Cognitive Development最新文献_第10页

Learning how to communicate: Does exposure to multiple languages promote children’s pragmatic abilities? A meta-analytic review 学习如何沟通:接触多种语言是否能提高儿童的语用能力?元分析综述

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-10-01 DOI: 10.1016/j.cogdev.2023.101384

Elise van Wonderen, Kimberley Mulder, Judith Rispens, Josje Verhagen

{"title":"Learning how to communicate: Does exposure to multiple languages promote children’s pragmatic abilities? A meta-analytic review","authors":"Elise van Wonderen, Kimberley Mulder, Judith Rispens, Josje Verhagen","doi":"10.1016/j.cogdev.2023.101384","DOIUrl":"https://doi.org/10.1016/j.cogdev.2023.101384","url":null,"abstract":"<div><p>Despite the often-reported finding that multilingual children may temporarily possess less advanced lexical or grammatical skills in at least one of their languages than monolingual peers, recent studies have found that exposure to multiple languages benefits children’s pragmatic development. To assess the generalizability of these findings, we conducted a meta-analysis of 29 studies that investigated various pragmatic abilities in both multilingual and monolingual children. In addition, we classified the investigated pragmatic abilities into three broad categories: (i) sensitivity to non-verbal information, (ii) understanding non-literal language, and (iii) informativeness in referencing. We found no effect of multilingualism on pragmatic abilities overall and also not in any of the categories separately. However, based on visual inspection of the effect sizes, we cannot rule out that multilingual children sometimes rely more on non-verbal cues during communication compared to their monolingual peers. We recommend future studies to formulate and test more specific hypotheses and to move away from the focus on a multilingual advantage.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"68 ","pages":"Article 101384"},"PeriodicalIF":1.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49718018","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

Children’s and adolescents’ judgments of the desirability and obligatoriness of prosocial action: Variations across helping, sharing, and comforting 儿童和青少年对亲社会行为的可取性和强制性的判断:帮助、分享和安慰的差异

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-10-01 DOI: 10.1016/j.cogdev.2023.101377

Nasim Tavassoli , Holly Recchia , Kristen Dunfield

{"title":"Children’s and adolescents’ judgments of the desirability and obligatoriness of prosocial action: Variations across helping, sharing, and comforting","authors":"Nasim Tavassoli , Holly Recchia , Kristen Dunfield","doi":"10.1016/j.cogdev.2023.101377","DOIUrl":"https://doi.org/10.1016/j.cogdev.2023.101377","url":null,"abstract":"<div><p>This study examined whether the intensity of need and type of prosociality differentially predicted children’s and adolescents’ desirability, obligatoriness, and permissibility judgments of costly prosocial actions. A total of 165 8–10-year-old children and 13–15-year-old adolescents evaluated six hypothetical situations wherein one child needed to be helped, shared with, or comforted and another child decided whether or not to provide that assistance. Participants evaluated whether acting prosocially was desirable-obligatory, desirable-nonobligatory, undesirable-permissible, or undesirable-impermissible, and their reasoning was coded. Prosociality was evaluated as desirable-obligatory more in high-need situations. Overall, children more than adolescents evaluated prosociality as desirable. When the need was high, comforting more than helping and sharing was evaluated as desirable, whereas when the need was low, sharing was evaluated as particularly desirable. The reasoning underlying judgments differed across types of prosociality. Findings are discussed in relation to how varied types of need are related to children’s and adolescents’ prosocial judgments.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"68 ","pages":"Article 101377"},"PeriodicalIF":1.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92046617","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 longitudinal contributions of preschool executive functions and early math abilities to arithmetic skills in elementary school 学前执行功能和早期数学能力对小学算术技能的纵向贡献

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-10-01 DOI: 10.1016/j.cogdev.2023.101388

Kimia Akhavein , Caron A.C. Clark , Jennifer Mize Nelson , Kimberly Andrews Espy , Jenna E. Finch

{"title":"The longitudinal contributions of preschool executive functions and early math abilities to arithmetic skills in elementary school","authors":"Kimia Akhavein , Caron A.C. Clark , Jennifer Mize Nelson , Kimberly Andrews Espy , Jenna E. Finch","doi":"10.1016/j.cogdev.2023.101388","DOIUrl":"https://doi.org/10.1016/j.cogdev.2023.101388","url":null,"abstract":"<div><p>Executive functions (EFs) are linked to children’s overall math performance, although few studies have considered the joint role of prior math abilities for specific math subskills, such as arithmetic. The current study examined the longitudinal contributions of preschool EFs and early math abilities to children’s accuracy and reaction time on arithmetic problems. Two hundred and eighty-three children completed EF and numeracy assessments at 5.25 years old. Children completed an arithmetic problem task in first (<em>M</em><sub><em>age</em></sub> = 7.14), second (<em>M</em><sub><em>age</em></sub> = 8.09), and third grade (<em>M</em><sub><em>age</em></sub> = 9.08). Results indicated that preschool EFs and math abilities are uniquely linked to children’s accuracy and reaction time at age 7, whereas preschool EFs alone continue to predict accuracy at age 8 and reaction time at age 9, even after accounting for intervening arithmetic performance. The study highlights the sustained, unique importance of early EFs for children’s arithmetic acquisition.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"68 ","pages":"Article 101388"},"PeriodicalIF":1.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49718039","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

How does intergroup familiarity moderate children’s merit-based resource allocation in the context of group-based competition? 在群体竞争背景下，群体间熟悉度如何调节儿童的择优资源分配?

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-10-01 DOI: 10.1016/j.cogdev.2023.101387

Xue Xiao , Demao Zhao , Yanfang Li

{"title":"How does intergroup familiarity moderate children’s merit-based resource allocation in the context of group-based competition?","authors":"Xue Xiao , Demao Zhao , Yanfang Li","doi":"10.1016/j.cogdev.2023.101387","DOIUrl":"https://doi.org/10.1016/j.cogdev.2023.101387","url":null,"abstract":"<div><p>Previous research has found that children can allocate resources according to competition outcomes (e.g., merit-based allocation) in interpersonal competitive contexts, but less research has investigated how children address merit-based allocations in the context of group-based competition, especially when influenced by intergroup familiarity. To address these issues, children (<em>N</em> = 374) aged 5–6 years old and 7–8 years old were asked to participate in an intergroup game with a familiar or unfamiliar group in the form of a competition (further divided into win and lose conditions) or noncompetition. They were then assessed on their resource allocation, reasoning and judgments of others’ allocations. We found that children as young as 5 years old can overcome group bias and adhere to allocating meritoriously in group-based competitive contexts. Furthermore, intergroup familiarity could decrease the effect of group bias on children’s merit-based allocation, but this tendency weakens with age. Finally, children consistently judged equal allocations positively regardless of actual allocation. The results indicated that with age, children were better able to weigh the moral concerns of merit and the social concerns of intergroup familiarity when determining the allocation of resources in group-based competition.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"68 ","pages":"Article 101387"},"PeriodicalIF":1.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49708666","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

Winning or losing: Children’s proportional reasoning across motivational contexts 输赢:儿童在动机背景下的比例推理

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-10-01 DOI: 10.1016/j.cogdev.2023.101390

Karina Hamamouche , Sara Cordes

{"title":"Winning or losing: Children’s proportional reasoning across motivational contexts","authors":"Karina Hamamouche , Sara Cordes","doi":"10.1016/j.cogdev.2023.101390","DOIUrl":"https://doi.org/10.1016/j.cogdev.2023.101390","url":null,"abstract":"<div><p>Children tend to prioritize whole number information over relational information in proportional reasoning tasks, such that they judge a spinner with <span><math><mrow><mrow><mn>4</mn></mrow><mo>/</mo><mrow><mn>10</mn></mrow></mrow><mspace></mspace></math></span> red pieces as <em>more</em> likely to land on red than a spinner with <span><math><mrow><mrow><mn>2</mn></mrow><mo>/</mo><mrow><mn>3</mn></mrow></mrow></math></span> red pieces, because 4 > 2 (e.g., Hurst & Cordes, 2018a; Jeong et al., 2007). This whole number bias is hypothesized to be a driven by fluency in verbal counting in early childhood, which is thought to promote attention to whole number information. In this study, we explored (1) the relation between verbal counting abilities and whole number biases and (2) whether distinct framing contexts – either encouraging children to maximize the number of stickers won, or minimizing the number of stickers lost - differentially impact children’s proportional reasoning. Three- to nine-year olds (N = 210, <em>M</em><sub><em>age</em></sub> = 5.7 years) chose which of two spinners they preferred to spin. Children in the Gain condition learned that if the spinner landed on red, they would win a sticker and if it landed on blue, nothing would happen; children in the Loss condition learned that if the spinner landed on red, nothing would happen, but if it landed on blue, they would lose a sticker. Counter to prior work, performance of both older (6–9 year olds) and younger (3–5 year olds) children revealed whole number biases. Notably, whole number biases were not related to counting abilities. Importantly, we find framing the task in a Loss scenario lessened whole number biases, suggesting that task framing can alter children’s attention to whole number information in a proportional reasoning context.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"68 ","pages":"Article 101390"},"PeriodicalIF":1.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92046620","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

Children deny that God could change morality 孩子们否认上帝能改变道德

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-10-01 DOI: 10.1016/j.cogdev.2023.101393

Madeline G. Reinecke , Larisa Heiphetz Solomon

引用次数: 0

What contributes to false belief understanding in childhood? A multidimensional approach 是什么促成了儿童对错误信念的理解?多维方法

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-10-01 DOI: 10.1016/j.cogdev.2023.101382

Olivier Aubuchon , Jamie Libenstein , Marina Moënner , Marilou Séguin , Jenny Bellerose , Annie Bernier , Miriam H. Beauchamp

引用次数: 0

“Will I Get Sick?”: Parents’ explanations to children’s questions about a novel illness “我会生病吗?”:父母对孩子提出的关于一种新疾病的问题的解释

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-10-01 DOI: 10.1016/j.cogdev.2023.101383

Seung Heon Yoo , Graciela Trujillo Hernandez , David Menendez , Rebecca E. Klapper , Sarah Martin , Katrina A. Nicholas , Dillanie Sumanthiran , Karl S. Rosengren

{"title":"“Will I Get Sick?”: Parents’ explanations to children’s questions about a novel illness","authors":"Seung Heon Yoo , Graciela Trujillo Hernandez , David Menendez , Rebecca E. Klapper , Sarah Martin , Katrina A. Nicholas , Dillanie Sumanthiran , Karl S. Rosengren","doi":"10.1016/j.cogdev.2023.101383","DOIUrl":"https://doi.org/10.1016/j.cogdev.2023.101383","url":null,"abstract":"<div><p>When encountered with a novel illness, children often ask for information about the illness and its impact on health from their parents. Although prior studies have explored how parents generally described the coronavirus to their children, there is an ambiguity in whether parents’ explanations about the coronavirus were about the coronavirus itself or about the pandemic more generally. Furthermore, it remains to be explored how parents responded to questions about the impact of the coronavirus on health. So, the current study explored how parents (<em>N</em> = 425) responded to specific questions that sought out information about the coronavirus and its impact. The results suggest that parents use their child’s specific questions as an opportunity to foster their child’s understanding about an illness. At the same time, parents also use their responses to shield their child from potential upsetting information about the impact of the coronavirus on health and well-being.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"68 ","pages":"Article 101383"},"PeriodicalIF":1.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49708736","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

Cultivating the toddler data desert with the Visual Attention Processing Protocol (VAPP): A novel scalable measure of individual differences in attentional processing from 2 to 6 years old 用视觉注意加工协议(VAPP)培养幼儿数据沙漠:一种新的可扩展的2 - 6岁儿童注意加工个体差异测量方法

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-10-01 DOI: 10.1016/j.cogdev.2023.101385

Anastasia Kerr-German , Sarah Mohammad , Caitie Busch , Megan Rothberg , Haylee Hudson , Jaylin Tuman , Chanelle Gordon

{"title":"Cultivating the toddler data desert with the Visual Attention Processing Protocol (VAPP): A novel scalable measure of individual differences in attentional processing from 2 to 6 years old","authors":"Anastasia Kerr-German , Sarah Mohammad , Caitie Busch , Megan Rothberg , Haylee Hudson , Jaylin Tuman , Chanelle Gordon","doi":"10.1016/j.cogdev.2023.101385","DOIUrl":"https://doi.org/10.1016/j.cogdev.2023.101385","url":null,"abstract":"<div><p>The current study proposes the Visual Attention Processing Protocol (VAPP), as a solution to the transferability of methods and scalability of singular attention tasks from toddlerhood to middle childhood. The VAPP was administered to 122 children ages 2- to 6-years-old. Consistent with our hypothesis, this task captured differences specific to orienting, alerting, and executive attention abilities across this age range. Furthermore, orienting was shown to have the least difference across age suggesting it is largely already developed by toddlerhood. The executive function block had the greatest changes among all tasks, indicating that it was the skill least developed at toddlerhood but the one with the most robust developmental gains by middle childhood. There were also developmental shifts in how well children regulate attentional control in the face of conflicting information across age groups—with results indicating that an added tone facilitated a faster response time in older children but interfered with accuracy in younger children. In addition, within- and between-group differences demonstrated the nuances of attentional abilities via error making as it relates to broader cognitive processes such as conflict resolution (e.g., specific to rule use), language (i.e., categorical sorting of items), and selective attention (i.e., direction of an object rather than the spatial location of an object). Together, results indicate a single paradigm can be sensitive to developmental gains in visual attention processing associated with efficiency and speed of responding from toddlerhood to middle childhood. Future directions and implications for clinical use are discussed.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"68 ","pages":"Article 101385"},"PeriodicalIF":1.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92046619","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

Concepts of disability as a hub for the study of cognitive development 残疾概念作为认知发展研究的中心

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-10-01 DOI: 10.1016/j.cogdev.2023.101379

Nicolette Granata, Jonathan D. Lane

引用次数: 0