Journal of Cognition and Development最新文献_第6页

The Future of Research on Executive Function and Its Development: An Introduction to the Special Issue 执行功能研究的未来及其发展:特刊导论

IF 2.1 2区心理学

Journal of Cognition and Development Pub Date : 2023-03-15 DOI: 10.1080/15248372.2023.2188946

Sabine Doebel, Ulrich Müller,

引用次数: 2

People Do Not Always Know Best: Preschoolers’ Trust in Social Robots 人们并不总是最了解:学龄前儿童对社交机器人的信任

IF 2.1 2区心理学

Journal of Cognition and Development Pub Date : 2023-03-09 DOI: 10.1080/15248372.2023.2178435

Anna Baumann, Elizabeth J. Goldman, Alexandra Meltzer, D. Poulin-Dubois

{"title":"People Do Not Always Know Best: Preschoolers’ Trust in Social Robots","authors":"Anna Baumann, Elizabeth J. Goldman, Alexandra Meltzer, D. Poulin-Dubois","doi":"10.1080/15248372.2023.2178435","DOIUrl":"https://doi.org/10.1080/15248372.2023.2178435","url":null,"abstract":"ABSTRACT In this paper, we investigated whether Canadian preschoolers prefer to learn from a competent robot over an incompetent human using the classic trust paradigm. An adapted Naive Biology task was also administered to assess children’s perception of robots. In Study 1, 3-year-olds and 5-year-olds were presented with two informants; A social, humanoid robot (Nao) who labeled familiar objects correctly, while a human informant labeled them incorrectly. Both informants then labeled unfamiliar objects with novel labels. It was found that 3-year-old children equally endorsed the labels provided by the robot and the human, but 5-year-old children learned significantly more from the competent robot. Interestingly, 5-year-olds endorsed Nao’s labels even though they accurately categorized the robot as having mechanical insides. In contrast, 3-year-old children associated Nao with biological or mechanical insides equally. In Study 2, new samples of 3-year-olds and 5-year-olds were tested to determine whether the human-like appearance of the robot informant impacted children’s trust judgments. The procedure was identical to that of Study 1, except that a non-humanoid robot, Cozmo, replaced Nao. It was found that 3-year-old children still trusted the robot and the human equally and that 5-year-olds preferred to learn new labels from the robot, suggesting that the robot’s morphology does not play a key role in their selective trust strategies. It is concluded that by 5 years of age, preschoolers show a robust sensitivity to epistemic characteristics (e.g., competency), but that younger children’s decisions are equally driven by the animacy of the informant.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48019739","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}

引用次数: 5

Arithmetic Word Problem-Solving and Math Anxiety: The Role of Perceived Difficulty and Gender 算术单词解决与数学焦虑:感知困难和性别的作用

IF 2.1 2区心理学

Journal of Cognition and Development Pub Date : 2023-03-07 DOI: 10.1080/15248372.2023.2186692

Eleonora Doz, Alessandro Cuder, S. Pellizzoni, B. Carretti, M. Passolunghi

{"title":"Arithmetic Word Problem-Solving and Math Anxiety: The Role of Perceived Difficulty and Gender","authors":"Eleonora Doz, Alessandro Cuder, S. Pellizzoni, B. Carretti, M. Passolunghi","doi":"10.1080/15248372.2023.2186692","DOIUrl":"https://doi.org/10.1080/15248372.2023.2186692","url":null,"abstract":"ABSTRACT A crucial component of mathematics curriculum in primary education is represented by the ability to solve arithmetic word problems. Previous studies investigated predominantly the cognitive factors underlying this skill, neglecting the role of emotional (e.g. math anxiety – MA) and metacognitive aspects (e.g. perceived difficulty). Some findings suggested that emotional factors could influence perceived task difficulty which would, in turn, impair students’ performance. However, the relation between MA, perceived difficulty, and math problem-solving has not been explored yet. Moreover, although many studies reported gender differences in MA levels, findings involving primary school children are contrasting. Thus, this study aimed to evaluate the role of MA and perceived task difficulty on arithmetic word problem-solving proficiency in a sample of Italian primary school students, and to investigate gender differences in those variables. Results showed that MA had a direct and indirect effect through perceived difficulty on problem-solving performance. Furthermore, findings confirmed that girls exhibited higher MA levels, however no gender difference was observed in problem-solving accuracy nor in perceived difficulty. The study underlines the need to consider emotional factors when investigating children’s difficulties in math problem-solving and highlight the importance of MA interventions, especially for girls, already in primary education.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42953470","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}

引用次数: 2

The Development of Working Memory: Sex Differences in Accuracy and Reaction Times 工作记忆的发展:准确性和反应时间的性别差异

IF 2.1 2区心理学

Journal of Cognition and Development Pub Date : 2023-03-02 DOI: 10.1080/15248372.2023.2178437

Paul Ibbotson, Ernesto Roque-Gutierrez

{"title":"The Development of Working Memory: Sex Differences in Accuracy and Reaction Times","authors":"Paul Ibbotson, Ernesto Roque-Gutierrez","doi":"10.1080/15248372.2023.2178437","DOIUrl":"https://doi.org/10.1080/15248372.2023.2178437","url":null,"abstract":"ABSTRACT Small but robust differences in cognition exist between the sexes in adult populations. Studying sex differences in children’s cognition can bring insight into when, where and how these differences might emerge in development. Here, we focus on differences in working memory because of its importance in underpinning a wide range of complex cognitive tasks and developmental outcomes for children. Using two levels of difficulty on a standard test of working memory (N-Back), data from 104 6- to 7-year-olds in Cuba showed that boys have quicker reaction times, but girls provide more accurate responses. With a comparable true positive rate between boys and girls, the sex differences in both accuracy and reaction times were limited to false-positive responses. Sex differences were consistent across levels of task difficulty and persisted after speed-accuracy trade-offs were considered. We argue that avoiding false positives requires a particularly strong role for inhibitory control and that this emerges in development according to a different maturational schedule for girls than it does for boys, underpinned by quantitative and qualitative differences in the development of brain areas that support this function.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42800906","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}

引用次数: 1

Listen to Your Mother: Children Use Hierarchical Social Roles to Guide Their Judgments about People 听妈妈的话:孩子用等级社会角色来指导他们对人的判断

IF 2.1 2区心理学

Journal of Cognition and Development Pub Date : 2023-02-26 DOI: 10.1080/15248372.2023.2176854

Megan N. Norris, Catherine H McDermott, Nicholaus S. Noles

{"title":"Listen to Your Mother: Children Use Hierarchical Social Roles to Guide Their Judgments about People","authors":"Megan N. Norris, Catherine H McDermott, Nicholaus S. Noles","doi":"10.1080/15248372.2023.2176854","DOIUrl":"https://doi.org/10.1080/15248372.2023.2176854","url":null,"abstract":"ABSTRACT Social categories are often defined by the boundaries that they form between individuals. However, many social structures describe complementary relationships between individuals, defining both the power that we hold over others and our obligations to them and vice versa. In two studies conducted in the U.S., we investigated a sample of primarily white, middle class children’s intuitions about social roles at ages 4, 5, and 6. In Experiment 1, participants were presented with two informants, one dominant (e.g., a mother) and one subordinate (e.g., a daughter). The informants gave conflicting instructions, and children determined whose instructions should be followed and which informant had more social power. Five- and 6-year-olds, but not 4 -year-olds, used social roles to determine which instructions should be followed, and children in all age groups selected the dominant informant as someone who held social power. In Experiment 2, we explored the breadth of this effect by having the same informants present conflicting information about food. Five- and 6-year-old participants trusted claims made by a dominant informant, but 4-year-olds did not prioritize claims made by either informant. At the same time, when asked who they would approach to learn about a new food, children did not prefer either informant. Together, these findings suggest that children’s understanding of hierarchical social roles emerges at a young age, changes over time, and influences their judgments in nuanced ways.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42418370","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}

引用次数: 0

Conceptual Hierarchy in Child-Directed Speech: Implicit Cues are More Reliable 儿童定向言语中的概念层次：隐含暗示更可靠

IF 2.1 2区心理学

Journal of Cognition and Development Pub Date : 2023-02-24 DOI: 10.1080/15248372.2023.2178436

Kyra Wilson, Michael C. Frank, Abdellah Fourtassi

{"title":"Conceptual Hierarchy in Child-Directed Speech: Implicit Cues are More Reliable","authors":"Kyra Wilson, Michael C. Frank, Abdellah Fourtassi","doi":"10.1080/15248372.2023.2178436","DOIUrl":"https://doi.org/10.1080/15248372.2023.2178436","url":null,"abstract":"ABSTRACT In order for children to understand and reason about the world in an adult-like fashion, they need to learn that conceptual categories are organized in a hierarchical fashion (e.g., a dog is also an animal). While children learn from their first-hand observation of the world, social knowledge transmission via language can also play an important role in this learning. Previous studies have documented several cues in parental talk that can help children learn about conceptual hierarchy. However, these studies have used different datasets and methods that have made it difficult to compare the relative usefulness of various linguistic cues to conceptual knowledge and to test whether they scale up to naturalistic speech. Here, we study a large-scale corpus of English child-directed speech – collected in North America and the UK – and used a unified classification-based evaluation method which allowed us to investigate and compare cues that vary in terms of how explicit the information they offer is. We found the more explicit cues to be too sparse or too noisy in child-directed speech, making them unlikely to support robust learning. In contrast, the implicit cues offered a more reliable source of information. Further, we investigated developmental changes from 3 to 6 years of age, and we found no differences in the availability of these cues in the input. Our work confirms the utility of caregiver talk for conveying conceptual information and supporting the development of early taxonomic knowledge. It provides a first step toward a cognitive model that would combine perceptual- and language-based mechanisms, leading to a more comprehensive account of children’s conceptual development.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41436218","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}

引用次数: 0

Rethinking Executive Functions in Mathematical Cognition 数学认知中执行函数的再思考

IF 2.1 2区心理学

Journal of Cognition and Development Pub Date : 2023-02-08 DOI: 10.1080/15248372.2023.2172414

Joshua Medrano, R. Prather

引用次数: 6

Strategy and Core Cognitive Training Effects on Working Memory Performance: A Systematic Review and Meta-Analysis 策略和核心认知训练对工作记忆表现的影响：系统综述和荟萃分析

IF 2.1 2区心理学

Journal of Cognition and Development Pub Date : 2023-02-08 DOI: 10.1080/15248372.2023.2172413

Shachar Ben Izhak, M. Lavidor

引用次数: 0

Studying Executive Function in Culturally Meaningful Ways 以有文化意义的方式研究执行功能

IF 2.1 2区心理学

Journal of Cognition and Development Pub Date : 2023-02-03 DOI: 10.1080/15248372.2022.2160722

S. Gaskins, Lucía Alcalá

{"title":"Studying Executive Function in Culturally Meaningful Ways","authors":"S. Gaskins, Lucía Alcalá","doi":"10.1080/15248372.2022.2160722","DOIUrl":"https://doi.org/10.1080/15248372.2022.2160722","url":null,"abstract":"ABSTRACT Children’s development of executive function is a good candidate for studying cultural differences because it is a necessary capacity for becoming competent participants in cultural activities, and yet it is also likely to be shaped by culturally organized everyday experiences, with potential consequences for children’s development and learning. An ethnographically grounded study with Yucatec Maya children was conducted to explore cultural bias in existing theoretical constructs and methods. Yucatec Maya children autonomously organize their daily activities within a dense web of family social connections and work responsibilities. Yet small pilot samples of 4- to 8-year-olds were uninterested in and performed poorly on many traditional measures of EF due to a number of cultural assumptions inherent in the tasks’ logic and demands. Specific cultural road blocks were identified, including assumptions about motivation, task meaning, rules of social interaction, and specific cultural beliefs. Several novel tasks were then developed, comprised of contextually situated, goal-driven tasks, that children were more motivated to engage in. To check on the accuracy of our analysis we propose a design for a future comparative study consisting of a mix of traditional tasks (both culturally interpretable and culturally inappropriate for Yucatec Maya children), and novel, contextually embedded tasks that were engaging for Yucatec Maya children. We close with a cost/benefit analysis of using culturally meaningful research to study children’s development.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45574610","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}

引用次数: 6

The Development of Executive Function: Mechanisms of Change and Functional Pressures 执行职能的发展：变革机制与职能压力

IF 2.1 2区心理学

Journal of Cognition and Development Pub Date : 2023-01-05 DOI: 10.1080/15248372.2022.2160719

Paul Ibbotson

{"title":"The Development of Executive Function: Mechanisms of Change and Functional Pressures","authors":"Paul Ibbotson","doi":"10.1080/15248372.2022.2160719","DOIUrl":"https://doi.org/10.1080/15248372.2022.2160719","url":null,"abstract":"ABSTRACT This developmental account of executive function (EF) argues that domain-general analogical processes build a functional hierarchy of skills, which vary on a continuum of abstraction, and become increasingly differentiated over time. The paper begins by showing how a functional hierarchy can capture important aspects of EF development, including incrementalism, partial differentiation, and a shift from reactive to proactive control. It then details how children construct this hierarchy in development, by showing how they make functional analogies between similar EF problems, in a bottom-up incremental fashion. This results in EF structure which becomes differentiated into components which are more suited to solving some goal-directed problems than others. The developmental implications of this are that children eventually acquire task-general EFs while also retaining goal-specific skills sensitive to wider beliefs, values, norms, preferences, relevant motor, procedural, and embodied knowledge. There is discussion of how this approach is similar to and different from existing accounts, and how it relates to broader issues of training and transfer, group and individual differences, overlapping EF functions and domain-general learning. The developmental mechanisms advocated under this account intentionally draw on neuropsychological, learning and cognitive processes that have been demonstrated in other domains, so that EF theory can benefit from the lessons learned elsewhere and become more integrated with other areas of cognition.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42645850","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}

引用次数: 3