Cognitive Development最新文献

Relationship between narrative ability and executive functions: A longitudinal study in kindergarten classrooms 幼儿园课堂叙事能力与执行功能关系的纵向研究

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-09-26 DOI: 10.1016/j.cogdev.2025.101635

Judith Schönberger , Fabio Sticca , Claudia Hefti , Dieter Isler

{"title":"Relationship between narrative ability and executive functions: A longitudinal study in kindergarten classrooms","authors":"Judith Schönberger , Fabio Sticca , Claudia Hefti , Dieter Isler","doi":"10.1016/j.cogdev.2025.101635","DOIUrl":"10.1016/j.cogdev.2025.101635","url":null,"abstract":"<div><div>Narrative ability and executive functions develop rapidly in children during the preschool years. The aim of this study was to investigate the nature of the longitudinal relationship between these two abilities by examining two competing theoretical accounts: direct reciprocal influence and the role of shared underlying factors. The sample consisted of 280 kindergarten children who were assessed in three waves over 18 months. A dual-model approach was used, employing both a Cross-Lagged Panel Model with lag-2 effects (CL2PM) and a Random Intercept Cross-Lagged Panel Model (RI-CLPM). The CL2PM revealed a directional relationship, where higher executive functions predicted subsequent growth in narrative ability, but not the inverse. This cumulative, directional influence helps explain the robust, stable connection between the abilities observed at the between-person level in the RI-CLPM (r = .58, p < .001) - a finding consistent with the hypothesis of shared underlying factors. This robust predictive relationship was observed despite evidence from descriptive data that the two skills were otherwise differentiating. No evidence was found for a more immediate, dynamic interplay at the within-person level. The findings suggest a complex relationship characterized by a robust, stable connection, likely stemming from both shared underlying factors and a cumulative, directional influence. Further research is warranted to identify these shared factors and experimentally test this directional influence in order to inform effective interventions.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101635"},"PeriodicalIF":1.8,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159195","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

Young children give transgressors the benefit of the doubt in the absence of intention information 在缺乏意图信息的情况下，幼儿对违法者的怀疑是有利的

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-09-18 DOI: 10.1016/j.cogdev.2025.101634

Marina Proft , Owen Waddington , Bahar Köymen

{"title":"Young children give transgressors the benefit of the doubt in the absence of intention information","authors":"Marina Proft , Owen Waddington , Bahar Köymen","doi":"10.1016/j.cogdev.2025.101634","DOIUrl":"10.1016/j.cogdev.2025.101634","url":null,"abstract":"<div><div>Young children consider transgressors’ intentions in their normative judgments. But how do children evaluate moral transgressions in the absence of information about a transgressor’s intent? Across three studies, 5-year-old German-speaking children (<em>N</em> = 216, 108 girls, 108 boys) observed negative moral outcomes in which the transgressor was either smiling (happy condition), shocked (surprised condition) or was without expression, in that their face was left entirely blank (no-expression condition). Children then reasoned in pairs (Study 1 and 2) or independently (Study 3) about the intentional structure of each transgression. In Study 1, dyads concluded the transgressions were intentional in the happy condition, accidental in the surprised condition, and were at-chance in the no-expression condition. In Studies 2 and 3, methodological changes meant children concluded the transgressions were accidental in the no-expression condition and were at-chance in the happy condition. When intention information was thus unavailable, 5-year-olds preferred to ascribe positive intentions to transgressors devoid of all expression and give them the benefit of the doubt.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101634"},"PeriodicalIF":1.8,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145106920","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

Word-level knowledge in Chinese children’s word reading and lexical inference development: A multivariate latent growth curve analysis 汉语儿童词汇阅读中的词汇水平知识与词汇推理发展：一个多变量潜在增长曲线分析

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-09-16 DOI: 10.1016/j.cogdev.2025.101631

Jiexin Lin , Haomin Zhang , Xiaoyu Lin , Mengjie Li

{"title":"Word-level knowledge in Chinese children’s word reading and lexical inference development: A multivariate latent growth curve analysis","authors":"Jiexin Lin , Haomin Zhang , Xiaoyu Lin , Mengjie Li","doi":"10.1016/j.cogdev.2025.101631","DOIUrl":"10.1016/j.cogdev.2025.101631","url":null,"abstract":"<div><div>The present study aims to explore the developmental courses for different aspects of reading skills (word reading and lexical inference) and examine how lexical knowledge (vocabulary and morphological awareness) supports reading development among mid-elementary students. We assessed vocabulary, morphological awareness, word reading, and lexical inference among 161 Chinese students, who were followed from Grade 3 to Grade 4. Latent growth curve models revealed compensatory developmental trajectories for both word reading and lexical inference, in which low-achieving students in both domains in Grade 3 had steeper growth trajectories than their higher performing peers. Multivariate latent growth curves indicated that both vocabulary and morphological awareness directly predicted the initial level and growth rate of word reading. Their longitudinal links with the initial level and growth rate of lexical inference had to go through the path of initial word reading, indicating that students with better lexical knowledge had better word reading and lexical inference achievement in Grade 4, but they tended to have slower growth rates than their lower-achieving counterparts, which subsequently narrowed individual differences in reading development. These findings underscore the salient role of morphological awareness and vocabulary in reading development and add to the current literature about the ways in which lexical knowledge supports the growth of higher-order reading skills.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101631"},"PeriodicalIF":1.8,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145106885","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

Processing speed deficits, developmental dyslexia, and handwriting in Chinese: A narrative review 加工速度缺陷、发展性阅读障碍与中文书写：叙述回顾

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-09-12 DOI: 10.1016/j.cogdev.2025.101621

Hung-Ju Tsai

{"title":"Processing speed deficits, developmental dyslexia, and handwriting in Chinese: A narrative review","authors":"Hung-Ju Tsai","doi":"10.1016/j.cogdev.2025.101621","DOIUrl":"10.1016/j.cogdev.2025.101621","url":null,"abstract":"<div><div>In this expanded review, we examine the theoretical frameworks tying together Chinese dyslexia, processing speed, and handwriting outcomes and then anchor these discussions in a broad range of empirical evidence spanning over two decades. We first describe how Chinese literacy’s unique characteristics, its monosyllabic script, high visual complexity, and emphasis on handwriting practice, create extensive speed-based demands. Next, we explore the role of rapid automatized naming (RAN) and magnocellular-based temporal-processing models, illuminating how deficits in these areas could impede literacy acquisition. We then connect these constructs to handwriting, focusing on how copying, dictation, and free-writing tasks expose or exacerbate speed deficits. Throughout, we incorporate recent neuroimaging findings and debate key theoretical perspectives, including the double-deficit hypothesis and critiques of the magnocellular framework. Subsequently, we highlight evidence-based interventions and emergent policy approaches in Chinese-speaking regions. We conclude by identifying critical directions for future research, including longitudinal designs that track dyslexic children’s writing fluency over time, cross-linguistic investigations clarifying how speed interacts with morphological awareness, and deeper neurobiological inquiries into the dorsal-ventral pathways implicated in handwriting. By foregrounding processing-speed deficits in Chinese dyslexia, this review provides a comprehensive narrative synthesis to integrate processing-speed and handwriting evidence in Chinese dyslexia, answering the question and explaining how speed deficits translate into handwriting difficulties.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101621"},"PeriodicalIF":1.8,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050268","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 rich are happy, and the poor are sad: The development of association between facial expressions and the rich and poor among children 富人是快乐的，穷人是悲伤的：儿童面部表情与贫富关系的发展

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-09-12 DOI: 10.1016/j.cogdev.2025.101622

Jue Wang , Ziyao Ma , Chengyu Pang, Yonglin Shi, Xiaobin Zhang

引用次数: 0

Does children's play and associated neural activity differ according to individual differences in social skills, social understanding, and social contexts? 儿童的游戏和相关的神经活动是否因社会技能、社会理解和社会环境的个体差异而有所不同？

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-09-12 DOI: 10.1016/j.cogdev.2025.101623

Salim Hashmi , Rhys M. Davies , Jennifer Keating , Ross E. Vanderwert , Catherine R.G. Jones , Sarah A. Gerson

{"title":"Does children's play and associated neural activity differ according to individual differences in social skills, social understanding, and social contexts?","authors":"Salim Hashmi , Rhys M. Davies , Jennifer Keating , Ross E. Vanderwert , Catherine R.G. Jones , Sarah A. Gerson","doi":"10.1016/j.cogdev.2025.101623","DOIUrl":"10.1016/j.cogdev.2025.101623","url":null,"abstract":"<div><div>Play is a major part of children’s lives that takes many different forms and presents differently within and between individuals. However, little research has compared how individual differences in children’s play are evidenced in joint play versus solo play contexts, and how these are related to children’s social behaviors and the neural mechanisms underlying these differences. Fifty-seven 4-to-8-year-olds (Mean age: 6.72 years; 93 % White; 52.6 % male) freely played with dolls alone and with an experimenter. Children’s play behavior (pretend vs. set up; doll vs. non-doll toys) and internal state language (ISL) were measured and neuroimaging captured activity in the posterior superior temporal sulcus and dorsolateral prefrontal cortex. Parents reported on children’s social behaviors and theory of mind. We found children engaged in pretend play more and used more ISL in joint play compared to solo play. Both the use of ISL and pretend play were positively related to aspects of their social abilities, but only ISL was found to be associated with neural activity.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101623"},"PeriodicalIF":1.8,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049630","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

Cognitive correlates of future-oriented cognition in young Chinese children 中国幼儿未来导向认知的认知相关因素

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-09-10 DOI: 10.1016/j.cogdev.2025.101620

Rachael Miller , Ning Ding , Nicola S. Clayton

{"title":"Cognitive correlates of future-oriented cognition in young Chinese children","authors":"Rachael Miller , Ning Ding , Nicola S. Clayton","doi":"10.1016/j.cogdev.2025.101620","DOIUrl":"10.1016/j.cogdev.2025.101620","url":null,"abstract":"<div><div>Future-oriented cognition, which broadly encompasses an array of cognitive processes involved in understanding, constructing, imagining and planning for the future, typically develops in children aged 3–5 years. It facilitates humans in predicting and avoiding threats before they manifest and shaping current behaviours for future needs. Existing research on pre-schoolers’ future-oriented cognition predominantly tested children from Western (i.e. European, American) countries, whereas little is known about its developmental trajectory and cognitive correlates in Eastern populations. Addressing this gap, we present a systematic investigation of Chinese children’s future-oriented cognition. 87 Chinese pre-schoolers, aged 3–5 years, were administered with three comprehensive batteries of tasks measuring executive function, theory of mind and an array of paradigms tapping into different aspects of future-oriented cognition. Overall, Chinese pre-schoolers’ performance across the different cognitive domains was age-related. Importantly, there were consistencies between previous findings with Western samples and current Chinese children’s developmental trajectories of future-oriented cognition. Specifically, 3-year-olds were outperformed by 4- and 5-year-olds, with age 4 being critical as indicated by their consistent above chance-level performance. Additionally, there were positive associations between performance in future-oriented cognition tasks and executive function tasks, but not theory of mind tasks. Utilising an under-represented sample, the current study contributes to the emerging evidence on the relationship between future-oriented cognition and executive function in the preschool years.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101620"},"PeriodicalIF":1.8,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145027464","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

Influence of parental reminiscing on spontaneous and voluntary memories in toddlerhood 父母回忆对幼儿自发记忆和自愿记忆的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-09-08 DOI: 10.1016/j.cogdev.2025.101619

Marie Geurten

{"title":"Influence of parental reminiscing on spontaneous and voluntary memories in toddlerhood","authors":"Marie Geurten","doi":"10.1016/j.cogdev.2025.101619","DOIUrl":"10.1016/j.cogdev.2025.101619","url":null,"abstract":"<div><div>While toddlers are often not able to voluntarily recall their previous experiences, they frequently show spontaneous memory retrieval: episodes that come to mind without any deliberate attempts to recall them. Our primary aim here was to capitalize on the dissociation between spontaneous and voluntary retrieval – respectively driven by associative and controlled mechanisms – to document the processes whereby parental reminiscing influences children’s memory for past events during the transition from toddlerhood to early childhood (age range: 24–46 months). To do so, parent-child dyads were recruited to participate in two experiments (<em>n</em> = 62 and 74, respectively). In both experiments, a new paradigm was created to assess spontaneous and voluntary memories of a previously experienced event, and the effect of parental reminiscing was assessed. In line with previous studies, results of both experiments revealed that children communicated more about the past event in the spontaneous than in the voluntary condition. Regarding the effect of parental reminiscing, the results of our item-by-item binomial generalized mixed-effect models revealed a relation between parental level of elaboration and children’s memory richness in both spontaneous and voluntary conditions, but a relation with the frequency of children’s memory recall only after a spontaneous retrieval. Given that the primary distinction between spontaneous and voluntary retrieval lies in the degree of strategic control required to access memories, this finding suggests that the impact of parental elaboration on children's memory operates mainly by supporting the development of associative processes, at least in the early preschool years.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101619"},"PeriodicalIF":1.8,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145011284","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

Systematic impacts of early-adolescent experiences on behavioral development: Insights from the “Human‐Rat Interaction Paradigm” 青少年早期经历对行为发展的系统影响：来自“人-鼠互动范式”的见解

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-07-01 DOI: 10.1016/j.cogdev.2025.101615

Xiaorui Wu , Bin Yin , Delin Yu , Hong Li

{"title":"Systematic impacts of early-adolescent experiences on behavioral development: Insights from the “Human‐Rat Interaction Paradigm”","authors":"Xiaorui Wu , Bin Yin , Delin Yu , Hong Li","doi":"10.1016/j.cogdev.2025.101615","DOIUrl":"10.1016/j.cogdev.2025.101615","url":null,"abstract":"<div><div>Utilizing human experimenters as surrogate caretakers and one-month-old male Sprague-Dawley rats as child proxies, this study introduces the “Human-Rat Interaction Paradigm” (HRIP) to explore the systematic impact of early-adolescent experiences on behavioral development. Over a three-week intervention, rats were assigned to positive early-adolescent experiences (PEE), negative early-adolescent experiences (NEE), or a control group. By the second week, behavior stabilized. A series of assessments reveal that PEE rats showed lower anxiety and adapted quickly to new environments. In contrast, NEE rats exhibited early procedural learning but inadequate long-term memory retention. PEE rats were more interested in toy rats, while NEE rats displayed aversion; both groups preferred unfamiliar rats. In empathetic scenarios, both groups hesitated to share food with a trapped peer; NEE rats, in particular, showed increased vigilance and feeding interruptions. Social competition tests revealed distinct strengths and weaknesses, with the PEE group maintaining a more stable social hierarchy. Control rats, though less responsive to socio-environmental variations, consistently performed well in status-based (non-food reward) competitive settings. These findings highlight the significant role of early-adolescent experiences in shaping emotional, cognitive, and social behaviors, underscoring the translational value of HRIP as a developmental research model.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101615"},"PeriodicalIF":1.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144828917","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

From blank page to bright mind: Comparing the emotional benefits of drawing and other activities in children 从空白页到明亮的头脑：比较绘画和其他活动对儿童的情感益处

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-07-01 DOI: 10.1016/j.cogdev.2025.101606

Claire Brechet, Clara Saget, Isabella Vijil

{"title":"From blank page to bright mind: Comparing the emotional benefits of drawing and other activities in children","authors":"Claire Brechet, Clara Saget, Isabella Vijil","doi":"10.1016/j.cogdev.2025.101606","DOIUrl":"10.1016/j.cogdev.2025.101606","url":null,"abstract":"<div><div>Few studies have examined drawing as a tool for children’s emotional regulation, with some evidence suggesting it can improve emotional states, particularly when used as a distraction. However, important questions remain. This study investigated whether the emotional benefits of drawing are greater than, or comparable to, those of other engaging activities. One hundred fifty children aged 7–8 years rated their emotional state (T1), engaged in one of four activities (drawing, tangram puzzle, reading, or passive observation), and then rated their emotional state again (T2). Results show that children’s emotional state improved in the drawing, tangram, and observation conditions, but not in the reading condition. These findings suggest that emotional regulation is not specific to drawing, nor is it merely achieved by engaging in any activity, but rather depends on the nature of the activity itself. This study helps clarify how typical daily activities can influence children’s emotional regulation and underscores the value of choosing activities that support emotional well-being.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101606"},"PeriodicalIF":1.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144579393","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