Cognitive Development最新文献_第3页

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

Can Serena Williams’s tennis racquet make me a better tennis player? Beliefs about Ability Contagion in Children and Adults 塞雷娜-威廉姆斯的网球拍能让我成为更好的网球运动员吗？儿童和成人对能力传染的信念

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-06-12 DOI: 10.1016/j.cogdev.2024.101461

Kristan A. Marchak , Marianne Turgeon , Merranda McLaughlin , Susan A. Gelman

{"title":"Can Serena Williams’s tennis racquet make me a better tennis player? Beliefs about Ability Contagion in Children and Adults","authors":"Kristan A. Marchak , Marianne Turgeon , Merranda McLaughlin , Susan A. Gelman","doi":"10.1016/j.cogdev.2024.101461","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101461","url":null,"abstract":"<div><p>We examined U.S. and Canadian children’s (<em>n</em> = 214) and adults’ (<em>n</em> = 72) belief in <em>ability contagion</em> – an expected improvement in performance when using a celebrity’s object (e.g., superior tennis skills when using Serena Williams’s racquet). Four- to 7-year-olds preferred using a celebrity to a non-celebrity object, but their performance on a related task did not differ depending on which object they used (Study 1). Adults and 5- to 8-year-olds expected that a celebrity object would lead to superior performance in a forced-choice paradigm (Study 2), but not when given the option to state that the objects were the same (Study 3), even though adults and older children (> 7.01 years) judged the celebrity object to have an enhanced worth. We find that participants do not believe in ability contagion using either implicit or explicit measures. We discuss implications of our results for versions of contagion accounts of celebrity objects.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000467/pdfft?md5=060dfaee6cb2043a079792c65a7975af&pid=1-s2.0-S0885201424000467-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141314673","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

Young children’s copying of block constructions: Significant constraints in a highly complex task 幼儿对积木结构的模仿：高度复杂任务中的重要制约因素

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-06-08 DOI: 10.1016/j.cogdev.2024.101463

Barbara Landau, E. Emory Davis, Cathryn S. Cortesa, Zihan Wang, Jonathan D. Jones, Amy L. Shelton

{"title":"Young children’s copying of block constructions: Significant constraints in a highly complex task","authors":"Barbara Landau, E. Emory Davis, Cathryn S. Cortesa, Zihan Wang, Jonathan D. Jones, Amy L. Shelton","doi":"10.1016/j.cogdev.2024.101463","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101463","url":null,"abstract":"<div><p>Block construction is ubiquitous in early development, yet is surprisingly complex, involving step-by-step sequenced actions to create specific structures. Here, we use novel analytic methods to characterize these action sequences in detail, including which individual parts of the structure (‘states’) are built and how these structures are combined, creating a fully specified build path towards the final structure. We find that, like adults tested in a previous study, 4- to 8-year-olds build by creating a small subset of <em>possible</em> individual states and full build paths, and that they prioritize building layer-by-layer. The individual states and build paths that children produce are strikingly similar to those of adults, resulting in structures that are more stable than other possible (but not attested) states and paths. Our approach serves as a lens into the cognitive processes underlying block building and suggests that children’s building is guided by significant cognitive constraints consistent with “computational thinking”.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141294764","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 influence of story character realism and theme on protagonists’ internal states and dialogue in children’s retells 故事人物的现实性和主题对儿童复述作品中主人公内心状态和对话的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-06-08 DOI: 10.1016/j.cogdev.2024.101458

Samantha J. Russell , J. Jessica Wang , Kate Cain

{"title":"The influence of story character realism and theme on protagonists’ internal states and dialogue in children’s retells","authors":"Samantha J. Russell , J. Jessica Wang , Kate Cain","doi":"10.1016/j.cogdev.2024.101458","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101458","url":null,"abstract":"<div><p>Anthropomorphised animals are a prevalent character type in children’s books. However, stories with fantastical protagonists are associated with poorer social learning than those with human protagonists. We explored whether children’s representations of characters’ internal states and dialogue in story retells were related to story character realism (anthropomorphised animal, human), story theme (sharing, busyness), age, and vocabulary. Three- to seven-year-olds (<em>N</em> = 171) listened to one of four versions of an illustrated storybook that manipulated character realism and theme. Developmental trends were evident: Older children included more internal state references and dialogue in their retells than younger children. Of note, children retelling a prosocial story with human protagonists included more socio-relational language than those retelling a busy-themed story featuring humans; the same advantage was not evident for stories with animal protagonists. These findings imply that realistic protagonists may elicit more robust representations of social ideas in the minds of young children.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000431/pdfft?md5=fe55ef38d900d2f5ddd8b4365484df24&pid=1-s2.0-S0885201424000431-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141291530","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

Factors affecting children’s direct learning and productive memory processes in the context of virtual museums 影响儿童在虚拟博物馆中直接学习和生产性记忆过程的因素

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-06-07 DOI: 10.1016/j.cogdev.2024.101454

Lucy M. Cronin-Golomb, Jelena Pejic, Hilary E. Miller-Goldwater, Patricia J. Bauer

{"title":"Factors affecting children’s direct learning and productive memory processes in the context of virtual museums","authors":"Lucy M. Cronin-Golomb, Jelena Pejic, Hilary E. Miller-Goldwater, Patricia J. Bauer","doi":"10.1016/j.cogdev.2024.101454","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101454","url":null,"abstract":"<div><p>Informal educational opportunities such as visits to museums, aquariums, and zoos support children’s semantic knowledge gain. Most research focuses on outcomes of direct learning, such as factual recall. The extent to which children engage in productive memory processes such as inferential reasoning and self-derivation through memory integration is not yet well understood. We assessed 8- to 9-year-old children’s performance on tests of direct (e.g., fact recall) and productive (e.g., inference, integration) learning from virtual museum exhibits. We also examined the influence of children’s involvement on learning outcomes, through measuring within-exhibit dyadic conversation and post-exhibit reflection. Children performed successfully on all three tests of learning; fact recall was the most accessible and self-derivation was the least. Both within and post-exhibit involvement predicted overall learning outcomes; within-exhibit conversational phrases predicted self-derivation performance in particular. The current work provides novel insights into mechanisms that support children’s informal learning.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141291529","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

A cross-sequential study of theory of mind, IQ, and fair sharing framed socially and non-socially in young children 对幼儿思维理论、智商以及社会和非社会公平分享框架的跨序列研究

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-06-03 DOI: 10.1016/j.cogdev.2024.101460

Jennifer Vonk , Theodore S. Tomeny , Stephanie E. Jett , Sterett H. Mercer , Julie Cwikla

引用次数: 0

The development of desire language: A corpus study of ‘want’ 欲望语言的发展：关于 "想要 "的语料库研究

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101438

Hillary Harner , Sangeet Khemlani

{"title":"The development of desire language: A corpus study of ‘want’","authors":"Hillary Harner , Sangeet Khemlani","doi":"10.1016/j.cogdev.2024.101438","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101438","url":null,"abstract":"<div><p>Children’s usage of mental state verbs can reveal evidence of their theory of mind and general cognitive development. Children produce a certain class of mental state verbs, namely desire verbs such as <em>want</em>, <em>like</em>, and <em>love</em>, early in development. Among these desire verbs, they produce <em>want</em> the most frequently. We report on a corpus study of 450 + instances of <em>want</em> as gathered from children’s dialogues with caretakers in the CHILDES database. We developed a novel coding scheme to measure children’s use and understanding of <em>want</em> utterances: i.e., we analyzed the kinds of things that children described wanting for themselves or others, as well as the agents to whom they ascribed desires. We report on the frequencies of these features across the ages of 24 to 59 months (2–4 years of age), and highlight noteworthy trends in the way children used <em>want</em>. Children appear to talk about their own desires most often; they primarily use questions to talk about second person desires; and they describe more complex desires as they mature. We describe how these patterns of linguistic competency may serve as an index for the development of mechanisms that underlie mental state reasoning.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140344084","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

Neonatal risk and coordinated joint attention episodes with mothers and fathers relate to language skills of preterm children aged 2-4 years 新生儿风险以及母亲和父亲共同关注的协调事件与 2-4 岁早产儿的语言能力有关

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101456

Merve Ataman-Devrim , Elizabeth Nixon , Jean Quigley

{"title":"Neonatal risk and coordinated joint attention episodes with mothers and fathers relate to language skills of preterm children aged 2-4 years","authors":"Merve Ataman-Devrim , Elizabeth Nixon , Jean Quigley","doi":"10.1016/j.cogdev.2024.101456","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101456","url":null,"abstract":"<div><p>The present study investigates individual differences in preterm children’s language skills in relation to neonatal risk and Joint Attention (JA) skills. Fifty-four mother-child (<em>M</em>childage<em>=</em>37.89 months; <em>SD</em>=11.51) and 35 father-child (<em>M</em>childage<em>=</em>36.75 months; <em>SD</em>=11.86) dyads participated in the study. Neonatal risk was assessed using medical reports/parental questionnaires. JA characteristics (frequency, duration, type of JA, agent of initiation and termination, missed attempts) were coded moment-by-moment during free-play interactions with mothers and fathers, separately. Language outcomes were measured via the Bayley Scales of Infant and Toddler Development-3rd Edition and the Wechsler Preschool and Primary Scale of Intelligence-4th Edition. Preterm children with lower neonatal risk scores and who had higher proportions of Coordinated JA with their mothers and fathers achieved higher language scores. Hierarchical linear regression analyses indicated that neonatal risk and Coordinated JA with mothers and fathers (separately) explained unique variance in preterm children’s language outcomes.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000418/pdfft?md5=accf8ba5a542d0b17941d7aa2436f29d&pid=1-s2.0-S0885201424000418-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141289566","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

Sensitivity to temporal synchrony in audiovisual speech in early infancy: Current issues and future avenues 婴儿早期对视听言语中时间同步性的敏感性：当前问题和未来出路

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101453

Itziar Lozano , Ruth Campos , Mercedes Belinchón

{"title":"Sensitivity to temporal synchrony in audiovisual speech in early infancy: Current issues and future avenues","authors":"Itziar Lozano , Ruth Campos , Mercedes Belinchón","doi":"10.1016/j.cogdev.2024.101453","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101453","url":null,"abstract":"<div><p>Audiovisual speech integration during infancy is crucial for socio-cognitive development. A key perceptual cue infants use to achieve this is temporal synchrony detection. Although the current developmental literature on this ability is rich, unsolved disagreements obscure the interpretation of findings. Here, we propose conceptual and methodological issues that may have contributed to a still unclear picture of the developmental trajectory of sensitivity to temporal synchrony, particularly when studied in audiovisual <em>fluent</em> speech. We discuss several sources of confusion, including a lack of terminological precision, heterogeneity in the experimental manipulations conducted, and in the paradigms and stimuli used. We propose an approach that clarifies the definition and operationalization of sensitivity to temporal synchrony and explores its developmental course, emphasizing the role of infants’ linguistic experiences. Ultimately, we expect that our analytical review will contribute to the field by aligning theoretical constructs, proposing more fine-grained designs, and using stimuli closer to infants’ experiences.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141156333","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

Do multiple exemplars promote preschool children’s retention and generalisation of words learned from pictures? 多重范例是否能促进学龄前儿童对从图片中学到的单词的记忆和概括？

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101459

Calum Hartley, Hannah Amy Whiteley

{"title":"Do multiple exemplars promote preschool children’s retention and generalisation of words learned from pictures?","authors":"Calum Hartley, Hannah Amy Whiteley","doi":"10.1016/j.cogdev.2024.101459","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101459","url":null,"abstract":"<div><p>We investigated whether preschool children’s extension of labels from memory representations of pictures is enhanced by exposure to multiple exemplars during teaching. Neurotypical 2-year-olds (N = 23) and 3-year-olds (N = 19) mapped novel word-picture associations in a referent selection task. Their retention and generalisation of labels was then assessed after 5 min with depicted 3-D objects. During referent selection, children were presented with a single variant of each novel picture (single exemplar condition) or two differently coloured variants of each novel picture (multiple exemplars condition). Both age groups extended labels to similarly coloured objects with significantly greater accuracy when taught with multiple exemplars. Three-year-olds also generalised labels to differently coloured category members with significantly greater accuracy in the multiple exemplars condition, where they outperformed two-year-olds. We propose that comparing multiple pictures of to-be-learned referents strengthens encoding of category-defining shape, facilitating extension of labels to objects from memory.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000443/pdfft?md5=c1ad86b11fc47be49d203c528492d131&pid=1-s2.0-S0885201424000443-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141163767","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