Cognitive Development最新文献_第2页

Metacognitive monitoring in early elementary school-aged children: Task dependency in monitoring judgments, task consistency in monitoring behaviours

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-27 DOI: 10.1016/j.cogdev.2025.101561

Janina Eberhart , Kou Murayama , Michiko Sakaki , Donna Bryce

{"title":"Metacognitive monitoring in early elementary school-aged children: Task dependency in monitoring judgments, task consistency in monitoring behaviours","authors":"Janina Eberhart , Kou Murayama , Michiko Sakaki , Donna Bryce","doi":"10.1016/j.cogdev.2025.101561","DOIUrl":"10.1016/j.cogdev.2025.101561","url":null,"abstract":"<div><div>Children’s metacognitive monitoring is typically considered as a domain general skill that can be applied in different tasks and situations. However, this assumption lacks empirical evidence as few studies tested whether children’s accuracy of monitoring judgments as well as their monitoring behaviours are consistent across tasks. It is also not clear if children who provide more accurate monitoring judgments also show more frequent monitoring behaviours. In the current research study 53 elementary school children’s metacognitive monitoring was assessed with four tasks: on the one hand, the accuracy of children’s monitoring judgments was assessed with two computer-based tasks (one task required monitoring of memory and the other task required monitoring of reaction times); on the other hand, the frequency with which they engaged in monitoring behaviours was assessed with two construction tasks. Correlational analysis showed that there was no significant association between children’s monitoring judgment accuracies. In turn, children’s monitoring behaviour on two construction tasks was significantly positively associated. Intercorrelations between children’s monitoring judgment accuracies and monitoring behaviours showed that children who more accurately monitored their reaction time showed significantly more monitoring behaviour when working on construction tasks. Conversely, children’s monitoring judgment accuracy on a memory task was not significantly associated with their monitoring behaviour. These findings suggest that the processes underlying children’s monitoring judgments may be task specific, whereas their tendency to engage in monitoring behaviours may be domain general. Implications for promoting metacognitive monitoring are discussed.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101561"},"PeriodicalIF":1.8,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508375","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 links between quantitative versus spatial language knowledge and numeracy skills in kindergarten children

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-27 DOI: 10.1016/j.cogdev.2025.101560

Jenny Yun-Chen Chan , Vanessa Vieites , Jinjing (Jenny) Wang

{"title":"The links between quantitative versus spatial language knowledge and numeracy skills in kindergarten children","authors":"Jenny Yun-Chen Chan , Vanessa Vieites , Jinjing (Jenny) Wang","doi":"10.1016/j.cogdev.2025.101560","DOIUrl":"10.1016/j.cogdev.2025.101560","url":null,"abstract":"<div><div>Relational language knowledge, including the understanding of quantitative and spatial terms, is generally associated with children’s developing numeracy skills. Still unclear, however, are the developmental trajectory and direction of the potential links between different aspects of relational language and various facets of numeracy skills. The current study used cross-lagged panel models to analyze the links between quantitative versus spatial language knowledge and facets of numeracy skills among 104 kindergarten children (5.9 years; 44 % boys; 37 % White, 25 % Black, 14 % Asian, 24 % Other), who were tested at two separate time points six weeks apart. The models revealed that, after controlling for children’s general vocabulary knowledge, their quantitative language knowledge at Time 1 predicted their number comparison skills at Time 2. In contrast, children’s number ordering skills at Time 1 predicted their spatial language knowledge at Time 2. Children’s number line estimation skills at Time 1 also predicted their spatial language knowledge at Time 2. However, when replacing general vocabulary knowledge with spatial or quantitative language knowledge as a covariate, only the link from number line estimation skills to later spatial language knowledge remained significant. Together, these results provide some evidence for the specificity and directionality of the influences between quantitative versus spatial language and facets of numeracy skills.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101560"},"PeriodicalIF":1.8,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508374","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 understanding of the causal mechanisms underlying disease prevention

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-27 DOI: 10.1016/j.cogdev.2025.101563

Phoebe Degn, Zoey Fiber, Jessica Sullivan

引用次数: 0

Exploring the nature of multilingual input to infants in multiple caregiver families in an African city: The case of Accra (Ghana)

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-21 DOI: 10.1016/j.cogdev.2025.101558

Paul Okyere Omane , Titia Benders , Natalie Boll-Avetisyan

{"title":"Exploring the nature of multilingual input to infants in multiple caregiver families in an African city: The case of Accra (Ghana)","authors":"Paul Okyere Omane , Titia Benders , Natalie Boll-Avetisyan","doi":"10.1016/j.cogdev.2025.101558","DOIUrl":"10.1016/j.cogdev.2025.101558","url":null,"abstract":"<div><div>Examining the language input experiences of infants growing up in multilingual African environments is essential to understanding their language acquisition. We explored the language input to 3;0–12;0-month-old infants (<em>N</em> = 121) in Ghana (Sub-Saharan Africa), a non-Western and less-economically rich social context and highly multilingual country. Data collection involved an interview assessment, followed by caregivers completing a 12-hour logbook to indicate the languages their child heard over a day. Results demonstrated consistency of the infant's language exposure across both input measurement tools, suggesting their reliability. Results revealed that Ghanaian infants are raised multilingually, exposed to between two and six languages, and engage with between two and six regular input providers. There was no evidence for associations of age with number of languages or regular input providers. Analyses of the relative amount of input in Ghanaian English, Akan, Ewe, and Ga, revealed that infants receive less direct than indirect input in Ghanaian English, with no such difference observed in Akan, Ewe, Ga, and no evidence of age effects. These findings shed light on the language environment and input to African infants raised in multilingual societies, highlighting the impact of social and cultural contexts on linguistic input. We conclude with reflections on studying infants in non-Western, less-economically Rich social contexts in multilingual Africa.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101558"},"PeriodicalIF":1.8,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143465447","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

Dissociations between short and long-term effects of coronavirus pandemic closures: The case of math fluency

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-20 DOI: 10.1016/j.cogdev.2025.101562

Sarit Ashkenazi , Sonia Hasson

引用次数: 0

Approach avoidance responses to facial expressions in young children: A study using a dance pad

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-20 DOI: 10.1016/j.cogdev.2025.101564

Shinnosuke Ikeda

引用次数: 0

The development and predictors of school-age children’s nonsymbolic number comparison abilities: Modulated by congruency between numerosity and visual cues

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-19 DOI: 10.1016/j.cogdev.2025.101559

Yue Qi , Xiao Yu , Di Li , Jingyi Zhang , Yinghe Chen , Yixuan Wu

{"title":"The development and predictors of school-age children’s nonsymbolic number comparison abilities: Modulated by congruency between numerosity and visual cues","authors":"Yue Qi , Xiao Yu , Di Li , Jingyi Zhang , Yinghe Chen , Yixuan Wu","doi":"10.1016/j.cogdev.2025.101559","DOIUrl":"10.1016/j.cogdev.2025.101559","url":null,"abstract":"<div><div>Children’s abilities to compare two sets of nonsymbolic numbers improve throughout development. However, it remains unclear whether the improvement is driven by a more precise internal representation of numerosity or an enhanced ability to resist interference from visual cues. To address this question, we conducted a one-year longitudinal study with 112 children (<em>M</em><sub>age</sub> = 8 years and 9 months, <em>SD</em> = 7 months at T1), comparing performance changes in two conditions — the numerosity and visual cues of the nonsymbolic sets were either congruent (e.g., the more numerous dot set has larger dot sizes) or incongruent (e.g., the more numerous dot set has smaller dot sizes). Besides, to better understand the cognitive mechanism underlying improvements in nonsymbolic number comparison, we compared the predictors of performance changes in both conditions. We found significant improvement in children’s performance on the incongruent condition but not the congruent condition. Working memory and symbolic numerical magnitude representation predicted changes in the congruent condition, while cognitive flexibility predicted changes in the incongruent condition. These findings suggest that the development and predictors of children’s nonsymbolic number comparison abilities are modulated by the congruency between numerosity and visual cues. For children aged 8–10, improvements in nonsymbolic number comparison abilities are mainly driven by the increasing ability to resist interference from visual cues.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101559"},"PeriodicalIF":1.8,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143444697","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 development of escalation bias across the life span: A multi-level adaptive learning approach

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-10 DOI: 10.1016/j.cogdev.2025.101554

Jessica Y.Y. Kwong , Kin Fai Ellick Wong

{"title":"The development of escalation bias across the life span: A multi-level adaptive learning approach","authors":"Jessica Y.Y. Kwong , Kin Fai Ellick Wong","doi":"10.1016/j.cogdev.2025.101554","DOIUrl":"10.1016/j.cogdev.2025.101554","url":null,"abstract":"<div><div>Previous studies have shown that the magnitude of escalation bias varies across ages. Explanations have attributed this age-escalation relationship to be the result of development changes in cognitive operations. We propose a multi-level adaptive learning approach, in which no cognitive operation changes over time, as an alternative to explain the age-escalation relationship. From this approach, escalation of commitment is understood as a manifestation of a decision strategy that coordinates multiple decisions to follow an escalation pattern (i.e., an escalation strategy). Through three computer simulations, we consistently found that simulated decision makers learned to prefer the escalation strategy to other strategies. In addition, using the size of a decision strategy to reflect metacognitive ability at different ages, the simulations successfully replicated the expected inverted U-shaped relationship between age and escalation of commitment. These results imply that escalation of commitment and its changes across the life span could be the natural results of learning and maturity/decline in metacognitive ability, suggesting that the changes of escalation over age are not necessarily due to changes in cognitive operations.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101554"},"PeriodicalIF":1.8,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377528","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 Ebbinghaus illusion revisited: Behavioral shift in task-solving between 4-year-olds, 6-year-olds, and adolescents

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-05 DOI: 10.1016/j.cogdev.2025.101555

Cornelia Schulze , David Buttelmann

{"title":"The Ebbinghaus illusion revisited: Behavioral shift in task-solving between 4-year-olds, 6-year-olds, and adolescents","authors":"Cornelia Schulze , David Buttelmann","doi":"10.1016/j.cogdev.2025.101555","DOIUrl":"10.1016/j.cogdev.2025.101555","url":null,"abstract":"<div><div>Visual context influences humans’ interpretation of stimuli. The Ebbinghaus illusion demonstrates how physical context cues can lead to distorted perceptions. Prior studies on young children’s context-sensitivity leave it open whether older age groups are indeed more susceptible to visual illusions than younger ones or whether young children use different mechanisms when solving this task. This study addresses these questions by investigating 4-year-olds’ (<em>n</em> = 41), 6-year-olds’ (<em>n</em> = 46), and adolescents’ (<em>n</em> = 66) performance in an Ebbinghaus illusion task. We especially focused on 4-year-olds’ performance, including a novel control condition, to help disentangle the non-expected findings from previous studies. The results replicated previous findings of a developmental increase in context-sensitivity in the Ebbinghaus task. However, there was a behavioral shift in task-solving between 4- and 6-year-olds. While younger children appeared to rely on a heuristic, evaluating the whole area covered by the target and the context cues, 6-year-olds and adolescents were influenced by the illusion. These findings suggest that novel paradigms are needed to test 4-year-olds’ sensitivity to physical context cues.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101555"},"PeriodicalIF":1.8,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143207304","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

Neural foundations of joint attention in infancy

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-04 DOI: 10.1016/j.cogdev.2025.101546

Alleyne P.R. Broomell , Nina Andre Reid , Leslie A. Patton , Martha Ann Bell

引用次数: 0