evidential marker was pitted against the indirect marker with a s","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924330","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":"Examining Neural Dynamics During Dimensional Label Comprehension and Production as a Function of Dimensional Attention","authors":"Hollis R. Heim, Kara Lowery, Rachel Eddings, Bhoomika Nikam, Anastasia Kerr-German, Aaron T. Buss","doi":"10.1080/15248372.2023.2256859","DOIUrl":"https://doi.org/10.1080/15248372.2023.2256859","url":null,"abstract":"ABSTRACTPrevious research suggests that children’s ability to label visual features (e.g. “red”) and dimensions (e.g. “color”) impacts attention to visual dimensions. The goal of this study is to investigate variations in the quality of the neural system supporting dimensional label comprehension and production in relation to children’s dimensional attention skills. The current study recruited 3- to 4-year-old from the East Tennessee area to complete dimensional label tasks for color labels while recording functional near-infrared spectroscopy (fNIRS) in order to measure hemodynamic changes in left frontal, left parietal, and left temporal cortices previously implicated in dimensional attention. Different aspects of dimensional attention were evaluated using the dimensional priming task (measuring attentional stability), the dimensional change card sort (DCCS) task (measuring flexible dimensional attention), the triad classification task (measuring selective attention), and the matching task (measuring dimensional understanding). Dimensional label learning was measured using a color Production and color Comprehension task. Results indicated that the temporal cortex was activated during the dimensional label tasks. Further, we found that activation in parietal cortex during the dimensional label tasks increased with better performance on the dimensional attention tasks. On the other hand, activation in the temporal cortex and ventrolateral prefrontal cortex during the dimensional label tasks decreased with better performance on the dimensional attention tasks. These results suggest that dimensional attention skills can reveal variations in the quality of neural representations supporting dimensional label learning. Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available from the corresponding author upon request.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136152619","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":"Early Childhood Educators’ Math Anxiety and Its Relation to Their Pedagogic Actions in Swedish Preschools","authors":"Laura Galeano, Christine Fawcett, Linda Forssman, Gustaf Gredebäck","doi":"10.1080/15248372.2023.2256844","DOIUrl":"https://doi.org/10.1080/15248372.2023.2256844","url":null,"abstract":"Early childhood educators’ math anxiety and its relation to their frequency of pedagogic actions was examined through a questionnaire completed by 352 participants (aged 21–65) representative of the Swedish municipality where the study was conducted. Our sample contained 189 certified preschool teachers and 163 preschool caregivers who significantly differed in their ratings reported for math teaching anxiety. Results revealed that certified preschool teachers who reported higher levels of math anxiety also reported teaching and talking about mathematics content less frequently. When controlling for certified preschool teachers’ gender and age, years of work in preschools, and whether they work only with younger (1–3), older (4–6) or with both groups of children (1–6-year-old), certified preschool teachers’ general math anxiety and math teaching anxiety predicted their reported frequency of math teaching and frequency of conversations about numbers, patterns, and geometric concepts with peak strength in gatherings, excursions and situations designed to teach mathematics to preschool children. Preschool caregivers’ math anxiety measures and their reported frequency of pedagogic actions did not display statistically significant relations. Findings showed setting specific associations between certified preschool teachers general math anxiety, math teaching anxiety and their avoidance of mathematics content, highlighting the importance of early childhood educators’ awareness of math anxiety, its nature, and consequences for teaching practices.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135436248","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":"Executive Functions in Jordanian Children: What Can the Hearts and Flowers Task Tell Us About Development in a Non-Western Context","authors":"Jazlyn Nketia, Alya Al Sager, Rana Dajani, Diego Placido, Dima Amso","doi":"10.1080/15248372.2023.2248698","DOIUrl":"https://doi.org/10.1080/15248372.2023.2248698","url":null,"abstract":"","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135877939","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":"Concurrent and Longitudinal Associations Between Parent Math Support in Early Childhood and Math Skills: A Meta-Analytic Study","authors":"Luísa A Ribeiro, Enrica Donolato, Cecília Aguiar, N. Correia, Henrik D Zachrisson","doi":"10.1080/15248372.2023.2248259","DOIUrl":"https://doi.org/10.1080/15248372.2023.2248259","url":null,"abstract":"","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46730489","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":"Children Learn Simple, Adaptive Decision Strategies from Probabilistic Feedback","authors":"Anna Lang, Tilmann Betsch","doi":"10.1080/15248372.2023.2248257","DOIUrl":"https://doi.org/10.1080/15248372.2023.2248257","url":null,"abstract":"","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48618447","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":"Cross-Country (Brazil and Iran) Invariance of Fractionation of Executive Functions in Early Adolescence","authors":"Isis Angélica Segura, H. Cogo-Moreira, A. Nouri, M. Miranda, S. Pompéia","doi":"10.1080/15248372.2023.2245471","DOIUrl":"https://doi.org/10.1080/15248372.2023.2245471","url":null,"abstract":"","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43517380","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}