Cognitive Development最新文献_第3页

Sound, emotion, and innovation: Rethinking bayan education through digital tools 声音、情感和创新：通过数字工具重新思考巴彦教育

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-06-19 DOI: 10.1016/j.cogdev.2025.101604

Liu Dong

{"title":"Sound, emotion, and innovation: Rethinking bayan education through digital tools","authors":"Liu Dong","doi":"10.1016/j.cogdev.2025.101604","DOIUrl":"10.1016/j.cogdev.2025.101604","url":null,"abstract":"<div><div>Various musical instruments offer unique opportunities to discover new aesthetic expression approaches and interpretation concepts. The aim of this study is to assess the effectiveness of a 14-week intervention for learning to play the bayan using digital technologies. The participants in the study were second and third-year students of [BLINDED] University who had no prior experience playing the bayan. They were randomly assigned to either the Experimental group (n = 89) or the Control group (n = 90). Students in both groups underwent basic training in bayan performance. In addition, the Experimental group utilized digital programs such as SMT Expert and Bayan Trainer. Upon completion of the intervention, the musical performance of Wubin Liu’s composition \"Invocation of Da Zhao\" was evaluated. Participants also reported their engagement with music through self-reports. The results confirmed the impact of the technology-based intervention on musical performance and engagement with music. Age, gender, and particularly previous experience in musical activities were found to influence the outcomes. The findings of the study may serve as a foundation for the integration of digital technologies into music education, particularly in the development of instrumental skills, expressive performance, and technical accuracy. This will contribute to the improvement of teaching methods and the enhancement of the emotional depth of musical performance.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101604"},"PeriodicalIF":1.8,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144312690","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

Relative age effect in formal musical training 正规音乐训练中的相对年龄效应

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-06-18 DOI: 10.1016/j.cogdev.2025.101603

Rafael Román-Caballero , Laura Trujillo , Paulina del Carmen Martín-Sánchez , Laurel J. Trainor , Florentino Huertas , Elisa Martín-Arévalo , Juan Lupiáñez

{"title":"Relative age effect in formal musical training","authors":"Rafael Román-Caballero , Laura Trujillo , Paulina del Carmen Martín-Sánchez , Laurel J. Trainor , Florentino Huertas , Elisa Martín-Arévalo , Juan Lupiáñez","doi":"10.1016/j.cogdev.2025.101603","DOIUrl":"10.1016/j.cogdev.2025.101603","url":null,"abstract":"<div><div>Access to musical training depends on various factors, such as socioeconomic status and musical background of families, and the child's interest in learning music (related to their openness to experience). In the present study, we show an additional source of selection bias that has gone unnoticed: the relative age of children within the same cohort, when a selection process is implemented. The consequences of this grouping are known as the relative age effect, ranging from academic outcomes to self-esteem. In youth sports, there has been observed an overrepresentation of athletes born in the two first quarters compared to those born later. This study shows a similar unbalance across Spanish music conservatory courses in two samples: a Primary Sample of participants assessed by our research group (<em>N</em> = 322; 33 % of children born in the first quarter vs. 21 % in the fourth quarter, <em>V</em> = .12) and a Secondary Sample comprised by the complete census of six conservatories in Spain (<em>N</em> = 2182; 27 % vs. 24 %, <em>V</em> = .04). This bias was larger when computed on those participants selecting the most popular instrument. In our sample, the relative age of the children and adolescents was independent of other sources of selection bias, such as socioeconomic status. Moreover, the relative age effect was stable across conservatory courses, pointing to an enrolment bias and the impact of a lack of adjustment in the conservatory entrance exam.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101603"},"PeriodicalIF":1.8,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144307365","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 relative age effect in secondary schools 中学的相对年龄效应

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-06-18 DOI: 10.1016/j.cogdev.2025.101602

C. Lange-Küttner

{"title":"The relative age effect in secondary schools","authors":"C. Lange-Küttner","doi":"10.1016/j.cogdev.2025.101602","DOIUrl":"10.1016/j.cogdev.2025.101602","url":null,"abstract":"<div><div>This longitudinal study investigates the Relative Age Effect (RAE) on academic achievements in inclusive secondary schooling in mainstream pupils (<em>n</em> = 2696) and those with special educational needs and disabilities (SEND) (<em>n</em> = 299). The RAE is based on the assumption that increased age also predicts maturity and performance, with relatively older children and adolescents being at an advantage. However, different to previous research using months per year for relative age, the current study uses differences in years per school class. Four chronological age (CA) groups could be identified in one school year, ranging from age 10–15. Younger pupils in class were at an advantage and showed better performance than older pupils (reverse RAE): Multiple ordinal logistic regression (MOLR) showed that the likelihood of belonging to the younger or older adolescents in class (RAE) could be predicted by school grades. Excellent mathematics marks predicted belonging to younger pupils, while low language grades predicted belonging to older pupils in class. In pupils with SEND, grades predicted age group in either direction independently of the school subject. Parental years in education (CASMIN) and migration background were both associated with CA groups but not with each other: Younger pupils were more likely to have parents with longer education and less likely to have a migration background, while for older pupils the opposite was true. Path models revealed that while the RAE and migrant background were negatively associated with school performance, parent education was more important for competencies than for school grades.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101602"},"PeriodicalIF":1.8,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144312688","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

Father, mother, and toddler spatial talk in a favorite activity: Associations with gender, dominant language, and activity choice 父亲、母亲和幼儿在最喜欢的活动中的空间谈话：与性别、主导语言和活动选择的联系

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-06-13 DOI: 10.1016/j.cogdev.2025.101586

Mackenzie S. Swirbul , Alex M. Silver , Melissa E. Libertus , Catherine S. Tamis-LeMonda

{"title":"Father, mother, and toddler spatial talk in a favorite activity: Associations with gender, dominant language, and activity choice","authors":"Mackenzie S. Swirbul , Alex M. Silver , Melissa E. Libertus , Catherine S. Tamis-LeMonda","doi":"10.1016/j.cogdev.2025.101586","DOIUrl":"10.1016/j.cogdev.2025.101586","url":null,"abstract":"<div><div>Everyday activities—building block towers, setting the table, getting dressed—offer numerous opportunities for toddlers to learn about spatial concepts. As parents jointly engage in such activities with their toddlers and use spatial language, they support toddlers’ spatial cognition. We video-recorded U.S. English- and Spanish-speaking fathers, mothers, and toddlers (28 girls, 27 boys; ages 24–36 months) during a ‘favorite activity’ at home. We characterized fathers’ and mothers’ use of spatial language (i.e., spatial relations, spatial features, magnitudes/comparisons, and spatial verbs), classified parent-toddler pairs’ activity choice as spatial vs. nonspatial, and tested whether activity choice related to parents’ use of spatial language. Spatial words were frequent, and individual parents varied substantially. Overall amount of spatial talk did not differ by parents’ dominant language, parent gender, or child gender. However, specific types of spatial talk varied by dominant language, and fathers and mothers provided their toddlers with unique spatial words. Parent-toddler pairs selected a wide variety of favorite activities, with approximately half classified as spatial. Although activity choice (i.e., spatial vs. nonspatial) did not relate to parent or child gender separately, exploratory analyses revealed a trend-level effect showing that twice as many father-boy as mother-girl pairs engaged in spatial activities. Most centrally, fathers who engaged in spatial activities with their toddlers produced more spatial talk than did fathers who engaged in nonspatial activities; mothers’ choice of activity (spatial or not) did not relate to their spatial language use.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101586"},"PeriodicalIF":1.8,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144271418","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

Social expectations influence perceived prosocial motivation in 6- to 11-year-old German children 社会期望影响6 ~ 11岁德国儿童感知的亲社会动机

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-06-11 DOI: 10.1016/j.cogdev.2025.101593

Anneliese Skrobanek, Carolin Grande, Sarah Schürmann, Anne Wößmann, Joscha Kärtner

{"title":"Social expectations influence perceived prosocial motivation in 6- to 11-year-old German children","authors":"Anneliese Skrobanek, Carolin Grande, Sarah Schürmann, Anne Wößmann, Joscha Kärtner","doi":"10.1016/j.cogdev.2025.101593","DOIUrl":"10.1016/j.cogdev.2025.101593","url":null,"abstract":"<div><div>In three studies, we examined whether maternal requests affect 6- to 11-year-old German children’s perception of a prosocial agent’s duty, desire and satisfaction to act prosocially. Study 1 (<em>N</em> = 45) was conducted in a face-to-face setting with an experimenter and included four vignettes with protagonists that helped in the household in either a spontaneous or a requested condition. In the requested scenarios, children perceived the protagonist to feel more duty and less desire to help but not more satisfaction than in the spontaneous scenarios. In Study 2 (<em>N</em> = 105), children rated two sharing and two helping scenarios in the same conditions in an unmoderated online setting. While we found no statistical support for an effect on perceived duty, children attributed less desire and satisfaction to protagonists that helped and shared in the requested scenarios. In Study 3, we tested children in an unmoderated setting (<em>n</em> = 125) and a video-call setting (<em>n</em> = 93). In both settings, adding a request increased duty to help and decreased desire to share and help. We found no statistical support for an effect on duty to share in the video-call setting. Although the effects were descriptively bigger in the video-call setting, only the effects on desire and satisfaction to share were significantly stronger. Across the three studies we investigated if the effect of the manipulation was moderated by children’s age, individual agency and norm internalization, but only found partial support for the effect of age (Study 2) and internalization (Study 3).</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101593"},"PeriodicalIF":1.8,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144255198","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

Greater sharing of child autobiographical memories at age 4 anticipates decreasing parent elaborations at age 6 4岁时更多地分享孩子的自传式记忆，预示着6岁时父母阐述的减少

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-06-07 DOI: 10.1016/j.cogdev.2025.101592

R.P. Svane , F. Trecca , A. Højen , D. Bleses , B. Laursen

引用次数: 0

Underlying mechanisms in the relationship between family socioeconomic status and mathematical abilities: A longitudinal investigation 家庭社会经济地位与数学能力关系的潜在机制：一项纵向调查

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-06-06 DOI: 10.1016/j.cogdev.2025.101591

Xiaoliang Zhu , Yixin Tang , Sirui Wang , Xufeng Ma , Jing Lin , Qing Chai , Xiujie Yang , Xin Zhao

{"title":"Underlying mechanisms in the relationship between family socioeconomic status and mathematical abilities: A longitudinal investigation","authors":"Xiaoliang Zhu , Yixin Tang , Sirui Wang , Xufeng Ma , Jing Lin , Qing Chai , Xiujie Yang , Xin Zhao","doi":"10.1016/j.cogdev.2025.101591","DOIUrl":"10.1016/j.cogdev.2025.101591","url":null,"abstract":"<div><div>Family socioeconomic status (SES) plays a critical role in the development of children’s mathematical abilities in early elementary stage, including arithmetic, logical reasoning, and geometric domains. However, the underlying mechanisms remain unclear. This study investigates the mediation effect of specific executive functioning (EF) components (i.e., interference inhibition, response inhibition, and working memory) in this relationship. A total of 185 children (<em>M</em><sub>ageT1</sub> = 7;9 years;months; 45.95 % girls) participated in the study and were reassessed 20 months later. Specifically, we measured EF, family SES, and mathematical abilities at T1 and mathematical abilities at T2. Our analysis yielded two main findings: (a) family SES was positively associated with three domains of mathematical abilities at T1, but not with T2 mathematical abilities after controlling for T1 mathematical abilities; (b) family SES was indirectly associated with T1 arithmetical ability and T2 logical reasoning ability via working memory. No significant mediation effects were observed for interference inhibition and response inhibition. Our findings offer a nuanced understanding of the cognitive mechanisms underlying the impact of socioeconomic disadvantage on early mathematical development and provide implications for future research and intervention programs.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101591"},"PeriodicalIF":1.8,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231138","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

Latine dual language learners' bilingual development in math and cognition: A longitudinal latent profile analysis 拉丁双语学习者在数学和认知方面的双语发展：纵向潜在分析

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-06-04 DOI: 10.1016/j.cogdev.2025.101584

Matthew E. Foster , Lisa M. López , Shaunacy Sutter , Karen Nylund-Gibson , Dina A.N. Arch

{"title":"Latine dual language learners' bilingual development in math and cognition: A longitudinal latent profile analysis","authors":"Matthew E. Foster , Lisa M. López , Shaunacy Sutter , Karen Nylund-Gibson , Dina A.N. Arch","doi":"10.1016/j.cogdev.2025.101584","DOIUrl":"10.1016/j.cogdev.2025.101584","url":null,"abstract":"<div><div>This study examined the math and cognitive development of 243 dual language learners (DLLs) who matriculated from Head Start to kindergarten in a state in the Southeastern United States. Dual language profiles were identified using direct measures of their Spanish and English achievement, specifically, <em>W</em> scores from subtests of the Woodcock Johnson Tests of Achievement and the Batería Woodcock Muñoz (third editions) at the end of preschool and beginning and end of kindergarten. This study also examined contextual variables thought to contribute to profile memberships, including socioeconomic status, mother education, home language input, preschool attendance as well as teacher and classroom characteristics. The optimal solution identified three profiles, <em>Average Achievers</em> (<em>n</em> = 123), <em>High Achievers</em> (<em>n</em> = 90), and <em>Emerging Achievers</em> (<em>n</em> = 30). Learners’ <em>W</em> scores indicated that all subgroups improved in cognition and mathematics in English and Spanish. From among contextual variables, there was descriptive information to suggest that hours of teacher professional development for teaching DLLs and years of teacher classroom experience were highest for <em>High Achievers</em> followed by <em>Average Achievers</em> and <em>Emerging Achievers</em>, respectively. Profile comparisons on the covariates and the implications of the findings are discussed.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101584"},"PeriodicalIF":1.8,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204811","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

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-06-02 DOI: 10.1016/j.cogdev.2025.101590

E. Greer Spradling, Katherine A. Lee , Britney Del Solar , Patricia J. Bauer

{"title":"Age-related differences in autobiographical memory consistency at the level of narrative detail","authors":"E. Greer Spradling, Katherine A. Lee , Britney Del Solar , Patricia J. Bauer","doi":"10.1016/j.cogdev.2025.101590","DOIUrl":"10.1016/j.cogdev.2025.101590","url":null,"abstract":"<div><div>Prior research has demonstrated age-related differences in the stability of autobiographical memories throughout the lifespan, as measured by event-level recall. However, few have investigated possible age-related differences in autobiographical memory consistency in terms of the overlap of narrative detail. In this prospective study, 101 children (ages 4, 6, 8) and 35 adults provided memory narratives and recalled subsets of them after delays of 1–3 years. Recalled narratives were coded for overlap in narrative details for seven <em>wh-</em> categories (who, what-action, what-object, when, where, why, how-evaluation). Previous research has shown higher event-level recall for adults compared to children, as well as older compared to younger children. We expected overlap in narrative details to follow the same pattern. Linear mixed effects modeling revealed main effects of age group and word count, but not of delay or the interaction between age group and delay. Adults had higher scores for overlap in narrative details compared to children, whereas older and younger children did not differ. Results suggest children and adults are consistent in discussing the details of their autobiographical memories, even up to 3 years later, though children may not develop adult-like levels of overlap in narrative details until later in development.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101590"},"PeriodicalIF":1.8,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144195178","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

Unique associative patterns of adolescents’ perceptions of mothers’ and father’s parenting in relation to inhibition and cognitive flexibility 青少年父母教养观念的独特联想模式与抑制和认知灵活性的关系

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-06-02 DOI: 10.1016/j.cogdev.2025.101585

Shameem Fatima

{"title":"Unique associative patterns of adolescents’ perceptions of mothers’ and father’s parenting in relation to inhibition and cognitive flexibility","authors":"Shameem Fatima","doi":"10.1016/j.cogdev.2025.101585","DOIUrl":"10.1016/j.cogdev.2025.101585","url":null,"abstract":"<div><div>Earlier research suggests that the development of executive functions is susceptible to positive and negative parenting practices in childhood and adolescence. However, boys and girls may differ in their perceptions of rewarding and punitive parenting by mothers and fathers. The present study extends this focus to assess the interaction between adolescents’ perceptions of mothers’ and fathers’ rewarding and punitive parenting and adolescent gender to predict two core executive functions namely inhibition and cognitive flexibility. Adolescents’ reports of rewarding and punitive parenting were obtained from a sample of Pakistani adolescents (<em>N</em> = 352; <em>M</em><sub>age</sub> = 14.52, SD = 1.08 years, 54.3 % boys, 45.7 % girls) who also performed on executive functions tasks. Findings from correlational and moderated regression analyses showed that adolescents’ perceptions of mother’s and father’s punitive parenting were significantly correlated with inhibition inefficiency for girls but not boys. Likewise, fathers’ rewarding and mothers’ punitive parenting significantly predicted inhibition inaccuracy for only girls. However, the effect sizes in all these moderation analyses were low. Adolescents’ perceptions of rewarding parenting by mothers and fathers were similarly associated with cognitive flexibility for boys and girls. The findings suggest that punitive parenting is likely a negative factor for inhibition among adolescents, particularly girls. In contrast, rewarding parenting is a protective factor for cognitive flexibility for both girls and boys.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"75 ","pages":"Article 101585"},"PeriodicalIF":1.8,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144190284","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