Cognitive Development最新文献

{"title":"From blank page to bright mind: Comparing the emotional benefits of drawing and other activities in children","authors":"Claire Brechet,&nbsp;Clara Saget,&nbsp;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}

{"title":"Advantage and forgiveness: The roles of advantage, knowledge state, apology, and theory of mind in children’s evaluations of rule-breaking","authors":"Christina S. Marlow ,&nbsp;Peter Strelan ,&nbsp;Kelly Lynn Mulvey","doi":"10.1016/j.cogdev.2025.101610","DOIUrl":"10.1016/j.cogdev.2025.101610","url":null,"abstract":"<div><div>It is unclear how children evaluate the acceptability of and fairness of forgiveness in scenarios of advantageous (cheating) and disadvantageous rule-breaking in third party scenarios. Prior work reveals that children increasingly consider intentionality and remorse when making moral judgments. Socio-cognitive skills, such as Theory of Mind (ToM), may underlie developmental changes in attending to these factors. We hypothesized that children would find situations of disadvantageous, unaware, remorseful rule-breaking as less severe and more deserving of forgiveness than advantageous, aware, and unremorseful rule-breaking. We also hypothesized that with increased ToM, children will make more nuanced evaluations. 181 4–10-year-old children (Mage = 6 years; 9 months months, 49.2 % female, 53 % White/European American) listened to vignettes where a rule was broken either with knowledge or not, either advantageously or disadvantageously, and the violator either apologized or not, and then evaluated the transgressor’s actions. False-belief ToM was also assessed. Regressions were conducted on ratings of acceptability and fairness of cognitive and behavioral forms of forgiveness. Children found advantageous rule-breaking as less acceptable than disadvantageous. Children found remorseful rule-breaking more acceptable and fairer to forgive. Knowledge-state was moderated by ToM, where for unaware acts, those with greater ToM rated them less severely. Children mostly referenced societal concerns in their reasoning. Future research on rule-violations and forgiveness needs to continue to consider factors beyond the rule breaking itself. Overall, even young children are sensitive to the web of factors that surround rulebreaking and utilize these factors in their acceptability and fairness of forgiveness evaluations.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101610"},"PeriodicalIF":1.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144686719","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}

{"title":"The influence of cooperation and competition on children’s resource allocation: Differences between interindividual and intergroup interactions","authors":"Demao Zhao ,&nbsp;Xue Xiao ,&nbsp;Dan Cui ,&nbsp;Yanfang Li","doi":"10.1016/j.cogdev.2025.101608","DOIUrl":"10.1016/j.cogdev.2025.101608","url":null,"abstract":"<div><div>Previous research on children’s resource allocation in cooperative and competitive contexts has primarily focused on either interindividual interactions (interaction between two individuals) or intergroup interactions (interaction between two groups), with few studies adopting a comparative framework that simultaneously assesses allocation patterns across both social contexts (cooperation/competition) and interaction types (interindividual/intergroup). Specifically, little is known about how cooperation versus competition differentially shapes children’s allocation decisions when interacting with individuals versus groups. To address this issue, 601 children aged 3–5 and 6–8 years were asked to allocate resources either between themselves and a partner (interindividual condition) or between their group and another group (intergroup condition) under cooperative, competitive, or neutral (control) contexts. Additionally, a forced-choice game task (including sharing, prosocial, and envy trials) was used to explore whether children’s behavioral differences were due to prosocial, egalitarian, or egoistic motivations. Results showed that in competitive contexts, children in both age groups allocated more resources to their own side. Notably, 3- to 5-year-olds allocated more resources to themselves than to their group, whereas 6- to 8-year-olds showed the opposite pattern, allocating more to their group than to themselves. Moreover, in the forced-choice task, 6- to 8-year-olds made more choices that benefited their own side in the intergroup condition than in the interindividual condition. In the cooperative context, 6- to 8-year-olds demonstrated an egalitarian tendency in resource allocation, with no significant differences between the interindividual and intergroup conditions. These findings suggest that in competitive contexts, children’s resource allocation shifts from prioritizing personal interests to considering ingroup interests, whereas in cooperative contexts, children show an egalitarian tendency in resource allocation regardless of interaction type. These results enhance our understanding of how interindividual and intergroup interactions, along with cooperation versus competition, jointly influence resource allocation during development.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101608"},"PeriodicalIF":1.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144686718","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}

{"title":"Relationships between executive functions and morphosyntactic skills in Spanish-speaking children with and without developmental language disorder","authors":"Felipe Torres-Morales ,&nbsp;Claudia Araya ,&nbsp;Gary Morgan ,&nbsp;Ricardo Rosas","doi":"10.1016/j.cogdev.2025.101609","DOIUrl":"10.1016/j.cogdev.2025.101609","url":null,"abstract":"<div><div>One of the primary markers of developmental language disorder (DLD) is difficulties in the development of morphosyntax. In addition, because children with DLD often have deficits in executive functions (EFs) it has been suggested that EF may be associated with their reduced ability to comprehend and produce different morphosyntactic structures. However, the specific pattern of this relationship remains unclear. The present cross-sectional study examined the association of a set of EFs with the comprehension and production of morphosyntax in a sample of Spanish-speaking children with and without DLD. A total of 204 children aged 6–8 years were assessed: 105 with DLD and 99 with typical development (TD). Multiple regression models and path analyses were performed, with EFs as predictors and morphosyntactic comprehension and production as outcome or mediating variables. The results showed that in children with DLD the EFs of verbal working memory and cognitive flexibility were directly associated with morphosyntactic comprehension and indirectly with morphosyntactic production. This indirect relationship was mediated by morphosyntactic comprehension. In TD children, there was a significant relationship only between verbal working memory and morphosyntactic comprehension. These results suggest that school-aged children with DLD depend more on EFs for morphosyntactic processing than their TD peers. Furthermore, EFs have a more critical influence on morphosyntactic comprehension than production. Interventions aimed at improving morphosyntax in DLD should include EF activities.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101609"},"PeriodicalIF":1.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144614635","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}

{"title":"Direct and indirect associations between parents’ and children’s literacy and numeracy skills: A longitudinal study in Hong Kong Chinese families","authors":"Anna Jia-Jun Zhang ,&nbsp;Urs Maurer ,&nbsp;Catherine McBride ,&nbsp;Tomohiro Inoue","doi":"10.1016/j.cogdev.2025.101605","DOIUrl":"10.1016/j.cogdev.2025.101605","url":null,"abstract":"<div><div>We examined the relationship between parents’ and children’s literacy and numeracy and whether the relationship was mediated by children’s cognitive skills. One hundred and thirty Hong Kong Chinese children (mean age = 6 years and 3 months, 51.5 % female) were assessed on nonverbal IQ, phonological awareness (PA), and rapid automatized naming (RAN), and one year later on word reading and arithmetic calculation. Their parents were also tested on word dictation and arithmetic calculation. Results showed that parents’ dictation was weakly but consistently associated with children’s word reading. In contrast, parents’ arithmetic calculation was not consistently associated with children’s arithmetic calculation. RAN predicted both literacy and numeracy, whereas neither RAN nor PA mediated the relationship between parents’ and children’s academic skills. These findings suggest that while children’s literacy and numeracy may partly share similar cognitive underpinnings, their intergenerational association may be generally weak and primarily domain-specific.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101605"},"PeriodicalIF":1.8,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144312689","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}

{"title":"Sound, emotion, and innovation: Rethinking bayan education through digital tools","authors":"Liu Dong","doi":"10.1016/j.cogdev.2025.101604","DOIUrl":"10.1016/j.cogdev.2025.101604","url":null,"abstract":"<div><div>Various musical instruments offer unique opportunities to discover new aesthetic expression approaches and interpretation concepts. The aim of this study is to assess the effectiveness of a 14-week intervention for learning to play the bayan using digital technologies. The participants in the study were second and third-year students of [BLINDED] University who had no prior experience playing the bayan. They were randomly assigned to either the Experimental group (n = 89) or the Control group (n = 90). Students in both groups underwent basic training in bayan performance. In addition, the Experimental group utilized digital programs such as SMT Expert and Bayan Trainer. Upon completion of the intervention, the musical performance of Wubin Liu’s composition \"Invocation of Da Zhao\" was evaluated. Participants also reported their engagement with music through self-reports. The results confirmed the impact of the technology-based intervention on musical performance and engagement with music. Age, gender, and particularly previous experience in musical activities were found to influence the outcomes. The findings of the study may serve as a foundation for the integration of digital technologies into music education, particularly in the development of instrumental skills, expressive performance, and technical accuracy. This will contribute to the improvement of teaching methods and the enhancement of the emotional depth of musical performance.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101604"},"PeriodicalIF":1.8,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144312690","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}

{"title":"Relative age effect in formal musical training","authors":"Rafael Román-Caballero ,&nbsp;Laura Trujillo ,&nbsp;Paulina del Carmen Martín-Sánchez ,&nbsp;Laurel J. Trainor ,&nbsp;Florentino Huertas ,&nbsp;Elisa Martín-Arévalo ,&nbsp;Juan Lupiáñez","doi":"10.1016/j.cogdev.2025.101603","DOIUrl":"10.1016/j.cogdev.2025.101603","url":null,"abstract":"<div><div>Access to musical training depends on various factors, such as socioeconomic status and musical background of families, and the child's interest in learning music (related to their openness to experience). In the present study, we show an additional source of selection bias that has gone unnoticed: the relative age of children within the same cohort, when a selection process is implemented. The consequences of this grouping are known as the relative age effect, ranging from academic outcomes to self-esteem. In youth sports, there has been observed an overrepresentation of athletes born in the two first quarters compared to those born later. This study shows a similar unbalance across Spanish music conservatory courses in two samples: a Primary Sample of participants assessed by our research group (<em>N</em> = 322; 33 % of children born in the first quarter vs. 21 % in the fourth quarter, <em>V</em> = .12) and a Secondary Sample comprised by the complete census of six conservatories in Spain (<em>N</em> = 2182; 27 % vs. 24 %, <em>V</em> = .04). This bias was larger when computed on those participants selecting the most popular instrument. In our sample, the relative age of the children and adolescents was independent of other sources of selection bias, such as socioeconomic status. Moreover, the relative age effect was stable across conservatory courses, pointing to an enrolment bias and the impact of a lack of adjustment in the conservatory entrance exam.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101603"},"PeriodicalIF":1.8,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144307365","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}

{"title":"The relative age effect in secondary schools","authors":"C. Lange-Küttner","doi":"10.1016/j.cogdev.2025.101602","DOIUrl":"10.1016/j.cogdev.2025.101602","url":null,"abstract":"<div><div>This longitudinal study investigates the Relative Age Effect (RAE) on academic achievements in inclusive secondary schooling in mainstream pupils (<em>n</em> = 2696) and those with special educational needs and disabilities (SEND) (<em>n</em> = 299). The RAE is based on the assumption that increased age also predicts maturity and performance, with relatively older children and adolescents being at an advantage. However, different to previous research using months per year for relative age, the current study uses differences in years per school class. Four chronological age (CA) groups could be identified in one school year, ranging from age 10–15. Younger pupils in class were at an advantage and showed better performance than older pupils (reverse RAE): Multiple ordinal logistic regression (MOLR) showed that the likelihood of belonging to the younger or older adolescents in class (RAE) could be predicted by school grades. Excellent mathematics marks predicted belonging to younger pupils, while low language grades predicted belonging to older pupils in class. In pupils with SEND, grades predicted age group in either direction independently of the school subject. Parental years in education (CASMIN) and migration background were both associated with CA groups but not with each other: Younger pupils were more likely to have parents with longer education and less likely to have a migration background, while for older pupils the opposite was true. Path models revealed that while the RAE and migrant background were negatively associated with school performance, parent education was more important for competencies than for school grades.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101602"},"PeriodicalIF":1.8,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144312688","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}

{"title":"Father, mother, and toddler spatial talk in a favorite activity: Associations with gender, dominant language, and activity choice","authors":"Mackenzie S. Swirbul ,&nbsp;Alex M. Silver ,&nbsp;Melissa E. Libertus ,&nbsp;Catherine S. Tamis-LeMonda","doi":"10.1016/j.cogdev.2025.101586","DOIUrl":"10.1016/j.cogdev.2025.101586","url":null,"abstract":"<div><div>Everyday activities—building block towers, setting the table, getting dressed—offer numerous opportunities for toddlers to learn about spatial concepts. As parents jointly engage in such activities with their toddlers and use spatial language, they support toddlers’ spatial cognition. We video-recorded U.S. English- and Spanish-speaking fathers, mothers, and toddlers (28 girls, 27 boys; ages 24–36 months) during a ‘favorite activity’ at home. We characterized fathers’ and mothers’ use of spatial language (i.e., spatial relations, spatial features, magnitudes/comparisons, and spatial verbs), classified parent-toddler pairs’ activity choice as spatial vs. nonspatial, and tested whether activity choice related to parents’ use of spatial language. Spatial words were frequent, and individual parents varied substantially. Overall amount of spatial talk did not differ by parents’ dominant language, parent gender, or child gender. However, specific types of spatial talk varied by dominant language, and fathers and mothers provided their toddlers with unique spatial words. Parent-toddler pairs selected a wide variety of favorite activities, with approximately half classified as spatial. Although activity choice (i.e., spatial vs. nonspatial) did not relate to parent or child gender separately, exploratory analyses revealed a trend-level effect showing that twice as many father-boy as mother-girl pairs engaged in spatial activities. Most centrally, fathers who engaged in spatial activities with their toddlers produced more spatial talk than did fathers who engaged in nonspatial activities; mothers’ choice of activity (spatial or not) did not relate to their spatial language use.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101586"},"PeriodicalIF":1.8,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144271418","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}

{"title":"Social expectations influence perceived prosocial motivation in 6- to 11-year-old German children","authors":"Anneliese Skrobanek,&nbsp;Carolin Grande,&nbsp;Sarah Schürmann,&nbsp;Anne Wößmann,&nbsp;Joscha Kärtner","doi":"10.1016/j.cogdev.2025.101593","DOIUrl":"10.1016/j.cogdev.2025.101593","url":null,"abstract":"<div><div>In three studies, we examined whether maternal requests affect 6- to 11-year-old German children’s perception of a prosocial agent’s duty, desire and satisfaction to act prosocially. Study 1 (<em>N</em> = 45) was conducted in a face-to-face setting with an experimenter and included four vignettes with protagonists that helped in the household in either a spontaneous or a requested condition. In the requested scenarios, children perceived the protagonist to feel more duty and less desire to help but not more satisfaction than in the spontaneous scenarios. In Study 2 (<em>N</em> = 105), children rated two sharing and two helping scenarios in the same conditions in an unmoderated online setting. While we found no statistical support for an effect on perceived duty, children attributed less desire and satisfaction to protagonists that helped and shared in the requested scenarios. In Study 3, we tested children in an unmoderated setting (<em>n</em> = 125) and a video-call setting (<em>n</em> = 93). In both settings, adding a request increased duty to help and decreased desire to share and help. We found no statistical support for an effect on duty to share in the video-call setting. Although the effects were descriptively bigger in the video-call setting, only the effects on desire and satisfaction to share were significantly stronger. Across the three studies we investigated if the effect of the manipulation was moderated by children’s age, individual agency and norm internalization, but only found partial support for the effect of age (Study 2) and internalization (Study 3).</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101593"},"PeriodicalIF":1.8,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144255198","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}