Cognitive Development最新文献

Attentional skills, developmental areas, and phonological awareness in children aged 5–6 years 5-6 岁儿童的注意能力、发育领域和语音意识

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101509

Piedad Rocío Lerma Castaño , Amilbia Palacios Córdoba , Aura Angélica Espinel Católico , Gisella Bonilla Santos , José Armando Vidarte Claros

{"title":"Attentional skills, developmental areas, and phonological awareness in children aged 5–6 years","authors":"Piedad Rocío Lerma Castaño , Amilbia Palacios Córdoba , Aura Angélica Espinel Católico , Gisella Bonilla Santos , José Armando Vidarte Claros","doi":"10.1016/j.cogdev.2024.101509","DOIUrl":"10.1016/j.cogdev.2024.101509","url":null,"abstract":"<div><div>The assessment, detection, and early monitoring of attentional processes, psychomotor skills, and phonological awareness serve as crucial indicators to prevent developmental disorders such as attention deficit and dyslexia. This study aimed to establish the relationship between attentional skills, developmental areas (gross motor skills, fine-adaptive motor skills, hearing and language, personal-social), and phonological awareness in children aged 5–6 years. 122 randomly selected children underwent assessment for visual and auditory attention, developmental areas, and syllabic and phonemic phonological awareness. Attentional skills, evaluated through regression and visual and auditory Letter Cancellation Tests, indicated that half of the sample struggled with the tasks. Overall, phonological awareness performance was low in 36.9 %, moderate in 32 %, and high in 31.1 % of the evaluated children. Visual and auditory attention positively correlated with syllabic and phonemic awareness. The results suggest that both visual and auditory attention skills influence the acquisition of phonological awareness.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142425037","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

Creating my own story: Improving children’s creative thinking and composition creativity through a three-staged individual-group-individual story writing framework 创作我自己的故事通过 "个人-小组-个人 "三个阶段的故事写作框架，提高儿童的创造性思维和作文创造力

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101513

Hsu-Chan Kuo , Chu-Yang Chang , Jian-Ping Wang , Estelle Linjun Wu , Pei-Lin Li

引用次数: 0

Developmental origins of regulatory emotional self-efficacy beliefs in preadolescence: A longitudinal investigation from early childhood till adolescence 青春期前调节情绪自我效能感信念的发展起源：从幼儿期到青春期的纵向调查

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101512

Natalie Christner , Laura Di Giunta , Daniela Kloo , Markus Paulus

{"title":"Developmental origins of regulatory emotional self-efficacy beliefs in preadolescence: A longitudinal investigation from early childhood till adolescence","authors":"Natalie Christner , Laura Di Giunta , Daniela Kloo , Markus Paulus","doi":"10.1016/j.cogdev.2024.101512","DOIUrl":"10.1016/j.cogdev.2024.101512","url":null,"abstract":"<div><div>Regulatory emotional self-efficacy beliefs (RESE) are essential for socio-emotional functioning. While they are shown to emerge in early adolescence, their developmental origins are largely unknown. The current study takes a longitudinal approach to investigate the developmental factors that relate to the emergence of RESE. It covers central factors from early to middle childhood. Specifically, we examined the impact of maternal interaction quality, emotion knowledge, goal maintenance (at 4–5 years), and global self-worth (8 years) on 12-year-olds’ (<em>M</em><sub><em>ag</em>e</sub> = 12;2) perceived capability to regulate negative emotions (RESE-NEG) and to express positive emotions (RESE-POS) (<em>N</em> = 155, 68 female, mostly White). Maternal non-hostility and child cognitive competencies at 4–5 years predicted adolescents’ RESE-NEG (<em>β</em>s =.26–.33), demonstrating first evidence how early social experiences contribute to RESE. Global self-worth predicted RESE-POS (<em>β</em> =.27). The study broadens our knowledge on the psychological mechanisms that support the development of RESE. It highlights adolescents’ RESE as outcome of earlier developing social-cognitive competencies and experiences in caregiver-child interactions in early childhood.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142527304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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From spontaneous focusing on numerosity to mathematics achievement: The mediating role of non-symbolic number processing and mapping between symbolic and non-symbolic representations of number 从自发关注数字到数学成就：非符号化数字处理的中介作用以及符号化和非符号化数字表征之间的映射

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101507

Reanna Wing Yiu Hung , Joey Tang , Winnie Wai Lan Chan

引用次数: 0

Preschool children’s resource allocation towards and reasoning about exclusion of agents with disabilities 学龄前儿童对残疾代理人的资源分配和排斥推理

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101510

Teresa Landwehrmann, Markus Paulus, Natalie Christner

引用次数: 0

Effects of “We”-framing and partner number on 2- and 3-year-olds’ sense of commitment 我们 "的框架和伙伴人数对两三岁幼儿承诺感的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101511

Jared Vasil , Maya Provençal , Michael Tomasello

引用次数: 0

Does the tendency to overestimate future emotions motivate practice in young children? 高估未来情绪的倾向是否会激发幼儿的练习？

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101515

Shalini Gautam , Giang Nguyen , Jonathan Redshaw , Thomas Suddendorf

{"title":"Does the tendency to overestimate future emotions motivate practice in young children?","authors":"Shalini Gautam , Giang Nguyen , Jonathan Redshaw , Thomas Suddendorf","doi":"10.1016/j.cogdev.2024.101515","DOIUrl":"10.1016/j.cogdev.2024.101515","url":null,"abstract":"<div><div>Young children and adults tend to overestimate the intensity of their emotional responses to future events. This intensity bias has been proposed to motivate future oriented behaviour. In two studies (N=210) we investigated if the magnitude of the intensity bias was associated with increased practice for an upcoming ‘championship game’. Children (4–8 years) anticipated their emotional response towards losing the championship game, and were then given free time where they could practice in preparation, or play a distractor game. We measured the time children spent playing and the number of attempts they made in the target game. Children reported their emotions once again after they lost the championship game, which was set up to be too difficult to win. Replicating previous findings, children predicted they would feel sadder to lose the game than they ended up reporting actually feeling when they lost. Planned analyses in study 1 revealed no association between the intensity bias and spending more time, or making more attempts, in the target game. However, post hoc analyses found that a greater intensity bias predicted children spending more time per attempt in the target game. This result was replicated in a new sample of children in study 2. We discuss how this finding may support the possibility that the intensity bias functions to motivate future-oriented behaviour.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571347","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

Is monitoring in executive functions related to metacognitive monitoring? 执行功能中的监控与元认知监控有关吗？

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101514

Ebru Ger , Florian J. Buehler

{"title":"Is monitoring in executive functions related to metacognitive monitoring?","authors":"Ebru Ger , Florian J. Buehler","doi":"10.1016/j.cogdev.2024.101514","DOIUrl":"10.1016/j.cogdev.2024.101514","url":null,"abstract":"<div><div>Executive functions (EF) and metacognition (MC) have so far been investigated separately, yet, on the theoretical level, they share commonalities. It remains unclear whether these skills correlate in young children, and more importantly, whether monitoring processes within each may be associated. Here, we tested 6- to 8-year-old children's (N = 312) EF with the Hearts and Flowers task and MC with a paired associates memory task and focused on monitoring as a potential associated process. We examined children's accuracy and reaction time (RT) in the Hearts and Flowers task, as well as their post-error slowing as an indicator of monitoring. We measured children's accuracy and the latency of their confidence judgments for their answers in the paired associates task as an indicator of explicit and implicit metacognitive monitoring, respectively. Results showed that, for both inhibition and shifting components of EF, there was a significant positive correlation between children's RT in the Hearts and Flowers and the latency of memory monitoring judgments. That is, children who were faster in self-evaluations of their memory performance (i.e., metacognitive monitoring) were also faster in executive functioning. Evidence for the relationship between accuracy in the Hearts and Flowers task and memory monitoring was inconclusive. Post-error slowing was not associated with any measure of memory monitoring. Together, these findings suggest that EF and memory monitoring are rather weakly associated in 6- to 8-year-old children although both can be considered as higher-order cognitive processes. Although children show indications of monitoring within both EF and MC, monitoring is unlikely to explain their link.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142578091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sociolinguistic development in a diverse, multilinguistic environment: Evidence from multilingual children in Gujarat, India 多元化、多语言环境中的社会语言发展：来自印度古吉拉特邦多语种儿童的证据

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101504

Ruthe Foushee , Sophie Regan , Roya Baharloo , Mahesh Srinivasan

{"title":"Sociolinguistic development in a diverse, multilinguistic environment: Evidence from multilingual children in Gujarat, India","authors":"Ruthe Foushee , Sophie Regan , Roya Baharloo , Mahesh Srinivasan","doi":"10.1016/j.cogdev.2024.101504","DOIUrl":"10.1016/j.cogdev.2024.101504","url":null,"abstract":"<div><div>In today’s pluralistic societies, children regularly acquire multiple languages and are exposed to an even larger set of languages spoken by others in their environment. Yet despite the prevalence of multilingualism globally, most research on sociolinguistic development has focused on monolingual children in environments with relatively little linguistic diversity, and as such has left questions of what children take different languages to socially signify largely unaddressed. The present study aimed to fill this gap by tracing the development of social inferences about different languages among 129 multilingual 7- to 13-year-olds in Gujarat, India. Contrary to the prediction that children in multilingual contexts should be unlikely to make stereotyping inferences about a person speaking a language (e.g., because they might expect the person to know additional languages), children in our sample selectively linked the different languages and language varieties that we probed (Gujarati, Marathi, Hindi, Urdu, Tamil, American English, Indian English, and Mandarin Chinese) with different social dimensions—including facial appearance, geographic origin, religion, and wealth. Children’s responses generally reflected associations grounded in real-world regularities, but also reflected some associations that do not have a real-world basis (e.g., judging that Indian English speakers tend to be white, Christian, and originate from outside of India). Older children were also more likely to predict different languages to be differentially learnable by individuals of specific ethnicities, exhibiting a kind of essentialist belief. We discuss our findings in light of the sociolinguistic study of <em>personae</em>.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142425036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Preschoolers prioritize humans over robots less than adults do: An eye-tracking study 学龄前儿童比成年人更不优先考虑人类而不是机器人：一项眼动追踪研究

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101505

Ke Zhou , Min Chen , Hui Xu , Yi Cao , Zhiqiang Yan

{"title":"Preschoolers prioritize humans over robots less than adults do: An eye-tracking study","authors":"Ke Zhou , Min Chen , Hui Xu , Yi Cao , Zhiqiang Yan","doi":"10.1016/j.cogdev.2024.101505","DOIUrl":"10.1016/j.cogdev.2024.101505","url":null,"abstract":"<div><div>This study investigates how people make moral judgments about humans and robots, aiming to understand the reasons behind these moral choices. Using eye tracking technology, we examined 36 preschoolers and 36 adults as they faced road-accident dilemmas involving humans and robots. Our findings reveal notable differences between preschoolers and adults. Preschoolers were more likely to make utilitarian decisions, considering sacrificing humans to save robots morally acceptable compared to adults. Eye tracking data showed that preschoolers focused longer on human-robot and robot-human interactions than adults did. Our results highlight the role of empathy in shaping moral judgments. When controlling for empathy, early eye tracking indicators did not significantly predict moral judgments. Overall, our findings indicate that preschoolers prioritize humans over robots less than adults do. Additionally, individuals' moral preferences are reflected in their attentional processes, particularly during the early stages of moral judgment formation, and empathy plays a crucial role in how people morally judge humans and robots.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142357169","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}

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