Cognitive Development最新文献_第2页

Ghost learning in 17-month-old infants: Exploring the roles of agency cues and object affordances 17个月婴儿的鬼影学习：探究代理线索和客体可视性的作用

IF 1.9 3区心理学

Cognitive Development Pub Date : 2026-10-01 Epub Date: 2026-10-07 DOI: 10.1016/j.cogdev.2026.101788

Chi-Tai Huang

{"title":"Ghost learning in 17-month-old infants: Exploring the roles of agency cues and object affordances","authors":"Chi-Tai Huang","doi":"10.1016/j.cogdev.2026.101788","DOIUrl":"10.1016/j.cogdev.2026.101788","url":null,"abstract":"<div><div>Three experiments examined how infants learn from ghost demonstrations without a visible human agent. Participants were 17-month-olds from Taiwan (<em>N</em> = 165), all of whom were ethnic Chinese. We manipulated agent-like cues, outcome information, and environmental constraints to determine when observational learning emerges. When environmental obstacles were present, rigid, mechanically structured motion did not support learning, whereas nonrigid, dynamically structured motion did so only when explicit end-states were available (Experiment 1 A). This pattern persisted even when trajectories were physically implausible and agent-like cues were reduced (Experiment 1B). In contrast, when obstacles were removed, nonrigid motion alone, even when limited to spatial proximity between objects, supported reproduction of target acts (Experiment 1 C). These findings suggest that nonrigid motion functions as a multilevel informational signal. In contexts with environmental constraints, it appears to require explicit end-states to anchor teleological and instrumental interpretation; in their absence, dynamic affordances may be obscured by obstacle interactions. When obstacles are absent, however, spatial proximity alone may organize affordance relations and support reproduction of target acts.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"80 ","pages":"Article 101788"},"PeriodicalIF":1.9,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149154982","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

An empirical investigation of the construct validity of counterfactual reasoning tasks 反事实推理任务构念效度的实证研究

IF 1.9 3区心理学

Cognitive Development Pub Date : 2026-07-01 Epub Date: 2026-08-05 DOI: 10.1016/j.cogdev.2026.101757

Yanwen Wu

引用次数: 0

Block play supports children’s informal and formal spatial skills 积木游戏支持儿童非正式和正式的空间技能

IF 1.9 3区心理学

Cognitive Development Pub Date : 2026-07-01 Epub Date: 2026-06-23 DOI: 10.1016/j.cogdev.2026.101740

Zachary S. Gold, Jesseca Perlman, Nina Howe, Natalie S. Byrd

{"title":"Block play supports children’s informal and formal spatial skills","authors":"Zachary S. Gold, Jesseca Perlman, Nina Howe, Natalie S. Byrd","doi":"10.1016/j.cogdev.2026.101740","DOIUrl":"10.1016/j.cogdev.2026.101740","url":null,"abstract":"<div><div>The present study evaluated unstructured play with blocks as a method of understanding children’s informal spatial skills to establish a link with direct cognitive assessment (e.g., formal spatial skills) in contrast to prior research using semi-structured paradigms. Participants were 110 socioeconomically diverse preschoolers (56% male, <em>M</em> age = 58 mos., range = 4 yrs. 1 mo.–6 yrs., 0 mos.) filmed in 55 dyads during play with wooden unit blocks. Children were coded for informal spatial skills using eight spatial configurations in block building (e.g., stacking, symmetry, tiers) and directly assessed on formal spatial skills with the Spatial Skills and Transformation Task (Levine et al., 1999). Block structure size was measured by area and volume. Informal and formal spatial skills were significantly related (<em>b</em> =.11, <em>p</em> = .011). Children with stronger informal (<em>b</em> =.42, <em>p</em> < .001) and formal (<em>b</em> =.99, <em>p</em> = .014) spatial skills built larger, more complex block structures. Findings suggest that prompting children to build large, spatially complex block structures may support broad spatial development.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"79 ","pages":"Article 101740"},"PeriodicalIF":1.9,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499472","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

Parent mental rotation ability predicts less negation talk with children during 3D construction but not 2D drawing tasks 父母的心理旋转能力预测在三维构建任务中与孩子进行较少的消极谈话，而不是在二维绘图任务中

IF 1.9 3区心理学

Cognitive Development Pub Date : 2026-07-01 Epub Date: 2026-07-18 DOI: 10.1016/j.cogdev.2026.101750

LaTreese Hall, Melanie Rengel, Dyamond Overton, Daniela Alvarez-Vargas, Carla Abad, Hannah Bowley, Shannon Pruden

{"title":"Parent mental rotation ability predicts less negation talk with children during 3D construction but not 2D drawing tasks","authors":"LaTreese Hall, Melanie Rengel, Dyamond Overton, Daniela Alvarez-Vargas, Carla Abad, Hannah Bowley, Shannon Pruden","doi":"10.1016/j.cogdev.2026.101750","DOIUrl":"10.1016/j.cogdev.2026.101750","url":null,"abstract":"<div><div>This study explored the relation between parents’ mental rotation (MR) abilities and their production of math talk (numeracy and spatial language), prosocial talk (praises, repeating child utterances and describing behaviors), and negation talk (corrections and criticisms) during two structured spatial tasks with their 4- to 7-year-old children. Fifty-one parent-child dyads participated in a laboratory study where parents completed the abbreviated Mental Rotation Test (MRT-A; Peters et al., 1995) and parent-child dyads completed two 10-minute collaborative tasks: 3D Lego-building and 2D drawing. Parent language during these tasks was coded for numeracy, spatial, prosocial, and negation talk. Parents’ MR scores were not significantly associated with numeracy, spatial, or prosocial talk during either task. However, parents with higher MR scores produced significantly less negation talk during the 3D construction, even after controlling for spatial talk and child gender. A gender-split regression suggests these findings are driven by parent-daughter dyads, though a formal test of this gender difference did not reach significance. These findings offer early evidence of a task-specific link between parental spatial ability and corrective language use, contributing to our understanding of how cognitive skills intersect with social communication in parent-child interactions. Future research is needed to further examine child gender differences and how parental spatial ability might contribute to their language use in everyday learning contexts with their children.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"79 ","pages":"Article 101750"},"PeriodicalIF":1.9,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499476","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

Bilingualism and prospective memory monitoring in middle childhood: Efficiency gains under high self-initiated demand 双语与儿童中期前瞻性记忆监测：高自我启动需求下的效率提高

IF 1.9 3区心理学

Cognitive Development Pub Date : 2026-07-01 Epub Date: 2026-07-08 DOI: 10.1016/j.cogdev.2026.101746

Aslı Yörük-Sevinçli, Gregory J. Poarch, Banu Cangöz-Tavat

{"title":"Bilingualism and prospective memory monitoring in middle childhood: Efficiency gains under high self-initiated demand","authors":"Aslı Yörük-Sevinçli, Gregory J. Poarch, Banu Cangöz-Tavat","doi":"10.1016/j.cogdev.2026.101746","DOIUrl":"10.1016/j.cogdev.2026.101746","url":null,"abstract":"<div><div>Prospective memory (PM) is a critical cognitive function enabling the execution of intended actions at appropriate moments, a process that develops alongside executive control. Given the systematic overlap between bilingual language management and PM-related monitoring, specifically in goal maintenance, cue detection, and response inhibition, this study investigated whether bilingual experience influences children’s PM performance across varying attentional demands. The sample included 36 Turkish monolingual children in Türkiye and 30 Turkish-Dutch bilingual children in the Netherlands (ages 9–12). Participants completed PM tasks embedded within an ongoing activity, with demands manipulated through focal event-based, non-focal event-based, and time-based conditions. To isolate the effects of bilingualism, age and socioeconomic status (SES) were controlled. Linear mixed-effects analyses showed that task type significantly affected performance. Focal tasks yielded the highest accuracy and fastest responses, non-focal tasks produced intermediate performance, and time-based tasks, requiring the most intensive self-initiated monitoring, were the most challenging. While no significant group differences emerged in PM accuracy or reaction time, bilingual children exhibited faster ongoing-task RTs specifically in the time-based condition, suggesting more efficient allocation of monitoring resources under conditions of high self-initiated control; group differences in the focal and non-focal conditions did not reach statistical significance. These findings indicate that childhood bilingualism does not enhance PM performance itself but is associated with more efficient regulation of ongoing-task processing under conditions of high monitoring and control demand.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"79 ","pages":"Article 101746"},"PeriodicalIF":1.9,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499477","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

Developmental heterogeneity in academic burnout during the transition to university: A four-wave growth mixture study 升入大学期间学业倦怠的发展异质性：一个四波生长混合研究

IF 1.9 3区心理学

Cognitive Development Pub Date : 2026-07-01 Epub Date: 2026-07-17 DOI: 10.1016/j.cogdev.2026.101749

Xinyang Lu, Wei Tang, Guoyong Dong

{"title":"Developmental heterogeneity in academic burnout during the transition to university: A four-wave growth mixture study","authors":"Xinyang Lu, Wei Tang, Guoyong Dong","doi":"10.1016/j.cogdev.2026.101749","DOIUrl":"10.1016/j.cogdev.2026.101749","url":null,"abstract":"<div><div>The transition to university is a critical period in which academic burnout may follow heterogeneous pathways, yet longitudinal evidence among first-year students remains limited, especially in China. This study examined burnout heterogeneity across the first academic year, dimension-specific patterns, and associations with gender and academic major. An invited cohort of 456 first-year undergraduates from a comprehensive university in central China was followed across four waves, with valid responses obtained from 381, 426, 390, and 452 students at T1–T4, respectively. Academic burnout was assessed using an adapted 14-item Maslach Burnout Inventory–Student Survey. In the latent growth mixture modeling of observed 14-item total composite scores, the three-class solution showed better statistical fit than the two-class solution; however, its additional class represented a very small extreme high-risk trajectory with limited evidence for a stable and generalizable psychological interpretation, whereas the two larger trajectories closely resembled the two-class structure. Therefore, a two-class solution was retained as the most parsimonious and interpretable summary of the dominant heterogeneity in academic burnout. This retained solution comprised a higher-initial slightly increasing trajectory (55.44%) and a lower-initial decreasing trajectory (44.56%). Dimension-specific analyses showed clearer heterogeneity in exhaustion and reduced efficacy, whereas cynicism did not yield a stable and interpretable class solution. Gender was not significantly associated with burnout level or change, whereas academic major was associated with both. Overall, the findings highlight heterogeneous burnout development, dimension-specific patterns, and the relevance of disciplinary context during the transition to university.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"79 ","pages":"Article 101749"},"PeriodicalIF":1.9,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499479","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

How to learn computer versus human languages: A scoping review of behavioral and neural evidence 如何学习计算机语言与人类语言：行为和神经证据的范围审查

IF 1.9 3区心理学

Cognitive Development Pub Date : 2026-07-01 Epub Date: 2026-06-15 DOI: 10.1016/j.cogdev.2026.101736

Xin Huang, Weipeng Yang, Chee Kit Looi, Dan Lin, Xiuhong Tong, Qianqian Zheng, Yating Zhao

{"title":"How to learn computer versus human languages: A scoping review of behavioral and neural evidence","authors":"Xin Huang, Weipeng Yang, Chee Kit Looi, Dan Lin, Xiuhong Tong, Qianqian Zheng, Yating Zhao","doi":"10.1016/j.cogdev.2026.101736","DOIUrl":"10.1016/j.cogdev.2026.101736","url":null,"abstract":"<div><div>Coding (Computer programming) is becoming essential across fields and argued as a new literacy for all humans. However, there is a lack of concrete understanding of the cognitive interplay between coding and natural language processing. To address this knowledge gap, this scoping review synthesized findings from 30 empirical studies examining the cognitive and neural associations between these two domains. Results indicated that over two-thirds of the studies identified significant cognitive commonalities between coding and natural language processing, while other studies emphasized mechanistic divergences. Evidence for shared mechanisms reveals that coding and natural language processing are intertwined in both cognitive and neural mechanisms. Specifically, coding significantly activates core language-related brain regions, such as inferior frontal gyrus, and evokes event-related potentials similar to those in natural language processing, particularly for grammatical and semantic hierarchical decoding. Also, the neural activation patterns of programmers change significantly with experience, gradually aligning with the neural representation patterns of natural language processing. In contrast, evidence for differential neural mechanisms highlights that coding relies predominantly on the multi-demand system rather than traditional language regions. This review highlights the crucial role of the human language system as the neural foundation for machine language processing and emphasizes the need for further research to explore the shared and distinct mechanisms between the two domains.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"79 ","pages":"Article 101736"},"PeriodicalIF":1.9,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499539","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

Chess minds at play: A study of attention, self-control, resilience, and procrastination 棋心在玩：一项关于注意力、自我控制、适应力和拖延症的研究

IF 1.9 3区心理学

Cognitive Development Pub Date : 2026-07-01 Epub Date: 2026-08-04 DOI: 10.1016/j.cogdev.2026.101762

Roberta B.C. Lima, Felipe N. Castro

{"title":"Chess minds at play: A study of attention, self-control, resilience, and procrastination","authors":"Roberta B.C. Lima, Felipe N. Castro","doi":"10.1016/j.cogdev.2026.101762","DOIUrl":"10.1016/j.cogdev.2026.101762","url":null,"abstract":"<div><div>This study examined the effects of chess practice, age, and sex on focused attention, self-control, resilience, and procrastination. Using a cross-selection design, 225 participants (110 adolescents aged 14–17 and 115 adults) were classified as chess players and non-players. Participants completed validated measures of attention, self-control, resilience, and procrastination. Significant age effects were observed across all domains, with adults showing higher attention and resilience, as well as lower procrastination and impulsivity-related tendencies. Chess practice did not show a generalized effect; however, a specific association with resilience emerged, particularly in interaction with age, with adult players presenting higher scores. Sex differences were limited and did not consistently appear across individual outcomes. These findings suggest that age-related factors play a central role in self-regulation, whereas the effects of domain-specific practices such as chess are more circumscribed. The results highlight the importance of considering age-related differences in studies of cognitive and behavioral functioning and underscore the need for longitudinal and experimental research to clarify the potential transfer effects of structured activities on self-regulation.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"79 ","pages":"Article 101762"},"PeriodicalIF":1.9,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148735141","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

Corrigendum to “Behavioral and emotional outcomes in school-aged children conceived via in vitro fertilization: A prospective matched cohort study in Tehran, Iran” [Cognitive Development, Volume 79, July–September 2026, Article 101732] “通过体外受精受孕的学龄儿童的行为和情感结果：伊朗德黑兰的一项前瞻性匹配队列研究”的勘误表[认知发展，2026年7月- 9月，第101732条]

IF 1.9 3区心理学

Cognitive Development Pub Date : 2026-07-01 Epub Date: 2026-08-21 DOI: 10.1016/j.cogdev.2026.101767

Saghar Salehpour, Parisa Taherzadeh Boroujeni, Mohammad Geravandnia, Sedighe Hosseini, Leila Majdi, Zahra Zarisfi, Farzaneh Hosseini, Souzan Soufizadeh Balaneji

引用次数: 0

A meta-analysis of the relationship between pretend play and children’s executive function 假装游戏与儿童执行功能关系的元分析

IF 1.9 3区心理学

Cognitive Development Pub Date : 2026-07-01 Epub Date: 2026-08-16 DOI: 10.1016/j.cogdev.2026.101765

Feiyan Li, Hui Zhang

{"title":"A meta-analysis of the relationship between pretend play and children’s executive function","authors":"Feiyan Li, Hui Zhang","doi":"10.1016/j.cogdev.2026.101765","DOIUrl":"10.1016/j.cogdev.2026.101765","url":null,"abstract":"<div><div>As a typical and traditional play during childhood, pretend play has shown an inconsistent relationship with executive function in previous research. This study employed a meta-analysis to integrate relevant empirical evidence, examining the association between pretend play and children’s executive function along with potential moderators. Through literature search and screening, a total of 42 studies were included, comprising 256 effect sizes and an overall sample size of 5009 participants. The main effect analysis revealed a significant positive correlation between pretend play and children’s executive function. Moderator analyses indicated that this relationship was moderated by age, country of origin, and the type of executive function (i.e., “cool” vs. “hot”), but not by the longitudinal design of the study. In addition, the degree of structure in pretend play showed a marginally significant moderating effect (<em>p</em> = 0.048); given that this result was based on exploratory analyses without correction for multiple comparisons, it warrants cautious interpretation. Future research may employ longitudinal or experimental designs to further examine causal relationships and the robustness of the moderating effect of play structure, and to consider individual difference variables such as children's imagination level, so as to more comprehensively uncover the underlying mechanisms of the association between pretend play and executive function.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"79 ","pages":"Article 101765"},"PeriodicalIF":1.9,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148776452","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