Cognitive Development最新文献_第2页

Greater sharing of child autobiographical memories at age 4 anticipates decreasing parent elaborations at age 6 4岁时更多地分享孩子的自传式记忆，预示着6岁时父母阐述的减少

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-06-07 DOI: 10.1016/j.cogdev.2025.101592

R.P. Svane , F. Trecca , A. Højen , D. Bleses , B. Laursen

引用次数: 0

Underlying mechanisms in the relationship between family socioeconomic status and mathematical abilities: A longitudinal investigation 家庭社会经济地位与数学能力关系的潜在机制：一项纵向调查

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-06-06 DOI: 10.1016/j.cogdev.2025.101591

Xiaoliang Zhu , Yixin Tang , Sirui Wang , Xufeng Ma , Jing Lin , Qing Chai , Xiujie Yang , Xin Zhao

{"title":"Underlying mechanisms in the relationship between family socioeconomic status and mathematical abilities: A longitudinal investigation","authors":"Xiaoliang Zhu , Yixin Tang , Sirui Wang , Xufeng Ma , Jing Lin , Qing Chai , Xiujie Yang , Xin Zhao","doi":"10.1016/j.cogdev.2025.101591","DOIUrl":"10.1016/j.cogdev.2025.101591","url":null,"abstract":"<div><div>Family socioeconomic status (SES) plays a critical role in the development of children’s mathematical abilities in early elementary stage, including arithmetic, logical reasoning, and geometric domains. However, the underlying mechanisms remain unclear. This study investigates the mediation effect of specific executive functioning (EF) components (i.e., interference inhibition, response inhibition, and working memory) in this relationship. A total of 185 children (<em>M</em><sub>ageT1</sub> = 7;9 years;months; 45.95 % girls) participated in the study and were reassessed 20 months later. Specifically, we measured EF, family SES, and mathematical abilities at T1 and mathematical abilities at T2. Our analysis yielded two main findings: (a) family SES was positively associated with three domains of mathematical abilities at T1, but not with T2 mathematical abilities after controlling for T1 mathematical abilities; (b) family SES was indirectly associated with T1 arithmetical ability and T2 logical reasoning ability via working memory. No significant mediation effects were observed for interference inhibition and response inhibition. Our findings offer a nuanced understanding of the cognitive mechanisms underlying the impact of socioeconomic disadvantage on early mathematical development and provide implications for future research and intervention programs.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101591"},"PeriodicalIF":1.8,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231138","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

Latine dual language learners' bilingual development in math and cognition: A longitudinal latent profile analysis 拉丁双语学习者在数学和认知方面的双语发展：纵向潜在分析

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-06-04 DOI: 10.1016/j.cogdev.2025.101584

Matthew E. Foster , Lisa M. López , Shaunacy Sutter , Karen Nylund-Gibson , Dina A.N. Arch

{"title":"Latine dual language learners' bilingual development in math and cognition: A longitudinal latent profile analysis","authors":"Matthew E. Foster , Lisa M. López , Shaunacy Sutter , Karen Nylund-Gibson , Dina A.N. Arch","doi":"10.1016/j.cogdev.2025.101584","DOIUrl":"10.1016/j.cogdev.2025.101584","url":null,"abstract":"<div><div>This study examined the math and cognitive development of 243 dual language learners (DLLs) who matriculated from Head Start to kindergarten in a state in the Southeastern United States. Dual language profiles were identified using direct measures of their Spanish and English achievement, specifically, <em>W</em> scores from subtests of the Woodcock Johnson Tests of Achievement and the Batería Woodcock Muñoz (third editions) at the end of preschool and beginning and end of kindergarten. This study also examined contextual variables thought to contribute to profile memberships, including socioeconomic status, mother education, home language input, preschool attendance as well as teacher and classroom characteristics. The optimal solution identified three profiles, <em>Average Achievers</em> (<em>n</em> = 123), <em>High Achievers</em> (<em>n</em> = 90), and <em>Emerging Achievers</em> (<em>n</em> = 30). Learners’ <em>W</em> scores indicated that all subgroups improved in cognition and mathematics in English and Spanish. From among contextual variables, there was descriptive information to suggest that hours of teacher professional development for teaching DLLs and years of teacher classroom experience were highest for <em>High Achievers</em> followed by <em>Average Achievers</em> and <em>Emerging Achievers</em>, respectively. Profile comparisons on the covariates and the implications of the findings are discussed.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101584"},"PeriodicalIF":1.8,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204811","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

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-06-02 DOI: 10.1016/j.cogdev.2025.101590

E. Greer Spradling, Katherine A. Lee , Britney Del Solar , Patricia J. Bauer

{"title":"Age-related differences in autobiographical memory consistency at the level of narrative detail","authors":"E. Greer Spradling, Katherine A. Lee , Britney Del Solar , Patricia J. Bauer","doi":"10.1016/j.cogdev.2025.101590","DOIUrl":"10.1016/j.cogdev.2025.101590","url":null,"abstract":"<div><div>Prior research has demonstrated age-related differences in the stability of autobiographical memories throughout the lifespan, as measured by event-level recall. However, few have investigated possible age-related differences in autobiographical memory consistency in terms of the overlap of narrative detail. In this prospective study, 101 children (ages 4, 6, 8) and 35 adults provided memory narratives and recalled subsets of them after delays of 1–3 years. Recalled narratives were coded for overlap in narrative details for seven <em>wh-</em> categories (who, what-action, what-object, when, where, why, how-evaluation). Previous research has shown higher event-level recall for adults compared to children, as well as older compared to younger children. We expected overlap in narrative details to follow the same pattern. Linear mixed effects modeling revealed main effects of age group and word count, but not of delay or the interaction between age group and delay. Adults had higher scores for overlap in narrative details compared to children, whereas older and younger children did not differ. Results suggest children and adults are consistent in discussing the details of their autobiographical memories, even up to 3 years later, though children may not develop adult-like levels of overlap in narrative details until later in development.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101590"},"PeriodicalIF":1.8,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144195178","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

Unique associative patterns of adolescents’ perceptions of mothers’ and father’s parenting in relation to inhibition and cognitive flexibility 青少年父母教养观念的独特联想模式与抑制和认知灵活性的关系

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-06-02 DOI: 10.1016/j.cogdev.2025.101585

Shameem Fatima

{"title":"Unique associative patterns of adolescents’ perceptions of mothers’ and father’s parenting in relation to inhibition and cognitive flexibility","authors":"Shameem Fatima","doi":"10.1016/j.cogdev.2025.101585","DOIUrl":"10.1016/j.cogdev.2025.101585","url":null,"abstract":"<div><div>Earlier research suggests that the development of executive functions is susceptible to positive and negative parenting practices in childhood and adolescence. However, boys and girls may differ in their perceptions of rewarding and punitive parenting by mothers and fathers. The present study extends this focus to assess the interaction between adolescents’ perceptions of mothers’ and fathers’ rewarding and punitive parenting and adolescent gender to predict two core executive functions namely inhibition and cognitive flexibility. Adolescents’ reports of rewarding and punitive parenting were obtained from a sample of Pakistani adolescents (<em>N</em> = 352; <em>M</em><sub>age</sub> = 14.52, SD = 1.08 years, 54.3 % boys, 45.7 % girls) who also performed on executive functions tasks. Findings from correlational and moderated regression analyses showed that adolescents’ perceptions of mother’s and father’s punitive parenting were significantly correlated with inhibition inefficiency for girls but not boys. Likewise, fathers’ rewarding and mothers’ punitive parenting significantly predicted inhibition inaccuracy for only girls. However, the effect sizes in all these moderation analyses were low. Adolescents’ perceptions of rewarding parenting by mothers and fathers were similarly associated with cognitive flexibility for boys and girls. The findings suggest that punitive parenting is likely a negative factor for inhibition among adolescents, particularly girls. In contrast, rewarding parenting is a protective factor for cognitive flexibility for both girls and boys.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101585"},"PeriodicalIF":1.8,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144190284","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 phonological decoding, rapid automatized naming, and morphological awareness in Chinese reading acquisition among 6- to 8-year-olds in Taiwan 语音解码、快速自动命名及词形意识在台湾6 ~ 8岁儿童中文阅读习得中的作用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101587

Chung-Hui Hsuan

{"title":"The role of phonological decoding, rapid automatized naming, and morphological awareness in Chinese reading acquisition among 6- to 8-year-olds in Taiwan","authors":"Chung-Hui Hsuan","doi":"10.1016/j.cogdev.2025.101587","DOIUrl":"10.1016/j.cogdev.2025.101587","url":null,"abstract":"<div><div>This study provides evidence from a longitudinal investigation of children aged 6–8, shedding light on how various reading related linguistic skills contribute to Chinese reading acquisition. The linguistic skills examined include phonological decoding (PD), rapid automatized naming (RAN), and morphological awareness (MA). Reading ability was assessed through character reading and reading comprehension. A total of 120 children were evaluated on a comprehensive set of linguistic skills and reading abilities during the second semester of kindergarten (age 6), and grades 1 (age 7) and 2 (age 8). Correlational and regression analyses were used to explore the relationships between linguistic skills and reading development over three years, while controlling for age, family social status, nonverbal IQ, and language comprehension. The results suggest three key findings: 1) RAN is crucial for character reading at age 6 and longitudinally predicts reading development at age 8; 2) PD plays an important role both at ages 7 and 8, and longitudinally predicts reading development from ages 6–8; and 3) MA is related to language comprehension at age 6, and its importance increases from ages 7–8. Discussions of the impact of these linguistic skills on reading development, along with practical implications, are provided.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101587"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167234","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

Differences by social category in illness susceptibility: Comparison between COVID-19 and injury 不同社会类别的疾病易感性差异：COVID-19与损伤的比较

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101577

Noriko Toyama

{"title":"Differences by social category in illness susceptibility: Comparison between COVID-19 and injury","authors":"Noriko Toyama","doi":"10.1016/j.cogdev.2025.101577","DOIUrl":"10.1016/j.cogdev.2025.101577","url":null,"abstract":"<div><div>This study asked Japanese children and adults whether the likelihood of catching COVID-19 or being injured differed according to social categories (age, gender, income, education, sociability, morality). The participants were 200 adults who were not medical professionals (Study 1), 36 children aged 5–6 years, 32 children aged 10–11 years, and 34 university students (Study 2). Both adults and children believed that older people were more vulnerable to COVID-19 and injuries than younger people. However, differences were observed in the reasons provided. Children often provided behavioral explanations (e.g., “young people do not wear masks”) and adults provided biological (e.g., “older adults have a weakened immune system”) and social structural explanations (e.g., “poor people cannot afford to see a doctor and can only take jobs with a high risk of infection.”) Comparison of these results with previous research in the US revealed that Americans estimated the difference in susceptibility to infection to be greater by age and income than the Japanese. Conversely, the Japanese estimated the difference to be greater by morality than Americans. However, this cultural difference was not observed in children. Accordingly, we discuss how understanding of an illness is based on social situations and cultural beliefs.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101577"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143870445","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 humor on infant social learning: Insights from social gaze, heart rate variability, and laughter 幽默对婴儿社会学习的影响：来自社会凝视、心率变异性和笑声的见解

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101575

Romain di Stasi, Rana Esseily, Fabien Cerrotti, Lauriane Rat-Fischer

{"title":"The impact of humor on infant social learning: Insights from social gaze, heart rate variability, and laughter","authors":"Romain di Stasi, Rana Esseily, Fabien Cerrotti, Lauriane Rat-Fischer","doi":"10.1016/j.cogdev.2025.101575","DOIUrl":"10.1016/j.cogdev.2025.101575","url":null,"abstract":"<div><div>Humor is a universal aspect of human culture, serving both social and cognitive functions. This study investigates humor's influence on infant learning, focusing on physiological, behavioral, and emotional responses. Building on previous research, we examined three questions: (1) Does humor affect infants' behaviors during a social learning task, such as looking, laughing, and smiling? (2) Does humor enhance learning, and is this effect age-dependent? (3) Can arousal, measured by heart rate variability (HRV), explain the relationship between humor and learning? We tested 88 infants aged 14–22 months, exposing them to either a humorous or neutral demonstration of a tool-use task. We assessed infants’ performance after demonstration and coded social gazes and emotional reactions. We also analyzed physiological arousal indicators, namely heart rate variability (HRV), through a connected wristband. Our analyses revealed that infants exposed to humorous demonstrations showed enhanced learning compared to those in the neutral condition, independently of whether they laughed or not. This suggests that laughing does not mediate the effect of humor on learning. Additionally, infants in the humorous condition looked more at the experimenter, which could indicate increased engagement or attentional processes. Finally, our HRV analyses revealed that infants who succeeded in the task exhibited higher HRV than those who did not. This study is the first to explore the mechanisms underlying humor’s effect on infant learning, emphasizing its complexity and the need for a multidimensional approach integrating cognitive, behavioral, and physiological factors.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101575"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143834753","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 the subjectivity of intentions – Masked by linguistic task demands? 儿童对意图主体性的理解——被语言任务需求掩盖？

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101579

Isa Blomberg , Joana Lonquich , Marina Proft , Hannes Rakoczy

{"title":"Children's understanding of the subjectivity of intentions – Masked by linguistic task demands?","authors":"Isa Blomberg , Joana Lonquich , Marina Proft , Hannes Rakoczy","doi":"10.1016/j.cogdev.2025.101579","DOIUrl":"10.1016/j.cogdev.2025.101579","url":null,"abstract":"<div><div>One crucial form of advanced Theory of Mind that is foundational for our everyday social lives is the understanding of the subjective intentionality behind people’s actions. Intentions can be subjective in the following sense: an agent may do many things at once but which of these she does intentionally depends on the description under which she represent these acts (Anscombe, 1979; Searle, 1983). For example, a chef may simultaneously serve an exquisite dinner decorated with nuts, thereby impress the guests, while also triggering an allergic reaction in one guest – and only perform the former two intentionally (serve dinner, impress guests) but not the latter (cause allergic reaction). From a developmental perspective, a crucial question is when such complex action understanding emerges. Previous research indicated that children’s understanding of subjective intentions emerges relatively late (Kamawar & Olson, 2011; Proft et al., 2019; Schünemann, Proft, et al., 2021). The present studies investigated whether these difficulties might have been due to linguistic task demands. We developed a new task that did not require subtle linguistic understanding of complex test questions. Instead, children judged whether some behavior was brought about by an intentional action given an agent’s (false) beliefs and desires. Four-to-seven-year-olds (<em>N</em> = 246) participated in two preregistered studies. Despite the fact that the tasks were linguistically much simplified, we found comparable results to previous studies: Children proficiently ascribed subjective intentions only from around age five to six years. These results provide converging evidence for a protracted development of advanced Theory of Mind and raise questions, for future research, regarding the foundations of such developmental trajectories.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101579"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143927450","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

Confidence cues: Epistemic or social? 自信线索：认知还是社交？

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101574

Aimie-Lee Juteau , Carolyn June Holmes , Patricia Brosseau-Liard

引用次数: 0