Cognitive Development最新文献

The role of phonological decoding, rapid automatized naming, and morphological awareness in Chinese reading acquisition among 6- to 8-year-olds in Taiwan 语音解码、快速自动命名及词形意识在台湾6 ~ 8岁儿童中文阅读习得中的作用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101587

Chung-Hui Hsuan

{"title":"The role of phonological decoding, rapid automatized naming, and morphological awareness in Chinese reading acquisition among 6- to 8-year-olds in Taiwan","authors":"Chung-Hui Hsuan","doi":"10.1016/j.cogdev.2025.101587","DOIUrl":"10.1016/j.cogdev.2025.101587","url":null,"abstract":"<div><div>This study provides evidence from a longitudinal investigation of children aged 6–8, shedding light on how various reading related linguistic skills contribute to Chinese reading acquisition. The linguistic skills examined include phonological decoding (PD), rapid automatized naming (RAN), and morphological awareness (MA). Reading ability was assessed through character reading and reading comprehension. A total of 120 children were evaluated on a comprehensive set of linguistic skills and reading abilities during the second semester of kindergarten (age 6), and grades 1 (age 7) and 2 (age 8). Correlational and regression analyses were used to explore the relationships between linguistic skills and reading development over three years, while controlling for age, family social status, nonverbal IQ, and language comprehension. The results suggest three key findings: 1) RAN is crucial for character reading at age 6 and longitudinally predicts reading development at age 8; 2) PD plays an important role both at ages 7 and 8, and longitudinally predicts reading development from ages 6–8; and 3) MA is related to language comprehension at age 6, and its importance increases from ages 7–8. Discussions of the impact of these linguistic skills on reading development, along with practical implications, are provided.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101587"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Differences by social category in illness susceptibility: Comparison between COVID-19 and injury 不同社会类别的疾病易感性差异：COVID-19与损伤的比较

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101577

Noriko Toyama

{"title":"Differences by social category in illness susceptibility: Comparison between COVID-19 and injury","authors":"Noriko Toyama","doi":"10.1016/j.cogdev.2025.101577","DOIUrl":"10.1016/j.cogdev.2025.101577","url":null,"abstract":"<div><div>This study asked Japanese children and adults whether the likelihood of catching COVID-19 or being injured differed according to social categories (age, gender, income, education, sociability, morality). The participants were 200 adults who were not medical professionals (Study 1), 36 children aged 5–6 years, 32 children aged 10–11 years, and 34 university students (Study 2). Both adults and children believed that older people were more vulnerable to COVID-19 and injuries than younger people. However, differences were observed in the reasons provided. Children often provided behavioral explanations (e.g., “young people do not wear masks”) and adults provided biological (e.g., “older adults have a weakened immune system”) and social structural explanations (e.g., “poor people cannot afford to see a doctor and can only take jobs with a high risk of infection.”) Comparison of these results with previous research in the US revealed that Americans estimated the difference in susceptibility to infection to be greater by age and income than the Japanese. Conversely, the Japanese estimated the difference to be greater by morality than Americans. However, this cultural difference was not observed in children. Accordingly, we discuss how understanding of an illness is based on social situations and cultural beliefs.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101577"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143870445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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 impact of humor on infant social learning: Insights from social gaze, heart rate variability, and laughter 幽默对婴儿社会学习的影响：来自社会凝视、心率变异性和笑声的见解

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101575

Romain di Stasi, Rana Esseily, Fabien Cerrotti, Lauriane Rat-Fischer

{"title":"The impact of humor on infant social learning: Insights from social gaze, heart rate variability, and laughter","authors":"Romain di Stasi, Rana Esseily, Fabien Cerrotti, Lauriane Rat-Fischer","doi":"10.1016/j.cogdev.2025.101575","DOIUrl":"10.1016/j.cogdev.2025.101575","url":null,"abstract":"<div><div>Humor is a universal aspect of human culture, serving both social and cognitive functions. This study investigates humor's influence on infant learning, focusing on physiological, behavioral, and emotional responses. Building on previous research, we examined three questions: (1) Does humor affect infants' behaviors during a social learning task, such as looking, laughing, and smiling? (2) Does humor enhance learning, and is this effect age-dependent? (3) Can arousal, measured by heart rate variability (HRV), explain the relationship between humor and learning? We tested 88 infants aged 14–22 months, exposing them to either a humorous or neutral demonstration of a tool-use task. We assessed infants’ performance after demonstration and coded social gazes and emotional reactions. We also analyzed physiological arousal indicators, namely heart rate variability (HRV), through a connected wristband. Our analyses revealed that infants exposed to humorous demonstrations showed enhanced learning compared to those in the neutral condition, independently of whether they laughed or not. This suggests that laughing does not mediate the effect of humor on learning. Additionally, infants in the humorous condition looked more at the experimenter, which could indicate increased engagement or attentional processes. Finally, our HRV analyses revealed that infants who succeeded in the task exhibited higher HRV than those who did not. This study is the first to explore the mechanisms underlying humor’s effect on infant learning, emphasizing its complexity and the need for a multidimensional approach integrating cognitive, behavioral, and physiological factors.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101575"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143834753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Children's understanding of the subjectivity of intentions – Masked by linguistic task demands? 儿童对意图主体性的理解——被语言任务需求掩盖？

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101579

Isa Blomberg , Joana Lonquich , Marina Proft , Hannes Rakoczy

{"title":"Children's understanding of the subjectivity of intentions – Masked by linguistic task demands?","authors":"Isa Blomberg , Joana Lonquich , Marina Proft , Hannes Rakoczy","doi":"10.1016/j.cogdev.2025.101579","DOIUrl":"10.1016/j.cogdev.2025.101579","url":null,"abstract":"<div><div>One crucial form of advanced Theory of Mind that is foundational for our everyday social lives is the understanding of the subjective intentionality behind people’s actions. Intentions can be subjective in the following sense: an agent may do many things at once but which of these she does intentionally depends on the description under which she represent these acts (Anscombe, 1979; Searle, 1983). For example, a chef may simultaneously serve an exquisite dinner decorated with nuts, thereby impress the guests, while also triggering an allergic reaction in one guest – and only perform the former two intentionally (serve dinner, impress guests) but not the latter (cause allergic reaction). From a developmental perspective, a crucial question is when such complex action understanding emerges. Previous research indicated that children’s understanding of subjective intentions emerges relatively late (Kamawar & Olson, 2011; Proft et al., 2019; Schünemann, Proft, et al., 2021). The present studies investigated whether these difficulties might have been due to linguistic task demands. We developed a new task that did not require subtle linguistic understanding of complex test questions. Instead, children judged whether some behavior was brought about by an intentional action given an agent’s (false) beliefs and desires. Four-to-seven-year-olds (<em>N</em> = 246) participated in two preregistered studies. Despite the fact that the tasks were linguistically much simplified, we found comparable results to previous studies: Children proficiently ascribed subjective intentions only from around age five to six years. These results provide converging evidence for a protracted development of advanced Theory of Mind and raise questions, for future research, regarding the foundations of such developmental trajectories.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101579"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143927450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Confidence cues: Epistemic or social? 自信线索：认知还是社交？

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101574

Aimie-Lee Juteau , Carolyn June Holmes , Patricia Brosseau-Liard

引用次数: 0

Development of mechanical spatial language of support: Insight from 3- to 6-year-old children’s explanations 机械空间支持语言的发展：从3- 6岁儿童的解释看

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101581

Karima Elgamal , Paul Muentener , Laura Lakusta

{"title":"Development of mechanical spatial language of support: Insight from 3- to 6-year-old children’s explanations","authors":"Karima Elgamal , Paul Muentener , Laura Lakusta","doi":"10.1016/j.cogdev.2025.101581","DOIUrl":"10.1016/j.cogdev.2025.101581","url":null,"abstract":"<div><div>The current study tested how 3- to 6-year-old children encode causal mechanisms in language for Mechanical Support events (e.g. a person adheres one to another object). Children were first introduced to two objects and were familiarized with their affordances (e.g., whether the objects adhered to a box or not), then asked “Why did that happen?” During two test phases, children then simultaneously viewed a pair of events that depicted consistent or inconsistent support (e.g., the object fell when it previously adhered or it adhered when it previously fell). Children were again asked, “Why did that happen?” Children’s use of causal explanations (e.g., \"The toy is sticking to the box because there is glue\") increased from 3- to 6-years of age, and the types of causal explanations that children used changed with age. These findings shed light on the developmental lag that has been reported in children’s acquisition of Mechanical Support Language, suggesting that conceptual changes in children’s causal representations may influence their Mechanical Support language acquisition.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101581"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143935987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Training of media sign literacy and intelligence: Effects on preschoolers’ cognitive skills 媒介符号素养与智能训练：对学龄前儿童认知技能的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101582

Marie Sophie Hunze , Franziska Freudenberger , Yvonne Gerigk , Peter Ohler , Gerhild Nieding

{"title":"Training of media sign literacy and intelligence: Effects on preschoolers’ cognitive skills","authors":"Marie Sophie Hunze , Franziska Freudenberger , Yvonne Gerigk , Peter Ohler , Gerhild Nieding","doi":"10.1016/j.cogdev.2025.101582","DOIUrl":"10.1016/j.cogdev.2025.101582","url":null,"abstract":"<div><div>Children's media sign literacy (MSL) has been identified as a predictor of knowledge acquisition from media and academic competencies, surpassing even intelligence. Based on this empirical finding, a tablet-based training program to enhance MSL was developed. In a pretest-posttest experiment involving 152 preschoolers, this training program was compared with an active control group, using a digital inductive reasoning (IR) training, and a passive control group, continuing with the daily preschool activities. Preschoolers' MSL, intelligence, and diverse academic precursors were assessed. Results demonstrated significant improvements in MSL among preschoolers undergoing the MSL training program. Unexpectedly, the IR training showed significant impact only on one of the four intelligence subscales, and participants in the MSL group even outperformed the IR group on another subscale. Both training programs significantly improved participants' letter knowledge, and the IR training furthermore significantly improved participants' phonological awareness.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101582"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144072068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Musical perception skills, phonological awareness, and reading difficulties in Chinese 汉语的音乐感知能力、语音意识和阅读困难

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101571

Hsiao-Lan Sharon Wang , Yu-Ling Chen

{"title":"Musical perception skills, phonological awareness, and reading difficulties in Chinese","authors":"Hsiao-Lan Sharon Wang , Yu-Ling Chen","doi":"10.1016/j.cogdev.2025.101571","DOIUrl":"10.1016/j.cogdev.2025.101571","url":null,"abstract":"<div><div>Alphabetic studies have indicated that musical activities can be used as a means of bolstering language and pre-reading skills for children. Nevertheless, the associations between musical performance, phonological awareness, and non-alphabetic readingrelated abilities were still unclear, especially in Chinese literatures. This study, therefore, was aimed to explore (1) whether children with Chinese reading difficulties (RD) would show impairments in the musical, phonological, and reading-related variables, compared to normal readers., and (2) whether there are any particular association among musical skills, phonological awareness, and reading abilities for Chinese children with RD. A series of psychometric, phonological, and reading-related tasks were administrated to a sample of 59 native speakers of Mandarin, including 32 chronological aged-matched typical readers (CA controls) and 27 children with reading difficulties (RD group). Generally, results showed that RD group was significantly poorer than CA controls in most of phonological and reading-related tasks. Children with RD appeared to have weaker performance in some particular musical tasks, including rhythm discrimination and chord discrimination. Moreover, hierarchical regression analyses further demonstrated that children’s performance of rhythm discrimination can have significant prediction particularly in their onset and rime awareness. Our results suggested the implications of further exploring the idea of musical intervention as well as the research design on Chinese children.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101571"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143758999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Delay discounting in middle childhood: Heritability estimates from a twin study 童年中期的延迟折扣：一项双胞胎研究的遗传率估计

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101578

Inês Morais , Marian J. Bakermans-Kranenburg , Jacob J.W. Bakermans , Manuela Veríssimo

{"title":"Delay discounting in middle childhood: Heritability estimates from a twin study","authors":"Inês Morais , Marian J. Bakermans-Kranenburg , Jacob J.W. Bakermans , Manuela Veríssimo","doi":"10.1016/j.cogdev.2025.101578","DOIUrl":"10.1016/j.cogdev.2025.101578","url":null,"abstract":"<div><h3>Background</h3><div>Many situations and tasks depend on the ability to delay gratification and control impulses. The degree of impatience or reluctance to wait for delayed outcomes is considered a mechanism underlying impulsive decision-making and predictive of a range of developmental outcomes. However, behavioral genetic studies of delay discounting (DD) focused on adults and adolescents, and did not yet include younger children.</div></div><div><h3>Aims</h3><div>The present study explored DD in middle childhood. We estimated the heritability using a twin design and explored associations between DD and variables such as sex, age, socioeconomic status (SES), IQ, and inhibitory control. Method: A total of 514 children (49 % boys) from 257 twin pairs, with a mean age of 8;11 years (SD = 0;8), participated in this study. DD was assessed using the Delay Discounting of Money task. Behavioral genetic analyses were conducted using R.</div></div><div><h3>Results</h3><div>The variance and covariance of DD were best accounted for by a combination of genetic (25 %) and unique environmental factors (75 %). Results in boys and girls were similar. Significant associations with inhibitory control were found.</div></div><div><h3>Conclusions</h3><div>Our results point to a genetic basis for DD in a developmental sample, complementing research on older age groups. The pattern of results from this and other studies suggest that heritability estimates increase over time.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101578"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143870444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Common ground without copresence: Preschoolers apply indirect cues about shared knowledge in real-time referential interpretation 没有共同基础的共同基础：学龄前儿童在实时参考解释中使用关于共同知识的间接线索

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101573

Valerie San Juan , Katherine Gibbard , Sirine Morra , Melanie Khu , Craig G. Chambers , Susan A. Graham

{"title":"Common ground without copresence: Preschoolers apply indirect cues about shared knowledge in real-time referential interpretation","authors":"Valerie San Juan , Katherine Gibbard , Sirine Morra , Melanie Khu , Craig G. Chambers , Susan A. Graham","doi":"10.1016/j.cogdev.2025.101573","DOIUrl":"10.1016/j.cogdev.2025.101573","url":null,"abstract":"<div><div>We examined whether, in the absence of physical cues about a speaker’s visual perspective, 4- and 5-year-old children (<em>N</em> = 46) children would use their beliefs about the speaker’s knowledge state to guide real-time referential interpretation. Using a modified version of the visual world paradigm where a speaker provided referential instructions remotely from a different room from the child listener, children learned that some images on their display (i.e., items that appeared on top of blue cards) could not be seen on the speaker’s display (i.e., the speaker saw a blank blue card only). Results indicated that children identified a target referent faster and more accurately when they believed they had privileged access to a competitor object in a visual display versus when they believed this competitor was also known to the speaker. These findings indicate that preschoolers do not require the co-presence of a speaker or immediate line-of-sight cues to rapidly integrate perspective information during real-time language processing. Overall, the findings provide new insights into the different types of perspective cues that children use to guide language understanding, as well as the time course and magnitude of their effects.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101573"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143806873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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