Cognitive Development最新文献_第3页

Parental attitudes and beliefs about mathematics and the use of gestures in children’s math development

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

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

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

The effect of amateur piano playing on memory performance: A focus on Chinese piano players

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101539

Xiaomin Min

{"title":"The effect of amateur piano playing on memory performance: A focus on Chinese piano players","authors":"Xiaomin Min","doi":"10.1016/j.cogdev.2024.101539","DOIUrl":"10.1016/j.cogdev.2024.101539","url":null,"abstract":"<div><div>This study investigates the impact of regular piano playing on memory performance, specifically examining whether Chinese pianists exhibit superior memory abilities compared to non-pianists. A total of 400 volunteers from Beijing were divided into two groups based on their piano-playing experience. Memory performance was assessed using the Immediate Memory Index (IMI) and Delayed Memory Index (DMI) from the Wechsler Memory Scale – 4th Edition (WMS-IV). Independent samples t-tests revealed significant differences between the two groups, with pianists scoring higher on both IMI and DMI (p ≤ 0.05). The regression analysis showed that piano playing experience significantly improves immediate memory performance, with no substantial impact from education, age, or gender. Similarly, for delayed memory, piano playing experience was a strong positive predictor, while education, age, and gender did not significantly influence the outcomes. These results suggest that musical training, particularly piano playing, is associated with enhanced immediate and delayed memory capabilities. The study underscores the cognitive benefits of musical education, emphasizing its potential role in memory enhancement. These findings contribute to the growing body of evidence supporting the positive influence of music on cognitive functions and offer practical applications for educational and cognitive health strategies.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101539"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143173435","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

Development of inequity aversion in argentine children in different SES populations

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101533

Paulina Guerra , Belén Mesurado , Guillermo Solovey

引用次数: 0

Curiosity and children’s memory for a dinosaur exhibit

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101538

Sara B. Festini , Adriana M. Lutzio, Sofia Condorelli, Spencer J. Henning

{"title":"Curiosity and children’s memory for a dinosaur exhibit","authors":"Sara B. Festini , Adriana M. Lutzio, Sofia Condorelli, Spencer J. Henning","doi":"10.1016/j.cogdev.2024.101538","DOIUrl":"10.1016/j.cogdev.2024.101538","url":null,"abstract":"<div><div>Curiosity can boost memory. Here, curiosity and memory were evaluated within children aged 4–9-years old, after their interaction with a novel triceratops dinosaur exhibit at a children’s museum. After visiting an exhibit with a full skeleton fossil of a triceratops, children were re-exposed to 10 dinosaur facts that had been displayed within the exhibit, half of which were prominently-displayed and half of which were more minor facts. Approximately 10 days later, children’s memory for these facts was evaluated via an electronic survey that guardians read aloud to their children. Guardians also rated their child’s curiosity about dinosaurs both before and after visiting the exhibit. Results indicated that higher curiosity levels were significantly correlated with better dinosaur fact recall. Indeed, high curiosity predicted significantly better recall of dinosaur facts relative to low curiosity, particularly for prominently-displayed facts. Moreover, visiting the dinosaur exhibit resulted in significant increases in curiosity about dinosaurs, demonstrating the positive influence of a museum interaction on curiosity for related information. Overall, the present research provides evidence that a museum interaction can boost curiosity, and higher curiosity enhances memory in children.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101538"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143173434","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

Contribution of narrative identity and future autobiographical memories integration in the self on meaning and purpose in children

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101536

Elena García-Morales , Llanos Merín , María V. Jimeno , David J. Hallford , Jorge J. Ricarte

{"title":"Contribution of narrative identity and future autobiographical memories integration in the self on meaning and purpose in children","authors":"Elena García-Morales , Llanos Merín , María V. Jimeno , David J. Hallford , Jorge J. Ricarte","doi":"10.1016/j.cogdev.2024.101536","DOIUrl":"10.1016/j.cogdev.2024.101536","url":null,"abstract":"<div><div>Anhedonia, apathy and a motivation are common experiences among young people. These variables are central symptoms of mental disorders, particularly in depression. Purpose in life has been shown to counteract depressive symptomatology, but this has hardly been studied in children. The construction of personal identity and episodic future thoughts are important variables in defining those purposes. Therefore, the present study investigates how all these variables interact with each other and what role they may play in depression. Children in their last year of primary school in Spain (N = 128, mean = 10 years; 11 months, 54.7 % female) completed the Narrative Identity Awareness Questionnaire, the Depression and Meaning and Purpose scales of the Patient Reported Outcomes Measure Information System and the Episodic Future Thinking Test. The main results of this study were: (1) Narrative identity awareness and episodic future thinking (EFT) are positively related to meaning and purpose, (2) Meaning and purpose is negatively related to depression, and (3) Narrative identity awareness is a good predictor of meaning and purpose. These results highlight the potential use of meaning and purpose in the prevention of depression through the promotion of narrative identity awareness. Future research should explore this in other contexts and analyze in depth the role of mental imagery of the future in relation to life goals and depression.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101536"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143173432","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

Language dominance moderates links between theory of mind and children’s externalizing behaviors in a multilingual community

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101540

Amy A. Weimer , Rong Huang , Liliana Rojo , Katherine Rice Warnell

{"title":"Language dominance moderates links between theory of mind and children’s externalizing behaviors in a multilingual community","authors":"Amy A. Weimer , Rong Huang , Liliana Rojo , Katherine Rice Warnell","doi":"10.1016/j.cogdev.2024.101540","DOIUrl":"10.1016/j.cogdev.2024.101540","url":null,"abstract":"<div><div>Theory of mind (ToM)—understanding one’s own and others’ mental states—is influenced by cultural and linguistic contexts and, in turn, influences multiple aspects of individuals’ lives including mental health. Although significant research has examined how multilingualism affects ToM performance, far less is known about whether and how cultural contexts impact relations between ToM and mental health. In a single low-income U.S.-Mexico border community in which English and Spanish were both widely used, we found that children’s (<em>N</em> = 110, aged 8–12 years) dominant language moderated relations between ToM and externalizing behaviors. For English-dominant children, higher ToM scores related to lower parent-reported externalizing symptomatology, but this relation was not significant for Spanish-dominant children. ToM performance and internalizing behaviors were not related in either group. These results have implications for conceptualizing connections between social cognition and real-world social outcomes and highlight the importance of considering the nuances of cultural contexts even within single communities.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101540"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143174808","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

Cognitive offloading by children in perceptual discrimination tasks

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101537

Audrey E. Parrish , Maisy D. Englund , Andrew J. Kelly , Bonnie M. Perdue , Alexandra H. Daley , Charlotte K. Welsh , Michael J. Beran

{"title":"Cognitive offloading by children in perceptual discrimination tasks","authors":"Audrey E. Parrish , Maisy D. Englund , Andrew J. Kelly , Bonnie M. Perdue , Alexandra H. Daley , Charlotte K. Welsh , Michael J. Beran","doi":"10.1016/j.cogdev.2024.101537","DOIUrl":"10.1016/j.cogdev.2024.101537","url":null,"abstract":"<div><div>Cognitive offloading occurs when an individual modifies a current decision scenario in a way that reduces the cognitive load or difficulty of a task. Children begin to engage in such offloading even before formal schooling begins. Using a manual rotation paradigm, preschool and elementary school children (3- to 9-years-old) were given perceptual discrimination tasks in which they had to compare two visual stimuli (either vertical and horizontal lines that intersected and they had to determine which was longer, or rectangular shapes or clip art animals that they had to compare to determine if the stimuli were the same or different). On some trials, offloading to the environment via rotation of one stimulus was beneficial to make the discrimination easier from the perspective of those stimuli aligning. Children in all age groups showed rotation of the various stimuli to make the task easier, although there was a developmental trend such that likelihood of accuracy and rotation increased with age. Additionally, children were more likely to rotate objects on difficult trials than easier ones and this often resulted in increases in accuracy. This tendency to rotate for the more difficult trials was associated with age. These results confirm that children can manipulate stimuli in ways that make comparing those stimuli easier, reflecting a form of (meta)cognitive offloading using the external environment to resolve internal uncertainty.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101537"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143174804","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