Cognitive Development最新文献_第10页

Can you teach me how to open the box?: Examining young children’s teaching behavior toward adults with and without disabilities 你能教我怎么打开盒子吗？考察幼儿对残疾和非残疾成人的教学行为

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101449

Katherine M. Walton , Alayna R. Borowy , Madison L. Fecher , Laura Wagner

{"title":"Can you teach me how to open the box?: Examining young children’s teaching behavior toward adults with and without disabilities","authors":"Katherine M. Walton , Alayna R. Borowy , Madison L. Fecher , Laura Wagner","doi":"10.1016/j.cogdev.2024.101449","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101449","url":null,"abstract":"<div><p>This study examined how children (31–71 months; <em>N</em> = 85) adjusted their teaching behaviors with three learners, each posing different communicative challenges, in comparison to a control learner, who showed no communicative challenge. With a Disabled learner, children showed fewer explicit teaching behaviors, and more eye contact with their parents and/or the primary experimenter as compared to when teaching a Control learner. With a Tired learner who followed identical scripted actions as the Disabled learner, children’s overall rate of teaching behaviors was largely unchanged. With a Spanish Speaking learner, children spoke less frequently but showed more frequent eye contact with the learner. These results demonstrate that while preschool children can modify their teaching strategies to adapt to the needs of different learners, they appear to teach less effectively and show markers of uncertainty when teaching to learners with disabilities.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101449"},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000340/pdfft?md5=76cab14c0e05affb1e6904f865493b4e&pid=1-s2.0-S0885201424000340-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140905360","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 biological causal models of disability 儿童对残疾的生物学因果模型

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101448

David Menendez , Susan A. Gelman

引用次数: 0

Research on bilingual language processing and how languages are represented in the mind 研究双语语言处理和语言在头脑中的表征方式

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101442

Norbert Francis

引用次数: 0

Language-dependent reminiscing: Bilingual mother-child autobiographical conversations differ across Thai and English 语言依赖性回忆：双语母子自传式对话在泰语和英语中的差异

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101445

Sirada Rochanavibhata , Viorica Marian

{"title":"Language-dependent reminiscing: Bilingual mother-child autobiographical conversations differ across Thai and English","authors":"Sirada Rochanavibhata , Viorica Marian","doi":"10.1016/j.cogdev.2024.101445","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101445","url":null,"abstract":"<div><p>Cross-linguistic differences in narrative patterns were examined in bilingual mother-preschooler dyads. Twenty-six Thai-English bilingual mothers and their four-year-old children completed a reminiscing task where they jointly recalled autobiographical memories in response to word prompts. Bilingual mothers and children exhibited different reminiscing styles in each of their languages. Specifically, bilinguals adopted high-elaborative and child-centered styles (e.g., use of evaluative feedback) when speaking English and low-elaborative and adult-centered styles (e.g., use of directives) when speaking Thai. Additionally, positive associations between maternal and child narrative patterns in both languages suggested that mothers’ scaffolding strategies influenced children’s own emerging linguistic skills. Findings from the present study show that bilingual mothers socialize their children differently across languages. In turn, children learn to present themselves in distinct ways depending on the linguistic and social contexts. We conclude that language can cue culture-specific communicative and behavioral norms as early as preschool.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101445"},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140813688","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 effect of prosodic congruency on novel adjective learning in adults and children 前音一致对成人和儿童学习新形容词的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101457

Julie M. Hupp , Melissa K. Jungers , Jarrett A. Rardon , Austin M. Posey , Samantha A. McDonald

{"title":"The effect of prosodic congruency on novel adjective learning in adults and children","authors":"Julie M. Hupp , Melissa K. Jungers , Jarrett A. Rardon , Austin M. Posey , Samantha A. McDonald","doi":"10.1016/j.cogdev.2024.101457","DOIUrl":"10.1016/j.cogdev.2024.101457","url":null,"abstract":"<div><p>Prosody is used to indicate emotions, disambiguate syntax, and provide meaning. Less is known about prosody in word learning, but congruent prosody (e.g., loud/low pitch for large) leads to better memory than incongruent prosody (e.g., quiet/high pitch for large) for novel adjectives in adults (Shintel, Anderson, & Fenn, 2014). Children may also benefit from congruent prosodic information in word learning. This current research explores prosodic congruency and novel adjective learning in adults (Study 1) and preschool children (Study 2). Participants learned novel adjectives that were either congruent or incongruent in prosody and then they were tested in an implicit/picture task and an explicit/definition task. Although the prosody was not necessary to learn the words, the congruent condition showed greater accuracy than the incongruent condition across both tasks for adults and for the explicit task for children. This is the first demonstration that preschool children can benefit from congruent prosody, not just for referent selection, but also for learning novel adjectives.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101457"},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S088520142400042X/pdfft?md5=4a009e3ee3ff6428b74c9a300e7f42e7&pid=1-s2.0-S088520142400042X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141193816","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 do children begin to care for others? The ontogenetic growth of empathic concern across the first two years of life 儿童何时开始关心他人？生命最初两年移情关注的本体成长

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-03-23 DOI: 10.1016/j.cogdev.2024.101439

Markus Paulus , Tamara Becher , Natalie Christner , Marina Kammermeier , Burkhard Gniewosz , Carolina Pletti

{"title":"When do children begin to care for others? The ontogenetic growth of empathic concern across the first two years of life","authors":"Markus Paulus , Tamara Becher , Natalie Christner , Marina Kammermeier , Burkhard Gniewosz , Carolina Pletti","doi":"10.1016/j.cogdev.2024.101439","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101439","url":null,"abstract":"<div><p>Empathic concern for others plays a central role for human cooperation and is proposed to be key in moral development. Developmental theories disagree on the age of emergence of empathic concern in human ontogeny and the factors supporting its early development. To assess different theoretical views, the current study longitudinally assessed infants’ (N = 127) reactions towards an experimenter and their mothers simulating pain at 6, 10, 14, and 18 months. As an emotional control condition, infants’ reactions towards a laughing experimenter were assessed. Maternal sensitivity, children’s temperamental emotionality, and self-recognition were included as predictors. True intraindividual change models were applied to capture the growth of empathic concern in early development. Overall, there were minor and inconsistent differences in children’s responses to laughing and crying others in the first year of life, whereas clear differences emerged in the second year. At 6 months, scale values of empathic concern were significantly related to measures of infant distress suggesting that infants experience emotional contagion and not veridical empathic concern. At 18 months, children’s concern towards the experimenter was related to their concern towards their mother. Maternal sensitivity, negative emotionality and self-recognition were related to children’s empathic concern within the second year. These findings suggest that empathic concern emerges in the second year and point to a gradual emergence of concern for others in human ontogeny.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101439"},"PeriodicalIF":1.8,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000248/pdfft?md5=15868644c7d957da0dc9e05dea9de5b3&pid=1-s2.0-S0885201424000248-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140190872","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

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-03-21 DOI: 10.1016/j.cogdev.2024.101440

Wienke Wannagat , Gerhild Nieding , Catharina Tibken

{"title":"Age-related decline of metacognitive comprehension monitoring in adults aged 50 and older: Effects of cognitive abilities and educational attainment","authors":"Wienke Wannagat , Gerhild Nieding , Catharina Tibken","doi":"10.1016/j.cogdev.2024.101440","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101440","url":null,"abstract":"<div><p>When reading complex expository texts, comprehension benefits from metacognitive monitoring of the comprehension process, which, in part, relies on memory and reasoning abilities that decrease with age. In a cross-sectional study, we examined age-related differences regarding metacognitive comprehension monitoring in adults aged between 50 and 77 (<em>N</em> = 176, <em>M</em> = 63;10 years, <em>SD</em> = 6;2). As an indicator of comprehension monitoring, we considered the number of detected inconsistencies in an inconsistency task. Our findings indicated a moderate but steady decrease of comprehension monitoring, which was mediated via a decrease in verbal intelligence. Besides this negative effect of age, we found a positive effect of educational attainment on comprehension monitoring. Thus, continued experience with texts, for instance provided in jobs that require a university degree, appears to positively affect comprehension monitoring. There was, however, no evidence of a compensatory effect of education on age-related declines in comprehension monitoring.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101440"},"PeriodicalIF":1.8,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S088520142400025X/pdfft?md5=94c125f06850dc8c71cbc48df7571e30&pid=1-s2.0-S088520142400025X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140180452","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

Modeling the associations between socioeconomic risk factors, executive function components, and reading among children in rural Côte d’Ivoire 科特迪瓦农村地区儿童的社会经济风险因素、执行功能要素和阅读之间的关联建模

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-03-13 DOI: 10.1016/j.cogdev.2024.101436

Faryal Khan , Brooke Wortsman , Hannah L. Whitehead , Joelle Hannon , Medha Aurora , Michael J. Sulik , Fabrice Tanoh , Hermann Akpe , Amy Ogan , Jelena Obradović , Kaja K. Jasińska

{"title":"Modeling the associations between socioeconomic risk factors, executive function components, and reading among children in rural Côte d’Ivoire","authors":"Faryal Khan , Brooke Wortsman , Hannah L. Whitehead , Joelle Hannon , Medha Aurora , Michael J. Sulik , Fabrice Tanoh , Hermann Akpe , Amy Ogan , Jelena Obradović , Kaja K. Jasińska","doi":"10.1016/j.cogdev.2024.101436","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101436","url":null,"abstract":"<div><p>Executive Functions (inhibitory control, cognitive flexibility and working memory) mediate the relationship between socioeconomic status and reading. However, little is known of the roles of individual executive functioning components in mediating the socioeconomic-reading achievement gap, especially in low- and middle-income countries. In Côte d’Ivoire, children experience many socioeconomic disadvantages (i.e., fewer household resources, maternal illiteracy), and kinship fostering (child in care of extended family while parents pursue economic opportunities elsewhere) is prevalent. This study examines the relation between executive functioning components, socioeconomic risks, and reading among 5th grade children in rural Côte d’Ivoire (<em>N =</em> 369). Poorer working memory mediated the relationship between higher cumulative socioeconomic risk (poverty, maternal illiteracy, fostering) and lower reading scores. Further, working memory fully mediated the negative effects of fostering risk on reading scores. Results suggest that executive functioning components are differentially impacted by environmental socioeconomic risks and play different roles in supporting reading development.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101436"},"PeriodicalIF":1.8,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140122929","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 understanding of COVID-19: Acquiring knowledge about germs and contagion amidst a global pandemic 儿童对 COVID-19 的理解：在全球大流行中获取有关细菌和传染病的知识

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-03-01 DOI: 10.1016/j.cogdev.2024.101433

Amanda C. Brandone

引用次数: 0

The relationships among working memory, inhibitory control, and mathematical skills in primary school children: Analogical reasoning matters 小学生工作记忆、抑制控制和数学能力之间的关系：类比推理的重要性

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-03-01 DOI: 10.1016/j.cogdev.2024.101437

Yue Qi , Yinghe Chen , Xiao Yu , Xiujie Yang , Xinyi He , Xiaoyu Ma

{"title":"The relationships among working memory, inhibitory control, and mathematical skills in primary school children: Analogical reasoning matters","authors":"Yue Qi , Yinghe Chen , Xiao Yu , Xiujie Yang , Xinyi He , Xiaoyu Ma","doi":"10.1016/j.cogdev.2024.101437","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101437","url":null,"abstract":"<div><p>The current study examined the mediating role of analogical reasoning in the relationships among working memory, inhibitory control, and children’s mathematical skills. Two hundred fifty-one students from first to third grades were tested on visual-spatial working memory, verbal working memory, inhibitory control, analogical reasoning, and different mathematical skills (i.e., symbolic number processing and mathematical reasoning). After controlling for age and gender, analogical reasoning significantly contributed to both symbolic number processing and mathematical reasoning. The relationship between verbal working memory and symbolic number processing, as well as the relationship between verbal working memory and mathematical reasoning, were significantly mediated by analogical reasoning. The exploratory analyses further revealed that there was no significant age difference in the roles of analogical reasoning. These results highlight the important role of analogical reasoning in explaining the relationships among working memory, inhibitory control, and children’s different mathematical abilities. The findings also indicate that analogical reasoning, the ability of identifying and processing critical relational information, may be a potential avenue to improve children’s mathematical skills.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101437"},"PeriodicalIF":1.8,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140000100","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