Cognitive Development最新文献_第2页

Sociolinguistic development in a diverse, multilinguistic environment: Evidence from multilingual children in Gujarat, India 多元化、多语言环境中的社会语言发展：来自印度古吉拉特邦多语种儿童的证据

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101504

Ruthe Foushee , Sophie Regan , Roya Baharloo , Mahesh Srinivasan

{"title":"Sociolinguistic development in a diverse, multilinguistic environment: Evidence from multilingual children in Gujarat, India","authors":"Ruthe Foushee , Sophie Regan , Roya Baharloo , Mahesh Srinivasan","doi":"10.1016/j.cogdev.2024.101504","DOIUrl":"10.1016/j.cogdev.2024.101504","url":null,"abstract":"<div><div>In today’s pluralistic societies, children regularly acquire multiple languages and are exposed to an even larger set of languages spoken by others in their environment. Yet despite the prevalence of multilingualism globally, most research on sociolinguistic development has focused on monolingual children in environments with relatively little linguistic diversity, and as such has left questions of what children take different languages to socially signify largely unaddressed. The present study aimed to fill this gap by tracing the development of social inferences about different languages among 129 multilingual 7- to 13-year-olds in Gujarat, India. Contrary to the prediction that children in multilingual contexts should be unlikely to make stereotyping inferences about a person speaking a language (e.g., because they might expect the person to know additional languages), children in our sample selectively linked the different languages and language varieties that we probed (Gujarati, Marathi, Hindi, Urdu, Tamil, American English, Indian English, and Mandarin Chinese) with different social dimensions—including facial appearance, geographic origin, religion, and wealth. Children’s responses generally reflected associations grounded in real-world regularities, but also reflected some associations that do not have a real-world basis (e.g., judging that Indian English speakers tend to be white, Christian, and originate from outside of India). Older children were also more likely to predict different languages to be differentially learnable by individuals of specific ethnicities, exhibiting a kind of essentialist belief. We discuss our findings in light of the sociolinguistic study of <em>personae</em>.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101504"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142425036","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

Preschoolers prioritize humans over robots less than adults do: An eye-tracking study 学龄前儿童比成年人更不优先考虑人类而不是机器人：一项眼动追踪研究

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101505

Ke Zhou , Min Chen , Hui Xu , Yi Cao , Zhiqiang Yan

{"title":"Preschoolers prioritize humans over robots less than adults do: An eye-tracking study","authors":"Ke Zhou , Min Chen , Hui Xu , Yi Cao , Zhiqiang Yan","doi":"10.1016/j.cogdev.2024.101505","DOIUrl":"10.1016/j.cogdev.2024.101505","url":null,"abstract":"<div><div>This study investigates how people make moral judgments about humans and robots, aiming to understand the reasons behind these moral choices. Using eye tracking technology, we examined 36 preschoolers and 36 adults as they faced road-accident dilemmas involving humans and robots. Our findings reveal notable differences between preschoolers and adults. Preschoolers were more likely to make utilitarian decisions, considering sacrificing humans to save robots morally acceptable compared to adults. Eye tracking data showed that preschoolers focused longer on human-robot and robot-human interactions than adults did. Our results highlight the role of empathy in shaping moral judgments. When controlling for empathy, early eye tracking indicators did not significantly predict moral judgments. Overall, our findings indicate that preschoolers prioritize humans over robots less than adults do. Additionally, individuals' moral preferences are reflected in their attentional processes, particularly during the early stages of moral judgment formation, and empathy plays a crucial role in how people morally judge humans and robots.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101505"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142357169","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

Attending to talker characteristics: Word learning and recognition in monolingually- and multilingually-raised infants 关注说话者的特征：单语和多语婴儿的词汇学习与识别

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101508

Federica Bulgarelli , Sophie Barry , Elika Bergelson

引用次数: 0

Children's needs-oriented decision-making: A developmental perspective 儿童以需求为导向的决策：发展的视角

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-09-27 DOI: 10.1016/j.cogdev.2024.101506

Qingfeng Peng, Mei Li, Hong Li

引用次数: 0

Developmental changes in the time window for the explicit sense of agency experienced across the lifespan 人的一生中，明确的代入感时间窗口的发展变化

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-09-26 DOI: 10.1016/j.cogdev.2024.101503

Satoshi Nobusako , Yusaku Takamura , Kyohei Koge , Michihiro Osumi , Takaki Maeda , Shu Morioka

引用次数: 0

Development of L1-L2 naming skills in a monolingual context: Evidence from children and adolescents 单语环境下 L1-L2 命名能力的发展：来自儿童和青少年的证据

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-09-18 DOI: 10.1016/j.cogdev.2024.101492

Antonio Iniesta , Marta Rivera , Daniela Paolieri , Teresa Bajo

{"title":"Development of L1-L2 naming skills in a monolingual context: Evidence from children and adolescents","authors":"Antonio Iniesta , Marta Rivera , Daniela Paolieri , Teresa Bajo","doi":"10.1016/j.cogdev.2024.101492","DOIUrl":"10.1016/j.cogdev.2024.101492","url":null,"abstract":"<div><p>Adolescence is marked by significant developmental changes that can influence language processing and control. This study aimed to uncover developmental differences in language co-activation and control in unbalanced Spanish (L1)-English (L2) bilinguals. Children and adolescents attending bilingual schools within a L1 monolingual context completed a picture-naming task including cognates and non-cognates nouns, with collection of behavioral and ERP data. The study consistently found a cognate facilitation effect (CFE) in L2, evident in enhanced accuracy, faster reaction times, and reduced N400 negativity for cognates in comparison with no-cognate nouns. However, in L1, CFE was only observed in the N400 component, indicating weaker transfer from L2 to L1. Additionally, children exhibited greater N200 negativity when naming cognates in L1, while adolescents showed no N200 modulations, suggesting differences in frontal control region involvement and potential differences in control strategies. Language co-activation appears independent of maturation, while language control depends on development.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101492"},"PeriodicalIF":1.8,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000777/pdfft?md5=878b3e6bde9c9e49c6dc1ad47de64ec2&pid=1-s2.0-S0885201424000777-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241551","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 shape bias in Mandarin-exposed young autistic children: The role of abstract shape representation 接触普通话的自闭症幼儿的形状偏差：抽象形状表征的作用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-09-16 DOI: 10.1016/j.cogdev.2024.101491

Wenwen Hou , Yi (Esther) Su , Letitia R. Naigles , Li Li , Muyu Zhou

{"title":"The shape bias in Mandarin-exposed young autistic children: The role of abstract shape representation","authors":"Wenwen Hou , Yi (Esther) Su , Letitia R. Naigles , Li Li , Muyu Zhou","doi":"10.1016/j.cogdev.2024.101491","DOIUrl":"10.1016/j.cogdev.2024.101491","url":null,"abstract":"<div><p>The shape bias is an important word learning strategy in children’s language development. Although some studies have observed an absent or atypical shape bias in autistic children, there is no converging evidence regarding its underlying bases. Moreover, previous research has been exclusively conducted in learners of Indo-European languages, yet it is unclear whether the shape bias is a universal word learning constraint across languages. This study aims to investigate the shape bias and its association with shape representation ability in 40 1–3-year-old non-autistic children, and 41 2–6-year-old autistic children, exposed to Mandarin Chinese. The results suggested that Mandarin-exposed non-autistic children exhibited a shape bias, while autistic children did not. Further, a positive correlation was found between the shape representation accuracy and shape bias performance in the autistic group. These findings provide cross-linguistic evidence for the shape bias as a word learning constraint in non-autistic toddlers but challenges in utilizing this constraint in word learning by young autistic children. Importantly, these results shed new light on the critical role of abstract representations of object shape in facilitating shape bias knowledge in autistic children.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101491"},"PeriodicalIF":1.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241550","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 “How many?” task inadequately assesses the understanding of the cardinality principle 有多少？"任务没有充分评估对万有引力原则的理解

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-09-16 DOI: 10.1016/j.cogdev.2024.101500

Catherine Thevenot, Marie Krenger

{"title":"The “How many?” task inadequately assesses the understanding of the cardinality principle","authors":"Catherine Thevenot, Marie Krenger","doi":"10.1016/j.cogdev.2024.101500","DOIUrl":"10.1016/j.cogdev.2024.101500","url":null,"abstract":"<div><p>Once children have acquired the cardinality principle, they understand that the last number-word used in counting represents the total number of objects in a set. This principle is often assessed using the <em>“How many?”</em> task, which consists in asking “How many?” objects there are in a set after children have counted them. However, we show in this study that out of 188 kindergarteners (mean age: 4 ½ years), 42 (22,3 %) succeeded in repeating the last count word in the <em>“How many?”</em> task but failed to correctly apply the one-to-one correspondence principle during counting. Even when only the easiest countable sets were considered (i.e., linear and homogeneous collections or sets with a very limited number of objects), still more than 10 % of children from our sample repeated the last count word but failed to apply the one-to-one correspondence principle. Such developmental profile, in which children understand that the last word used in counting represents the total number of objects in a set but fail to grasp that each individual object must be associated with a single number word to determine this total, is not psychologically plausible. We conclude that the <em>“How many?”</em> task leads to an inaccurate assessment of the cardinality principle, in both its basic and more meaningful conception, in a non-negligible number of young children.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101500"},"PeriodicalIF":1.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000856/pdfft?md5=07734e18e2d6021099b4a13ce4141d72&pid=1-s2.0-S0885201424000856-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241549","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 perceptions of intergroup similarity and dissimilarity and their association with attitudes towards a conflict out-group 儿童对群体间相似性和不相似性的看法及其与对冲突外群体态度的关联

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-09-16 DOI: 10.1016/j.cogdev.2024.101499

Meytal Nasie , Shiri Stanescu

{"title":"Children’s perceptions of intergroup similarity and dissimilarity and their association with attitudes towards a conflict out-group","authors":"Meytal Nasie , Shiri Stanescu","doi":"10.1016/j.cogdev.2024.101499","DOIUrl":"10.1016/j.cogdev.2024.101499","url":null,"abstract":"<div><p>Children’s perceptions of similarity and dissimilarity between in- and out-groups and their associations with intergroup attitudes were examined. Using mixed qualitative and quantitative methods, 5- and 8-year-old Jewish-Israeli children (<em>N</em> = 100, 48 % girls) were investigated. They were asked about Arabs (which are considered a conflict out-group). Specifically, they were asked whether a Jewish girl/boy and an Arab girl/boy are similar or dissimilar and in what way. They were also asked about their attitudes towards Arabs. In general, children reported more intergroup dissimilarities than similarities between Jews and Arabs. Children’s perceptions revealed that they considered three types of properties as fundamental for intergroup (dis)similarity: appearance, psychological characteristics, and social identity. The results indicate that children form intergroup dissimilarity perceptions at an early age, but only at about 8 years of age do these perceptions become associated with negative attitudes towards the out-group. These findings highlight the importance of promoting early awareness of similarities between groups to mitigate the development of negative attitudes as children grow older.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101499"},"PeriodicalIF":1.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241548","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

Dating early memories: When did events really happen? 约会早期记忆：事件到底发生在什么时候？

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101489

Carole Peterson , Qi Wang , Darcy Hallett , Sophie Bartlett , Amanda Y.F. Ma , Melissa M. MacKay , Emma J. Pretty , Luciana Viscarra , Elaine Y. Wang

{"title":"Dating early memories: When did events really happen?","authors":"Carole Peterson , Qi Wang , Darcy Hallett , Sophie Bartlett , Amanda Y.F. Ma , Melissa M. MacKay , Emma J. Pretty , Luciana Viscarra , Elaine Y. Wang","doi":"10.1016/j.cogdev.2024.101489","DOIUrl":"10.1016/j.cogdev.2024.101489","url":null,"abstract":"<div><p>Can children accurately date their early memories? This question has important real-life consequences such as when jurors evaluate the credibility of child eyewitness testimony in court. Answering this question is difficult given that adults present at remembered events may be inaccurate themselves in retroactively dating the memories recalled by their children, and often cannot provide reliable validation. In this study, prior to child interviews the parents of 6- to 13-year-olds provided eight memories of events with known dates, two each from when children were age 2, 3, 4, and 5 years. A total of 104 6- to 13-year-olds participated (47 % female, 70 % White and 26 % Asian or multi-ethnic), recruited from Canada (36 %) and USA (64 %). Children typically made systematic dating errors. Memories of events that had occurred when children had been age 2 were misdated by 1½ years on average, and as children’s age at the time of remembered events increased, misdating errors decreased. Errors usually involved children thinking they had been older at the time of remembered events than they actually were – a phenomenon termed ‘forward telescoping’ (versus ‘backward telescoping, when individuals think that they had been older at the time of remembered events than they actually had been). For example, many of the events from when children were age 2 were recalled by the children, but they misdated them to older ages. Although ‘age of memory’ (age of the child at the time of the remembered event) was significantly related to errors in dating, with more errors for memories from younger periods of their lives, ‘age of child’ at the time they did the memory task did not differ depending upon how old the children were. Findings have theoretical and forensic implications.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"71 ","pages":"Article 101489"},"PeriodicalIF":1.8,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000741/pdfft?md5=937432cd47a9c31986716e10d60efb5f&pid=1-s2.0-S0885201424000741-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142039608","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