Cognitive Development最新文献_第3页

Approach avoidance responses to facial expressions in young children: A study using a dance pad 幼儿对面部表情的接近回避反应：一项使用舞池的研究

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-20 DOI: 10.1016/j.cogdev.2025.101564

Shinnosuke Ikeda

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The development and predictors of school-age children’s nonsymbolic number comparison abilities: Modulated by congruency between numerosity and visual cues 学龄儿童非符号数比较能力的发展及其预测因素：由数字与视觉线索的一致性调节

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-19 DOI: 10.1016/j.cogdev.2025.101559

Yue Qi , Xiao Yu , Di Li , Jingyi Zhang , Yinghe Chen , Yixuan Wu

{"title":"The development and predictors of school-age children’s nonsymbolic number comparison abilities: Modulated by congruency between numerosity and visual cues","authors":"Yue Qi , Xiao Yu , Di Li , Jingyi Zhang , Yinghe Chen , Yixuan Wu","doi":"10.1016/j.cogdev.2025.101559","DOIUrl":"10.1016/j.cogdev.2025.101559","url":null,"abstract":"<div><div>Children’s abilities to compare two sets of nonsymbolic numbers improve throughout development. However, it remains unclear whether the improvement is driven by a more precise internal representation of numerosity or an enhanced ability to resist interference from visual cues. To address this question, we conducted a one-year longitudinal study with 112 children (<em>M</em><sub>age</sub> = 8 years and 9 months, <em>SD</em> = 7 months at T1), comparing performance changes in two conditions — the numerosity and visual cues of the nonsymbolic sets were either congruent (e.g., the more numerous dot set has larger dot sizes) or incongruent (e.g., the more numerous dot set has smaller dot sizes). Besides, to better understand the cognitive mechanism underlying improvements in nonsymbolic number comparison, we compared the predictors of performance changes in both conditions. We found significant improvement in children’s performance on the incongruent condition but not the congruent condition. Working memory and symbolic numerical magnitude representation predicted changes in the congruent condition, while cognitive flexibility predicted changes in the incongruent condition. These findings suggest that the development and predictors of children’s nonsymbolic number comparison abilities are modulated by the congruency between numerosity and visual cues. For children aged 8–10, improvements in nonsymbolic number comparison abilities are mainly driven by the increasing ability to resist interference from visual cues.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101559"},"PeriodicalIF":1.8,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143444697","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 development of escalation bias across the life span: A multi-level adaptive learning approach 跨生命周期升级偏见的发展：多层次自适应学习方法

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-10 DOI: 10.1016/j.cogdev.2025.101554

Jessica Y.Y. Kwong , Kin Fai Ellick Wong

{"title":"The development of escalation bias across the life span: A multi-level adaptive learning approach","authors":"Jessica Y.Y. Kwong , Kin Fai Ellick Wong","doi":"10.1016/j.cogdev.2025.101554","DOIUrl":"10.1016/j.cogdev.2025.101554","url":null,"abstract":"<div><div>Previous studies have shown that the magnitude of escalation bias varies across ages. Explanations have attributed this age-escalation relationship to be the result of development changes in cognitive operations. We propose a multi-level adaptive learning approach, in which no cognitive operation changes over time, as an alternative to explain the age-escalation relationship. From this approach, escalation of commitment is understood as a manifestation of a decision strategy that coordinates multiple decisions to follow an escalation pattern (i.e., an escalation strategy). Through three computer simulations, we consistently found that simulated decision makers learned to prefer the escalation strategy to other strategies. In addition, using the size of a decision strategy to reflect metacognitive ability at different ages, the simulations successfully replicated the expected inverted U-shaped relationship between age and escalation of commitment. These results imply that escalation of commitment and its changes across the life span could be the natural results of learning and maturity/decline in metacognitive ability, suggesting that the changes of escalation over age are not necessarily due to changes in cognitive operations.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101554"},"PeriodicalIF":1.8,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377528","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 Ebbinghaus illusion revisited: Behavioral shift in task-solving between 4-year-olds, 6-year-olds, and adolescents 重新审视艾宾浩斯错觉：4岁、6岁和青少年在任务解决方面的行为转变

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-05 DOI: 10.1016/j.cogdev.2025.101555

Cornelia Schulze , David Buttelmann

{"title":"The Ebbinghaus illusion revisited: Behavioral shift in task-solving between 4-year-olds, 6-year-olds, and adolescents","authors":"Cornelia Schulze , David Buttelmann","doi":"10.1016/j.cogdev.2025.101555","DOIUrl":"10.1016/j.cogdev.2025.101555","url":null,"abstract":"<div><div>Visual context influences humans’ interpretation of stimuli. The Ebbinghaus illusion demonstrates how physical context cues can lead to distorted perceptions. Prior studies on young children’s context-sensitivity leave it open whether older age groups are indeed more susceptible to visual illusions than younger ones or whether young children use different mechanisms when solving this task. This study addresses these questions by investigating 4-year-olds’ (<em>n</em> = 41), 6-year-olds’ (<em>n</em> = 46), and adolescents’ (<em>n</em> = 66) performance in an Ebbinghaus illusion task. We especially focused on 4-year-olds’ performance, including a novel control condition, to help disentangle the non-expected findings from previous studies. The results replicated previous findings of a developmental increase in context-sensitivity in the Ebbinghaus task. However, there was a behavioral shift in task-solving between 4- and 6-year-olds. While younger children appeared to rely on a heuristic, evaluating the whole area covered by the target and the context cues, 6-year-olds and adolescents were influenced by the illusion. These findings suggest that novel paradigms are needed to test 4-year-olds’ sensitivity to physical context cues.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101555"},"PeriodicalIF":1.8,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143207304","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

Neural foundations of joint attention in infancy 婴儿联合注意的神经基础

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-04 DOI: 10.1016/j.cogdev.2025.101546

Alleyne P.R. Broomell , Nina Andre Reid , Leslie A. Patton , Martha Ann Bell

引用次数: 0

When kids juggle it all: Biliteracy instruction and the development of discourse connectedness in L1 and L2 writing 当孩子们兼顾这一切：双语教学和母语和第二语言写作的话语联系的发展

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101535

Ingrid Finger , Cristiane Ely Lemke , Larissa da Silva Cury , Natália Bezerra Mota , Janaina Weissheimer

{"title":"When kids juggle it all: Biliteracy instruction and the development of discourse connectedness in L1 and L2 writing","authors":"Ingrid Finger , Cristiane Ely Lemke , Larissa da Silva Cury , Natália Bezerra Mota , Janaina Weissheimer","doi":"10.1016/j.cogdev.2024.101535","DOIUrl":"10.1016/j.cogdev.2024.101535","url":null,"abstract":"<div><div>The present longitudinal study explored how bilingual educational contexts shape children's cognitive and linguistic development. Its main goal was to investigate the development of discourse connectedness (measured by long-range connectedness - LSC) in written narratives in Portuguese (L1) and English (L2) by 78 children of a bilingual school in Brazil within a year span (from 2021 to 2022). Participants created a narrative in their L1 or L2 based on a sequence of five images, which were analyzed with the computational tool <em>SpeechGraphs</em> (Mota et al., 2014). Connectedness scores were expected to vary as a function of Language (L1, L2) and of Year of data collection (Time 1, Time 2), favoring, respectively, the L1 and Time 2. The results confirmed our hypotheses, with long-range recurrence (LSC) scores in the L1 narratives higher than in the L2 at both times of data collection. In addition, the longitudinal analysis revealed higher connectedness scores for narratives written in Time 2 in both languages. Overall, our findings indicate that the children's performance in terms of connectedness progressed in a parallel way in the two languages during the school years, with an expected advantage for the narratives written in their dominant language. In addition, they highlight the potential of using <em>SpeechGraphs</em> - a cost-effective, non-invasive computational tool - to analyze children's use of two prestige languages in a particular bilingual educational context.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101535"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143174303","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

Parental attitudes and beliefs about mathematics and the use of gestures in children’s math development 父母对数学的态度和信念以及手势在儿童数学发展中的使用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101531

Begüm Yılmaz , Işıl Doğan , Dilay Z. Karadöller , Ö. Ece Demir-Lira , Tilbe Göksun

引用次数: 0

My tablet’s about to go dead! 5- to 6-year-old children adjust their cognitive strategies depending on whether an external resource is reliably available 我的平板电脑即将死亡！5到6岁的孩子会根据外部资源是否可靠而调整他们的认知策略。

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2025.101542

Yibiao Liang, Zsuzsa Kaldy, Erik Blaser

{"title":"My tablet’s about to go dead! 5- to 6-year-old children adjust their cognitive strategies depending on whether an external resource is reliably available","authors":"Yibiao Liang, Zsuzsa Kaldy, Erik Blaser","doi":"10.1016/j.cogdev.2025.101542","DOIUrl":"10.1016/j.cogdev.2025.101542","url":null,"abstract":"<div><div>There are concerns that reliance on external resources (e.g., information on digital devices) may be harmful to our own internal memory. Here, in a pre-registered study, we investigated how the <em>reliability</em> of an external resource (i.e., whether the information will be available when needed) affects young children’s use of it. In our tablet-based Shopping Game, children picked items from a store based on a shopping list. Importantly, the store and the list were not visible simultaneously, but children could toggle between them. In the <em>reliable</em> condition, the list was always available. In the <em>unreliable</em> condition, children were led to believe that the list might disappear. We found that 5–6-year-old children (<em>N</em> = 37) relied more on the list – referring back to it more often and more briefly, and remembering fewer items – when they perceived the list as reliably available (and vice versa, reducing trips to the list by studying it longer, and remembering more, when it was perceived as unreliably available). Nearly all children also identified the reliable condition as easier and preferred. In short, young children not only recognize the opportunity provided by reliably available external resources, but adapt their cognitive effort accordingly.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101542"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015916","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

Contributions of numeral knowledge, spatial reasoning, and numerical mapping to first graders’ arithmetic and geometric skills 数字知识、空间推理和数字映射对一年级学生算术和几何技能的贡献

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101520

Yenny Otálora , Hernando Taborda-Osorio

{"title":"Contributions of numeral knowledge, spatial reasoning, and numerical mapping to first graders’ arithmetic and geometric skills","authors":"Yenny Otálora , Hernando Taborda-Osorio","doi":"10.1016/j.cogdev.2024.101520","DOIUrl":"10.1016/j.cogdev.2024.101520","url":null,"abstract":"<div><div>The present study examined the contributions of numeral knowledge, spatial reasoning, and mapping skills to children’s arithmetic and geometric reasoning. Different measures of families’ socioeconomic status (SES) were also taken to examine their role in children’s mental transformation skills. A group of 96 first-grade children participated in the study. A total of six tests of numeral knowledge (number identification, number comparison), spatial reasoning (mental rotation, mental transformation), and mapping skills (number line, numerosity estimation) were taken as predictor variables. Arithmetic and geometry tests were administered as dependent variables. The results first showed differential relationships between the predictor variables and the mathematical measures. Mental rotation was most critical for solving missing-term problems and geometry tasks; while mapping tasks were associated with performance on canonical problems. Second, mental transformation skills had a broader effect on arithmetic and geometric performance compared to mental rotation, mediated through number line and number comparison skills. Third, parental occupation as an index of SES had an effect on arithmetic and geometric performance mediated only through mental transformation skills. These findings highlight the central role of mental transformation skills and contextual factors in children’s formal mathematical reasoning and the mediating role of mapping and number comparison skills in these effects.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101520"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143173353","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 prediction of syllable awareness, character reading ability, and rapid automatized naming on phoneme awareness: Evidence from a longitudinal Cross-lagged model 音节意识、字符阅读能力和快速自动命名对音素意识的预测：来自纵向交叉滞后模型的证据

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101534

Sen Li , Tengwen Fan , Jingjing Zhao

{"title":"The prediction of syllable awareness, character reading ability, and rapid automatized naming on phoneme awareness: Evidence from a longitudinal Cross-lagged model","authors":"Sen Li , Tengwen Fan , Jingjing Zhao","doi":"10.1016/j.cogdev.2024.101534","DOIUrl":"10.1016/j.cogdev.2024.101534","url":null,"abstract":"<div><h3>Background</h3><div>Phonological awareness is a crucial factor for the development of reading ability. Yet, a comprehensive understanding of the impact factors of phonological awareness in early age is still a challenge.</div></div><div><h3>Method</h3><div>A total of 127 young Chinese children were tracked two times. The dynamic phoneme deletion task, syllable deletion task, character recognition task, and rapid automatized object naming task were used to measure phoneme awareness (PA), syllable awareness (SA), character reading (CR), and rapid automatized naming (RAN), respectively. Cross-lagged panel model was used to examine the longitudinal and bidirectional relationship among these four reading skills.</div></div><div><h3>Results</h3><div>Children’s performance improved on all four tasks across the two points. Both of CR and RAN had low to moderate correlations with phonological awareness at both time points. Cross-lagged panel model results showed that: 1) SA, CR, and RAN at T1 significantly predicted PA at T2, but PA at T1 did not predict other reading-related skills at T2; 2) CR at T1 positively predicted SA at T2.</div></div><div><h3>Conclusions</h3><div>SA, CR and RAN at earlier time are important predicting factors of the development of PA. Larger phonological awareness units (syllable) not only precede but also impact the development of smaller units (phoneme). CR can enhance phonological awareness at both larger (syllable) and smaller (phoneme) units.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101534"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143173433","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