Cognitive Development最新文献_第10页

A cross-sequential study of theory of mind, IQ, and fair sharing framed socially and non-socially in young children 对幼儿思维理论、智商以及社会和非社会公平分享框架的跨序列研究

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-06-03 DOI: 10.1016/j.cogdev.2024.101460

Jennifer Vonk , Theodore S. Tomeny , Stephanie E. Jett , Sterett H. Mercer , Julie Cwikla

引用次数: 0

The development of desire language: A corpus study of ‘want’ 欲望语言的发展：关于 "想要 "的语料库研究

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101438

Hillary Harner , Sangeet Khemlani

{"title":"The development of desire language: A corpus study of ‘want’","authors":"Hillary Harner , Sangeet Khemlani","doi":"10.1016/j.cogdev.2024.101438","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101438","url":null,"abstract":"<div><p>Children’s usage of mental state verbs can reveal evidence of their theory of mind and general cognitive development. Children produce a certain class of mental state verbs, namely desire verbs such as <em>want</em>, <em>like</em>, and <em>love</em>, early in development. Among these desire verbs, they produce <em>want</em> the most frequently. We report on a corpus study of 450 + instances of <em>want</em> as gathered from children’s dialogues with caretakers in the CHILDES database. We developed a novel coding scheme to measure children’s use and understanding of <em>want</em> utterances: i.e., we analyzed the kinds of things that children described wanting for themselves or others, as well as the agents to whom they ascribed desires. We report on the frequencies of these features across the ages of 24 to 59 months (2–4 years of age), and highlight noteworthy trends in the way children used <em>want</em>. Children appear to talk about their own desires most often; they primarily use questions to talk about second person desires; and they describe more complex desires as they mature. We describe how these patterns of linguistic competency may serve as an index for the development of mechanisms that underlie mental state reasoning.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101438"},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140344084","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

Neonatal risk and coordinated joint attention episodes with mothers and fathers relate to language skills of preterm children aged 2-4 years 新生儿风险以及母亲和父亲共同关注的协调事件与 2-4 岁早产儿的语言能力有关

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101456

Merve Ataman-Devrim , Elizabeth Nixon , Jean Quigley

{"title":"Neonatal risk and coordinated joint attention episodes with mothers and fathers relate to language skills of preterm children aged 2-4 years","authors":"Merve Ataman-Devrim , Elizabeth Nixon , Jean Quigley","doi":"10.1016/j.cogdev.2024.101456","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101456","url":null,"abstract":"<div><p>The present study investigates individual differences in preterm children’s language skills in relation to neonatal risk and Joint Attention (JA) skills. Fifty-four mother-child (<em>M</em>childage<em>=</em>37.89 months; <em>SD</em>=11.51) and 35 father-child (<em>M</em>childage<em>=</em>36.75 months; <em>SD</em>=11.86) dyads participated in the study. Neonatal risk was assessed using medical reports/parental questionnaires. JA characteristics (frequency, duration, type of JA, agent of initiation and termination, missed attempts) were coded moment-by-moment during free-play interactions with mothers and fathers, separately. Language outcomes were measured via the Bayley Scales of Infant and Toddler Development-3rd Edition and the Wechsler Preschool and Primary Scale of Intelligence-4th Edition. Preterm children with lower neonatal risk scores and who had higher proportions of Coordinated JA with their mothers and fathers achieved higher language scores. Hierarchical linear regression analyses indicated that neonatal risk and Coordinated JA with mothers and fathers (separately) explained unique variance in preterm children’s language outcomes.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101456"},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000418/pdfft?md5=accf8ba5a542d0b17941d7aa2436f29d&pid=1-s2.0-S0885201424000418-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141289566","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

Sensitivity to temporal synchrony in audiovisual speech in early infancy: Current issues and future avenues 婴儿早期对视听言语中时间同步性的敏感性：当前问题和未来出路

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101453

Itziar Lozano , Ruth Campos , Mercedes Belinchón

{"title":"Sensitivity to temporal synchrony in audiovisual speech in early infancy: Current issues and future avenues","authors":"Itziar Lozano , Ruth Campos , Mercedes Belinchón","doi":"10.1016/j.cogdev.2024.101453","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101453","url":null,"abstract":"<div><p>Audiovisual speech integration during infancy is crucial for socio-cognitive development. A key perceptual cue infants use to achieve this is temporal synchrony detection. Although the current developmental literature on this ability is rich, unsolved disagreements obscure the interpretation of findings. Here, we propose conceptual and methodological issues that may have contributed to a still unclear picture of the developmental trajectory of sensitivity to temporal synchrony, particularly when studied in audiovisual <em>fluent</em> speech. We discuss several sources of confusion, including a lack of terminological precision, heterogeneity in the experimental manipulations conducted, and in the paradigms and stimuli used. We propose an approach that clarifies the definition and operationalization of sensitivity to temporal synchrony and explores its developmental course, emphasizing the role of infants’ linguistic experiences. Ultimately, we expect that our analytical review will contribute to the field by aligning theoretical constructs, proposing more fine-grained designs, and using stimuli closer to infants’ experiences.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101453"},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141156333","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

Do multiple exemplars promote preschool children’s retention and generalisation of words learned from pictures? 多重范例是否能促进学龄前儿童对从图片中学到的单词的记忆和概括？

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101459

Calum Hartley, Hannah Amy Whiteley

{"title":"Do multiple exemplars promote preschool children’s retention and generalisation of words learned from pictures?","authors":"Calum Hartley, Hannah Amy Whiteley","doi":"10.1016/j.cogdev.2024.101459","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101459","url":null,"abstract":"<div><p>We investigated whether preschool children’s extension of labels from memory representations of pictures is enhanced by exposure to multiple exemplars during teaching. Neurotypical 2-year-olds (N = 23) and 3-year-olds (N = 19) mapped novel word-picture associations in a referent selection task. Their retention and generalisation of labels was then assessed after 5 min with depicted 3-D objects. During referent selection, children were presented with a single variant of each novel picture (single exemplar condition) or two differently coloured variants of each novel picture (multiple exemplars condition). Both age groups extended labels to similarly coloured objects with significantly greater accuracy when taught with multiple exemplars. Three-year-olds also generalised labels to differently coloured category members with significantly greater accuracy in the multiple exemplars condition, where they outperformed two-year-olds. We propose that comparing multiple pictures of to-be-learned referents strengthens encoding of category-defining shape, facilitating extension of labels to objects from memory.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101459"},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000443/pdfft?md5=c1ad86b11fc47be49d203c528492d131&pid=1-s2.0-S0885201424000443-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141163767","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

Developing drawing skill: Exploring the role of parental support and cultural learning 培养绘画技能：探索父母支持和文化学习的作用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101444

Larissa Mendoza Straffon , Brenda de Groot , Naike D. Gorr , Yung-Ting Tsou , Mariska E. Kret

{"title":"Developing drawing skill: Exploring the role of parental support and cultural learning","authors":"Larissa Mendoza Straffon , Brenda de Groot , Naike D. Gorr , Yung-Ting Tsou , Mariska E. Kret","doi":"10.1016/j.cogdev.2024.101444","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101444","url":null,"abstract":"<div><p>Learning to draw is an important developmental milestone that most children achieve during their preschool years. Primary caregivers play a significant role in supporting this process, which may affect the pace of acquisition and subsequent unfolding of drawing ability. In this study, we aimed to investigate parental support in the context of children's drawing activity, complemented by quantifying the effects of four individual factor constructs of parental support for drawing. Our sample comprised 68 parent-child dyads with children aged 3.0–6.9 years. Parents completed an online survey about actions related to promoting the drawing abilities of their child, while children's drawing skill was measured with the Beery-Buktenica Test of Visual-Motor Integration. Contrary to our initial prediction, we found that parental support as a construct had no significant effect on children’s drawing skill. However, the component Scaffolding was positively associated with enhanced drawing skill. These results have important theoretical implications for understanding skill development within a cultural learning framework, and open up practical applications for art education and developmental studies.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101444"},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000297/pdfft?md5=a1db050511a8806b23fb751e4c8e0b29&pid=1-s2.0-S0885201424000297-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140641171","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

Memory for space and time in 2-year-olds 两岁儿童对空间和时间的记忆

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101443

Lindsey Mooney , Jasmeen Dadra , Kelsey Davinson , Naoya Tani , Simona Ghetti

{"title":"Memory for space and time in 2-year-olds","authors":"Lindsey Mooney , Jasmeen Dadra , Kelsey Davinson , Naoya Tani , Simona Ghetti","doi":"10.1016/j.cogdev.2024.101443","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101443","url":null,"abstract":"<div><p>Although the capacity to remember spatial and temporal information may develop at different rates throughout childhood, its early development has rarely been examined within the same participants, using the same task, and across different time delays elucidating retention of different aspects of early episodic memories. We used a novel tablet game to investigate memory for objects’ spatial locations and temporal order in a sample of toddlers ranging in age from 2 years to 2;8 years (<em>M</em> = 2;4 years, <em>SD</em> = 2 months; N = 73). We examined performance both immediately after an initial and an additional demonstration, following a 20-minute delay, and 1 week after learning; performance was also assessed following a new demonstration after the 1-week delay test. Using a linear mixed model, we found that toddlers remembered spatial locations better than temporal order, and temporal memory decayed more quickly and did not benefit from reminders compared to spatial memory, underscoring that early memory fragility may depend on the type of information being retained.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101443"},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000285/pdfft?md5=4ffda44e68c99d046a592ea33dd674df&pid=1-s2.0-S0885201424000285-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140813553","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

When should children copy their mothers’ food choices? Social learning strategies about foods 儿童何时应该模仿母亲的食物选择？关于食物的社会学习策略

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101446

Naoko Nakamichi

{"title":"When should children copy their mothers’ food choices? Social learning strategies about foods","authors":"Naoko Nakamichi","doi":"10.1016/j.cogdev.2024.101446","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101446","url":null,"abstract":"<div><p>Social learning strategies guide individuals in deciding from whom to learn and when. Recent research on food learning has revealed that children adopt “who” strategies, but whether they used “when” strategies remained unclear. This study investigated 4- to 6-year-old children’s beliefs about “when” another child should copy their mother’s food choice. In Experiment 1, children (<em>N</em> = 24, 58% female) determined whether another child should adopt social or asocial learning when selecting food from among familiar or novel foods. In Experiment 2, children (<em>N</em> = 26, 57% female) determined whether another child should adopt social or asocial learning when selecting food in an environment with a low or high percentage of bad-tasting foods. Children responded that social learning should be adopted when selecting from among novel foods and in an environment with a high percentage of bad-tasting foods. These findings revealed that children employ two “when” strategies when making food choices.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101446"},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000315/pdfft?md5=f0e41db93eb47cd04135c9a23bf0c946&pid=1-s2.0-S0885201424000315-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140878549","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 effects of cognitive and environmental factors on children’s early saving 认知和环境因素对儿童早期储蓄的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101447

Katherine Dueck , Alex W. Castro , Deepthi Kamawar , Marina Milyavskaya , Elena Gallitto , Cristina M. Atance

{"title":"The effects of cognitive and environmental factors on children’s early saving","authors":"Katherine Dueck , Alex W. Castro , Deepthi Kamawar , Marina Milyavskaya , Elena Gallitto , Cristina M. Atance","doi":"10.1016/j.cogdev.2024.101447","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101447","url":null,"abstract":"<div><p>Saving plays an important role in children’s everyday lives. We examine the impact of a verbal prompt on children’s saving in a laboratory task and whether cognitive and environmental factors predict children’s performance on this task, as well as on parent-reported child saving behaviors. One hundred and eighty-seven 3- to 7-year-olds completed the saving task, in which they received tokens that they could spend immediately on a less preferred reward or save for a more preferred reward later. Half the children received a verbal prompt to save whereas the other half did not. Significantly more children in the prompt condition saved at least one token for their preferred reward, suggesting that highlighting saving as an option increases children’s saving. Parent-reported child saving was also significantly predicted by parent-reported inhibitory control and the saving practices parents reported with their child. We discuss implications of our findings for fostering adaptive future-oriented reasoning in childhood.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101447"},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140878548","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

Morally-relevant theory of mind is related to viewing gender inequalities as unacceptable 道德相关心智理论与将性别不平等视为不可接受有关

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101450

Jacquelyn Glidden, Kathryn M. Yee, Melanie Killen

引用次数: 0