Cognitive Development最新文献_第4页

Promoting children’s mathematical and statistical understanding through parent-child math games 通过亲子数学游戏促进儿童对数学和统计的理解

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101480

Mary DePascale , Geetha B. Ramani

{"title":"Promoting children’s mathematical and statistical understanding through parent-child math games","authors":"Mary DePascale , Geetha B. Ramani","doi":"10.1016/j.cogdev.2024.101480","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101480","url":null,"abstract":"<div><p>Basic statistical literacy is essential for interpreting external sources and developing critical thinking skills necessary for engagement in real-world contexts. However, many children and adults struggle with understanding and interpreting data. Therefore, it is critical to develop engaging, effective methods for teaching early data analysis, as they could enhance children’s statistical understanding, math, and higher-order thinking skills. We examined the effectiveness of a home-based, experimental game intervention for children’s (ages 5–6, 50 % female, 67 % white, 12 % Asian, 8 % biracial) statistical understanding and math skills. Families (majority high household income and parent education) were randomly assigned to one of three conditions: graphing board game, graphing card game, or literacy board game. Children in the graphing conditions improved on statistical understanding and arithmetic, and children in the literacy condition did not. These results support the development of play-based materials to promote early mathematical and statistical skills, with implications for children’s mathematical development.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"71 ","pages":"Article 101480"},"PeriodicalIF":1.8,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141592904","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 foreigner talk on children’s evaluations of addressees 外国人的谈话对儿童评价对象的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101486

Danielle Labotka, Susan A. Gelman

引用次数: 0

Optimizing adolescent health: Investigating physical activity’s impact on fitness, working memory, and academic performance 优化青少年健康：调查体育活动对体能、工作记忆和学习成绩的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-07-01 DOI: 10.1016/j.cogdev.2024.101478

Pei-Ju Kang , Hsu-Chan Kuo

{"title":"Optimizing adolescent health: Investigating physical activity’s impact on fitness, working memory, and academic performance","authors":"Pei-Ju Kang , Hsu-Chan Kuo","doi":"10.1016/j.cogdev.2024.101478","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101478","url":null,"abstract":"<div><p>This quasi-experimental study investigates the intricate relationship among adolescents’ physical activity, working memory, and academic performance, recognizing their significance in adolescent development. Employing a quasi-experimental design, 85 13-year-olds from a Taiwanese junior high school were involved. Data scrutiny was facilitated through Analysis of Covariance (ANCOVA), with the mediation effect explored via Smart Partial Least Squares structural equation modeling (Smart PLS-SEM). Findings indicate significant improvements in physical fitness among both aerobic and resistance exercise groups compared to controls. Additionally, both exercise cohorts demonstrated a stronger positive association with verbal working memory scores than the control group. Intriguingly, visuospatial working memory fully mediated the relationship between resistance exercise and science performance. These results highlight the potential advantages of incorporating brief daily exercise sessions to bolster adolescent physical fitness and emphasize the mediating function of working memory in connecting physical activity with academic accomplishment. This study furnishes valuable insights for educators and policymakers striving to enhance adolescent well-being and academic achievement through targeted interventions.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"71 ","pages":"Article 101478"},"PeriodicalIF":1.8,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540745","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 impact of early picture book interaction experience on Chinese character reading of children with Dyslexia: The perspective of visual temporal processing 早期绘本互动经验对阅读障碍儿童汉字阅读的影响：视觉时空处理的视角

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-06-17 DOI: 10.1016/j.cogdev.2024.101477

Hung-Ju Tsai , Ji-Kang Chen , Li-Chih Wang

{"title":"The impact of early picture book interaction experience on Chinese character reading of children with Dyslexia: The perspective of visual temporal processing","authors":"Hung-Ju Tsai , Ji-Kang Chen , Li-Chih Wang","doi":"10.1016/j.cogdev.2024.101477","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101477","url":null,"abstract":"<div><p>The present study investigated the moderation effect of visual temporal processing among the relationship between early picture book interaction experience and Chinese character reading of Chinese children with and without dyslexia. In total 118 Chinese children aged 8 to 10 years old were recruited from Taiwan. Half of them were typical learners, while the other half were identified as having dyslexia. We found children with typically developing showed significantly higher levels of early picture book interaction experience and visual temporal processing compared to those with dyslexia. Also, two groups of participants showed distinct profiles of visual temporal processing, early picture book interaction experience, and Chinese character reading. For typically developing students, visual temporal processing significantly contributed to Chinese character reading. In contrast, for students with dyslexia, the interaction between visual temporal processing and early picture book interaction experience was a significant predictor, and early picture book interaction experience’s significant contribution to Chinese character reading was only found for those who had better visual temporal processing.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"71 ","pages":"Article 101477"},"PeriodicalIF":1.8,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141422935","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

Children’s expectations of selective informing: The role of informational relevance on group membership based informing 儿童对选择性告知的期望：信息相关性对基于群体成员身份的信息提供的作用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-06-13 DOI: 10.1016/j.cogdev.2024.101472

Sunae Kim , Mariwan I. Arif

{"title":"Children’s expectations of selective informing: The role of informational relevance on group membership based informing","authors":"Sunae Kim , Mariwan I. Arif","doi":"10.1016/j.cogdev.2024.101472","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101472","url":null,"abstract":"<div><p>Surprisingly little is known about how informational relevance guides children’s informing decisions. Although prior studies have demonstrated that children selectively inform and teach others these studies do not directly address whether children consider informational relevance specific to an outgroup member. We also know that children by age 5 and 6 show robust preferences for their ingroup members in various decisions but does information relevance modulate their ingroup preferences? In three experiments (<em>N</em> = 180), we investigated whether Iraqi Kurdish 6-year-old children expect others to inform an ingroup member or an outgroup member, depending on the informational relevance. In Experiment 1 children expected others to inform an ingroup member rather than an outgroup member irrespective of information type – extending prior work on ingroup preferences. In experiments 2 and 3, in which the relevance of the information to an outgroup member was highlighted, children’s expectation about informing an ingroup member was modulated by information type. Together, the findings suggest that children consider informational relevance to guide their expectations about others’ selective informing in the context of group membership, which could further explain how cultural knowledge is maintained and reinforced among members of the same cultural group.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"71 ","pages":"Article 101472"},"PeriodicalIF":1.8,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000571/pdfft?md5=88729a5a48d6b4836ed47f698e53a3be&pid=1-s2.0-S0885201424000571-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141313391","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

Can Serena Williams’s tennis racquet make me a better tennis player? Beliefs about Ability Contagion in Children and Adults 塞雷娜-威廉姆斯的网球拍能让我成为更好的网球运动员吗？儿童和成人对能力传染的信念

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-06-12 DOI: 10.1016/j.cogdev.2024.101461

Kristan A. Marchak , Marianne Turgeon , Merranda McLaughlin , Susan A. Gelman

{"title":"Can Serena Williams’s tennis racquet make me a better tennis player? Beliefs about Ability Contagion in Children and Adults","authors":"Kristan A. Marchak , Marianne Turgeon , Merranda McLaughlin , Susan A. Gelman","doi":"10.1016/j.cogdev.2024.101461","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101461","url":null,"abstract":"<div><p>We examined U.S. and Canadian children’s (<em>n</em> = 214) and adults’ (<em>n</em> = 72) belief in <em>ability contagion</em> – an expected improvement in performance when using a celebrity’s object (e.g., superior tennis skills when using Serena Williams’s racquet). Four- to 7-year-olds preferred using a celebrity to a non-celebrity object, but their performance on a related task did not differ depending on which object they used (Study 1). Adults and 5- to 8-year-olds expected that a celebrity object would lead to superior performance in a forced-choice paradigm (Study 2), but not when given the option to state that the objects were the same (Study 3), even though adults and older children (> 7.01 years) judged the celebrity object to have an enhanced worth. We find that participants do not believe in ability contagion using either implicit or explicit measures. We discuss implications of our results for versions of contagion accounts of celebrity objects.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"71 ","pages":"Article 101461"},"PeriodicalIF":1.8,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000467/pdfft?md5=060dfaee6cb2043a079792c65a7975af&pid=1-s2.0-S0885201424000467-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141314673","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

Young children’s copying of block constructions: Significant constraints in a highly complex task 幼儿对积木结构的模仿：高度复杂任务中的重要制约因素

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-06-08 DOI: 10.1016/j.cogdev.2024.101463

Barbara Landau, E. Emory Davis, Cathryn S. Cortesa, Zihan Wang, Jonathan D. Jones, Amy L. Shelton

{"title":"Young children’s copying of block constructions: Significant constraints in a highly complex task","authors":"Barbara Landau, E. Emory Davis, Cathryn S. Cortesa, Zihan Wang, Jonathan D. Jones, Amy L. Shelton","doi":"10.1016/j.cogdev.2024.101463","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101463","url":null,"abstract":"<div><p>Block construction is ubiquitous in early development, yet is surprisingly complex, involving step-by-step sequenced actions to create specific structures. Here, we use novel analytic methods to characterize these action sequences in detail, including which individual parts of the structure (‘states’) are built and how these structures are combined, creating a fully specified build path towards the final structure. We find that, like adults tested in a previous study, 4- to 8-year-olds build by creating a small subset of <em>possible</em> individual states and full build paths, and that they prioritize building layer-by-layer. The individual states and build paths that children produce are strikingly similar to those of adults, resulting in structures that are more stable than other possible (but not attested) states and paths. Our approach serves as a lens into the cognitive processes underlying block building and suggests that children’s building is guided by significant cognitive constraints consistent with “computational thinking”.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"71 ","pages":"Article 101463"},"PeriodicalIF":1.8,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141294764","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 influence of story character realism and theme on protagonists’ internal states and dialogue in children’s retells 故事人物的现实性和主题对儿童复述作品中主人公内心状态和对话的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-06-08 DOI: 10.1016/j.cogdev.2024.101458

Samantha J. Russell , J. Jessica Wang , Kate Cain

{"title":"The influence of story character realism and theme on protagonists’ internal states and dialogue in children’s retells","authors":"Samantha J. Russell , J. Jessica Wang , Kate Cain","doi":"10.1016/j.cogdev.2024.101458","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101458","url":null,"abstract":"<div><p>Anthropomorphised animals are a prevalent character type in children’s books. However, stories with fantastical protagonists are associated with poorer social learning than those with human protagonists. We explored whether children’s representations of characters’ internal states and dialogue in story retells were related to story character realism (anthropomorphised animal, human), story theme (sharing, busyness), age, and vocabulary. Three- to seven-year-olds (<em>N</em> = 171) listened to one of four versions of an illustrated storybook that manipulated character realism and theme. Developmental trends were evident: Older children included more internal state references and dialogue in their retells than younger children. Of note, children retelling a prosocial story with human protagonists included more socio-relational language than those retelling a busy-themed story featuring humans; the same advantage was not evident for stories with animal protagonists. These findings imply that realistic protagonists may elicit more robust representations of social ideas in the minds of young children.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"71 ","pages":"Article 101458"},"PeriodicalIF":1.8,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000431/pdfft?md5=fe55ef38d900d2f5ddd8b4365484df24&pid=1-s2.0-S0885201424000431-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141291530","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

Factors affecting children’s direct learning and productive memory processes in the context of virtual museums 影响儿童在虚拟博物馆中直接学习和生产性记忆过程的因素

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-06-07 DOI: 10.1016/j.cogdev.2024.101454

Lucy M. Cronin-Golomb, Jelena Pejic, Hilary E. Miller-Goldwater, Patricia J. Bauer

{"title":"Factors affecting children’s direct learning and productive memory processes in the context of virtual museums","authors":"Lucy M. Cronin-Golomb, Jelena Pejic, Hilary E. Miller-Goldwater, Patricia J. Bauer","doi":"10.1016/j.cogdev.2024.101454","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101454","url":null,"abstract":"<div><p>Informal educational opportunities such as visits to museums, aquariums, and zoos support children’s semantic knowledge gain. Most research focuses on outcomes of direct learning, such as factual recall. The extent to which children engage in productive memory processes such as inferential reasoning and self-derivation through memory integration is not yet well understood. We assessed 8- to 9-year-old children’s performance on tests of direct (e.g., fact recall) and productive (e.g., inference, integration) learning from virtual museum exhibits. We also examined the influence of children’s involvement on learning outcomes, through measuring within-exhibit dyadic conversation and post-exhibit reflection. Children performed successfully on all three tests of learning; fact recall was the most accessible and self-derivation was the least. Both within and post-exhibit involvement predicted overall learning outcomes; within-exhibit conversational phrases predicted self-derivation performance in particular. The current work provides novel insights into mechanisms that support children’s informal learning.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"71 ","pages":"Article 101454"},"PeriodicalIF":1.8,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141291529","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

A cross-sequential study of theory of mind, IQ, and fair sharing framed socially and non-socially in young children 对幼儿思维理论、智商以及社会和非社会公平分享框架的跨序列研究

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-06-03 DOI: 10.1016/j.cogdev.2024.101460

Jennifer Vonk , Theodore S. Tomeny , Stephanie E. Jett , Sterett H. Mercer , Julie Cwikla

引用次数: 0