Cognitive Development最新文献_第3页

Confidence cues: Epistemic or social? 自信线索：认知还是社交？

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101574

Aimie-Lee Juteau , Carolyn June Holmes , Patricia Brosseau-Liard

引用次数: 0

Training of media sign literacy and intelligence: Effects on preschoolers’ cognitive skills 媒介符号素养与智能训练：对学龄前儿童认知技能的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101582

Marie Sophie Hunze , Franziska Freudenberger , Yvonne Gerigk , Peter Ohler , Gerhild Nieding

{"title":"Training of media sign literacy and intelligence: Effects on preschoolers’ cognitive skills","authors":"Marie Sophie Hunze , Franziska Freudenberger , Yvonne Gerigk , Peter Ohler , Gerhild Nieding","doi":"10.1016/j.cogdev.2025.101582","DOIUrl":"10.1016/j.cogdev.2025.101582","url":null,"abstract":"<div><div>Children's media sign literacy (MSL) has been identified as a predictor of knowledge acquisition from media and academic competencies, surpassing even intelligence. Based on this empirical finding, a tablet-based training program to enhance MSL was developed. In a pretest-posttest experiment involving 152 preschoolers, this training program was compared with an active control group, using a digital inductive reasoning (IR) training, and a passive control group, continuing with the daily preschool activities. Preschoolers' MSL, intelligence, and diverse academic precursors were assessed. Results demonstrated significant improvements in MSL among preschoolers undergoing the MSL training program. Unexpectedly, the IR training showed significant impact only on one of the four intelligence subscales, and participants in the MSL group even outperformed the IR group on another subscale. Both training programs significantly improved participants' letter knowledge, and the IR training furthermore significantly improved participants' phonological awareness.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101582"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144072068","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 mechanical spatial language of support: Insight from 3- to 6-year-old children’s explanations 机械空间支持语言的发展：从3- 6岁儿童的解释看

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101581

Karima Elgamal , Paul Muentener , Laura Lakusta

{"title":"Development of mechanical spatial language of support: Insight from 3- to 6-year-old children’s explanations","authors":"Karima Elgamal , Paul Muentener , Laura Lakusta","doi":"10.1016/j.cogdev.2025.101581","DOIUrl":"10.1016/j.cogdev.2025.101581","url":null,"abstract":"<div><div>The current study tested how 3- to 6-year-old children encode causal mechanisms in language for Mechanical Support events (e.g. a person adheres one to another object). Children were first introduced to two objects and were familiarized with their affordances (e.g., whether the objects adhered to a box or not), then asked “Why did that happen?” During two test phases, children then simultaneously viewed a pair of events that depicted consistent or inconsistent support (e.g., the object fell when it previously adhered or it adhered when it previously fell). Children were again asked, “Why did that happen?” Children’s use of causal explanations (e.g., \"The toy is sticking to the box because there is glue\") increased from 3- to 6-years of age, and the types of causal explanations that children used changed with age. These findings shed light on the developmental lag that has been reported in children’s acquisition of Mechanical Support Language, suggesting that conceptual changes in children’s causal representations may influence their Mechanical Support language acquisition.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101581"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143935987","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

Musical perception skills, phonological awareness, and reading difficulties in Chinese 汉语的音乐感知能力、语音意识和阅读困难

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101571

Hsiao-Lan Sharon Wang , Yu-Ling Chen

{"title":"Musical perception skills, phonological awareness, and reading difficulties in Chinese","authors":"Hsiao-Lan Sharon Wang , Yu-Ling Chen","doi":"10.1016/j.cogdev.2025.101571","DOIUrl":"10.1016/j.cogdev.2025.101571","url":null,"abstract":"<div><div>Alphabetic studies have indicated that musical activities can be used as a means of bolstering language and pre-reading skills for children. Nevertheless, the associations between musical performance, phonological awareness, and non-alphabetic readingrelated abilities were still unclear, especially in Chinese literatures. This study, therefore, was aimed to explore (1) whether children with Chinese reading difficulties (RD) would show impairments in the musical, phonological, and reading-related variables, compared to normal readers., and (2) whether there are any particular association among musical skills, phonological awareness, and reading abilities for Chinese children with RD. A series of psychometric, phonological, and reading-related tasks were administrated to a sample of 59 native speakers of Mandarin, including 32 chronological aged-matched typical readers (CA controls) and 27 children with reading difficulties (RD group). Generally, results showed that RD group was significantly poorer than CA controls in most of phonological and reading-related tasks. Children with RD appeared to have weaker performance in some particular musical tasks, including rhythm discrimination and chord discrimination. Moreover, hierarchical regression analyses further demonstrated that children’s performance of rhythm discrimination can have significant prediction particularly in their onset and rime awareness. Our results suggested the implications of further exploring the idea of musical intervention as well as the research design on Chinese children.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101571"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143758999","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

Delay discounting in middle childhood: Heritability estimates from a twin study 童年中期的延迟折扣：一项双胞胎研究的遗传率估计

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101578

Inês Morais , Marian J. Bakermans-Kranenburg , Jacob J.W. Bakermans , Manuela Veríssimo

{"title":"Delay discounting in middle childhood: Heritability estimates from a twin study","authors":"Inês Morais , Marian J. Bakermans-Kranenburg , Jacob J.W. Bakermans , Manuela Veríssimo","doi":"10.1016/j.cogdev.2025.101578","DOIUrl":"10.1016/j.cogdev.2025.101578","url":null,"abstract":"<div><h3>Background</h3><div>Many situations and tasks depend on the ability to delay gratification and control impulses. The degree of impatience or reluctance to wait for delayed outcomes is considered a mechanism underlying impulsive decision-making and predictive of a range of developmental outcomes. However, behavioral genetic studies of delay discounting (DD) focused on adults and adolescents, and did not yet include younger children.</div></div><div><h3>Aims</h3><div>The present study explored DD in middle childhood. We estimated the heritability using a twin design and explored associations between DD and variables such as sex, age, socioeconomic status (SES), IQ, and inhibitory control. Method: A total of 514 children (49 % boys) from 257 twin pairs, with a mean age of 8;11 years (SD = 0;8), participated in this study. DD was assessed using the Delay Discounting of Money task. Behavioral genetic analyses were conducted using R.</div></div><div><h3>Results</h3><div>The variance and covariance of DD were best accounted for by a combination of genetic (25 %) and unique environmental factors (75 %). Results in boys and girls were similar. Significant associations with inhibitory control were found.</div></div><div><h3>Conclusions</h3><div>Our results point to a genetic basis for DD in a developmental sample, complementing research on older age groups. The pattern of results from this and other studies suggest that heritability estimates increase over time.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101578"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143870444","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

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

引用次数: 0

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

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