Cognitive Development最新文献_第10页

Expectations about forgiven versus rejected transgressors among preschoolers 学龄前儿童对原谅和拒绝违法者的期望

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-10-01 Epub Date: 2025-11-14 DOI: 10.1016/j.cogdev.2025.101645

Rizu Toda, Nazu Toda, Hiromichi Hagihara, Yasuhiro Kanakogi

{"title":"Expectations about forgiven versus rejected transgressors among preschoolers","authors":"Rizu Toda, Nazu Toda, Hiromichi Hagihara, Yasuhiro Kanakogi","doi":"10.1016/j.cogdev.2025.101645","DOIUrl":"10.1016/j.cogdev.2025.101645","url":null,"abstract":"<div><div>Forgiveness is indispensable for restoring damaged interpersonal relationships. Research suggests that young children develop an understanding of the emotional and behavioral effects of forgiveness on victims during their preschool years. However, it remains unclear how children expect forgiven versus rejected transgressors to feel and behave. This study evaluated preschoolers’ expectations about four aspects of forgiven and rejected transgressors, namely feelings of guilt and gratitude, repetition of transgression, and affiliative behavior. Four- to six-year-olds (<em>n</em> = 135, 62 boys) and adults (<em>n</em> = 45, 26 men, <em>M</em> = 25.8 years) in Japan answered questions related to stories about forgiven or rejected transgressors. While adults inferred guilt in both scenarios, children associated more guilty feelings with forgiveness than with rejection. All age groups expected increased gratitude in forgiven transgressors compared to rejected ones, with six-year-olds anticipating higher levels of gratitude than others. Adults expected forgiven (vs. rejected) transgressors to be less likely to repeat a transgression, whereas children did not differentiate between the two. Five- and six-year-olds and adults expected more affiliative behavior from forgiven transgressors than from rejected ones, while four-year-olds did not. These findings suggest that adult-like expectations about forgiven transgressors’ gratitude and affiliative behavior partly emerge at age four and develop throughout preschool years. However, expectations about forgiven a transgressor’s guilty feelings and future transgressions may develop later. Together, these findings clarify how early expectations about forgiveness begin to take shape and lay the groundwork for understanding the developmental foundation of forgiveness.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101645"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145528401","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

Influence of parental reminiscing on spontaneous and voluntary memories in toddlerhood 父母回忆对幼儿自发记忆和自愿记忆的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-10-01 Epub Date: 2025-09-08 DOI: 10.1016/j.cogdev.2025.101619

Marie Geurten

{"title":"Influence of parental reminiscing on spontaneous and voluntary memories in toddlerhood","authors":"Marie Geurten","doi":"10.1016/j.cogdev.2025.101619","DOIUrl":"10.1016/j.cogdev.2025.101619","url":null,"abstract":"<div><div>While toddlers are often not able to voluntarily recall their previous experiences, they frequently show spontaneous memory retrieval: episodes that come to mind without any deliberate attempts to recall them. Our primary aim here was to capitalize on the dissociation between spontaneous and voluntary retrieval – respectively driven by associative and controlled mechanisms – to document the processes whereby parental reminiscing influences children’s memory for past events during the transition from toddlerhood to early childhood (age range: 24–46 months). To do so, parent-child dyads were recruited to participate in two experiments (<em>n</em> = 62 and 74, respectively). In both experiments, a new paradigm was created to assess spontaneous and voluntary memories of a previously experienced event, and the effect of parental reminiscing was assessed. In line with previous studies, results of both experiments revealed that children communicated more about the past event in the spontaneous than in the voluntary condition. Regarding the effect of parental reminiscing, the results of our item-by-item binomial generalized mixed-effect models revealed a relation between parental level of elaboration and children’s memory richness in both spontaneous and voluntary conditions, but a relation with the frequency of children’s memory recall only after a spontaneous retrieval. Given that the primary distinction between spontaneous and voluntary retrieval lies in the degree of strategic control required to access memories, this finding suggests that the impact of parental elaboration on children's memory operates mainly by supporting the development of associative processes, at least in the early preschool years.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101619"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145011284","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

Spontaneous focus on patterns and arithmetic skill in 4- to 6-year-old children 4至6岁儿童对模式和算术技能的自发关注

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-10-01 Epub Date: 2025-10-19 DOI: 10.1016/j.cogdev.2025.101637

Giulia A. Borriello , Emily R. Fyfe

{"title":"Spontaneous focus on patterns and arithmetic skill in 4- to 6-year-old children","authors":"Giulia A. Borriello , Emily R. Fyfe","doi":"10.1016/j.cogdev.2025.101637","DOIUrl":"10.1016/j.cogdev.2025.101637","url":null,"abstract":"<div><div>A rich literature on children’s Spontaneous Focus on Number (SFON) shows that children’s spontaneous attention to number is an important predictor of children’s math skills over and above other relevant covariates. These findings have led researchers to investigate whether children’s attention to other types of information in their environment might be similarly important for math outcomes. The present study focuses on children’s Spontaneous Focus on Patterns (SFOP), which captures children’s unguided attention to predictable sequences in the environment. We examined developmental trends in 4- to 6-year-olds’ SFOP tendencies, similarities and differences in children’s SFON and SFOP tendencies, and links between SFOP tendencies and children’s concurrent pattern and math knowledge. Children’s SFOP tendencies were variable and increased with age. Further, children often spontaneously attended to patterns and numbers with similar frequency, but when mismatches occurred, the patterns were more salient than the total number of elements. Finally, SFOP tendencies positively related to arithmetic skill. These findings suggest that pattern awareness increases during the preschool years and may lay a critical foundation for early math knowledge.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101637"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145321168","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 role of executive functions and fluid intelligence in the prediction of conditional strategy knowledge of self-regulated learning 执行功能和流体智力在自我调节学习条件策略知识预测中的作用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-10-01 Epub Date: 2025-11-19 DOI: 10.1016/j.cogdev.2025.101644

Sophia Elisabeth Grobe , Tanja Könen , Christina Rocker , Lena Maffert-Grüneisen , Laura Dörrenbächer-Ulrich , Franziska Perels , Julia Karbach

{"title":"The role of executive functions and fluid intelligence in the prediction of conditional strategy knowledge of self-regulated learning","authors":"Sophia Elisabeth Grobe , Tanja Könen , Christina Rocker , Lena Maffert-Grüneisen , Laura Dörrenbächer-Ulrich , Franziska Perels , Julia Karbach","doi":"10.1016/j.cogdev.2025.101644","DOIUrl":"10.1016/j.cogdev.2025.101644","url":null,"abstract":"<div><div>Self-regulated learning (SRL) is an important predictor for academic achievement already at preschool and elementary school age. Conditional strategy knowledge of SRL is considered as a central prerequisite for the use of SRL strategies. Individual differences in SRL in same-aged children may be attributed to differences in cognitive abilities. The present study investigated the contribution of executive functions (EF) and fluid intelligence to conditional strategy knowledge of SRL in a sample of 5- to 6-year-old (<em>n</em> = 259) and 8- to 12-year-old children (<em>n</em> = 211). Structural equation modeling (SEM) revealed that EF performance significantly predicted conditional strategy knowledge of SRL in both age groups whereas fluid intelligence was no significant predictor, suggesting that executive functions, but not fluid intelligence, are associated with conditional strategy knowledge of SRL in childhood. These results complement findings on the relations of executive functions, intelligence, and strategy usage and may inform interventions aimed at fostering children's learning behavior.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101644"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579182","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

Processing speed deficits, developmental dyslexia, and handwriting in Chinese: A narrative review 加工速度缺陷、发展性阅读障碍与中文书写：叙述回顾

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-10-01 Epub Date: 2025-09-12 DOI: 10.1016/j.cogdev.2025.101621

Hung-Ju Tsai

{"title":"Processing speed deficits, developmental dyslexia, and handwriting in Chinese: A narrative review","authors":"Hung-Ju Tsai","doi":"10.1016/j.cogdev.2025.101621","DOIUrl":"10.1016/j.cogdev.2025.101621","url":null,"abstract":"<div><div>In this expanded review, we examine the theoretical frameworks tying together Chinese dyslexia, processing speed, and handwriting outcomes and then anchor these discussions in a broad range of empirical evidence spanning over two decades. We first describe how Chinese literacy’s unique characteristics, its monosyllabic script, high visual complexity, and emphasis on handwriting practice, create extensive speed-based demands. Next, we explore the role of rapid automatized naming (RAN) and magnocellular-based temporal-processing models, illuminating how deficits in these areas could impede literacy acquisition. We then connect these constructs to handwriting, focusing on how copying, dictation, and free-writing tasks expose or exacerbate speed deficits. Throughout, we incorporate recent neuroimaging findings and debate key theoretical perspectives, including the double-deficit hypothesis and critiques of the magnocellular framework. Subsequently, we highlight evidence-based interventions and emergent policy approaches in Chinese-speaking regions. We conclude by identifying critical directions for future research, including longitudinal designs that track dyslexic children’s writing fluency over time, cross-linguistic investigations clarifying how speed interacts with morphological awareness, and deeper neurobiological inquiries into the dorsal-ventral pathways implicated in handwriting. By foregrounding processing-speed deficits in Chinese dyslexia, this review provides a comprehensive narrative synthesis to integrate processing-speed and handwriting evidence in Chinese dyslexia, answering the question and explaining how speed deficits translate into handwriting difficulties.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101621"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050268","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

Open-skills sports, especially team ball games, are associated with adolescents’ cognitive abilities: Longitudinal evidence from the UK’s Millennium Cohort Study 开放式技能运动，尤其是团队球类运动，与青少年的认知能力有关：来自英国千年队列研究的纵向证据

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-10-01 Epub Date: 2025-10-30 DOI: 10.1016/j.cogdev.2025.101640

Yuxi Zhou , Wu Youyou , Andrew Tolmie

{"title":"Open-skills sports, especially team ball games, are associated with adolescents’ cognitive abilities: Longitudinal evidence from the UK’s Millennium Cohort Study","authors":"Yuxi Zhou , Wu Youyou , Andrew Tolmie","doi":"10.1016/j.cogdev.2025.101640","DOIUrl":"10.1016/j.cogdev.2025.101640","url":null,"abstract":"<div><div>In the past few decades, there has been ongoing debate regarding whether and how physical activity is related to cognitive development. The current study attempted to advance our understanding of this topic by exploring how various facets of physical activity—both quantitative and qualitative—are linked to specific cognitive functions in adolescents. The sample was 3526 adolescents from the United Kingdom Millennium Cohort Study. At age 14, adolescents’ daily activity content, duration, and intensity on weekdays and weekends were assessed using both an activity monitor and a time-use diary. Hot Executive function (EF) was measured at age 14 using the Cambridge Gambling Task (comprising six indices), and academic achievement was evaluated at age 17 based on self-reported performance in the General Certificate of Secondary Education (GCSE). Multiple hierarchical regressions revealed that a greater amount of time spent in moderate-to-vigorous activity (MVPA) was predictive of better EF at age 14 (<em>|β|</em> =.05 –.09), but unrelated to academic outcome at age 17. In analysing adolescents’ activity content, it was found that open skills sports were more closely associated with EF, with team ball games exhibiting the strongest and more consistent effect (<em>|β|</em> =.07 –.13). In contrast, regular engagement in individual ball games (<em>β</em> =.05, <em>p</em> = .018) and swimming (<em>β =.05, p</em> = .033) was related to better academic outcomes. Our findings confirm the link between MVPA and cognitive functions in the adolescent population and highlight the beneficial effect of open-skill sports on adolescents’ cognitive development.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101640"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145416459","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 working memory on the processing of knowledge integration in university students 工作记忆对大学生知识整合加工的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-10-01 Epub Date: 2025-11-17 DOI: 10.1016/j.cogdev.2025.101647

Wen Jia , Weiqiong Jin , Xiaomei Zhao

{"title":"The impact of working memory on the processing of knowledge integration in university students","authors":"Wen Jia , Weiqiong Jin , Xiaomei Zhao","doi":"10.1016/j.cogdev.2025.101647","DOIUrl":"10.1016/j.cogdev.2025.101647","url":null,"abstract":"<div><div>This study utilizes the ERISS model of knowledge integration, which includes encoding, reactivation, integration, selection, and self-generation, to examine the role of working memory span in knowledge integration and its underlying neural mechanisms. Experiment 1 employs a sentence separation paradigm to investigate whether differences in working memory span influence participants’ ability to generate new knowledge through integration. The results indicate significantly better integration performance in the high-span group compared to the low-span group. Experiment 2 uses event-related potential (ERP) technology to explore the neural mechanisms: Experiment 2a utilizes a recognition probe task to demonstrate that both high-span and low-span participants can reactivate stem fact 1 after learning stem fact 2, as evidenced by faster reaction times and reduced N400 components. Experiment 2b, using an integrated fact judgment task, reveals that only high-span individuals show a larger P600 component under incorrect statement conditions, suggesting more effective monitoring of conflicts within self-generated knowledge. In summary, this study illustrates how the span of working memory facilitates knowledge integration during the reactivation and self-generation stages, providing crucial empirical support for the ERISS model. The findings clarify the operational mechanisms of working memory in higher-order cognitive processing and offer valuable insights for optimizing learning strategies.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101647"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579286","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

Cognitive correlates of future-oriented cognition in young Chinese children 中国幼儿未来导向认知的认知相关因素

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-10-01 Epub Date: 2025-09-10 DOI: 10.1016/j.cogdev.2025.101620

Rachael Miller , Ning Ding , Nicola S. Clayton

{"title":"Cognitive correlates of future-oriented cognition in young Chinese children","authors":"Rachael Miller , Ning Ding , Nicola S. Clayton","doi":"10.1016/j.cogdev.2025.101620","DOIUrl":"10.1016/j.cogdev.2025.101620","url":null,"abstract":"<div><div>Future-oriented cognition, which broadly encompasses an array of cognitive processes involved in understanding, constructing, imagining and planning for the future, typically develops in children aged 3–5 years. It facilitates humans in predicting and avoiding threats before they manifest and shaping current behaviours for future needs. Existing research on pre-schoolers’ future-oriented cognition predominantly tested children from Western (i.e. European, American) countries, whereas little is known about its developmental trajectory and cognitive correlates in Eastern populations. Addressing this gap, we present a systematic investigation of Chinese children’s future-oriented cognition. 87 Chinese pre-schoolers, aged 3–5 years, were administered with three comprehensive batteries of tasks measuring executive function, theory of mind and an array of paradigms tapping into different aspects of future-oriented cognition. Overall, Chinese pre-schoolers’ performance across the different cognitive domains was age-related. Importantly, there were consistencies between previous findings with Western samples and current Chinese children’s developmental trajectories of future-oriented cognition. Specifically, 3-year-olds were outperformed by 4- and 5-year-olds, with age 4 being critical as indicated by their consistent above chance-level performance. Additionally, there were positive associations between performance in future-oriented cognition tasks and executive function tasks, but not theory of mind tasks. Utilising an under-represented sample, the current study contributes to the emerging evidence on the relationship between future-oriented cognition and executive function in the preschool years.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101620"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145027464","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 situational characteristics of vertical spatial metaphors for Chinese moral concepts in children and adults 纵向空间隐喻在中国儿童和成人道德观念中的情境特征

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-10-01 Epub Date: 2025-10-30 DOI: 10.1016/j.cogdev.2025.101639

Junheng Zhang, Lei Huang, Kuiliang Li, Jing Wang, Ming Ji

{"title":"The situational characteristics of vertical spatial metaphors for Chinese moral concepts in children and adults","authors":"Junheng Zhang, Lei Huang, Kuiliang Li, Jing Wang, Ming Ji","doi":"10.1016/j.cogdev.2025.101639","DOIUrl":"10.1016/j.cogdev.2025.101639","url":null,"abstract":"<div><div>“Vertical spatial metaphors for moral concepts” refers to using vertical spatial concepts to express and understand moral concepts. Studies have primarily explored the influence of cognitive level on these metaphors in Chinese-speaker, while overlooking the impact of individuals’ long-term situational experiences on such metaphors. However, according to embodied cognition theory, individuals’ long-term experiences with moral or immoral situations may also influence the formation of metaphorical associations. Using a situational priming paradigm, the situational characteristics of such metaphors in Chinese-speaking children and adults were investigated through a paper-and-pencil test and a lexical categorization task. Results indicated that, at the conscious level, moral-situation priming led children and adults to place moral-words above and immoral-words below the cartoon character, demonstrating a general metaphorical association of “up” with “morality” and “down” with “immorality”. Under immoral-situation priming, adults tended to place moral-words below and immoral-words above the cartoon character, demonstrating a reversed metaphorical association of “down” with “morality” and “up” with “immorality”. However, children showed no significant word placement pattern, demonstrating no association between vertical spatial and moral concepts. At the unconscious level, children and adults responded faster in the compatibility (vs. incompatibility) task under moral-situation priming, demonstrating a general metaphor. Under immoral-situation priming, they responded faster in the incompatibility (vs. compatibility) task, demonstrating a reversed metaphor. These findings support embodied cognition theory, suggesting that vertical spatial metaphors for moral concepts in Chinese exhibit situational characteristics in children and adults, and provide new evidence for understanding cognitive development and plasticity of these metaphors.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101639"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145416458","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

Motivational context does not influence children’s third-party punishment in intergroup contexts 动机情境不影响儿童群体间情境中的第三方惩罚行为

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-10-01 Epub Date: 2025-11-29 DOI: 10.1016/j.cogdev.2025.101648

Chang (Amy) Lu , Katherine McAuliffe , Julia Marshall

{"title":"Motivational context does not influence children’s third-party punishment in intergroup contexts","authors":"Chang (Amy) Lu , Katherine McAuliffe , Julia Marshall","doi":"10.1016/j.cogdev.2025.101648","DOIUrl":"10.1016/j.cogdev.2025.101648","url":null,"abstract":"<div><div>Children punish to reciprocate harm (retributive motives) and to prevent future wrongdoing (consequentialist motives). Building on this idea, we wanted to examine whether different motivational contexts are more likely to produce ingroup versus outgroup punishment. Specifically, we predicted that retributive motives would drive outgroup punishment, while consequentialist motives would drive ingroup punishment. To test this, we studied 257 Chinese children (ages 6–12) assigned to minimal groups. After learning about antisocial actions by ingroup and outgroup members, they completed a third-party punishment task where they could prevent the wrongdoer from playing with a fun toy. Some children learned that punishment would inflict emotional harm without teaching a lesson (\"non-communicative punishment\"), while others learned it would both harm and teach (\"communicative punishment\"). A control condition involved neutral actions to account for a baseline desire to remove toys. As expected, children punished more in the non-communicative condition than the control (reflecting retributive motives) and more in the communicative condition than the non-communicative (reflecting consequentialist motives). Contrary to our predictions, group membership of the transgressor did not influence these patterns. Our findings suggest that children’s drive to punish—to get even or to prevent future harm—is less about group membership and more about the act of wrongdoing itself.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101648"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623861","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