Cognitive Development最新文献

{"title":"Attentional skills, developmental areas, and phonological awareness in children aged 5–6 years","authors":"Piedad Rocío Lerma Castaño ,&nbsp;Amilbia Palacios Córdoba ,&nbsp;Aura Angélica Espinel Católico ,&nbsp;Gisella Bonilla Santos ,&nbsp;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":"72 ","pages":"Article 101509"},"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}

{"title":"Creating my own story: Improving children’s creative thinking and composition creativity through a three-staged individual-group-individual story writing framework","authors":"Hsu-Chan Kuo ,&nbsp;Chu-Yang Chang ,&nbsp;Jian-Ping Wang ,&nbsp;Estelle Linjun Wu ,&nbsp;Pei-Lin Li","doi":"10.1016/j.cogdev.2024.101513","DOIUrl":"10.1016/j.cogdev.2024.101513","url":null,"abstract":"<div><div>Previous research primarily used creative writing in secondary and undergraduate courses, while practical writing models in primary school merit development. Based on the scaffolding theory, a three-staged Individual-Group-Individual (IGI) storywriting model was developed to cultivate 27 fifth graders’ (11–12 years old) creative thinking and composition creativity in the 14-week course. A mixed-methods approach was conducted, in which the Torrance Test of Creative Thinking, the Composition Creativity Scale, and focus group interviews were employed. The quantitative results indicated that the students significantly improved creativity and composition creativity. The qualitative findings supported these results, highlighting increased incubation time, peer exchange, concept visualisation, the value of scaffolding, and individual portfolios. The three-staged IGI model has been indicated as an effective approach that future studies and educational practices can use.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101513"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142527305","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}

{"title":"Developmental origins of regulatory emotional self-efficacy beliefs in preadolescence: A longitudinal investigation from early childhood till adolescence","authors":"Natalie Christner ,&nbsp;Laura Di Giunta ,&nbsp;Daniela Kloo ,&nbsp;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>_<em>ag</em>e = 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":"72 ","pages":"Article 101512"},"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}

{"title":"Indirect effects of intrusive parenting on externalizing behaviors in socioeconomically disadvantaged children: A parallel mediation analysis","authors":"Germaine Y.Q. Tng ,&nbsp;Hwajin Yang","doi":"10.1016/j.cogdev.2024.101516","DOIUrl":"10.1016/j.cogdev.2024.101516","url":null,"abstract":"<div><div>Although emerging research has identified intrusive parenting as a crucial risk factor for childhood externalizing behaviors, the mechanisms that underlie this relation warrant further investigation. Hence, the present study examined common executive functioning (EF) and expressive verbal abilities as parallel mediators in the associations between intrusive parenting and externalizing behaviors (i.e., hyperactivity/inattention, conduct problems) in preschool-aged children from low-income families. Data from the Family Life Project (N = <em>1050</em>, <em>M</em>_<em>age</em> = 3 years 2 months) was analyzed using structural equation modelling. We found that common EF and expressive verbal abilities separately mediated the respective pathways from intrusive parenting to preschool-aged children’s hyperactivity/inattention problems and conduct problems. These findings held when key covariates-age, gender, household income, ethnicity, and state of residence—were controlled for. Notably, our findings provide evidence of potentially differing processes that explain the link between intrusive parenting and separable aspects of externalizing behaviors in young children from disadvantaged families.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101516"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142656644","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":"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","authors":"Reanna Wing Yiu Hung ,&nbsp;Joey Tang ,&nbsp;Winnie Wai Lan Chan","doi":"10.1016/j.cogdev.2024.101507","DOIUrl":"10.1016/j.cogdev.2024.101507","url":null,"abstract":"<div><div>Young children who readily demonstrate a self-initiated orientation, or spontaneous focusing on numerosity (SFON), perform better in mathematics in later years. To further our understanding of the mechanisms behind this relation, the present longitudinal study with 150 Chinese preschoolers examined the potential mediating role of non-symbolic number processing and mapping between symbolic and non-symbolic representations of number. Mediation analysis indicates two independent pathways leading from SFON to math achievement—namely the non-symbolic number processing pathway and the number mapping pathway—providing a more comprehensive model to explain the predictability of SFON on children’s math achievement. Our findings indicate that children with a stronger tendency to focus on the cardinal information of the environment are better at processing set sizes as well as mapping non-symbolic quantity information onto numbers, leading to better math achievement.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101507"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142356863","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":"Preschool children’s resource allocation towards and reasoning about exclusion of agents with disabilities","authors":"Teresa Landwehrmann,&nbsp;Markus Paulus,&nbsp;Natalie Christner","doi":"10.1016/j.cogdev.2024.101510","DOIUrl":"10.1016/j.cogdev.2024.101510","url":null,"abstract":"<div><div>How to act fairly among individuals with different abilities is a challenge for societies that subscribe to principles of inclusivity and individual rights. This raises the question whether children acknowledge the needs of others with a disability and how they reason about inclusive group-decisions. This study examined whether 3- to 6-year-old children distribute resources unequally benefitting others with physical or behavioral disabilities and how children reason about their distributions. Also, we investigated children’s decisions and justifications on whether individuals with a disability should participate in group activities even when an authority suggests otherwise. Results showed that preschoolers see disability as a reason for equitable distribution and advocate for inclusion even against an authority’s suggestion. This means that when asked to allocate resources, children take the needs of individuals with disabilities into account. Our findings indicate that children consider inclusion as a moral concern.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101510"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142527303","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}

{"title":"Effects of “We”-framing and partner number on 2- and 3-year-olds’ sense of commitment","authors":"Jared Vasil ,&nbsp;Maya Provençal ,&nbsp;Michael Tomasello","doi":"10.1016/j.cogdev.2024.101511","DOIUrl":"10.1016/j.cogdev.2024.101511","url":null,"abstract":"<div><div>Committed partners feel normatively bound to one another. This normative pressure causes partners not to abandon one another for attractive alternatives. Research suggests that this sense of commitment emerges at around 3 years of age. This study investigated effects of partner number and linguistic “we”-framing on 2- and 3-year-olds’ commitment (<em>N</em> = 48 per age group). One or three puppet partners framed a boring game as something either “we” or “you” are doing. As participants played with their partner(s), a fun, alternative game appeared. Two-year-olds remained longer with partner(s) before abandoning them following “we”-framing compared to “you”-framing, particularly when committed to a group of partners. There were no reliable effects on 3-year-olds, who readily abandoned their partner(s). This is the first report of a manipulation that reliably influences 2-year-olds’ sense of commitment. These results may suggest a not-fully-normative, partner-based sense of responsibility in 2-year-olds, though additional research is warranted.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101511"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142527302","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":"Does the tendency to overestimate future emotions motivate practice in young children?","authors":"Shalini Gautam ,&nbsp;Giang Nguyen ,&nbsp;Jonathan Redshaw ,&nbsp;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":"72 ","pages":"Article 101515"},"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}

{"title":"Achievements in arithmetic and measurement units predict fraction understanding in an additive and linear manner","authors":"Markus Wolfgang Hermann Spitzer ,&nbsp;Miguel Ruiz-Garcia ,&nbsp;Younes Strittmatter ,&nbsp;Eileen Richter ,&nbsp;Raphael Gutsfeld ,&nbsp;Korbinian Moeller","doi":"10.1016/j.cogdev.2024.101517","DOIUrl":"10.1016/j.cogdev.2024.101517","url":null,"abstract":"<div><div>Learning fractions is one of the most difficult but nevertheless critical mathematical topics in school as understanding fractions significantly predicts later mathematics achievement and vocational prospects. Importantly, mastery of basic mathematical topics (e.g., arithmetic skills) was repeatedly observed to serve as a stepping stone for learning fractions. However, it has not yet been investigated in detail whether achievements on such basic mathematical topics predict fraction understanding uniquely and linearly or whether there are also multiplicative and non-linear dependencies. Such multiplicative and/or non-linear dependencies would suggest that closing knowledge gaps on key topics is of paramount importance, as knowledge gaps on these topics could have negative consequences for the understanding of fractions. Therefore, we predicted students’ fraction understanding by their performance on four prior topics (i.e., <em>Geometry</em>, <em>Basic Arithmetic</em>, <em>Measurement Units</em>, and <em>Advanced Arithmetic</em>) and compared the fits of different regression models (including topics as main effects only vs. also including interaction and quadratic terms). Our analyses considered three cohorts of students (approximate age range: 12–13 years) attending different school tracks that vary in difficulty (i.e., 6468 students of academic track schools; as well as 4598 students, and 1743 students of two vocational track schools) who used an intelligent tutor system. Results were similar across all three cohorts substantiating the robustness of our results: students’ fraction understanding was linearly predicted by achievements in basic mathematical skills (i.e., arithmetic and measurement units). We found no substantial support favoring more complex models across all three cohorts. As such, the results suggested that achievements in arithmetic and measurement units serve as unique and linear stepping stones for later fraction understanding. These findings suggest that those students with knowledge gaps in arithmetic and measurement units should be encouraged to revise these topics before moving on to more advanced topics—such as fractions—as these more advanced topics build on them.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101517"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142656645","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}

{"title":"Is monitoring in executive functions related to metacognitive monitoring?","authors":"Ebru Ger ,&nbsp;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":"72 ","pages":"Article 101514"},"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}