Cognitive Development最新文献

Development of L1-L2 naming skills in a monolingual context: Evidence from children and adolescents 单语环境下 L1-L2 命名能力的发展：来自儿童和青少年的证据

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-09-18 DOI: 10.1016/j.cogdev.2024.101492

{"title":"Development of L1-L2 naming skills in a monolingual context: Evidence from children and adolescents","authors":"","doi":"10.1016/j.cogdev.2024.101492","DOIUrl":"10.1016/j.cogdev.2024.101492","url":null,"abstract":"<div><p>Adolescence is marked by significant developmental changes that can influence language processing and control. This study aimed to uncover developmental differences in language co-activation and control in unbalanced Spanish (L1)-English (L2) bilinguals. Children and adolescents attending bilingual schools within a L1 monolingual context completed a picture-naming task including cognates and non-cognates nouns, with collection of behavioral and ERP data. The study consistently found a cognate facilitation effect (CFE) in L2, evident in enhanced accuracy, faster reaction times, and reduced N400 negativity for cognates in comparison with no-cognate nouns. However, in L1, CFE was only observed in the N400 component, indicating weaker transfer from L2 to L1. Additionally, children exhibited greater N200 negativity when naming cognates in L1, while adolescents showed no N200 modulations, suggesting differences in frontal control region involvement and potential differences in control strategies. Language co-activation appears independent of maturation, while language control depends on development.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000777/pdfft?md5=878b3e6bde9c9e49c6dc1ad47de64ec2&pid=1-s2.0-S0885201424000777-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241551","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 shape bias in Mandarin-exposed young autistic children: The role of abstract shape representation 接触普通话的自闭症幼儿的形状偏差：抽象形状表征的作用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-09-16 DOI: 10.1016/j.cogdev.2024.101491

{"title":"The shape bias in Mandarin-exposed young autistic children: The role of abstract shape representation","authors":"","doi":"10.1016/j.cogdev.2024.101491","DOIUrl":"10.1016/j.cogdev.2024.101491","url":null,"abstract":"<div><p>The shape bias is an important word learning strategy in children’s language development. Although some studies have observed an absent or atypical shape bias in autistic children, there is no converging evidence regarding its underlying bases. Moreover, previous research has been exclusively conducted in learners of Indo-European languages, yet it is unclear whether the shape bias is a universal word learning constraint across languages. This study aims to investigate the shape bias and its association with shape representation ability in 40 1–3-year-old non-autistic children, and 41 2–6-year-old autistic children, exposed to Mandarin Chinese. The results suggested that Mandarin-exposed non-autistic children exhibited a shape bias, while autistic children did not. Further, a positive correlation was found between the shape representation accuracy and shape bias performance in the autistic group. These findings provide cross-linguistic evidence for the shape bias as a word learning constraint in non-autistic toddlers but challenges in utilizing this constraint in word learning by young autistic children. Importantly, these results shed new light on the critical role of abstract representations of object shape in facilitating shape bias knowledge in autistic children.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241550","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 “How many?” task inadequately assesses the understanding of the cardinality principle 有多少？"任务没有充分评估对万有引力原则的理解

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-09-16 DOI: 10.1016/j.cogdev.2024.101500

{"title":"The “How many?” task inadequately assesses the understanding of the cardinality principle","authors":"","doi":"10.1016/j.cogdev.2024.101500","DOIUrl":"10.1016/j.cogdev.2024.101500","url":null,"abstract":"<div><p>Once children have acquired the cardinality principle, they understand that the last number-word used in counting represents the total number of objects in a set. This principle is often assessed using the <em>“How many?”</em> task, which consists in asking “How many?” objects there are in a set after children have counted them. However, we show in this study that out of 188 kindergarteners (mean age: 4 ½ years), 42 (22,3 %) succeeded in repeating the last count word in the <em>“How many?”</em> task but failed to correctly apply the one-to-one correspondence principle during counting. Even when only the easiest countable sets were considered (i.e., linear and homogeneous collections or sets with a very limited number of objects), still more than 10 % of children from our sample repeated the last count word but failed to apply the one-to-one correspondence principle. Such developmental profile, in which children understand that the last word used in counting represents the total number of objects in a set but fail to grasp that each individual object must be associated with a single number word to determine this total, is not psychologically plausible. We conclude that the <em>“How many?”</em> task leads to an inaccurate assessment of the cardinality principle, in both its basic and more meaningful conception, in a non-negligible number of young children.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000856/pdfft?md5=07734e18e2d6021099b4a13ce4141d72&pid=1-s2.0-S0885201424000856-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241549","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

Children’s perceptions of intergroup similarity and dissimilarity and their association with attitudes towards a conflict out-group 儿童对群体间相似性和不相似性的看法及其与对冲突外群体态度的关联

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-09-16 DOI: 10.1016/j.cogdev.2024.101499

{"title":"Children’s perceptions of intergroup similarity and dissimilarity and their association with attitudes towards a conflict out-group","authors":"","doi":"10.1016/j.cogdev.2024.101499","DOIUrl":"10.1016/j.cogdev.2024.101499","url":null,"abstract":"<div><p>Children’s perceptions of similarity and dissimilarity between in- and out-groups and their associations with intergroup attitudes were examined. Using mixed qualitative and quantitative methods, 5- and 8-year-old Jewish-Israeli children (<em>N</em> = 100, 48 % girls) were investigated. They were asked about Arabs (which are considered a conflict out-group). Specifically, they were asked whether a Jewish girl/boy and an Arab girl/boy are similar or dissimilar and in what way. They were also asked about their attitudes towards Arabs. In general, children reported more intergroup dissimilarities than similarities between Jews and Arabs. Children’s perceptions revealed that they considered three types of properties as fundamental for intergroup (dis)similarity: appearance, psychological characteristics, and social identity. The results indicate that children form intergroup dissimilarity perceptions at an early age, but only at about 8 years of age do these perceptions become associated with negative attitudes towards the out-group. These findings highlight the importance of promoting early awareness of similarities between groups to mitigate the development of negative attitudes as children grow older.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241548","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

Inquiry and argumentation skill development work in conjunction 探究与论证技能培养相结合

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101464

Si Xiao, Deanna Kuhn

{"title":"Inquiry and argumentation skill development work in conjunction","authors":"Si Xiao, Deanna Kuhn","doi":"10.1016/j.cogdev.2024.101464","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101464","url":null,"abstract":"<div><p>The argument and inquiry families of scientific thinking skills overlap. Yet they rarely are investigated together, with researchers instead focusing on one or the other. Here we hypothesize that inclusion of an additional intervention focused on inquiry will enhance the outcome of an established intervention known to be successful in developing argument skills, compared to the argument intervention alone. An Argument only (A) and an Argument and Inquiry (A&I) group of young adolescents participated in one or the other of these intensive intervention groups for four hours daily over a two-week period. Both groups made progress in argument skills as expected, but the A&I group showed greater gains in use of evidence to support claims, stronger forms of counterargument, and integrative <em>however</em> arguments that connect opposing claims to one another. The A&I group showed a particular advantage in reconciling contrasting claims, an epistemological understanding that lies at the core of scientific thinking. These findings suggest the value of conceptualizing argument skill development in a broader framework that includes an investigative component as well as the skill of coordinating claims and evidence that is fundamental to argument.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141485097","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

Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese 阅读流畅性是否能调节认知语言技能与阅读理解之间的关系？欧洲葡萄牙语研究

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101490

{"title":"Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese","authors":"","doi":"10.1016/j.cogdev.2024.101490","DOIUrl":"10.1016/j.cogdev.2024.101490","url":null,"abstract":"<div><p>Research has consistently revealed the existence of an interconnection between reading comprehension, word reading, reading fluency, vocabulary and rapid naming. The main goal of this study was to explore the possible mediating role of reading fluency in the relationship between reading comprehension and the remaining skills, and to test whether the magnitude of these relationships was similar across different years of schooling. For this purpose, a longitudinal study with two assessment time points was carried out in a sample of 2nd and 3rd graders who were learning to read in European Portuguese, an intermediate-depth orthography. The results evidenced that reading fluency not only directly influences reading comprehension but also plays a mediating role in the relationship between reading comprehension and skills such as word reading and rapid naming. On other hand, the results indicate a unique effect of vocabulary on reading comprehension. Taken together, these results have important implications for educational practice, suggesting that explicit intervention in reading should include both the teaching and training in reading fluency and the construction of a richer lexical repertoire.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000753/pdfft?md5=41b713bb3cee8cafd1b5d57a04c56b5c&pid=1-s2.0-S0885201424000753-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142084357","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

Dating early memories: When did events really happen? 约会早期记忆：事件到底发生在什么时候？

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101489

{"title":"Dating early memories: When did events really happen?","authors":"","doi":"10.1016/j.cogdev.2024.101489","DOIUrl":"10.1016/j.cogdev.2024.101489","url":null,"abstract":"<div><p>Can children accurately date their early memories? This question has important real-life consequences such as when jurors evaluate the credibility of child eyewitness testimony in court. Answering this question is difficult given that adults present at remembered events may be inaccurate themselves in retroactively dating the memories recalled by their children, and often cannot provide reliable validation. In this study, prior to child interviews the parents of 6- to 13-year-olds provided eight memories of events with known dates, two each from when children were age 2, 3, 4, and 5 years. A total of 104 6- to 13-year-olds participated (47 % female, 70 % White and 26 % Asian or multi-ethnic), recruited from Canada (36 %) and USA (64 %). Children typically made systematic dating errors. Memories of events that had occurred when children had been age 2 were misdated by 1½ years on average, and as children’s age at the time of remembered events increased, misdating errors decreased. Errors usually involved children thinking they had been older at the time of remembered events than they actually were – a phenomenon termed ‘forward telescoping’ (versus ‘backward telescoping, when individuals think that they had been older at the time of remembered events than they actually had been). For example, many of the events from when children were age 2 were recalled by the children, but they misdated them to older ages. Although ‘age of memory’ (age of the child at the time of the remembered event) was significantly related to errors in dating, with more errors for memories from younger periods of their lives, ‘age of child’ at the time they did the memory task did not differ depending upon how old the children were. Findings have theoretical and forensic implications.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000741/pdfft?md5=937432cd47a9c31986716e10d60efb5f&pid=1-s2.0-S0885201424000741-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142039608","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

Failure supports 3- to 6-year-old children’s mechanistic exploration 失败支持 3-6 岁儿童进行机械探索

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101485

引用次数: 0

Narrative coherence and mentalizing complexity are associated in fictive storytelling and autobiographical memories in typically developing children and adolescents 典型发育期儿童和青少年虚构故事和自传体记忆中的叙事连贯性和思维复杂性相关联

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101484

{"title":"Narrative coherence and mentalizing complexity are associated in fictive storytelling and autobiographical memories in typically developing children and adolescents","authors":"","doi":"10.1016/j.cogdev.2024.101484","DOIUrl":"10.1016/j.cogdev.2024.101484","url":null,"abstract":"<div><p>Different lines of evidence indicate that the ability to communicate narratives coherently is related to children's social-emotional development. However, it is unknown whether narrative coherence is genre-specific or generalizes across autobiographical memories and fictive stories, and if autobiographical and fictive narratives show different or similar associations with mentalizing language, cognitive functions, social and daily functioning. Addressing these questions may provide important clues about the development of narrative communication skills in children and adolescents. We assessed 86 typically developing children and adolescents aged 7–14, examining narrative coherence and mentalizing complexity in six autobiographical memories and five fictional stories, alongside intellectual functioning and parent and teacher reports on social and adaptive functioning. Results showed that the measures on narrative coherence and mentalizing complexity, respectively, were associated across autobiographical memories and fictional stories. Moreover, narrative coherence and mentalizing complexity was related to each other on both fictive and autobiographical stories. Higher narrative coherence and mentalizing complexity on autobiographical memories were specifically related to better social-emotional reciprocity reported by teachers, who likely have more opportunities than parents to observe the child’s daily interaction with peers. Our findings suggest that narrative coherence and mentalizing language in school-aged children generalize across genres. Being able to communicate personal narratives coherently with use of mentalizing language appears to be important for the social-emotional interplay of children and adolescents.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000698/pdfft?md5=f9e701cb6f2db0b882ced77129146e05&pid=1-s2.0-S0885201424000698-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770903","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

A longitudinal study of Turkish-Dutch children’s language mixing in single-language settings: Language status, language proficiency, cognitive control and developmental language disorder 土耳其-荷兰儿童在单一语言环境中的语言混合纵向研究：语言地位、语言能力、认知控制和发育性语言障碍

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101481

Elma Blom , Gülşah Yazıcı , Tessel Boerma , Merel van Witteloostuijn

{"title":"A longitudinal study of Turkish-Dutch children’s language mixing in single-language settings: Language status, language proficiency, cognitive control and developmental language disorder","authors":"Elma Blom , Gülşah Yazıcı , Tessel Boerma , Merel van Witteloostuijn","doi":"10.1016/j.cogdev.2024.101481","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101481","url":null,"abstract":"<div><p>The aim of this study was to investigate the role of language status, language proficiency, cognitive control and Developmental Language Disorder (DLD) in bilingual Turkish-Dutch children’s language mixing in single-language settings. We investigated these factors over time following 31 children (20 with typical development, 11 with DLD), from the age of 5 or 6 years until they were 7 or 8 years old. Children more often mix the majority-societal language (Dutch) into the minority-heritage language (Turkish) than the other way around. Higher proficiency in Dutch, lower proficiency in Turkish, and having DLD are linked to more mixing in the Turkish setting. Effects of cognitive control on children’s language mixing are limited. Linguistic factors at a child-external and child-internal level impact on children’s mixing in single-language settings, and are more important than domain-general cognitive control. Increasing language proficiency in Turkish could explain why children mix less as they grow older.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000662/pdfft?md5=c528390c37142e71cdad767e3d94d6d7&pid=1-s2.0-S0885201424000662-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540744","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