Cognitive Development最新文献_第2页

Understanding the self in relation to others in nonverbal communication of one’s reasoning 在非语言的推理交流中了解自我与他人的关系

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101482

Kirstie Hartwell , Bahar Köymen

引用次数: 0

Puppets as symbols in early development: From whether to how in the Theory of Puppets debate 作为早期发展象征的木偶：木偶理论辩论中的 "是否 "与 "如何 "之争

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101487

引用次数: 0

Childhood adversity is not associated with lowered inhibition, but lower perceptual processing: A Drift Diffusion Model analysis 童年逆境与抑制能力下降无关，但与感知处理能力下降有关：漂移扩散模型分析

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101479

Stefan Vermeent , Ethan S. Young , Jean-Louis van Gelder , Willem E. Frankenhuis

{"title":"Childhood adversity is not associated with lowered inhibition, but lower perceptual processing: A Drift Diffusion Model analysis","authors":"Stefan Vermeent , Ethan S. Young , Jean-Louis van Gelder , Willem E. Frankenhuis","doi":"10.1016/j.cogdev.2024.101479","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101479","url":null,"abstract":"<div><p>It is well-established that individuals who grew up in adverse conditions tend to be slower on the Flanker Task. This finding is typically interpreted to reflect difficulty inhibiting distractions. However, it might result from slower general cognitive processes (e.g., reduced general processing speed), rather than the specific ability of inhibition. We used Drift Diffusion Modeling in three online studies (total N = 1560) with young adults to understand associations of adversity with Flanker performance. We found no associations between exposure to violence and unpredictability with inhibition. Yet, although mixed, violence and unpredictability exposure were associated with lower strength of perceptual input—how well someone can process target and distractor information alike. Finally, people with lower strength of perceptual input processed information more holistically, focusing less on details. Thus, lowered Flanker performance does not necessarily imply lowered inhibition ability. Cognitive modeling reveals a different picture of abilities in adverse conditions as opposed to analyses based on raw performance.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000649/pdfft?md5=90ca384bdb6d9d9f6dc81a31477d7eb1&pid=1-s2.0-S0885201424000649-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141605796","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

Assessment of vocabulary comprehension in Bilingual Qom - Spanish Indigenous children in Northern Argentina: Evidence for education, language preservation, and psycholinguistic theory 阿根廷北部库姆语-西班牙语双语土著儿童的词汇理解能力评估：教育、语言保护和心理语言学理论的证据

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101488

引用次数: 0

Promoting children’s mathematical and statistical understanding through parent-child math games 通过亲子数学游戏促进儿童对数学和统计的理解

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101480

Mary DePascale , Geetha B. Ramani

{"title":"Promoting children’s mathematical and statistical understanding through parent-child math games","authors":"Mary DePascale , Geetha B. Ramani","doi":"10.1016/j.cogdev.2024.101480","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101480","url":null,"abstract":"<div><p>Basic statistical literacy is essential for interpreting external sources and developing critical thinking skills necessary for engagement in real-world contexts. However, many children and adults struggle with understanding and interpreting data. Therefore, it is critical to develop engaging, effective methods for teaching early data analysis, as they could enhance children’s statistical understanding, math, and higher-order thinking skills. We examined the effectiveness of a home-based, experimental game intervention for children’s (ages 5–6, 50 % female, 67 % white, 12 % Asian, 8 % biracial) statistical understanding and math skills. Families (majority high household income and parent education) were randomly assigned to one of three conditions: graphing board game, graphing card game, or literacy board game. Children in the graphing conditions improved on statistical understanding and arithmetic, and children in the literacy condition did not. These results support the development of play-based materials to promote early mathematical and statistical skills, with implications for children’s mathematical development.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141592904","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 Early Pretending Survey (EPS): A reliable parent-report measure of pretense type development for 4- to 47-month-olds 早期矫饰调查 (EPS)：由家长报告的可靠的 4 至 47 个月大儿童假装类型发展测量方法

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101483

{"title":"The Early Pretending Survey (EPS): A reliable parent-report measure of pretense type development for 4- to 47-month-olds","authors":"","doi":"10.1016/j.cogdev.2024.101483","DOIUrl":"10.1016/j.cogdev.2024.101483","url":null,"abstract":"<div><p>We present a new 18-item parent-report measure of pretense development for 4- to 47-month-olds: the Early Pretending Survey (EPS). Study 1 (<em>N</em> = 231) demonstrated good internal reliability, and a strongly correlated 2-factor structure for 4- to 47-month-olds. Study 2 (<em>N</em> = 587) also showed good internal reliability, and found the two factors loaded onto a latent second-order Pretend Play factor. Study 3 (<em>N</em> = 84) found the EPS correlated with a researcher-led pretense experiment, however it no longer correlated when controlling for age. Additional analyses using subsamples of parents from Studies 2 and 3 showed good inter-observer reliability between parents (<em>N</em> = 29), and good longitudinal stability after 6 months (<em>N</em> = 196). Additional analyses combining Study 1–3 participants (<em>N</em> ≤ 902) found no item functioning differences across demographic variables, including child age, country, and socio-economic factors. Children’s EPS scores increased as they aged; girls had higher scores than boys; and children of younger parents had higher scores. Finally, we examined the age patterns of each EPS item, demonstrating when 25 %, 50 %, and 75 % of children were predicted to pass each pretense type. The EPS is useful for researchers to better understand how pretending relates to other areas of development (e.g., cognition, language). The EPS could also help parents, early years educators, and children’s media professionals decide which pretense types to use with children of different ages.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000686/pdfft?md5=a582122df9afb9bf76fb6371ed519e57&pid=1-s2.0-S0885201424000686-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142228654","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

Optimizing adolescent health: Investigating physical activity’s impact on fitness, working memory, and academic performance 优化青少年健康：调查体育活动对体能、工作记忆和学习成绩的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101478

Pei-Ju Kang , Hsu-Chan Kuo

{"title":"Optimizing adolescent health: Investigating physical activity’s impact on fitness, working memory, and academic performance","authors":"Pei-Ju Kang , Hsu-Chan Kuo","doi":"10.1016/j.cogdev.2024.101478","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101478","url":null,"abstract":"<div><p>This quasi-experimental study investigates the intricate relationship among adolescents’ physical activity, working memory, and academic performance, recognizing their significance in adolescent development. Employing a quasi-experimental design, 85 13-year-olds from a Taiwanese junior high school were involved. Data scrutiny was facilitated through Analysis of Covariance (ANCOVA), with the mediation effect explored via Smart Partial Least Squares structural equation modeling (Smart PLS-SEM). Findings indicate significant improvements in physical fitness among both aerobic and resistance exercise groups compared to controls. Additionally, both exercise cohorts demonstrated a stronger positive association with verbal working memory scores than the control group. Intriguingly, visuospatial working memory fully mediated the relationship between resistance exercise and science performance. These results highlight the potential advantages of incorporating brief daily exercise sessions to bolster adolescent physical fitness and emphasize the mediating function of working memory in connecting physical activity with academic accomplishment. This study furnishes valuable insights for educators and policymakers striving to enhance adolescent well-being and academic achievement through targeted interventions.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540745","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 foreigner talk on children’s evaluations of addressees 外国人的谈话对儿童评价对象的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101486

引用次数: 0

The impact of early picture book interaction experience on Chinese character reading of children with Dyslexia: The perspective of visual temporal processing 早期绘本互动经验对阅读障碍儿童汉字阅读的影响：视觉时空处理的视角

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-06-17 DOI: 10.1016/j.cogdev.2024.101477

Hung-Ju Tsai , Ji-Kang Chen , Li-Chih Wang

{"title":"The impact of early picture book interaction experience on Chinese character reading of children with Dyslexia: The perspective of visual temporal processing","authors":"Hung-Ju Tsai , Ji-Kang Chen , Li-Chih Wang","doi":"10.1016/j.cogdev.2024.101477","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101477","url":null,"abstract":"<div><p>The present study investigated the moderation effect of visual temporal processing among the relationship between early picture book interaction experience and Chinese character reading of Chinese children with and without dyslexia. In total 118 Chinese children aged 8 to 10 years old were recruited from Taiwan. Half of them were typical learners, while the other half were identified as having dyslexia. We found children with typically developing showed significantly higher levels of early picture book interaction experience and visual temporal processing compared to those with dyslexia. Also, two groups of participants showed distinct profiles of visual temporal processing, early picture book interaction experience, and Chinese character reading. For typically developing students, visual temporal processing significantly contributed to Chinese character reading. In contrast, for students with dyslexia, the interaction between visual temporal processing and early picture book interaction experience was a significant predictor, and early picture book interaction experience’s significant contribution to Chinese character reading was only found for those who had better visual temporal processing.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141422935","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 expectations of selective informing: The role of informational relevance on group membership based informing 儿童对选择性告知的期望：信息相关性对基于群体成员身份的信息提供的作用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-06-13 DOI: 10.1016/j.cogdev.2024.101472

Sunae Kim , Mariwan I. Arif

{"title":"Children’s expectations of selective informing: The role of informational relevance on group membership based informing","authors":"Sunae Kim , Mariwan I. Arif","doi":"10.1016/j.cogdev.2024.101472","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101472","url":null,"abstract":"<div><p>Surprisingly little is known about how informational relevance guides children’s informing decisions. Although prior studies have demonstrated that children selectively inform and teach others these studies do not directly address whether children consider informational relevance specific to an outgroup member. We also know that children by age 5 and 6 show robust preferences for their ingroup members in various decisions but does information relevance modulate their ingroup preferences? In three experiments (<em>N</em> = 180), we investigated whether Iraqi Kurdish 6-year-old children expect others to inform an ingroup member or an outgroup member, depending on the informational relevance. In Experiment 1 children expected others to inform an ingroup member rather than an outgroup member irrespective of information type – extending prior work on ingroup preferences. In experiments 2 and 3, in which the relevance of the information to an outgroup member was highlighted, children’s expectation about informing an ingroup member was modulated by information type. Together, the findings suggest that children consider informational relevance to guide their expectations about others’ selective informing in the context of group membership, which could further explain how cultural knowledge is maintained and reinforced among members of the same cultural group.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000571/pdfft?md5=88729a5a48d6b4836ed47f698e53a3be&pid=1-s2.0-S0885201424000571-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141313391","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