Journal of Experimental Child Psychology最新文献_第2页

Gamma oscillations and auditory perception: A cluster-based statistic investigation in infants at higher likelihood of autism and developmental language disorder.

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-20 DOI: 10.1016/j.jecp.2024.106132

Silvia Polver, Chiara Cantiani, Hermann Bulf, Caterina Piazza, Chiara Turati, Massimo Molteni, Valentina Riva

{"title":"Gamma oscillations and auditory perception: A cluster-based statistic investigation in infants at higher likelihood of autism and developmental language disorder.","authors":"Silvia Polver, Chiara Cantiani, Hermann Bulf, Caterina Piazza, Chiara Turati, Massimo Molteni, Valentina Riva","doi":"10.1016/j.jecp.2024.106132","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106132","url":null,"abstract":"The ability to process auditory information is one of the foundations of the ability to appropriately acquire language. Moreover, early difficulties in basic auditory abilities have cascading effects on the appropriate wiring of brain networks underlying higher-order linguistic processes. Language impairments represent core difficulties in two different but partially overlapping disorders: developmental language disorder (DLD) and autism spectrum disorder (ASD). The aim of this study was to investigate basic auditory processes in 12-month-old infants at high likelihood (HL) of developing either DLD or ASD in response to standard tones embedded in a non-speech multi-feature oddball paradigm to discern early differences in how auditory processing relates to language acquisition. To do so, we focused on gamma-band oscillations due to the role of gamma activity in coordinating activity among neural assemblies and thus enabling both sensory and higher-order processing. Considering reported hemispheric asymmetries in auditory and linguistic processing, we chose to refer to a cluster-based method to investigate the whole scalp activity in the gamma range. Our results show that HL-ASD infants are characterized by differences in auditory gamma compared with their typically developing peers. These results may imply an enhanced sensitivity to auditory stimuli in HL-ASD infants that might negatively affect their ability to regulate responses.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106132"},"PeriodicalIF":1.8,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142873096","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

Sources of variation in preschoolers' relational reasoning: The interaction between language use and working memory.

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-19 DOI: 10.1016/j.jecp.2024.106149

Şeref Can Esmer, Eylül Turan, Dilay Z Karadöller, Tilbe Göksun

{"title":"Sources of variation in preschoolers' relational reasoning: The interaction between language use and working memory.","authors":"Şeref Can Esmer, Eylül Turan, Dilay Z Karadöller, Tilbe Göksun","doi":"10.1016/j.jecp.2024.106149","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106149","url":null,"abstract":"Previous research has suggested the importance of relational language and working memory in children's relational reasoning. The tendency to use language (e.g., using more relational than object-focused language, prioritizing focal objects over background in linguistic descriptions) could reflect children's biases toward the relational versus object-based solutions in a relational match-to-sample (RMTS) task. In the lack of any apparent object match as a foil option, object-focused children might rely on other cognitive mechanisms (i.e., working memory) to choose a relational match in the RMTS task. The current study examined the interactive roles of language- and working memory-related sources of variation in Turkish-learning preschoolers' relational reasoning. We collected data from 4- and 5-year-olds (N = 41) via Zoom in the RMTS task, a scene description task, and a backward word span task. Generalized binomial mixed effects models revealed that children who used more relational language and background-focused scene descriptions performed worse in the relational reasoning task. Furthermore, children with less frequent relational language use and focal object descriptions of the scenes benefited more from working memory to succeed in the relational reasoning task. These results suggest additional working memory demands for object-focused children to choose relational matches in the RMTS task, highlighting the importance of examining the interactive effects of different cognitive mechanisms on relational reasoning.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106149"},"PeriodicalIF":1.8,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142873111","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

The mediating role of social support on the link between adverse childhood experiences and adult mental health.

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-19 DOI: 10.1016/j.jecp.2024.106148

Jessica M Templeton, Wallace E Dixon, Stacey Williams, Diana Morelen, Lauren Driggers-Jones, Chelsea Robertson

{"title":"The mediating role of social support on the link between adverse childhood experiences and adult mental health.","authors":"Jessica M Templeton, Wallace E Dixon, Stacey Williams, Diana Morelen, Lauren Driggers-Jones, Chelsea Robertson","doi":"10.1016/j.jecp.2024.106148","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106148","url":null,"abstract":"Adverse childhood experiences (ACEs) have been associated with adult mental health, especially anxiety and depression. We aimed to explain these relationships by investigating perceived social support as a mediating factor. In this model, it is proposed that individuals who experience more ACEs will have less perceived social support in adulthood, which in turn will increase reported anxiety and depression symptoms. Data were collected on ACEs, anxiety, depression, and perceived social support using an anonymous REDCap survey distributed through various social media outlets and relevant listservs. Respondents (N = 494) were caregivers who primarily resided in the United States and identified as White, well-educated, middle class, and female. ACEs were measured using the expanded ACE questionnaire extracted from the Health-Resiliency-Stress Questionnaire. Anxiety and depression were measured by the Generalized Anxiety Disorder 7-item scale and the Patient Health Questionnaire 9-item scale, respectively. Social support was measured with the Multidimensional Scale of Perceived Social Support. Results confirmed partial mediating effects of social support on the relation between (a) ACEs and anxiety and (b) ACEs and depression. Increased exposure to ACEs was associated with less social support in adulthood and, consequently, to greater mental health symptomatology. Implications of these findings highlight the potential role of social support as a preventative strategy and adult social support as a mitigating strategy.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106148"},"PeriodicalIF":1.8,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142873123","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

Balanced time perspective and aggression in left-behind children: The mediating role of self-esteem. 平衡时间观与留守儿童的攻击行为：自尊的中介作用

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-13 DOI: 10.1016/j.jecp.2024.106136

Yu Pi, Yingxue Gong, Xiaobao Li

{"title":"Balanced time perspective and aggression in left-behind children: The mediating role of self-esteem.","authors":"Yu Pi, Yingxue Gong, Xiaobao Li","doi":"10.1016/j.jecp.2024.106136","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106136","url":null,"abstract":"Left-behind children refer to children who have been separated from their parents for a long period of time because one or both parents have gone to work in cities and towns, and who stay in their hometowns or board with relatives in rural China. This study investigated the association between time perspective and aggression among left-behind children and examined the potential mediating role of self-esteem. The initial cross-sectional study (Study 1) involved a sample of 549 middle school students (Mage = 13.22 years, SD = 1.21) of whom 64.8% were classified as left-behind children. The results indicated that left-behind children exhibited higher levels of aggression, lower levels of balanced time perspective, and lower self-esteem compared with their non-left-behind counterparts. Structural equation modeling showed that balanced time perspective was inversely associated with aggression and that self-esteem partially mediated this relationship in both left-behind and non-left-behind children. Furthermore, Study 2 analyzed data from two waves of assessment involving left-behind children (N = 286; Mage = 13.30 years, SD = 1.01). This longitudinal analysis confirmed that balanced time perspective was a negative predictor of aggression in this group. Through the implementation of a cross-lagged panel model, it was found that balanced time perspective could predict lower levels of aggression in left-behind children by enhancing self-esteem over time. These findings illuminate the relationship between balanced time perspective and behavioral issues in left-behind children, suggesting the importance of interventions aimed at improving time perspective and self-esteem to mitigate aggression.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106136"},"PeriodicalIF":1.8,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142824651","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

Executive functions in inductive and deductive reasoning. 归纳和演绎推理中的执行功能。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-13 DOI: 10.1016/j.jecp.2024.106144

Elena Kazali

引用次数: 0

Relation between general vocabulary knowledge and early numeracy competence: The mediating role of mathematical language.

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-13 DOI: 10.1016/j.jecp.2024.106145

Jana Chi-San Ho, Sum Kwing Cheung, Catherine McBride, David J Purpura, Melody Chi Ying Ng, Audrey Pui Lam Ho

{"title":"Relation between general vocabulary knowledge and early numeracy competence: The mediating role of mathematical language.","authors":"Jana Chi-San Ho, Sum Kwing Cheung, Catherine McBride, David J Purpura, Melody Chi Ying Ng, Audrey Pui Lam Ho","doi":"10.1016/j.jecp.2024.106145","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106145","url":null,"abstract":"Early language skills are considered important precursors of early mathematical development. Prior research extensively explored the association between vocabulary and early numeracy. However, few studies have delved into the specific impact of mathematical language on this association. This study investigated the extent to which mathematical language mediates the relation between general vocabulary knowledge and early numeracy competence. A total of 180 Hong Kong kindergarteners (mean age = 4.66 years, SD = 0.63) were individually tested on their Chinese general vocabulary knowledge, mathematical language, and early numeracy competence online. Path analysis showed that when children's age and family income were statistically controlled, general vocabulary knowledge had a direct positive association with early numeracy competence as well as an indirect link through mathematical language. The findings highlighted the pivotal role of mathematical vocabulary in the learning of mathematics in early childhood. Future directions for examining the role of mathematical language in early numeracy development across different languages are further discussed.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106145"},"PeriodicalIF":1.8,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142824629","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

Developmental normative data for the Balance Tracking System modified Clinical Test of Sensory Integration and Balance protocol. Balance Tracking System（平衡跟踪系统）改良版临床感觉统合与平衡测试方案的发育常模数据。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-12 DOI: 10.1016/j.jecp.2024.106146

Daniel J Goble, Kirstie Barnes, Josephine I Lang, Shweta Kapur, Sophia K Rosiek, Joshua L Haworth

{"title":"Developmental normative data for the Balance Tracking System modified Clinical Test of Sensory Integration and Balance protocol.","authors":"Daniel J Goble, Kirstie Barnes, Josephine I Lang, Shweta Kapur, Sophia K Rosiek, Joshua L Haworth","doi":"10.1016/j.jecp.2024.106146","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106146","url":null,"abstract":"A growing number of practitioners are implementing the Balance Tracking System (BTrackS) modified Clinical Test of Sensory Integration and Balance (mCTSIB) to evaluate the sensory sources of balance feedback used to maintain upright standing. The aim of the current study was to expand existing BTrackS mCTSIB normative databases on adults to include reference values from developmental age groups. Participants included children (age range = 5-8 years; n = 212), adolescents (age range = 9-12 years; n = 103), teenagers (age range = 13-17 years; n = 152), and young adults (age range = 18-29 years; n = 779). Testing consisted of four, 20-s trials of static standing on the BTrackS Balance Plate. Each trial systematically manipulated the relative contributions of the vision, proprioception, and vestibular sensory systems. Based on the total center of pressure path length metric from the BTrackS Assess Balance software, it was found that females generally outperformed males in all age groups and sensory conditions. Both sexes showed improvements in balance with age when comparing children and adolescents. However, only in the Standard and Proprioceptive conditions were further age-related improvements seen for the adolescent and young adult groups. The current findings provide useful information demonstrating that sensory feedback processing for balance improves at different rates during development. Percentile ranking \"look-up\" tables are also provided as a tool for practitioners performing BTrackS mCTSIB testing.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106146"},"PeriodicalIF":1.8,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142822633","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

Corrigendum to "Effects of dual- and single-language exposure on children's word learning: Experimentally testing the role of competition" [J. Exp. Child Psychol. 244 (2024) 105953].

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-09 DOI: 10.1016/j.jecp.2024.106161

Emma Libersky, Caitlyn Slawny, Margarita Kaushanskaya

引用次数: 0

Associations between spatial skills and physics knowledge in primary school: Spatial skills are more important for conceptual scientific knowledge than for factual scientific knowledge.

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-09 DOI: 10.1016/j.jecp.2024.106135

Alex Hodgkiss, Michael S C Thomas, Andrew K Tolmie, Emily K Farran

{"title":"Associations between spatial skills and physics knowledge in primary school: Spatial skills are more important for conceptual scientific knowledge than for factual scientific knowledge.","authors":"Alex Hodgkiss, Michael S C Thomas, Andrew K Tolmie, Emily K Farran","doi":"10.1016/j.jecp.2024.106135","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106135","url":null,"abstract":"Previous research demonstrates an association between spatial ability and science achievement in primary-school-aged children. However, little is known about the mechanisms driving this relationship. We investigated the associations between children's spatial skills and components of physics learning (factual knowledge vs. conceptual knowledge [predictions and explanations]). Participants (N = 103; mean age = 9.6 years) completed a set of spatial tasks based on the \"2 × 2\" (intrinsic-extrinsic; static-dynamic) model of spatial cognition. They also participated in a whole-class science lesson about sound, followed by an assessment of science knowledge. After controlling for vocabulary and prior knowledge, spatial ability was not associated with factual knowledge scores. However, spatial skills were significantly associated with predictions and explanations; the association was stronger for explanations than for predictions and was driven by intrinsic-dynamic spatial skills. Findings demonstrate that spatial skills are more important for conceptual scientific knowledge than for factual scientific knowledge and further suggest that spatial intervention studies designed to enhance children's science learning should target intrinsic-dynamic spatial skills.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106135"},"PeriodicalIF":1.8,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142808232","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

Successful comparisons in novel word generalization: Executive functions or semantic knowledge?

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-05 DOI: 10.1016/j.jecp.2024.106130

Yannick Lagarrigue, Jean-Pierre Thibaut

{"title":"Successful comparisons in novel word generalization: Executive functions or semantic knowledge?","authors":"Yannick Lagarrigue, Jean-Pierre Thibaut","doi":"10.1016/j.jecp.2024.106130","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106130","url":null,"abstract":"Recent studies indicate that the opportunity to compare several stimuli associated with the same novel object noun, in contrast to a single stimulus design, promotes generalization along conceptually unifying dimensions. In two experiments (N = 240 4- and 5-year-olds), we assessed the link between executive functions and vocabulary (EVIP, a French version [Canadian norms] of the Peabody Picture Vocabulary Test), on the one hand, and children's novel word generalization performance in a comparison design, on the other. The experiments used two types of materials: unfamiliar objects in Experiment 1 and familiar objects in Experiment 2. In both experiments, results revealed a significant association between generalization performance and flexibility, whereas no significant links were observed with inhibition, working memory, or vocabulary. For familiar objects, we anticipated that vocabulary would play a more significant role, which was not what was observed. We interpret these results in terms of children's capacity to shift to other dimensions or to re-describe stimuli. Working memory (i.e., keeping track of dimensions) and inhibition (e.g., inhibiting irrelevant salient dimensions) did not reach significance. We also discuss the absence of correlation between vocabulary and the generalization task.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106130"},"PeriodicalIF":1.8,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142792614","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