Cognitive Development最新文献

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

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

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

Executive functions development: A longitudinal study of children from kindergarten to third grade across varied socioeconomic backgrounds 执行功能发展：对不同社会经济背景下幼儿园至三年级儿童的纵向研究

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101576

Talya Raz, Shelley Shaul

{"title":"Executive functions development: A longitudinal study of children from kindergarten to third grade across varied socioeconomic backgrounds","authors":"Talya Raz, Shelley Shaul","doi":"10.1016/j.cogdev.2025.101576","DOIUrl":"10.1016/j.cogdev.2025.101576","url":null,"abstract":"<div><div>This longitudinal study explores the developmental trajectories of executive functions (EFs) in children from kindergarten to third grade, considering diverse socioeconomic statuses (SES). EFs, which include working memory (WM), cognitive flexibility, and inhibition, play a pivotal role in children's academic and social success. This research aims to understand how EFs evolve, their relationship with SES, and the potential impact of schooling. Data from participants of different SES backgrounds were collected at three time points: kindergarten, first grade, and third grade. A battery of EF tasks was administered individually to assess different facets of EFs. Findings reveal distinct developmental patterns across EF components and SES groups. WM both auditory and visual exhibited significant improvements from kindergarten to third grade across all SES backgrounds, which demonstrated considerable enhancements, showcasing the maturation of memory capacity in children as they grow. SES exhibited a multifaceted relationship with EF development. Low SES children displayed lower performance in all EF masseurs except visual working memory. While schooling did not decrease the SES gaps in most abilities except for auditory short-term memory in which the gaps were eliminated, the gaps in inhibition were increased. These findings hold implications for educational policies promoting EFs, reducing disparities, and fostering equitable opportunities for all students.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101576"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143791296","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

Using numbers strategically: Proportional reasoning induces wealth in-group bias in an equity task 策略性地使用数字：比例推理在公平任务中引起财富内群体偏见

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-03-28 DOI: 10.1016/j.cogdev.2025.101572

Nadia Chernyak , Taylor Ashqar

{"title":"Using numbers strategically: Proportional reasoning induces wealth in-group bias in an equity task","authors":"Nadia Chernyak , Taylor Ashqar","doi":"10.1016/j.cogdev.2025.101572","DOIUrl":"10.1016/j.cogdev.2025.101572","url":null,"abstract":"<div><div>Prior work in cognitive development has shown a strong association between our numerical cognition abilities and our abilities to engage in equity-based social evaluation. At the same time, work in social development has found that children generally prefer wealthier others and prefer in-group members. Integrating these two perspectives, we investigated whether children’s developing proportional reasoning skills might help <em>overcome</em> their in-group preferences, or alternatively, to <em>enact</em> them. In a social evaluation task (modeled after McCrink et al., 2010), 4–8-year-olds viewed a series of characters with different resource constraints (e.g., one character had 2 cookies and another had 6), each of whom then shared a proportion of their resources with a friend (e.g., one character shared 1/2 of his cookies while another shared 2/6). Children were then asked to make a series of social evaluations about the characters. We also assessed children’s proportional reasoning skills, cognitive control, and subjective social status. Children’s proportional reasoning skills prompted them to select their wealth-ingroup members: High-income children were more likely to select the richer participant if they had high proportional reasoning skills, whereas low-income children were more likely to select the poorer participant if they had high proportional reasoning skills. Results suggest that proportional reasoning abilities help enact strategic in-group bias.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101572"},"PeriodicalIF":1.8,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143724505","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

The development of disability and foreignness concepts: A comparative approach 残疾和 "陌生化 "概念的发展：比较方法

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-03-26 DOI: 10.1016/j.cogdev.2025.101570

Netanel Y. Weinstein , Samuel Heilenbach , Megan Oshiro , Dare A. Baldwin

引用次数: 0

Children’s developing disability concepts: A review and recommendations for continued research 儿童发展中的残疾概念：综述和对继续研究的建议

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-03-25 DOI: 10.1016/j.cogdev.2025.101566

Nicolette Granata, Jonathan D. Lane

引用次数: 0