Cognitive Development最新文献

{"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":"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}

{"title":"Predictions of pre-academic mathematical and literacy skills by kindergarten executive functions","authors":"Eva Michel ,&nbsp;Gina Martin,&nbsp;Melissa Pope","doi":"10.1016/j.cogdev.2024.101532","DOIUrl":"10.1016/j.cogdev.2024.101532","url":null,"abstract":"<div><div>The present study examined the associations between kindergarten executive functions (EF) and pre-academic phonological and numeracy skills. A sample of 114 kindergarten children were tested on several pre-academic skills tasks and EF tasks that tap working memory updating and inhibition. Home learning environment and family socioeconomic status were assessed with parent questionnaires. EF were assumed to be associated with phonological as well as numeracy skills over and above the family background variables. Associations with numerical skills should be stronger than those with phonological awareness skills. Hierarchical regression analyses revealed that EF predicted pre-academic skills besides home learning environment and socioeconomic status. EF explained more variance in numerical skills than in phonological skills. Structural equation models showed high path coefficients between a latent EF variable and pre-academic skills. Not only EF performance levels, but also intraindividual EF performance fluctuations were associated with pre-academic skills. The results indicate that kindergarten EF are associated with early academic achievement. This points to the importance of early diagnosis of EF problems and early interventions.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101532"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143173355","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":"Attentional skills, developmental areas, and phonological awareness in children aged 5–6 years","authors":"Piedad Rocío Lerma Castaño ,&nbsp;Amilbia Palacios Córdoba ,&nbsp;Aura Angélica Espinel Católico ,&nbsp;Gisella Bonilla Santos ,&nbsp;José Armando Vidarte Claros","doi":"10.1016/j.cogdev.2024.101509","DOIUrl":"10.1016/j.cogdev.2024.101509","url":null,"abstract":"<div><div>The assessment, detection, and early monitoring of attentional processes, psychomotor skills, and phonological awareness serve as crucial indicators to prevent developmental disorders such as attention deficit and dyslexia. This study aimed to establish the relationship between attentional skills, developmental areas (gross motor skills, fine-adaptive motor skills, hearing and language, personal-social), and phonological awareness in children aged 5–6 years. 122 randomly selected children underwent assessment for visual and auditory attention, developmental areas, and syllabic and phonemic phonological awareness. Attentional skills, evaluated through regression and visual and auditory Letter Cancellation Tests, indicated that half of the sample struggled with the tasks. Overall, phonological awareness performance was low in 36.9 %, moderate in 32 %, and high in 31.1 % of the evaluated children. Visual and auditory attention positively correlated with syllabic and phonemic awareness. The results suggest that both visual and auditory attention skills influence the acquisition of phonological awareness.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101509"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142425037","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":"Creating my own story: Improving children’s creative thinking and composition creativity through a three-staged individual-group-individual story writing framework","authors":"Hsu-Chan Kuo ,&nbsp;Chu-Yang Chang ,&nbsp;Jian-Ping Wang ,&nbsp;Estelle Linjun Wu ,&nbsp;Pei-Lin Li","doi":"10.1016/j.cogdev.2024.101513","DOIUrl":"10.1016/j.cogdev.2024.101513","url":null,"abstract":"<div><div>Previous research primarily used creative writing in secondary and undergraduate courses, while practical writing models in primary school merit development. Based on the scaffolding theory, a three-staged Individual-Group-Individual (IGI) storywriting model was developed to cultivate 27 fifth graders’ (11–12 years old) creative thinking and composition creativity in the 14-week course. A mixed-methods approach was conducted, in which the Torrance Test of Creative Thinking, the Composition Creativity Scale, and focus group interviews were employed. The quantitative results indicated that the students significantly improved creativity and composition creativity. The qualitative findings supported these results, highlighting increased incubation time, peer exchange, concept visualisation, the value of scaffolding, and individual portfolios. The three-staged IGI model has been indicated as an effective approach that future studies and educational practices can use.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101513"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142527305","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":"Developmental origins of regulatory emotional self-efficacy beliefs in preadolescence: A longitudinal investigation from early childhood till adolescence","authors":"Natalie Christner ,&nbsp;Laura Di Giunta ,&nbsp;Daniela Kloo ,&nbsp;Markus Paulus","doi":"10.1016/j.cogdev.2024.101512","DOIUrl":"10.1016/j.cogdev.2024.101512","url":null,"abstract":"<div><div>Regulatory emotional self-efficacy beliefs (RESE) are essential for socio-emotional functioning. While they are shown to emerge in early adolescence, their developmental origins are largely unknown. The current study takes a longitudinal approach to investigate the developmental factors that relate to the emergence of RESE. It covers central factors from early to middle childhood. Specifically, we examined the impact of maternal interaction quality, emotion knowledge, goal maintenance (at 4–5 years), and global self-worth (8 years) on 12-year-olds’ (<em>M</em>_<em>ag</em>e = 12;2) perceived capability to regulate negative emotions (RESE-NEG) and to express positive emotions (RESE-POS) (<em>N</em> = 155, 68 female, mostly White). Maternal non-hostility and child cognitive competencies at 4–5 years predicted adolescents’ RESE-NEG (<em>β</em>s =.26–.33), demonstrating first evidence how early social experiences contribute to RESE. Global self-worth predicted RESE-POS (<em>β</em> =.27). The study broadens our knowledge on the psychological mechanisms that support the development of RESE. It highlights adolescents’ RESE as outcome of earlier developing social-cognitive competencies and experiences in caregiver-child interactions in early childhood.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101512"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142527304","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":"Indirect effects of intrusive parenting on externalizing behaviors in socioeconomically disadvantaged children: A parallel mediation analysis","authors":"Germaine Y.Q. Tng ,&nbsp;Hwajin Yang","doi":"10.1016/j.cogdev.2024.101516","DOIUrl":"10.1016/j.cogdev.2024.101516","url":null,"abstract":"<div><div>Although emerging research has identified intrusive parenting as a crucial risk factor for childhood externalizing behaviors, the mechanisms that underlie this relation warrant further investigation. Hence, the present study examined common executive functioning (EF) and expressive verbal abilities as parallel mediators in the associations between intrusive parenting and externalizing behaviors (i.e., hyperactivity/inattention, conduct problems) in preschool-aged children from low-income families. Data from the Family Life Project (N = <em>1050</em>, <em>M</em>_<em>age</em> = 3 years 2 months) was analyzed using structural equation modelling. We found that common EF and expressive verbal abilities separately mediated the respective pathways from intrusive parenting to preschool-aged children’s hyperactivity/inattention problems and conduct problems. These findings held when key covariates-age, gender, household income, ethnicity, and state of residence—were controlled for. Notably, our findings provide evidence of potentially differing processes that explain the link between intrusive parenting and separable aspects of externalizing behaviors in young children from disadvantaged families.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101516"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142656644","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":"Influence of sleep and nap habituality on mnemonic discrimination in early childhood: An online study","authors":"Jade Dunstan ,&nbsp;Kelsey L. Canada ,&nbsp;Rebecca M.C. Spencer ,&nbsp;Tracy Riggins","doi":"10.1016/j.cogdev.2024.101518","DOIUrl":"10.1016/j.cogdev.2024.101518","url":null,"abstract":"<div><div>Naps protect memories in early childhood. However, critical to episodic memory is the ability to discriminate between similar items, which requires precise memory for details to accurately reject lures. The goal of the present study was to disentangle the role of sleep for general item memory and memory for precise details in 3–5-year-old children, a critical age for development of episodic memory. We used an online child-friendly version of the mnemonic similarity task to examine the roles of napping and overnight sleep on mnemonic discrimination in habitually napping and non-habitually napping children ranging in age from 3;1 years to 5;11 years. In habitual nappers, mnemonic discrimination decreased following a nap but not a similar period awake, suggesting naps promoted generalization of memory representations. Mnemonic discrimination improved following overnight sleep, suggesting overnight sleep promoted memory precision. In non-habitual nappers, mnemonic discrimination did not change following nap or wake conditions. These results suggest that habitual nappers may require overnight sleep to support memory for details while non-nappers may have sufficiently mature brains to support precision memory without sleep.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101518"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142698519","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}