Cognitive Development最新文献

{"title":"Advantage and forgiveness: The roles of advantage, knowledge state, apology, and theory of mind in children’s evaluations of rule-breaking","authors":"Christina S. Marlow ,&nbsp;Peter Strelan ,&nbsp;Kelly Lynn Mulvey","doi":"10.1016/j.cogdev.2025.101610","DOIUrl":"10.1016/j.cogdev.2025.101610","url":null,"abstract":"<div><div>It is unclear how children evaluate the acceptability of and fairness of forgiveness in scenarios of advantageous (cheating) and disadvantageous rule-breaking in third party scenarios. Prior work reveals that children increasingly consider intentionality and remorse when making moral judgments. Socio-cognitive skills, such as Theory of Mind (ToM), may underlie developmental changes in attending to these factors. We hypothesized that children would find situations of disadvantageous, unaware, remorseful rule-breaking as less severe and more deserving of forgiveness than advantageous, aware, and unremorseful rule-breaking. We also hypothesized that with increased ToM, children will make more nuanced evaluations. 181 4–10-year-old children (Mage = 6 years; 9 months months, 49.2 % female, 53 % White/European American) listened to vignettes where a rule was broken either with knowledge or not, either advantageously or disadvantageously, and the violator either apologized or not, and then evaluated the transgressor’s actions. False-belief ToM was also assessed. Regressions were conducted on ratings of acceptability and fairness of cognitive and behavioral forms of forgiveness. Children found advantageous rule-breaking as less acceptable than disadvantageous. Children found remorseful rule-breaking more acceptable and fairer to forgive. Knowledge-state was moderated by ToM, where for unaware acts, those with greater ToM rated them less severely. Children mostly referenced societal concerns in their reasoning. Future research on rule-violations and forgiveness needs to continue to consider factors beyond the rule breaking itself. Overall, even young children are sensitive to the web of factors that surround rulebreaking and utilize these factors in their acceptability and fairness of forgiveness evaluations.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101610"},"PeriodicalIF":1.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144686719","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}

{"title":"The influence of cooperation and competition on children’s resource allocation: Differences between interindividual and intergroup interactions","authors":"Demao Zhao ,&nbsp;Xue Xiao ,&nbsp;Dan Cui ,&nbsp;Yanfang Li","doi":"10.1016/j.cogdev.2025.101608","DOIUrl":"10.1016/j.cogdev.2025.101608","url":null,"abstract":"<div><div>Previous research on children’s resource allocation in cooperative and competitive contexts has primarily focused on either interindividual interactions (interaction between two individuals) or intergroup interactions (interaction between two groups), with few studies adopting a comparative framework that simultaneously assesses allocation patterns across both social contexts (cooperation/competition) and interaction types (interindividual/intergroup). Specifically, little is known about how cooperation versus competition differentially shapes children’s allocation decisions when interacting with individuals versus groups. To address this issue, 601 children aged 3–5 and 6–8 years were asked to allocate resources either between themselves and a partner (interindividual condition) or between their group and another group (intergroup condition) under cooperative, competitive, or neutral (control) contexts. Additionally, a forced-choice game task (including sharing, prosocial, and envy trials) was used to explore whether children’s behavioral differences were due to prosocial, egalitarian, or egoistic motivations. Results showed that in competitive contexts, children in both age groups allocated more resources to their own side. Notably, 3- to 5-year-olds allocated more resources to themselves than to their group, whereas 6- to 8-year-olds showed the opposite pattern, allocating more to their group than to themselves. Moreover, in the forced-choice task, 6- to 8-year-olds made more choices that benefited their own side in the intergroup condition than in the interindividual condition. In the cooperative context, 6- to 8-year-olds demonstrated an egalitarian tendency in resource allocation, with no significant differences between the interindividual and intergroup conditions. These findings suggest that in competitive contexts, children’s resource allocation shifts from prioritizing personal interests to considering ingroup interests, whereas in cooperative contexts, children show an egalitarian tendency in resource allocation regardless of interaction type. These results enhance our understanding of how interindividual and intergroup interactions, along with cooperation versus competition, jointly influence resource allocation during development.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101608"},"PeriodicalIF":1.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144686718","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}

{"title":"Relationships between executive functions and morphosyntactic skills in Spanish-speaking children with and without developmental language disorder","authors":"Felipe Torres-Morales ,&nbsp;Claudia Araya ,&nbsp;Gary Morgan ,&nbsp;Ricardo Rosas","doi":"10.1016/j.cogdev.2025.101609","DOIUrl":"10.1016/j.cogdev.2025.101609","url":null,"abstract":"<div><div>One of the primary markers of developmental language disorder (DLD) is difficulties in the development of morphosyntax. In addition, because children with DLD often have deficits in executive functions (EFs) it has been suggested that EF may be associated with their reduced ability to comprehend and produce different morphosyntactic structures. However, the specific pattern of this relationship remains unclear. The present cross-sectional study examined the association of a set of EFs with the comprehension and production of morphosyntax in a sample of Spanish-speaking children with and without DLD. A total of 204 children aged 6–8 years were assessed: 105 with DLD and 99 with typical development (TD). Multiple regression models and path analyses were performed, with EFs as predictors and morphosyntactic comprehension and production as outcome or mediating variables. The results showed that in children with DLD the EFs of verbal working memory and cognitive flexibility were directly associated with morphosyntactic comprehension and indirectly with morphosyntactic production. This indirect relationship was mediated by morphosyntactic comprehension. In TD children, there was a significant relationship only between verbal working memory and morphosyntactic comprehension. These results suggest that school-aged children with DLD depend more on EFs for morphosyntactic processing than their TD peers. Furthermore, EFs have a more critical influence on morphosyntactic comprehension than production. Interventions aimed at improving morphosyntax in DLD should include EF activities.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101609"},"PeriodicalIF":1.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144614635","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}

{"title":"Latent structure of executive function in preschoolers: A systematic review and meta-analysis","authors":"Alessia Bandettini,&nbsp;David Giofrè,&nbsp;Sabrina Panesi,&nbsp;Sergio Morra,&nbsp;Laura Traverso","doi":"10.1016/j.cogdev.2025.101612","DOIUrl":"10.1016/j.cogdev.2025.101612","url":null,"abstract":"<div><div>In the last decades, an impressive amount of research demonstrated the importance of the early development of executive function for concurrent and subsequent psychological development and adjustment. Nevertheless, the structure of executive function in this age range is still a matter of debate. The present systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement and focused on studies that used confirmatory factor analysis with at least two indicators for identifying executive function components in preschool and toddler children. In addition to highlighting methodological issues and points of convergence and divergence across studies through the systematic review (sample size, age range, type of indicators, relationship between indicators and latent variables), the meta-analysis provided a quantitative synthesis of the correlations between the most frequently studied latent constructs. In particular, we found a substantial correlation (r = .66) between working memory and inhibition, suggesting that while these functions are closely related in early development, they remain distinguishable components of EF. To move forward in understanding early executive function development, future research should benefit from taking into account some of the issues identified.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101612"},"PeriodicalIF":1.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144895049","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}

{"title":"Adolescents’ beliefs about caste-essentialism and their social location in Nepal","authors":"Manishi Srivastava ,&nbsp;Jeanine Grütter ,&nbsp;Pramod Bhatta","doi":"10.1016/j.cogdev.2025.101616","DOIUrl":"10.1016/j.cogdev.2025.101616","url":null,"abstract":"<div><div>Social essentialism plays a significant role in legitimizing power imbalances within hierarchical societies, such as the caste system. We investigated whether adolescents endorsed caste essentialist beliefs and whether these beliefs about the stability of caste correlate with their perceived social mobility and social location (caste, SES). We interviewed 590 students between the ages of 10 and 18 years (<em>M</em>_<em>age</em> = 14 years; <em>SD</em>_<em>age</em> = 1 year 7 months) of grades 6–10 from 25 school classes in Nepal to assess their caste essentialist beliefs with a switched-at-birth task and measured their perceived social mobility in terms of perceived feasibility regarding marriage to a higher caste. In line with our assumptions, adolescents of the highest caste group showed stronger essentialist beliefs regarding both higher and lower caste when compared to adolescents from the other caste groups and believed that an individual’s caste would not change even when switched at birth. Adolescents of the highest caste and from higher-SES backgrounds expressed stronger essentialist beliefs than their peers. Caste essentialist beliefs and perceived feasibility regarding marriage to a higher caste were significantly correlated. However, adolescents’ social location did not play a significant role in their perceived feasibility of marriage to a higher caste. Overall, they expected low social mobility concerning marriage. We discuss the complex associations between caste essentialism, social mobility beliefs and social location during adolescence.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101616"},"PeriodicalIF":1.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144865680","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}

{"title":"Corrigendum to “Relative age effect in formal musical training” [Cognitive Development 75 (2025), 101603]","authors":"Rafael Román-Caballero ,&nbsp;Laura Trujillo ,&nbsp;Paulina del Carmen Martín-Sánchez ,&nbsp;Laurel J. Trainor ,&nbsp;Florentino Huertas ,&nbsp;Elisa Martín-Arévalo ,&nbsp;Juan Lupiáñez","doi":"10.1016/j.cogdev.2025.101611","DOIUrl":"10.1016/j.cogdev.2025.101611","url":null,"abstract":"","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101611"},"PeriodicalIF":1.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145026752","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}

{"title":"How basic cognitive processing affects children's math problem-solving performance?","authors":"Xin Chen ,&nbsp;Yuhan Wang ,&nbsp;Kaichun Liu ,&nbsp;Shuyuan Zhang ,&nbsp;Xiao Yu ,&nbsp;Yang Yang ,&nbsp;Xiujie Yang","doi":"10.1016/j.cogdev.2025.101617","DOIUrl":"10.1016/j.cogdev.2025.101617","url":null,"abstract":"<div><div>Although previous research emphasizes the importance of domain-general cognitive abilities and domain-specific numerical knowledge in general mathematics domains (Geary, 2004), their roles in specific domain, especially word problem solving, remain underexplored. This study investigated the contributions of various cognitive components to early word-problem performance by adapting Geary’s (2004) cognitive competencies framework. Ninety-five Chinese kindergarten children (ages 3.39–6.55 years, mean age = 5.58, SD = 0.91) completed tasks assessing language processing, visuospatial processing, conceptual knowledge, procedural knowledge, and word problems. Results revealed that conceptual and procedural knowledge mediated the relationship between basic cognitive processing (language and visuospatial systems) and word problems. Specifically, phonological awareness in the language system showed an indirect association with word problems via procedural knowledge, and via a sequential pathway involving conceptual and procedural knowledge. No significant indirect effect of receptive vocabulary was found. Both aspects of the visuospatial system, visual perception and mental rotation, showed indirect associations with word problems via a sequential pathway involving conceptual and procedural knowledge. These results broaden Geary’s framework to encompass early word problem solving and provide initial guidance for future research concerning children who face mathematical learning difficulties. This includes the exploration of potential areas for screening and intervention.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101617"},"PeriodicalIF":1.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144852126","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}

{"title":"Developmental trajectories of cognitive and metacognitive capacities in second-generation bilingual migrant and native monolingual children","authors":"Zoe Bablekou ,&nbsp;Elisavet Chrysochoou ,&nbsp;Smaragda Kazi ,&nbsp;Elvira Masoura ,&nbsp;Nikolaos Tsigilis","doi":"10.1016/j.cogdev.2025.101614","DOIUrl":"10.1016/j.cogdev.2025.101614","url":null,"abstract":"<div><div>The present study is a first attempt to jointly investigate a broad range of cognitive and metacognitive monitoring capacities in bilingual and monolingual children, focusing on bilingualism as a potential moderator of age-related developmental trajectories. Two understudied samples were assessed: a maintenance bilingualism group of early Albanian-Greek bilingual children (second-generation migrants) and Greek-speaking (native) monolingual peers (145 children aged 8;4–12;10). Cognitive domains assessed included attention, inhibition, shifting, updating, working memory capacity, and planning, and metacognitive monitoring measures (prospective and retrospective estimates of performance and task ease) were also obtained. Frequentist and Bayesian moderated regression analyses were conducted, controlling for non-verbal intelligence and parental SES. Beyond the expected age-related improvements in cognitive and metacognitive abilities, the analyses showed only three moderating patterns: more accurate monitoring of task demands (as indicated by global speed in the attention task) with age, but only among monolinguals; age-related improvements in non-verbal planning and the accuracy of related prospective ease judgments, both observed only among bilinguals. Bilingual children also showed lower accuracy than monolinguals in proactive ease estimations in the attention task. Overall, the findings challenge claims of general bilingual advantages in executive function and their developmental nature, extending null results to metacognitive monitoring. The evidence supports a close interplay between developing cognitive and metacognitive functions—both central to the top-down regulation of thought and action toward goal-directed behaviour. The discussion underscores the need to explore how individual and contextual factors interact to shape cognitive and metacognitive development in childhood.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101614"},"PeriodicalIF":1.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144861085","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}

{"title":"Ordinal processing in children with mathematics learning disabilities","authors":"Ulf Träff,&nbsp;Mikael Skagenholt,&nbsp;Kenny Skagerlund","doi":"10.1016/j.cogdev.2025.101618","DOIUrl":"10.1016/j.cogdev.2025.101618","url":null,"abstract":"<div><div>The present study examined whether a numerical order processing deficiency is a key factor underlying mathematics learning disabilities (MLD) in children, or whether children with MLD have a general ordinal processing deficiency. Twenty-one children with MLD were tested and compared to 32 children without MLD on three ordinal tasks (numbers, letters, lines), and two number magnitude tasks. The results demonstrate that children with MLD have a general ordinal processing deficiency as they displayed difficulties with ordered and non-ordered sequences of all three types of information. Moreover, the severity of these difficulties was equivalent for all three types of information. On the number and letter ordinal tasks they displayed reversed and standard distance effects effect akin to the controls, but larger standard distance effects on the line order task. Moreover, the children with MLD displayed difficulties with symbolic number magnitude comparison but displayed a typical standard distance effect. The combined findings of the study suggest that children with MLD have an impaired ability to access magnitude information from numerical symbols, in addition to their general ordinal processing deficiency.</div></div><div><h3>Educational relevance statement</h3><div>This study shows that children with mathematics learning disabilities (MLD) have severe general problems with ordinal processing (i.e., “which position or rank an item has in a set or sequence of items”), for example, judging whether three numerals are in correct order (1–2–3) or not (2–3–1). These findings suggest that screening procedures to detect children with MLD or those in risk of developing mathematical difficulties should not only include measures of number magnitude processing (i.e., “how many”), and arithmetic, but also symbolic and non-symbolic number ordinal processing as well as non-numerical ordinal processing (e.g., letters). Similarly, school support aiming at preventing mathematical difficulties in young children should target both number magnitude and number ordinal processing.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101618"},"PeriodicalIF":1.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144895068","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}

{"title":"Direct and indirect associations between parents’ and children’s literacy and numeracy skills: A longitudinal study in Hong Kong Chinese families","authors":"Anna Jia-Jun Zhang ,&nbsp;Urs Maurer ,&nbsp;Catherine McBride ,&nbsp;Tomohiro Inoue","doi":"10.1016/j.cogdev.2025.101605","DOIUrl":"10.1016/j.cogdev.2025.101605","url":null,"abstract":"<div><div>We examined the relationship between parents’ and children’s literacy and numeracy and whether the relationship was mediated by children’s cognitive skills. One hundred and thirty Hong Kong Chinese children (mean age = 6 years and 3 months, 51.5 % female) were assessed on nonverbal IQ, phonological awareness (PA), and rapid automatized naming (RAN), and one year later on word reading and arithmetic calculation. Their parents were also tested on word dictation and arithmetic calculation. Results showed that parents’ dictation was weakly but consistently associated with children’s word reading. In contrast, parents’ arithmetic calculation was not consistently associated with children’s arithmetic calculation. RAN predicted both literacy and numeracy, whereas neither RAN nor PA mediated the relationship between parents’ and children’s academic skills. These findings suggest that while children’s literacy and numeracy may partly share similar cognitive underpinnings, their intergenerational association may be generally weak and primarily domain-specific.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101605"},"PeriodicalIF":1.8,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144312689","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}