Cognitive Development最新文献

{"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}

{"title":"Development of inequity aversion in argentine children in different SES populations","authors":"Paulina Guerra ,&nbsp;Belén Mesurado ,&nbsp;Guillermo Solovey","doi":"10.1016/j.cogdev.2024.101533","DOIUrl":"10.1016/j.cogdev.2024.101533","url":null,"abstract":"<div><div>Inequity aversion, which can be categorized into disadvantageous inequity aversion and advantageous inequity aversion, does not develop in the same way across different societies and cultures. In the current study, we evaluated inequity aversion using the \"inequity game\" among Argentine children from two different populations: a low socioeconomic status (SES) group (n = 168) and a middle socioeconomic status group (n = 129). Middle-SES children showed stronger signs of disadvantageous inequity aversion and showed signs from an earlier age than low-SES children, but neither group showed advantageous inequity aversion. On the other hand, girls tended to manifest greater levels of advantageous inequity aversion than boys, while boys manifested greater disadvantageous inequity aversion than girls. These results indicate that the phenomenon of inequity aversion not only varies between different cultures and countries but also manifests differently within the same society.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101533"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143173431","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}

{"title":"Curiosity and children’s memory for a dinosaur exhibit","authors":"Sara B. Festini ,&nbsp;Adriana M. Lutzio,&nbsp;Sofia Condorelli,&nbsp;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}

{"title":"Contribution of narrative identity and future autobiographical memories integration in the self on meaning and purpose in children","authors":"Elena García-Morales ,&nbsp;Llanos Merín ,&nbsp;María V. Jimeno ,&nbsp;David J. Hallford ,&nbsp;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}

{"title":"Language dominance moderates links between theory of mind and children’s externalizing behaviors in a multilingual community","authors":"Amy A. Weimer ,&nbsp;Rong Huang ,&nbsp;Liliana Rojo ,&nbsp;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}

{"title":"How executive function contributed to young children’s mathematical achievement: The differential role of non-symbolic and symbolic numerical representation","authors":"Jingyi Zhang ,&nbsp;Yu Zhang ,&nbsp;Yue Qi,&nbsp;Chunying Gao,&nbsp;Zhuo Shen,&nbsp;Yinghe Chen","doi":"10.1016/j.cogdev.2025.101545","DOIUrl":"10.1016/j.cogdev.2025.101545","url":null,"abstract":"<div><div>Growing attention was paid to how general cognitive skills and basic mathematical skills contribute to mathematical achievement. This study investigated the pathways from different executive function (EF) skills (i.e., visuospatial working memory, verbal working memory, inhibition and cognitive flexibility) to children’s mathematical achievement through non-symbolic and symbolic numerical representations. At the T1 session, 143 children (69 boys; <em>M</em>_age = 5 years 6 months, <em>SD</em> = 1 year 2 months) completed tasks assessing EF skills, including the forward mouse task, forward and backward digit span task, day-night Stroop task, and dimensional change card sort task. At the T2 session, they completed the dots comparison task, digits comparison task and Test of Early Mathematics Ability. The results indicated that children’s visuospatial working memory and inhibition were associated with future non-symbolic and symbolic numerical representation ability. Moreover, symbolic rather than non-symbolic numerical representation ability was associated with mathematical achievement. Symbolic numerical representation mediated the relationship between inhibition and children’s mathematical achievement. When controlling other variables, a direct relation was found between verbal working memory and future mathematical achievement. These findings shed light on the complicated processes from EF subcomponents and numerical representations to mathematical achievement.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101545"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143174304","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}

{"title":"Cognitive offloading by children in perceptual discrimination tasks","authors":"Audrey E. Parrish ,&nbsp;Maisy D. Englund ,&nbsp;Andrew J. Kelly ,&nbsp;Bonnie M. Perdue ,&nbsp;Alexandra H. Daley ,&nbsp;Charlotte K. Welsh ,&nbsp;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}

{"title":"Early number acquisition in bilingual children","authors":"Pierina Cheung ,&nbsp;Taeko Bourque ,&nbsp;Daphne Ang ,&nbsp;Rebecca Merkley","doi":"10.1016/j.cogdev.2024.101541","DOIUrl":"10.1016/j.cogdev.2024.101541","url":null,"abstract":"<div><div>Children learn the first few number words one at a time, before learning the meaning of counting. Past research, however, has focused on monolingual children, with only a handful of studies on bi/multilingual children. The current study investigated whether knowledge of number words in one language predicted knowledge of those same number words in another language. We studied Mandarin-, Malay-, and Tamil-English bilingual children (N = 131, ages 2–5) growing up in Singapore, a multilingual and multicultural society, and found that their number knowledge was strongly correlated between languages. Contrary to previous studies in the U.S., we also found some evidence that meanings for small number words are transferred across languages. Our findings point to a possibility that early number words can be learned as translation equivalents (e.g., “one” in English is “yi” in Mandarin Chinese) in bilingual children and highlight the importance of taking an inclusive, global approach to studying numerical development that goes beyond studying White monolingual children.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101541"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143174805","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}

{"title":"Does the positivity effect apply to emotion recognition? Examining emotion recognition across adulthood","authors":"Michelle Eskritt,&nbsp;Chaya Seale,&nbsp;Marie-Eve Brownell","doi":"10.1016/j.cogdev.2024.101521","DOIUrl":"10.1016/j.cogdev.2024.101521","url":null,"abstract":"<div><div>Research indicates older adults can experience a decline in the ability to identify negative facial emotional expressions while having less difficulty with positive emotions, a finding termed the ‘positivity effect’. We investigated whether the positivity effect is related to the traditional method for studying emotion recognition and the finding that older adults have less negative affect in general. Participants, ranging in age from 19 to 80 years old, viewed videos and pictures of emotional expressions balanced in valence, arousal, and complexity. Though older adults rated the positive stimuli as more positive and intense than younger adults, we did not find a decline in emotion identification accuracy with age. Mood was, for the most part, unrelated to emotion recognition. The findings highlight the need for a more nuanced approach to understanding emotion recognition.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101521"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143173354","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}

{"title":"How to juggle languages: Verbal short-term memory as a key predictor of code-switching in dual language learning 3- to 6-year-olds","authors":"Leila T. Schächinger Tenés,&nbsp;Jessica C. Weiner-Bühler,&nbsp;Alexander Grob,&nbsp;Robin K. Segerer","doi":"10.1016/j.cogdev.2025.101543","DOIUrl":"10.1016/j.cogdev.2025.101543","url":null,"abstract":"<div><div>This study investigates how dual language learning preschooler’s code-switching relates to their linguistic and cognitive strengths and challenges. Utilizing a cross-sectional approach, we examined preschool-aged children in Switzerland and Germany acquiring a societal language (German or French) together with a heritage language (Italian or Turkish). We hypothesized that age-related maturation in verbal short-term memory, alongside language abilities and inhibitory control, shapes children’s code-switching both within (intrasententially) and between sentences (intersententially). Parent-based code-switching reports of 106 children aged three to six years were incorporated into a generalized mixed model analysis, which also included data from linguistically parallelized tests administering societal and heritage language skills together with linguistically unbiased cognitive assessments. Findings indicate that as children age, their intrasentential switches to the heritage language decrease, while their intrasentential switches to the societal language slightly increase. Verbal short-term memory, improving with age, seems to facilitate intrasentential switching to the societal language. Moreover, strong inhibitory control helps avoid unintended intrasentential switches to the societal language. Switching intersententially is not affected by age or cognition. Irrespective of intra- or intersentential switches, switching towards the societal and heritage language reflects children’s linguistic strengths and difficulties, with a noticeable preference for switching into the societal majority language, even when language proficiencies are controlled. Using a comprehensive research design, this study offers valuable insights into children’s dual language development. Code-switching is portrayed as a complex behavior significantly shaped by the development of verbal short-term memory, alongside strengths and challenges in linguistic skills and inhibitory control, as well as further influenced by the broader language environment within the society.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101543"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143174806","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}