Cognitive Development最新文献_第3页

Common ground without copresence: Preschoolers apply indirect cues about shared knowledge in real-time referential interpretation 没有共同基础的共同基础：学龄前儿童在实时参考解释中使用关于共同知识的间接线索

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101573

Valerie San Juan , Katherine Gibbard , Sirine Morra , Melanie Khu , Craig G. Chambers , Susan A. Graham

{"title":"Common ground without copresence: Preschoolers apply indirect cues about shared knowledge in real-time referential interpretation","authors":"Valerie San Juan , Katherine Gibbard , Sirine Morra , Melanie Khu , Craig G. Chambers , Susan A. Graham","doi":"10.1016/j.cogdev.2025.101573","DOIUrl":"10.1016/j.cogdev.2025.101573","url":null,"abstract":"<div><div>We examined whether, in the absence of physical cues about a speaker’s visual perspective, 4- and 5-year-old children (<em>N</em> = 46) children would use their beliefs about the speaker’s knowledge state to guide real-time referential interpretation. Using a modified version of the visual world paradigm where a speaker provided referential instructions remotely from a different room from the child listener, children learned that some images on their display (i.e., items that appeared on top of blue cards) could not be seen on the speaker’s display (i.e., the speaker saw a blank blue card only). Results indicated that children identified a target referent faster and more accurately when they believed they had privileged access to a competitor object in a visual display versus when they believed this competitor was also known to the speaker. These findings indicate that preschoolers do not require the co-presence of a speaker or immediate line-of-sight cues to rapidly integrate perspective information during real-time language processing. Overall, the findings provide new insights into the different types of perspective cues that children use to guide language understanding, as well as the time course and magnitude of their effects.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101573"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143806873","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

Hysteresis in posture selection in preschool children 学龄前儿童姿势选择的滞后性

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101588

Christoph Schütz , Cornelia Frank

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The roles of self-, mother-, and stranger-determined choice in memory in 5- to 10-year-old Chinese children 5 ~ 10岁中国儿童记忆中自我、母亲和陌生人决定选择的作用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101583

Qinyi Li , Zhuolei Ding , Chuansheng Chen , Xun Liu , Mingxia Zhang

{"title":"The roles of self-, mother-, and stranger-determined choice in memory in 5- to 10-year-old Chinese children","authors":"Qinyi Li , Zhuolei Ding , Chuansheng Chen , Xun Liu , Mingxia Zhang","doi":"10.1016/j.cogdev.2025.101583","DOIUrl":"10.1016/j.cogdev.2025.101583","url":null,"abstract":"<div><div>Studies have revealed that self-determined choices are empowering and can enhance memory even for preschool children. However, previous studies have only examined the role of choice by comparing self-determined choice and unrelated others-determined choice, leaving it unknown how choices made by mothers affect memory. This study investigated the role of choice in memory by comparing memory performance in self-determined, mother-determined, and stranger-determined choice scenarios. Two independent samples of Chinese children aged 5–10 (n = 67 for Exp. 1 and 62 for Exp. 2) performed a choice encoding task and a recognition test, the latter of which was conducted either immediately (Exp. 1) or one day later (Exp. 2). Results on recognition accuracy showed that self-determined choices significantly enhanced both immediate and delayed recognition compared to mother- or stranger-determined choices, with no differences between the latter two. These effects were independent of age. Exploratory analyses of recognition reaction times suggested that younger children (approximately under age 6) tended to respond faster under self or mother-determined conditions compared to stranger-determined ones. Together, these findings support self-determination theory, and provide preliminary evidence for interdependent self-construal in Chinese children.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101583"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143935986","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 do different executive function components contribute to children's academic skills? 不同的执行功能成分如何影响儿童的学业技能？

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101589

Jiao He , Rongke Xu , Yang Yang , Jo Van Hoof , Xiujie Yang

{"title":"How do different executive function components contribute to children's academic skills?","authors":"Jiao He , Rongke Xu , Yang Yang , Jo Van Hoof , Xiujie Yang","doi":"10.1016/j.cogdev.2025.101589","DOIUrl":"10.1016/j.cogdev.2025.101589","url":null,"abstract":"<div><div>This study investigated the extent to which components of executive function (EF)—working memory, inhibitory control, and cognitive flexibility—accounted for the unique variance in reading ability, arithmetic skills, and word problem solving, while considering the interplay among these academic abilities. While most of the research in this field has been conducted in Western countries, this study extends the literature by focusing on Chinese students. One hundred and eighteen Chinese children completed assessments in working memory (Sequential whack-a-mole task), inhibitory control (Go/No-Go task), cognitive flexibility (Task-switching), reading (reading fluency), and mathematics (numerical operations and word problem solving). The findings, derived from a multivariate multiple regression model, revealed that working memory was a significant predictor of all three academic abilities. Inhibitory control played as a substantial role in predicting reading ability and arithmetic skills. In contrast, cognitive flexibility did not show a significant relationship with any of these academic abilities. The results emphasize that not three components of EF are equally important in explaining variance in these academic skills among Chinese children.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101589"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144185299","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

Executive functions development: A longitudinal study of children from kindergarten to third grade across varied socioeconomic backgrounds 执行功能发展：对不同社会经济背景下幼儿园至三年级儿童的纵向研究

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101576

Talya Raz, Shelley Shaul

{"title":"Executive functions development: A longitudinal study of children from kindergarten to third grade across varied socioeconomic backgrounds","authors":"Talya Raz, Shelley Shaul","doi":"10.1016/j.cogdev.2025.101576","DOIUrl":"10.1016/j.cogdev.2025.101576","url":null,"abstract":"<div><div>This longitudinal study explores the developmental trajectories of executive functions (EFs) in children from kindergarten to third grade, considering diverse socioeconomic statuses (SES). EFs, which include working memory (WM), cognitive flexibility, and inhibition, play a pivotal role in children's academic and social success. This research aims to understand how EFs evolve, their relationship with SES, and the potential impact of schooling. Data from participants of different SES backgrounds were collected at three time points: kindergarten, first grade, and third grade. A battery of EF tasks was administered individually to assess different facets of EFs. Findings reveal distinct developmental patterns across EF components and SES groups. WM both auditory and visual exhibited significant improvements from kindergarten to third grade across all SES backgrounds, which demonstrated considerable enhancements, showcasing the maturation of memory capacity in children as they grow. SES exhibited a multifaceted relationship with EF development. Low SES children displayed lower performance in all EF masseurs except visual working memory. While schooling did not decrease the SES gaps in most abilities except for auditory short-term memory in which the gaps were eliminated, the gaps in inhibition were increased. These findings hold implications for educational policies promoting EFs, reducing disparities, and fostering equitable opportunities for all students.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101576"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143791296","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

Manual reach tracking reveals distinct inhibitory processes in children’s and adults’ inferences about belief 手触追踪揭示了儿童和成人在信念推理中的明显抑制过程

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101580

David M. Sobel , David G. Kamper , Joo-Hyun Song

{"title":"Manual reach tracking reveals distinct inhibitory processes in children’s and adults’ inferences about belief","authors":"David M. Sobel , David G. Kamper , Joo-Hyun Song","doi":"10.1016/j.cogdev.2025.101580","DOIUrl":"10.1016/j.cogdev.2025.101580","url":null,"abstract":"<div><div>Numerous studies suggest that there are relations between children’s developing inhibitory control and their ability to make inferences about others’ false beliefs. The present study examined how 4- to 6-year-olds (46 girls, 27 boys, 73 % White, 7 % Black, 16 % Asian, 4 % Hispanic) and adults (15 female, 10 male) in the Northeastern United States inferred others’ belief states while tracking their reaching movements in 3D space over time. This approach allowed us to separate the inhibitory resources needed for detecting conflict in decision-making options (measured through latency to reach) from those needed for resolving the conflict to make a response (measured through the maximal deviance in the curvature of their reach). We found no differences in the inhibitory process involved in the detection of conflict when children or adults were asked to make inferences about true or false beliefs. We did find a significant interaction regarding the inhibitory process involved in resolving conflict: As children’s understanding of theory of mind improved, they were more adult-like, requiring fewer conflict resolution resources to respond correctly to false belief trials. Responding correctly to a false belief inference involves a similar monitoring process as responding correctly to a true belief inference, but a different conflict resolution process, which was related to children’s developing theory of mind.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101580"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143942403","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

Using numbers strategically: Proportional reasoning induces wealth in-group bias in an equity task 策略性地使用数字：比例推理在公平任务中引起财富内群体偏见

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-03-28 DOI: 10.1016/j.cogdev.2025.101572

Nadia Chernyak , Taylor Ashqar

{"title":"Using numbers strategically: Proportional reasoning induces wealth in-group bias in an equity task","authors":"Nadia Chernyak , Taylor Ashqar","doi":"10.1016/j.cogdev.2025.101572","DOIUrl":"10.1016/j.cogdev.2025.101572","url":null,"abstract":"<div><div>Prior work in cognitive development has shown a strong association between our numerical cognition abilities and our abilities to engage in equity-based social evaluation. At the same time, work in social development has found that children generally prefer wealthier others and prefer in-group members. Integrating these two perspectives, we investigated whether children’s developing proportional reasoning skills might help <em>overcome</em> their in-group preferences, or alternatively, to <em>enact</em> them. In a social evaluation task (modeled after McCrink et al., 2010), 4–8-year-olds viewed a series of characters with different resource constraints (e.g., one character had 2 cookies and another had 6), each of whom then shared a proportion of their resources with a friend (e.g., one character shared 1/2 of his cookies while another shared 2/6). Children were then asked to make a series of social evaluations about the characters. We also assessed children’s proportional reasoning skills, cognitive control, and subjective social status. Children’s proportional reasoning skills prompted them to select their wealth-ingroup members: High-income children were more likely to select the richer participant if they had high proportional reasoning skills, whereas low-income children were more likely to select the poorer participant if they had high proportional reasoning skills. Results suggest that proportional reasoning abilities help enact strategic in-group bias.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101572"},"PeriodicalIF":1.8,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143724505","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 development of disability and foreignness concepts: A comparative approach 残疾和 "陌生化 "概念的发展：比较方法

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-03-26 DOI: 10.1016/j.cogdev.2025.101570

Netanel Y. Weinstein , Samuel Heilenbach , Megan Oshiro , Dare A. Baldwin

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Children’s developing disability concepts: A review and recommendations for continued research 儿童发展中的残疾概念：综述和对继续研究的建议

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-03-25 DOI: 10.1016/j.cogdev.2025.101566

Nicolette Granata, Jonathan D. Lane

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Does the experimenter presence impact children’s working memory? 实验者在场是否影响儿童的工作记忆？

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-03-19 DOI: 10.1016/j.cogdev.2025.101569

Valérie Camos , Stéphanie Mariz Elsig , Yagmur Öncü , Marion Wohlhauser , Clément Belletier

{"title":"Does the experimenter presence impact children’s working memory?","authors":"Valérie Camos , Stéphanie Mariz Elsig , Yagmur Öncü , Marion Wohlhauser , Clément Belletier","doi":"10.1016/j.cogdev.2025.101569","DOIUrl":"10.1016/j.cogdev.2025.101569","url":null,"abstract":"<div><div>The literature on audience effect shows that the presence of even a single person is enough to undermine performance in tasks relying on executive functions. This detrimental effect would result from the automatic capture of attention. Despite evidence in adults, investigations are still lacking in children. Here, we tested for the first time whether the common situation in psychology research to have an experimenter present at testing may impact children’s working memory (WM). According to the attentional capture hypothesis, and in line with adults’ findings, an experimenter presence effect should be observed when children use attention for WM maintenance, that is after the age of 7, and younger children should be immune to this effect. The experimenter presence was manipulated in a complex span task in which children memorised names of pictures or letters while naming colours of smileys aloud. Across three experiments, we varied the age of our participants (5, 8 and 11), the memory test (recognition and serial recall), and the difficulty of the secondary task by changing the speed of the presentation of the smileys. Despite these variations, results were congruent across experiments. As expected, the presence of an experimenter did not affect performance in 5-year-olds. However, contrary to the predictions based on attentional capture hypothesis, performance in older children was similar across conditions, with evidence in favour of the absence of interaction between age and presence condition, despite the expected better performance in older compared to younger children. These results departed from what was observed in adults and have implications for understanding the audience effect.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101569"},"PeriodicalIF":1.8,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143685196","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